• Title/Summary/Keyword: 학업적 자기효능감

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Influence of Communication Competence and Compassionate Competence on Academic Self-efficacy of Nursing Students (간호대학생의 의사소통 능력과 공감역량이 학업적 자기효능감에 미치는 영향)

  • Cho, Jeong-Hwa;Baek, Kyoung-Hwa;Cho, Mi-Ock
    • Journal of Digital Convergence
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    • v.17 no.6
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    • pp.257-265
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    • 2019
  • This study is a descriptive study to investigate the effects of communication competence and compassionate competence on academic self-efficacy of nursing students. The subjects of this study were 131 nursing students and the data collection was from November 5 to 30, 2018. Data was analyzed by descriptive statistics, t-test, correlation analysis, and hierarchical regression analysis. Significant relationships were found among communication competence and compassionate competence and academic self-efficacy. Motivation for admission, adaptation of nursing, participation on practice and compassion competence were found to academic self-efficacy. Therefore, in order to increase the academic self-efficacy it is necessary to make efforts to increase the participation on practice and to improve compassion competence as a strategy to increase academic self-efficacy of nursing students.

The Effects of Communication Competence and Academic Self-Efficacy of Nursing Students on Self-Leadership (간호대학생의 의사소통 능력, 학업적 자기효능감이 셀프리더십에 미치는 영향)

  • Choi, Ji-yeon
    • Proceedings of the Korea Contents Association Conference
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    • pp.381-382
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    • 2016
  • 본 연구는 간호대학생들의 일반적 특성과 의사소통 능력, 학업적 자기효능감이 셀프리더십에 미치는 영향력을 확인하기 위해 간호대학생 중 임상실습 경험이 있는 3, 4학년 318명을 대상으로 수행되었다. SPSS Window 20.0 프로그램을 이용한 자료 분석 결과 일반적 특성 중 여자이며, 동아리 활동을 하고 있고, 대학생활 만족도가 높으며, 리더십 교육을 받았고, 리더 경험이 있다고 자신이 인식하는 경유가 그렇지 않은 경우보다 셀프리더십이 유의하게 높았다. 셀프리더십은 의사소통능력(r=.537), 학업적 자기효능감(r=.417)과 양의 상관관계를 보였고, 의사소통 능력(${\beta}=.418$), 학업적 자기효능감(${\beta}=.187$)은 셀프리더십에 영향을 미치는 요인으로 확인되었다. 또한 이 2개 변인의 설명력은 33.3%(F=13.167, <.001)였다. 그러므로 셀프리더십 향상을 위하여 간호대학생들의 의사소통 능력, 학업적 자기효능감을 향상 시킬 수 있는 교육을 통해 간호의 전문적인 목표 달성과 발전에 기여할 수 있을 것이다.

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Mediating effect of Self-Directed Learning in relationship between Self-Leadership and Academic Self-Efficacy of Beauty Major Chinese Students (미용전공 중국유학생의 셀프리더십과 학업적 자기효능감의 관계에서 자기주도학습의 매개효과)

  • Wang, Zhi-run;Kim, Hyun-joo
    • Journal of Convergence for Information Technology
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    • v.11 no.7
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    • pp.242-252
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    • 2021
  • This study examines the mediating effect of self-directed learning between the self-leadership and academic self-efficacy of beauty major Chinese(CN) students and examines the variables affecting the academic-self-efficacy of CN students. The study aims to obtain basic data to help improve college life in foreign countries. A survey was conducted upon 440 beauty major CN students in universities across Seoul. The results of the study showed differences in self-directed learning according to the number of semesters they have been in Korea and in academic self-efficacy according to their TOPIK levels. Self-directed learning was found to have a partial mediating effect between self-leadership and academic self-efficacy of CN students. These results showed that self-leadership and self-directed learning are major predictors of the academic self-efficacy, which is further reinforced when self-leadership and self-directed learning are promoted together. These results imply that there should be preceding efforts to promote both self-leadership and self-directed learning to increase the self-efficacy of CN students majoring in beauty.

The Effects of Faculty-Student Interaction and Peer Relations upon Academic Self-efficacy of dental hygiene students (치위생(학)과 학생의 교수-학생 상호작용과 교우관계가 학업적 자기효능감에 미치는 영향)

  • Cheon, Hye Won;Jun, Mee-Jin
    • Journal of Convergence for Information Technology
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    • v.9 no.11
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    • pp.159-170
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    • 2019
  • This study examined the influence of academic self-efficacy of Faculty-student inter action and peer relations. The subject were collected from 289 dental hygiene students J region, three colleges of between November 5, December 30, in 2018. The data was analyzed by descriptive, pearson correlation coefficient and multiple regression. Faculty-student interact ion was correlated with peer relations(r=.434) and had a positively correlation with academic self-efficacy(r=.282) with improved of major satisfaction and higher academic performance, a much more vigorous active faculty-student interaction and peer relations of level of academic self-efficacy. The results reveals to develop program co-relationship in order to improve academic self-efficacy.

The Predicts of Academic Self-Efficacy, School Support on Learning Outcome - Satisfaction, Achievement and Persistence - in College (전문대 공학계열생에 있어 학업적 자기효능감, 학교의 지원의 학습성과 - 만족도, 성취도 및 학습지속의향 - 에 관한 연구)

  • Joo, Young-Ju;Lee, Kwang-Hee;Chung, Ae-Kyung;Yi, Young-Hee
    • Journal of Engineering Education Research
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    • v.14 no.1
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    • pp.32-39
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    • 2011
  • The purpose of the this study is to examine prediction of academic self-efficacy and school support on satisfaction, achievement and persistence in college. To meet the purpose of the present study, D college was chosen and, two surveys were conducted among the engineering students enrolled in the spring semester of 2010. The results of this study through multiple regression analysis indicated that academic self-efficacy predicted significantly on satisfaction, achievement, persistence and school support predicted significantly on satisfaction and persistence. The results of this study suggested that academic self-efficacy and school support should be considered for improving satisfaction, achievement and persistence in college.

Influence of Online lecture quality, Self-Leadership on Academic Self-efficacy of Nursing Students (온라인 수업의 질, 셀프리더십이 간호대학생의 학업적 자기효능감에 미치는 영향)

  • Ko, Youngshim;Han, Sang Mi
    • Journal of the Korea Convergence Society
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    • v.12 no.4
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    • pp.327-336
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    • 2021
  • This study aimed to examine the online lecture quality, self-leadership, and degree of academic self-efficacy of nursing students who experienced online lecture and to identify the factors that influence academic self-efficacy. The subject of this study was 115 nursing students at one university, and the study design is a descriptive survey study that collected data through a structured questionnaire. As a result of this study, self-leadership(β =.431, p=<.001) and online class environment(β =.314, p=.004), a sub-factor of online lecture quality, were significant influencing factors on the academic self-efficacy of nursing college students. These variables explained 37.7% of the total variance in academic self-efficacy. Based on the results of this study, it is expected that it will be used as basic data for cultivating self-leadership and improving the online class environment in order to improve the academic self-efficacy of nursing students taking online classes.

The Interaction Effects on Academic stress of Gifted Student and Normal Student by Academic Self-efficacy and Stress Coping Styles (초등 영재학생과 일반학생의 학업스트레스에 대한 학업적 자기효능감과 스트레스 대처방식의 상호작용효과)

  • Yang, Yeonsuk
    • Journal of Gifted/Talented Education
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    • v.22 no.4
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    • pp.841-853
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    • 2012
  • The purpose of this study was to examine the interaction effects on academic stress of gifted student and normal student by academic self-efficacy and stress coping styles. We conducted a questionnaire survey with 100 sixth grade gifted student and 100 normal student who showed academic achievement of the same level. According to the results of this study, gifted student showed higher problem-focused coping than normal student. Both elementary gifted student and normal student, the lower academic self-efficacy and problem-focused coping, the more increased academic stress increased. In the gifted student case where the level of problem-focused coping was high, academic stress was lower when academic self-efficacy was high. Normal student's academic stress was lower when the level of problem-focused coping and academic self-efficacy was higher.

A Study on Differences between Academic Self-Efficacy and Test Anxiety of Middle School Students depending on Gender and English Achievement (성별과 영어 학업성취도에 따른 중학생의 학업적 자기효능감과 시험불안 차이 연구)

  • Lim, Mi-Ran;Joe, Jin-Hyun
    • The Journal of the Korea Contents Association
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    • v.14 no.11
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    • pp.1008-1018
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    • 2014
  • The purpose of this study is to investigate whether there are differences in academic self-efficacy and test anxiety between two groups(depending on gender and English achievement levels) of Korean middle school students. The subjects are 98 students who are 36 male and 62 female students. Two Questionnaires were administered to measure the learners' academic self-efficacy and test anxiety level. And the collected data were analyzed by t-test to examine the differences between two groups. The results of this study showed that there were statistically very significant differences in academic self-efficacy and test anxiety between two(male-female) groups. But there were no differences statistically in academic self-efficacy and test anxiety between two(high level-low level) groups. Further studies need to be conducted carefully considering the limitations of this study in terms of its instruments and subjects. Also the differences in other affective variables between two groups need to be studied in the future.

Effects of Nursing Student's Academic Failure Tolerance and Academic Self-efficacy on Academic Achievement (간호대학생의 학업실패내성과 학업적 자기효능감이 학업성취도에 미치는 영향)

  • Chung, Su Kyoung
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.15 no.12
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    • pp.7160-7169
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    • 2014
  • This study examined the relationship of academic failure tolerance, academic self-efficacy and academic achievement of nursing students. The data was obtained from August 27 to September 17. The participants were 198 students in a university in D city. The data was analyzed using descriptive statistics, Pearson correlation coefficients and multiple regression. A positive correlation was observed between all the variables. The factor that significantly affected academic achievement was academic self-efficacy, which explained 7.5% of the variances. The subdomain of the academic failure tolerance affecting academic achievement was found to be the behavior, which explained 8.0% of variances. The subdomains of academic self-efficacy affecting the academic achievement was the self-regulatory efficacy. This factor explained 15.4% of the variances. This study suggests that it is necessary to enhance the academic failure tolerance and academic self-efficacy for the learning achievement and working performance of nursing students.

The Effects of the Brain Education Meditation Program on Self-Regulated Learning Ability and the Academic Self-Efficacy of Elementary School Students (뇌교육명상프로그램이 초등학생의 자기조절학습능력과 학업적 자기효능감에 미치는 영향)

  • Kim, Dae-Myung
    • Journal of Digital Convergence
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    • v.14 no.5
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    • pp.77-84
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    • 2016
  • This study is intended to identify the impacts the Brain Education Meditation Program have on elementary school students' self-regulated learning ability and the academic self-efficacy, This study aims to answer these three questions: First, is the Brain Education Meditation Program effective in improving self-regulated learning abilities of elementary school students? Second, is the Brain Education Meditation Program effective in improving the academic self-efficacy of elementary school students? Third, is there any positive correlation between the Self-Regulated learning ability and the academic self-efficacy of elementary school students? The data analysis results showed as follows: The Program thereby changes the self-regulated learning ability of the students. Second, it has improved the self-confidence, which is a sublevel factor of academic self-efficacy, of the elementary school students who participated in the Brain Education Meditation Program. Third, there exists the positive correlation between self-regulated learning ability and academic self-efficacy.