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KMID : 0608420190320020067
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Journal of the Korean Society of School Health
2019 Volume.32 No. 2 p.67 ~ p.76
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Effects of Academic Engagement and Negative Psychological Tendency on Self-Directed Learning Ability among Undergraduate Students
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An Min-Jeong
Nho Ju-Yeon
Jang Hye-Joo
Choi Ju-Hye
Han Do-Heon
Han Su-Jin
Song Chi-Eun
Hwang Yoon-Young
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Abstract
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Purpose: The purpose of this study was to explore self-directed learning ability and its affecting factors amongundergraduate students.
Methods: A descriptive cross-sectional study design was used. Using a conveniencesampling method, data were collected from 196 undergraduate students enrolled in one national university. Negativepsychological tendency (i.e. Type D personality), academic engagement, and self-directed learning abilitywere assessed using a structured questionnaire. Data were analyzed by descriptive statistics, t-test, and analysisof covariance, Pearson’s correlation coefficients, and stepwise multiple linear regression, using SPSS/WIN 23.0program.
Results: The mean age of the students was 21.61±2.40 years and 56.6% were male students. Approximately, one third (n=67, 34.2%) of the students had Type D personality. The average scores of academicengagement and self-directed learning ability were 3.01±1.14 and 3.46±0.50, respectively. After controlling forsociodemographic variables, the Type D personality and academic engagement were significant predictors ofself-directed learning ability (β=.64, p<.001; β=-.13, p=.021, respectively). This model explained 53.6% of thevariance in self-directed learning ability.
Conclusion: The study identified that Type D personality and academicengagement affect self-directed learning ability of undergraduate students, one in a negative way, the other ina positive way. Educators and educational policy makers need to make efforts to include interventions andstrategies that increase academic engagement and change negative psychological dispositions such as D-typepersonality in the undergraduate education curriculum.
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KEYWORD
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Academic engagement, Psychology, Self-directed learning ability, Students
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