부산대학교 도서관

This study attempted to emphasize the importance of psychological ownership in the college's team-based learning(TBL), which was not examined in previous studies. The purpose of this study was how the psychological ownership of team members affects team achievement in the team-based project classes of the college, and whether the individual's self-efficacy and perceived team member interactions play a mediating role. Survey data was collected from 256 college students who taking a team-based project class at the department of business administration from the three University. Results showed following. First, the psychological ownership was found to have a significant effect on self-efficacy, perceived interaction, and team achievement awareness. Second, the self-efficacy and perceived interaction had a significant effect on team achievement awareness. Finally, self-efficacy and perceived interaction completely mediate the relationship between psychological ownership and team achievement awareness. This study made a theoretical contribution by identifying the structural relationship between psychological ownership, self-efficacy, perceived interaction, and team achievement awareness. In addition, this study discussed educational implications for the operation of team project classes in college education, and suggested the limitations of the study and the direction of future studies.