Validation study of college student learning competency scale: Focusing on the case of P University

Objectives The purpose of this study was to establish related components and develop a scale to diagnose them in order to examine the learning capabilities of college students. Methods In order to develop a learning competency scale, previous research related to learning competency was reviewed and learning competency components were extracted into 3 cognitive, affective, and behavioral fators and 9 sub-factors. Next, preliminary questions developed based on previous research were revised and deleted through expert review, resulting in a total of 67 questions. As a result of the preliminary survey, the main survey was conducted with 66 questions, excluding one question that undermined reliability. Validity was verified by conducting exploratory and confirmatory factor analysis based on the responses of 358 college students at P University. Results As a result of exploratory factor analysis, in the cognitive factor, the explanatory amount of the three factors - metacognition, creative problem-solving ability, and comprehensive thinking ability - was 68.20%, resulting in 19 questions. In the affective factor, 13 questions were derived with an explanation amount of 64.73% with two factors, learning persistence and learning motivation. In the behavioral factor, 28 questions were derived with an explanation amount of 64.12% in three factors: learning strategy, collaboration·communication, and goal·time management. Confirmatory factor analysis was then conducted and a learning competency scale consisting of a total of 60 questions was developed. As a result of verifying reliability, Cronbach a was found to be good at .964. Conclusions The learning competency scale developed in this study will help learners understand their strengths and weaknesses in learning, and will serve as a basis for analyzing the performance of learning programs conducted at universities and feedback and improvement of the programs.