목적: 본 연구는 문제해결능력, 임상추론 등의 기술이 필요한 작업치료 직무 특성에 맞게 작업치료 전공 학생들이 학습을 하고 있는지에 대한 관심으로 메타인지, 전두엽 및 집행기능, 학업성취수준의 상관관계를 알아보고자 시행하였다. 연구방법: 2022년 4월부터 6월까지 원주에 소재한 상지대학교 작업치료학과 학생 82명을 대상으로 CNT를 이용한 전두엽 및 집행기능 평가(카드분류검사, 개념형성검사), 메타인지 설문을 시행하였다. 학업성취수준은 학생들의 1학기 평점으로 비교하였다. 평가는 교내의 실습실에서 1:1로 진행되었으며 1인당 20분씩 평가를 시행하였다. 각 요인간의 상관관계를 확인하였다. 결과: 성적은 전두엽 및 집행기능, 메타인지와는 상관관계가 유의하지 않았다. 메타인지는 카드분류검사, 개념형성검사와 상관관계가 유의한 것으로 조사되었다. 결론: 본 연구에서 메타인지와 전두엽 및 집행기능과의 상관관계가 있는 것을 확인하였으며, 학업성적과는 유의하지 않은 것을 알 수 있었다. 이는 문제해결능력, 논리적사고, 개념형성, 인식능력, 집행기능 등이 메타인지와 관련이 높은 것을 알 수 있었다. 반면, 학업성적은 암기를 기반으로하여 학업 시간과 관련이 높은 바 메타인지와는 상관관계가 낮은 것으로 볼 수 있다. 작업치료 전문가를 양성하기 위하여 메타인지를 향상시키는 학습이 필요하다.

Objective: This study was conducted to investigate the correlation between meta-cognition, frontal lobe and executive function, and academic achievement level with interest in whether occupational therapy students are learning according to the characteristics of occupational therapy jobs that require skills such as problem-solving ability and clinical reasoning. Method: From April to June 2022, 82 students from the Department of Occupational Therapy at Sangji University in Wonju were surveyed for frontal lobe and enforcement function evaluation (card sort test, concept formation test), and metacognition questionnaire using CNT. The level of academic achievement was compared by the first semester’s rating of students. The evaluation was conducted 1:1 in the practice room on campus, and the evaluation was conducted for 20 minutes per person. The correlation between each factor was confirmed through a statistical program. Result: There was no significant correlation between the frontal lobe and enforcement function meta-cognition. Metacognition was found to have a significant correlation with the card sort test and the concept formation test. Conclusion: In this study, it was confirmed that metacognition was correlated with frontal lobe and enforcement function, and it was found that it was not significant with academic performance. It was found that problem-solving ability, logical thinking, concept formation, recognition ability, and execution function were highly related to metacognition. On the other hand, academic performance is highly related to academic time based on memorization, so it can be seen that there is a low correlation with metacognition. Learning to improve metacognition is necessary to cultivate non-treators.