• Journal of Family Resource Management and Policy Review
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• v.28 no.1
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• pp.1-11
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• 2024

The purpose of this study was to provide basic data to help individuals with disabilities in single-person households maintain a happy life by analyzing how interpersonal skills necessary for community adaptation and self-esteem, which are personal factors, affect life satisfaction. The self-esteem mediation effect was verified with SPSS Process Macro 4.3 using data on 828 single-person households sourced from the seventh wave of the Disability Employment Panel Survey(2022) conducted by the Employment Development Institute of the Korea Disability Employment Service. To examine the effects of interpersonal skills and self-esteem on life satisfaction, a multiple regression analysis was conducted. While it was found that higher self-esteem was associated with higher life satisfaction, interpersonal skills did not have a significant effect on this association. The path from interpersonal skills to life satisfaction via self-esteem was deemed statistically significant, suggesting that self-esteem mediates the relationship between interpersonal skills and life satisfaction. This study emphasizes the importance of interpersonal relationships for the life satisfaction of individuals with disabilities in single-person households in a modern society in which the problem of social isolation experienced by individuals in single-person households is emerging. Furthermore, it provides a direction for these individuals to become the main actors of their own lives.

• Journal of Convergence for Information Technology
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• v.9 no.2
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• pp.55-64
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• 2019

The purpose of this descriptive research is to get basic data for educational program after investigating convergent effect of psychological capital on learning satisfaction of nursing freshmen. Using SPSS 21, T-test, ANOVA, Pearson's correlation coefficient and hierarchical multiple regression of the 164 collected data were carried out. The mean scores of psychological capital and learning satisfaction were above the middle, and the 'hope' was the highest among subdomains of psychological capital. There was a positive correlation between psychological capital and learning satisfaction(r=.665, p<.001). School performance(${\beta}=.311$), school life satisfaction(${\beta}=.191$) and psychological capital(${\beta}=.522$) were the significant factors of learning satisfaction in hierarchical multiple regression(F=37.651, p=.004). The explanatory rate of variables on learning satisfaction was 57.4%. It is needed applying these results in developing learning satisfaction programs, but it isn't appropriate to generalize these results conducted on nursing freshmen in one university.

• The Journal of the Korea Contents Association
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• v.16 no.8
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• pp.580-591
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• 2016

The purpose of this study was to review articles and theses on adjustment of college freshmen from domestic researches conducted during the past 11 years, to identify overall research trends, and to suggest direction and strategies for college freshman's adjustment. The final 24 articles were selected from three databases, RISS, KISS, and NAL (National assembly library) using specific inclusion criteria. Twenty were correlation studies and four were experimental studies. In 2009, the first study on adjustment of college freshmen was published. Since then several more studies have been conducted to date. This means that people have recognized the importance of adjustment of college freshmen. Twenty three studies that are reviewed used Baker and Siryk's college adjustment tool. From reviewed correlation studies, mean score of college students' adjustment was 3.25. The related variables with adjustment of college freshmen revealed 20 items, especially self-esteem, self-efficacy, and stress showed important related concepts. The general characteristics related to adjustment of freshmen were outgoing character, living with family, aged students, satisfied with the area of study, and satisfied with school life. The findings of this study indicated that colleges when planning for the freshmen orientation program should focus on improving self-efficacy of students, stress management, mentor program, and freshmen adjustment program for each department of the school and college.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.310-326
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• 2016

A lot of colleges have made continued efforts to help freshmen adapt themselves to a new school life and environment and build a decent relationship with faculty and other students. Therefore, this study attempted to figure out the effectiveness of team teaching(team teaching by academic advisor, standard textbook-centered guidance vs. autonomous mentoring) on strategic cultural curriculum as a way to help freshmen adapt themselves to a school life. For research subjects, 31 enrolled freshmen and 5 professors from a college in Chungbuk were selected. In terms of research tools, 'Communication Competence Assessment Sheet' provided by Strategic Cultural Curriculum Development Team and a simple questionnaire on 'curriculum satisfaction, adaptation to school and intimacy' were applied. For data analysis, paired t-test, independent samples t-test and rating scale were conducted. The study results found the followings: First, according to analysis on the effects of two different types of team teaching on the goal of strategic cultural curriculum('improvement of communication competence'), significant effects were found in a standard curriculum(textbook)-centered team. Second, when adaptation to a school life(school adaptation, intimacy) perceived by the students who completed the strategic cultural curriculum according to two different types of team teaching curriculum was analyzed, significant changes were found at standard textbook-centered guidance team. Third, this study has examined other changes, satisfaction, opinions and perception(strength, weakness, opinions for improvement) on the curriculum perceived by the students(learners) and faculty regarding about team teaching curriculum. Based on these results, educational implications of this study were reviewed. And a suggestion and limits were presented.

• 한국노년학
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• v.32 no.4
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• pp.1013-1023
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• 2012

This study aims to identify the effect of the mental health and leisure competence of senior citizen through participation in archery activity on satisfaction in their life. To achieve the purpose, the study interviewed members of the Archery and Sports Association living in Gwangju, Jeonnam and Jeonbuk using a questionnaire and collected 328 valid responses. The questions as measuring instruments such as leisure competence, depression, self-esteem, and satisfaction level which were developed by previous studies were revised for this study. For a statistics, a frequency analysis, a descriptive analysis, a correlation analysis, and a structural model analysis were conducted. As a result, first, the higher self-esteem of the subjects, the more they participated in archery and were satisfied with their life. Second, the lower depression they had, the more they participated in archery and were satisfied with their life. Third, as leisure competence of the subjects was not a main factor of archery participation, the related assumption was rejected. The mental health of the senior citizen such as self-esteem and depression was a factor of participation in archery and their satisfaction with their life grew higher through participation in archery.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.193-202
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• 2017

This study was conducted to investigate the levels of academic stress, ego-resilience, and health promoting behaviors of nursing students, and to examine the relationship between these variables. The participants were 208 nursing students(freshman/sophomore). Data were collected from April 3 to April 21, 2017 by self-administered questionnaires. Data were analyzed using the SPSS WIN 19.0 program(SPSS Inc., Chicago, IL, USA). The results of this study were as follows: the mean academic stress score was $3.17{\pm}0.55$, ego-resilience was $2.70{\pm}0.38$, and health promoting behaviors was $2.47{\pm}0.32$. There were significant differences in health promoting behaviors based on residence status, satisfaction with major, satisfaction with school life and health status. There was a negative correlation between health promoting behaviors and academic stress(r=-0.36, p=0.000), while there was a positive correlation between health promoting behaviors and ego-resilience(r=0.60, p=0.000). Variables such as ego-resilience, academic stress, satisfaction with school life, residence status, health status and satisfaction with major explained 43.3% of the variance in health promoting behaviors. Based on these results, it is necessaryto develop interventions and programs to reduce academic stress and increase ego-resilience to improve health promotion in nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.6
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• pp.100-107
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• 2021

This study was a descriptive research to investigate the effects of resilience and personality types on the major satisfaction of nursing students. The participants of this study were nursing students who were attending two universities in D city. Data collection was conducted from September 8 to October 6, 2020. The SPSS/WIN 26.0 program was used for data analysis. Frequency and percentage, mean and standard deviation, Pearson's correlation, independent sample t-test, one-way ANOVA, and multiple regression were used for analysis. The results of this study showed that the average recovery elasticity of nursing students was 3.50 points (5 points), personality type was 2.28 points (4 points), and major satisfaction was 3.12 points (5 points). Personality type A was found in 122 people and personality type B in 136 people. It was found that there was a positive correlation between resilience and major satisfaction, which indicates that the higher the resilience, the higher the major satisfaction. The major satisfaction of nursing students was found to be a significant factor influencing college life satisfaction and human relationships in personality type A, showing 46.2% explanatory power. In personality type B, it was found to be a significant influencing factor in grade and human relationships, showing 42.5% explanatory power. From the above study results, it can be inferred that the development of a college application program that can improve human relationships and increase resilience in college life is required to inspire major satisfaction.

• Journal of Practical Engineering Education
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• v.7 no.1
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• pp.39-45
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• 2015

This research is about the effects of individuality, relatedness on organizational commitment and job satisfaction. This research analyzed 140 new employees. We used four tools to assess the new employees: individuality scale, relatedness scale, organizational commitment scale and job satisfaction scale. The research was based on two questions. Question 1. Does individuality have any relation to job satisfaction and organizational commitment? Question 2. does relatedness have any relation to job satisfaction and organizational commitment? The results indicated a positive correlation between individuality and organizational commitment and job satisfaction. Results also showed a positive correlation between relatedness and organizational commitment and job satisfaction. According to the result of one way analysis of variance, the group which scored individuality and relatedness scoreabove the mean value best reflected the qualities of organizational commitment and job satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.80-88
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• 2020

This study aimed to determine the effects of self-esteem, appearance satisfaction, and satisfaction in their major on the employment stress of nursing college students. The subjects were 194 students from four colleges of nursing in P-province in Korea. Data were collected from self-administered questionnaires, t-test, ANOVA, Pearson's and Spearman's correlation coefficients. Multiple regression with dummy variables was used for statistical analysis of the data. The results revealed the following scores: self-esteem 3.40±0.53, appearance satisfaction 2.96±0.56, satisfaction with the major 3.80±0.61, and employment stress 2.23±0.75. Significant differences in employment stress according to general characteristics of subjects were observed in gender (t=7.40, p=.007), entering nursing college motivation (F=3.24, p=.023), and college life satisfaction (F=16.722, p<.001). Employment stress showed a negative correlation with self-esteem (r=-.433, p<.001), appearance satisfaction (r=-.307, p<.001), and satisfaction in major (r=-.534, p<.001). The satisfaction with the major (β=-.371, p<.001), self-esteem (β=-.166, p=.026), appearance satisfaction (β=-.132, p=.045), entering nursing college motivation (β=.163, p=.006), and gender (β=.131, p=.033) confirmed as a factors affecting the employment stress and accounted for 35.6% of the variance. Based on the results, it is necessary to develop employment-competency reinforcement programs to increase the level of satisfaction in the major, appearance satisfaction, and self-esteem to reduce the employment stress of nursing college students.

• Journal of Korean society of Dental Hygiene
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• v.7 no.3
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• pp.343-354
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• 2007

This study is to provide basic materials for the purpose of maximizing satisfaction of university students with campus life and ensuring competitiveness of university by establishing educational conditions to make university students adapt themselves to campus life, enhancing their satisfaction with campus life and making and executing improvement methods of areas showing low satisfaction with campus life and selects 210 students studying dental hygiene at C university in Jeonnam region as subjects of research and as a result of examining their satisfaction with campus life and department using questionnaire, the following conclusions are obtained. 1. Subjects of research are 39.6% at the first grade, 38.1% at the second grade and 22.3% at the third grade, 51.0% of subjects graduated from academic high school, 70.3% lived in lent house or dormitory, 85.6% had normal health state and 60.4% had good personal relationship with schoolmates. 2. On information of dental hygiene before admission, 50.5% of subjects had it a little. On the Source of information in selecting department, 21.8% was through internet, on the period of selecting department, 33.2% was before application and on motivation of selecting department, 33.2% was because of good employment. 3. On satisfaction with this university, 46.0% answered normal, 34.2% answered they were dissatisfied with university and reasons of such a dissatisfaction were environment around school at 23.3% and scholarship and welfare system at 21.3%. On academic results, 58.4% marked average. On club activity, 82.7% didn't join in any club activity and on their current great trouble, 53.5% answered passing national qualification examination. 4. On satisfaction with department of dental hygiene, 57.4% answered that they were satisfied with their department and 19.3% were dissatisfied with it. On reasons of their dissatisfaction with department, 35.4% answered it was because of poor facility and 20.8%, difficult curriculum. On requirements of professors at department of dental hygiene, 51.5% wanted to have personal contact with their professors. 5. On motivation of employment, 50.5% was for economic reason. On areas desired, 44.1% was dental clinic and on standard of choosing job, 40.1% was job with high salary. On period of employment desired, 75.7% said they wanted to continue to work. 6. There were significant differences at satisfaction with campus life according to grade(p<0.01) and between campus life and satisfaction with department depending on health state(p<0.05). 7. There was statistically significant difference in satisfaction with department according to academic results(p<0.05).