The Effects of University Students’ Personal Characteristics, Short Form Motivation and Self-Control on Learning Flow

Objectives The purpose of this study is to empirically analyze the relative effects of personal characteristics, motivation to use short form, and self-control on learning flow in order to strengthen college students' learning flow. Methods In this study, the quantitative research method of the questionnaire survey was applied to 299 college students attending K university in G metropolitan city. The collected questionnaires were analyzed by frequency analysis, descriptive statistics, reliability test, t-test, F-test, correlation analysis, and hierarchical multiple regression analysis using SPSS program. Results First, female students used short form videos more than male students for information seeking and stress-relieving motivation. In short form use time, college students watched short form videos more for interaction, entertainment seeking, and stress-relieving motivation. The shorter short form use time, the higher self-control, cognitive, and behavioral learning flow. Second, self-control, motivation to use short form, and personal characteristic variables explain the learning flow of college students in order. Especially, the higher the grade, interaction motivation, information seeking motivation, stress solving motivation, self-control level, short time to use short form, The lower the level of self-expression motivation, the higher the level of learning flow of college students. Conclusions The learning flow of college students is influenced by various variables such as grade, gender, personal characteristics of short form use time, motivation to use short form, and self-control. The level of learning flow can vary depending on how the learner adjusts and utilizes the short form video that contains various purposes. Therefore, it is necessary to devise a learning flow plan considering the learner’s personal characteristics, motivation for using short form, and self-control level.