| Identifying Predicting Variables of the Tutees’ Learning Flow in Tutoring Program |
|
Okboon Kim, Hyejin Kim |
| 튜터링 프로그램 참여 대학생의 전공별 학습몰입 영향요인 분석 |
|
김옥분, 김혜진 |
|
|
|
|
| Abstract |
The purpose of this study was to identify the predicting variables of learning flow of college students who participated voluntarily in peer tutoring program according to their major groups. The subjects were 174 tutees (110 whose majors are humanities and social sciences, 64 whose majors are engineering and natural sciences) at the two private universities in Seoul during two semesters of 2015. They completed the scales such as learning flow, cognitive thinking competence, interpersonal relationship, creative personality, and motivation. The collected data were analyzed by multiple regression analysis and correlation coefficient using SPSS 18.0.
Results
can be summarized as follows: first, for tutees with humanities and social sciences majors, learning goal orientation, creative personality and self-efficacy have significant influences on tutees’ learning flow. Second, tutees’ meta cognition, higher thinking, and learning goal orientation were found to be variables affecting learning flow significantly for the students with engineering and natural sciences majors.
These results suggest that educational opportunities which focus on process rather than outcome and positive feedback would be better to be provided for students with humanities and social sciences majors. This study provides educators with useful informations for promoting and developing self-directed learning or learning flow program involving tutoring programs in higher education. |
| Key Words:
tutoring program, tutee, learning flow, cognitive thinking competence, interpersonal relationship, creative personality |
|
PDF Links
Full text via DOI
Download Citation
