부산대학교 도서관

목적 본 연구는 간호대학생의 디지털 리터러시 역량, 자기주도학습, 학업성취도의 정도를 확인하고, 디지털 리터러시 역량과 학업성취도의 관계에서 자기주도학습의 매개효과를 확인하고자 시행되었다. 방법 2개 간호대학교에 재학중인 2, 3, 4학년 학생 144명을 대상으로 하여 자가보고형 설문조사를 실시하였으며, SPSS/WIN 23.0 통계 프로그램을 이용하여 기술통계, independent t-test, one-way ANOVA, Pearson's correlations coefficient와The PROCESS macro for SPSS를 이용하여 bootstrapping 방법을 통해 매개효과를 분석하였다. 결과 간호대학생의 디지털 리터러시 역량은 평균 4.03±0.44점이었으며, 자기주도학습은 평균 3.60±0.49점, 학업성취도는 평균3.62±0.44점이었다. 디지털 리터러시 역량은 학업성취도에 직접적인 영향을 미치지는 않았으나(B=-.10, p=.286), 자기주도학습능력은 학업성취도에 직접적인 영향을 미치는 것으로 나타났다(B=.57, p<.001). 또한, 디지털 리터러시 역량은 자기주도학습을통해 학업성취도에 간접적인 영향을 미치는 것으로 나타나(B=.18, 95% CI=.05~.31), 간호대학생의 자기주도학습은 디지털 리터러시 역량과 학업성취도의 관계에서 매개효과가 있는 것으로 나타났다. 결론 간호대학생의 디지털 리터러시 역량은 자기주도학습을 통해 학업성취도에 간접적인 영향을 미치는 것으로 나타났으며, 따라서 간호대학생의 학업성취도 향상을 위해서는 디지털 리터러시 역량과 자기주도학습 수준을 고려한 교육 프로그램이 필요할 것이다.
Objectives The purpose of this study was to examine the role of self-directed learning ability as a mediating factor between digital literacy competence and academic achievement among nursing students. Methods Employing a descriptive correlation design, the study engaged 144 nursing students from two universities in two different cities. A self-report questionnaire was used to measure digital literacy competence, academic achievement (reflected by grade point average, GPA), and self-directed learning ability. Analysis was performed using SPSS 23.0 and the mediating effects were verified through the bootstrapping method by using the PROCESS macro for SPSS. Results The mean scores of digital literacy competence and self-directed learning ability were 4.03±0.44, 3.60±0.49, and academic achievement was 3.62±0.44 respectively. Digital literacy competence did not have a direct effect on academic achievement (B=-.10, p=.286). However, it had a direct effect on self-directed learning ability (B=.57, p<.001). Self-directed learning ability had a direct effect on academic achievement (B=.30, p=.001). Furthermore, digital literacy competence had an indirect effect on academic achievement through self-directed learning (B=.18, 95% CI=.05~.31). Self-directed learning ability had a mediating effect on the relationship between digital literacy competence and academic achievement of nursing students. Conclusions Digital literacy competence did not have a direct effect, but instead an indirect effect on academic achievement through self-directed learning. These results suggests that educationl programs which consider the level of digital literacy competence and self-directed learning ability are essential to improve the academic performance of nursing students.