소셜미디어 활용 학습에서 대학생의 자기조절학습능력에 대한 협력적 자기조절과 협력적 효능감의 매개효과 및 조절효과

This study was to explain the relationships between self-regulation consisted of cognitive, motivational, behavioral components and achievement, as well as social learning satisfaction, in collaborative learning through social media. In order to identify the causal relationships, the mediation and moderation effects of co-regulation and collaborative efficacy were explored. A total of 103 students who enrolled in a course on education at the university located in capital region joined in Facebook activities designed with the notion of collaborative learning. As the results of mediation and moderation analysis by PROCESS method based on bootstrapping, cognitive and motivational regulation did not influence on achievement; however, collaborative efficacy had positive indirect impact on the offset of negative relationship between cognitive, motivational regulation and social learning satisfaction. Behavioral regulation showed significant direct effect on the level of achievement, with no mediating effect from co-regulation nor collaborative efficacy; however, the high level of co-regulation would have negative moderating impact on the positive influence of behavioral regulation to achievement. The results of this study indicated collaborative efficacy could positively intervene in the negative relationship between cognitive, motivational regulation and learning satisfaction. On the contrary, co-regulation would negatively influence on the positive relationship between behavioral regulation and achievement. It suggests instructors should design collaborative learning through social media with the consideration of individual learner’s level of cognitive, motivational, and behavioral regulation as well as collaborative characteristics including co-regulation and collaborative efficacy.