목적 : 학습코칭이 대학생의 자기주도학습 능력 및 학업성취에 영향을 미치는지를 살펴보고, 자기주도학습이 학업성취에도 영향을 미치는지 알아보고자 한다.
방법 : 조별 학습 및 팀기반 학습을 6개월 이상 경험한 전남 소재 안경광학과 전공학생 86명을 대상으로 설문조사를 실시하였으며, 수집된 자료는 IBM SPSS Statistics 22를 이용하여 빈도분석, 기술통계량, 신뢰도분석, 회귀분석을 실시하였다.
결과 : 학업성취는 학습코칭과 자기주도학습에 양(+)의 상관관계가 있는 것으로 분석되었다. 학습코칭은 학업성취에 정적인 영향을 미치는 것으로 나타났으며(β=.503, p<.001), 전공만족도가 높을수록 학업성취도가 높은 것으로 나타났다(β=.351, p<.01). 학습코칭이 자기주도학습에 미치는 영향을 살펴본 결과, 유의한 영향을 미치는 것으로 나타났으며(β=.325, p<.01), 남자인 경우(β=.259, p<.01), 학점이 높을수록(β =.222, p<.05) 자기주도학습 수준이 높은 것으로 분석되었다. 자기주도학습이 학업성취에 미치는 영향을 알아보고자 회귀분석을 실시한 결과, 대학생의 자기주도학습은 학업성취에 영향을 미치고(β=.547, p<.001), 전공만족도가 높을수록(β=.404, p<.001) 학업성취에 유의한 영향을 미치는 것으로 나타났다.
결론 : 학습코칭은 대학생의 자기주도학습 및 학업성취에 큰 영향을 미쳤고, 전공만족도가 중요한 변인임을 확인하였다.

Purpose : This study is to investigate the impacts of learning coaching on college students’ self-directed learning ability and academic achievement and examine the impact of self-directed learning on academic achievement.
Methods : With 86 students in the department of Optometry and Optic Science at D University who experienced group learning and team-based learning for more than six months, a survey was conducted. Using IBM SPSS Statistics 22, frequency analysis, descriptive statistics, reliability analysis and regression analysis were conducted.
Results : As a result of the analysis, it was found that academic achievement had positive (+) correlations with learning coaching and self-directed learning. Learning coaching had a positive impact on academic achievement (β=.503, p<.001), and the higher the satisfaction with their major, the higher their academic achievement became (β=.351, p<.01). It turned out that learning coaching had a significant impact on self-directed learning (β=.325, p<.01), and in males (β=.259, p<.01), the higher their grades (β=.222, p<.05), the higher their self-directed learning level became. In regression analysis for the impact of self-directed learning on academic achievement, it turned out that college students’ self-directed learning had an impact on their academic achievement (β=.547, p<.001), and the higher the satisfaction with their major (β=.404, p<.001), the more significant the impact on their academic achievement became.
Conclusions : It was found that learning coaching had a big impact on college students’ self-directed learning and academic achievement and that the satisfaction with their major was an important variable.

Abstract
 Ⅰ. 서 론
 Ⅱ. 연구내용 및 방법
  1. 연구대상 및 자료수집
  2 연구도구
   1) 학습코칭
   2) 자기주도학습
   3) 학업성취
  3. 자료분석
 Ⅲ. 연구결과
  1. 응답자들의 일반적 특성
  2. 학습코칭과 자기주도학습 및 학업성취에미치는 영향
   1) 주요변수간의 상관관계
   2) 학습코칭이 학업성취에 미치는 영향
   3) 학습코칭이 자기주도학습에 미치는 영향
   4) 자기주도학습이 학업성취에 미치는 영향
 Ⅳ. 고찰 및 결론
 References
 요 약

• Eun-Sun Seo(Dept. of Optometry and Optic Science, Dongshin University, 동신대학교 안경광학과) | 서은선
• Sun-Hee Park(Dept. of College of Basic and General Education, Dongshin University, 동신대학교 기초교양대학) | 박순희
• Yun-Joo Kim(Dept. of Children's English Education, Dongshin University, 동신대학교 아동영어교육학과) | 김윤주