남녀 대학생의 학업적 자기효능감 및 학업 탄력성이 학습 행동조절에 미치는 영향

This study was conducted to examine how academic self-efficacy and resilience of university students affect their control of learning behavior. To this end, questions about academic self-efficacy and resilience of the DEU GRIT test were used to measure academic self-efficacy and resilience, and learning behavior control factors of self-regulated learning scale was used to measure the control of learning behavior, respectively. As a result, academic self-efficacy, academic resilience and the control learning behavior showed a significant correlation with each other. Regression analysis showed that academic self-efficacy and resilience influence the control of learning behavior significantly. In other words, the higher the academic self-efficacy and resilience, the greater the control of learning behavior. In addition, in order to see if there are different characteristics according to gender in the relationship between the above variables, gender was added and examined. As a result, male students had higher academic self-efficacy than female students and the lower the academic resilience, the higher the control of learning behavior. These results suggest that academic self-efficacy and resilience, which have the motivation nature of learning, are important for controlling learning behavior, while academic resilience influences the control of learning behavior in different directions according to gender.