scholarly journals The Effectiveness of Self-directed Learning Ability Improvement Program for College Students on Academic Probation

2021 ◽  
Vol 7 (8) ◽  
pp. 281-290
Author(s):  
Youngran Yoon
Keyword(s):  
College Students ◽  
Academic Probation ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Improvement Program ◽  
Directed Learning

scholarly journals A Case Study on the Self-directed English Learning Experiences of Korean College Students Using Self-coaching

2021 ◽  
Vol 15 (5) ◽  
pp. 199-214
Author(s):  
Seongjhin Joh ◽  
Byungsun Kim
Keyword(s):  
College Students ◽  
Learning Experience ◽  
Self Control ◽  
Learning Ability ◽  
English Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Korean College Students ◽  
Colaizzi's Method ◽  
Learning English

The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived. The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning. Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.

scholarly journals Association Between Online Self-Directed Learning Ability and Negative Emotions Among College Students During the COVID-19 Pandemic: A Cross-Sectional Study in Anhui Province, East China

2021 ◽  
Vol 12 ◽  
Author(s):  
Wei-wei Chang ◽  
Liu Zhang ◽  
Li-ying Wen ◽  
Hong Su ◽  
Yue-long Jin
Keyword(s):  
College Students ◽  
Online Learning ◽  
Negative Emotions ◽  
Cross Sectional Study ◽  
Anhui Province ◽  
Learning Ability ◽  
Sectional Study ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Directed Learning

Background: This study investigated the correlation between depression, anxiety, and stress among college students engaged in online learning during the coronavirus disease 2019 (COVID-19) pandemic and self-directed learning (SDL) ability, which could provide a scientific basis for mental health education of the college students.Methods: A cross-sectional study was conducted among 5,558 students from two universities in Anhui province, East China. The Depression, Anxiety, and Stress Scale-21 (DASS-21) and the Self-directed Learning Ability Scale were used to conduct an online questionnaire survey.Results: A total of 35.15, 36.32, and 17.24% of college students reported symptoms of depression, anxiety, and stress, respectively. Males and nonmedical students were at higher risks to suffer from depression, anxiety, and stress. In adjusted model, compared with Q1 of self-management ability, the odds ratio (OR) of the Q2, Q3, and Q4 were as follows: 0.635 (0.531–0.759), 0.504 (0.415–0.611), and 0.312 (0.248–0.392) for depression; 0.639 (0.535–0.764), 0.653 (0.540–0.789), and 0.421 (0.338–0.525) for anxiety; and 0.649 (0.523–0.805), 0.579 (0.457–0.733), and 0.482 (0.364–0.637) for stress. For information capability, decrease in risk was even more pronounced: Q2 (0.654, 0.540–0.794), Q3 (0.560, 0.454–0.690), and Q4 (0.233, 0.181–0.301) for depression; Q2 (0.781, 0.646–0.945), Q3 (0.616, 0.501–0.757), and Q4 (0.276, 0.216–0.353) for anxiety; and Q2 (0.444, 0.357–0.553), Q3 (0.454, 0.357–0.578), and Q4 (0.272, 0.202–0.368) for stress. Compared with the Q2 group of cooperation learning ability, cooperation learning ability quartiles were positively associated with depression (Q1: 1.382, 95% CI: 1.138–1.678), anxiety (Q4: 1.260, 95% CI: 1.008–1.576), and stress (Q1: 2.002, 95% CI: 1.583–2.532; Q3: 1.600, 95% CI: 1.252–2.044; Q4: 1.674, 95% CI: 1.243–2.255).Conclusion: The prevalence of depression, anxiety, and stress among college students was high for those studying online at home during the COVID-19 pandemic, especially among nonmedical students and males. SDL ability was negatively associated with negative emotions of the college students during this period of online learning.

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