An Examination of the Mediation Effect of Self-Regulated Learning Strategy on Learning Outcome in Engineering Capstone Design Course

공과대학 캡스톤 디자인의 학습성과에 대한 자기조절학습전략의 매개효과 검증

  • Kim, Na-Young (Innovation Center for Engineering Education, Seoul National University of Science and Technology) ;
  • Lee, So Young (Language Education Institute, Seoul National University)
  • 김나영 (서울과학기술대학교 공학교육혁신센터) ;
  • 이소영 (서울대학교 언어교육원)
  • Received : 2017.09.12
  • Accepted : 2017.09.28
  • Published : 2017.09.30


This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.


Capstone Design;Problem Solving Efficacy;Task Value;Self-Regulated Learning Strategy


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