The Effects of Self-Directed Learning Readiness, Meta-cognitive Learning Strategy, and Creative Achievement Intention on Learning Leader Competency in University StudentsThe Effects of Self-Directed Learning Readiness, Meta-cognitive Learning Strategy, and Creative Achievement Intention on Learning Leader Competency in University Students
- Other Titles
- The Effects of Self-Directed Learning Readiness, Meta-cognitive Learning Strategy, and Creative Achievement Intention on Learning Leader Competency in University Students
- Authors
- 전주성; 윤진경; 배희라; 이경화
- Issue Date
- Dec-2023
- Publisher
- 중앙대학교 Human Engagement Institute
- Keywords
- Self-directed learning readiness; meta-cognitive learning strategy; creative achievement intention; learning leader competency
- Citation
- 역량개발학습연구(구 한국HRD연구), v.18, no.4, pp 63 - 84
- Pages
- 22
- Journal Title
- 역량개발학습연구(구 한국HRD연구)
- Volume
- 18
- Number
- 4
- Start Page
- 63
- End Page
- 84
- URI
- https://scholarworks.bwise.kr/ssu/handle/2018.sw.ssu/49131
- DOI
- 10.21329/khrd.2023.18.4.63
- ISSN
- 2733-8541
- Abstract
- The purpose of this study was to examine the effects of self-directed learning readiness, meta-cognitive learning strategy, and creative achievement intention on the learning leader competency of Korean university students. It also investigated differences in these variables by gender, major, and grade. The study samples were 757 students from University A in Seoul who were taking liberal arts courses. Data were collected using scales on self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency. The data collected was analyzed using two independent samples t-test, one-way analysis of variance, and multiple regression analysis. The findings are as follows: First, there were significant relationships between self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency. Second, self-directed learning readiness, meta-cognitive learning strategy, and creative achievement intention had significant effects on learning leader competency. Finally, there were differences in self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency based on gender, major, and grade.
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