The Effects of University Student Self-leadership and Campus-life Satisfaction Level on Self-directed Learning Ability and Academic Self-efficacy

??? ????????? ???????????? ??????????????? ????????? ???????????? ???????????? ??????????????? ???????????? ????????? ?????????????????? ????????? ????????? ??????????????? ?????????. ?????? ?????? ?????? ?????? ?????? ????????? ????????? 386?????? ???????????? ??????????????? ???????????? ???????????? ?????????. ????????? ????????? ??????. ??????, ??????????????? ??????????????? ????????? ????????? ?????? ??? ?????? ?????? ??????????????? ???????????? ????????? ?????????????????? ???????????? ????????? ????????? ????????? ????????????. ?????? ?????????????????? ???????????? ??? ?????????????????? ????????? ??? ???????????? ???????????? ????????? ????????? ????????? ????????????. ??????, ???????????? ???????????? ??????????????? ???????????? ??????, ????????? ????????? ????????????????????? ??????????????? ??? ??? ????????? ???????????? ????????? ?????? ????????? ????????? ????????? ????????? ????????????. ??????, ?????????????????? ??????????????? ?????????, ????????? ?????????????????? ???????????? ???????????? ???????????? ?????? ??????????????? ????????? ????????? ????????????. ??? ????????? ?????????, ?????????????????? ????????? ??????????????? ???????????? ????????? ?????????????????? ????????? ????????? ?????? ??? ?????? ??? ??? ???????????? ?????????, ?????? ???????????? ???????????? ???????????? ???????????? ??????????????? ????????? ?????????. This study examined how impact university student’s self-leadership on the self-initiated learning capability and the academic self-efficacy. For that this study used the measuring device presented by the advanced researches for verifying the issues of this study, or using the measuring device with some revisions. It conducted the survey of 386 university students who have different sex, year and major in a universities in Seoul and Gyeonggi-do. The results are as follows: It showed that the behavioral strategy and the cognitive strategy that is the sub-factors of the self-leadership have a significant effect on the self-directed learning capability and academic self-efficacy. And if the cognitive strategy of the self-leadership is higher, the satisfaction in a university may increase. The general satisfaction and the quality of college education of the satisfaction in a university has a positive effect on the self-directed learning and self-initiated learning capability. And the satisfaction in a university has a mediated effect on the self-leadership and the academic self-efficacy