• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.454-466
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• 2018

The purposes of this study were to investigate the effects of the experience of youth activities during high school years on the leadership life skills of college students and to identify the mediating effects of self-esteem and happiness. For the purposes, we investigated the youth activities during high school years of college students had experienced. We also measured self-esteem, happiness, and leadership life skills of the students. We surveyed 260 students and analyzed the data of 234 students. The results are as follows. First, there was a significant positive association between the experience of youth activities and leadership life skills. Second, self-esteem and happiness showed a partial mediating effects on the relationship between the youth activity and leadership life skill. Based on the results, this study suggested policy and practical implications to help youths develop competency needed for adulthood through participating youth activities.

• Journal of Digital Convergence
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• v.14 no.1
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• pp.65-73
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• 2016

The objective of this study was to investigate factors influencing leadership life skills of self esteem and club activities by nursing students. Participants were 331 nursing students in 3 cities. The data were analyzed with the SPSS/Win 20.0 programs, using descriptive statistics, Pearson's correlation coefficients and multiple regression. Findings revealed that; 1) Pearson's correlation revealed a significant association among leadership life skills and self esteem; 2) hierarchical multiple regression analysis showed self esteem and major satisfaction significantly influenced leadership life skills in nursing students. The regression model explained 29.6% of leadership life skills. These findings can be utilized to development of strategies for increasing leadership life skills of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.253-262
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• 2018

This study was conducted to investigate the effects of self-leadership, emotional intelligence, and academic self-efficacy on adjustment to college life among nursing college students. The subjects included 207 nursing college students in C City. Collected data were analyzed based on descriptive statistics, t-tests, ANOVA, Pearson's correlation, and stepwise multiple regression. Self-leadership, emotional intelligence, and academic self-efficacy had significant effects on student adjustment to college life with an explanatory power of 26.2%. Moreover, relationships between student's general characteristics and adjustment to college life revealed differences in self-leadership according to grades and marks, in emotional intelligence according to the grades and hours on the internet, in academic self-efficacy according to hours on the internet, and in adjustment to college life according to grades. Adjustment to college life was highly positively correlated with self-leadership and emotional intelligence. In short, the findings demonstrate that self-leadership and emotional intelligence had important effects on adjustment to college life among nursing college students and reveal a need to reinforce the development of programs designed to improve self-leadership and emotional intelligence to facilitate adjustment to college life.

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.565-574
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• 2015

The purpose of this study was to evaluate the effects of leadership development program for university students. This program based on the book written by Lee et al.(2012) to improve leadership for university student. This program consisted of a total of 13 session and every session consisted of 20 minutes lecture and 80minutes activity program. The researcher carried out the pre-test, post test and followed up paired t-test using spss 18.0. The results showed significant improvement of leadership life skills on total scores and sub scores, and reported significant improvement of self-esteem and relationship empowerment. Finally the Leadership development program for university students helped improving the leadership life skills, self-esteem and relationship empowerment.

• The Journal of the Convergence on Culture Technology
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• v.5 no.3
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• pp.171-176
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• 2019

The objective of this study was to investigate the effect of undergraduates' self-directed learning on the school life satisfaction and interpersonal relation ability. For this purpose, 341 undergraduates were targeted and analyzed. The results of the study are as follows. First, as a result of analyzing school life satisfaction, a sub-factor of self-directed learning, all of gender, grade, and age affected. In addition, sub-factors such as study confidence, study passion, study responsibility seemed to affect positively significantly in order. Second, as a result of analyzing the effect on interpersonal relation skills of self-directed study, there was no significant relation in gender, grade, and age. Based on the results of this study, it was confirmed that school life satisfaction and interpersonal relation abilities are closely related to self-directed learning. This is significant in that to revitalize institutions such as educational service, study support for students, self-directed learning programs development in education field at the university, etc. are required.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.409-418
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• 2021

This study was conducted to investigate the effects of nursing students' self-leadership, humanity, and resilience on college life adaptation. The subjects of this study were 190 freshmen from the Department of Nursing in C city. The collected data were analyzed by descriptive statistics, t-tset, ANOVA, pearson correlation, and multiple regression. As a result, the factors that have a significant influence on the college life adaptation were self-leadership, personality, resilience, school life satisfaction, and the number of friends. Humanity was the most influential factor(β=.659, p<.001) in college life adaptation, followed by self-leadership(β=.274, p=.001), and number of friends(β=.258, p=.003). The explanatory power of the model was 51.2%(F=40.72, p<.001). In addition, there was a high positive correlation between self-leadership, humanity, resilience and college life adaptation. Therefore, it is necessary to apply a program that can help college life adaptation by improving the personality and self-leadership of freshmen in nursing.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.253-260
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• 2016

This study was conducted to examine the effect of self-leadership and resilience on the college adjustment of nursing students. The data were collected from May 20 to June 10, 2016, by questionnaire from 232 nursing students. The instruments for this study were self-leadership, resilience, and college adjustment. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and multiple linear regression with the SPSS/WIN 18.0 program. According to the results, the general characteristics of the nursing students having a significant effect on their college adjustment were the school year (F=4.952, p=.002) and major satisfaction (F=13.052, p<.001). The correlations among self-leadership, resilience, and college adjustment were significant. The significant factors influencing their college adjustment were their positive tendencies (${\beta}=0.494$, p<.001) of resilience, behavior-focused strategies (${\beta}=-0.247$, p<.001) and natural reward strategies (${\beta}=0.168$, p=.015) of self-leadership. In conclusion, attention should be paid to such actions as regular consultations to improve the major satisfaction of nursing students and it is necessary to develop a program that increases their positive tendencies, behavior-focused strategies, and natural reward strategies. Thus, it is necessary to provide support so that nursing students can continue their university life and be able to grow as healthy adults.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.137-145
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• 2021

The purpose of this study was to understand the degree of major satisfaction, nursing professional intuition, self leadership, and career preparation behavior of nursing college students, and to identify factors that influence career preparation behavior. Data were collected from 202 nursing college students in B city and analyzed by t-test, ANOVA, Pearson correlation coefficient, and multiple regression using SPSS/WIN 22.0. The degree of career preparation behavior in nursing college students was 3.16±.85. There were significant differences in career preparation behavior with respect to grade(t=-4.86, p<.001), college life satisfaction (F=11.82, p<.001). There was positive correlation between career preparation behavior and major satisfaction (r=.34, p<.001), nursing professional intuition(r=.24, p=.001), and self leadership(r=.54, p<.001). Factors affecting the career preparation behavior of the study subjects were self leadership(β=.491, p<.001), grade(β=.284, p<.001), college life satisfaction(β=.133, p=.039), and the explanatory power was 37.3%. Through this research requires the fellow study to determine the factors affecting career preparation behavior of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.7
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• pp.4595-4603
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• 2015

The purpose of this study was to examine the effects of a mentoring program designed to assist nursing students adjust to life in college and strengthen their leadership abilities. The mentoring program consisted of nine sessions including information on basic mentorship functions, as well as the results of similar previous studies. This was a quasi-experimental study with a non-equivalent control group pre-post test design in order to evaluate the results of this program. Mentoring and data collection were performed from March 3 to May 30, 2014. The experimental group participants included 20 mentee students (in grades 1 and 2), and 20 mentors (in grades 3 and 4). Both pre and post tests were administered before and after the mentoring program. The score for "adjust to life in college" was more significantly increased in the mentee student experimental group as compared with the control group. Similarly, the post test score for "leadership" was more significantly increased from the pre test score in the mentor student experimental group. However, no statistically significant differences were found for the post-pre test "leadership" score between the mentor student experimental group and the control group. These results suggested that mentoring had a significant effect on the ability of nursing students to adjust to life in college, as well as to strengthen their leadership abilities, and the program needs more developed contents for leadership.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.8
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• pp.485-494
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• 2020

Club activities play an important role for college students in adapting to their college life. This study was therefore undertaken to investigate the effects of club activities on the communication skills and self-leadership of nursing students. Convenience sampling method was applied for 147 students enrolled in the nursing department of university in D city, of which 119 subjects participated in club activities. Data was collected from October 15 to November 30, 2019, and analyzed by applying 𝑥² test, t-test, and hierarchical multiple regression analysis, using the IBM SPSS/WIN 22.0 program. Results: Communication skill and self-leadership were above the middle level. Depending on the club activities, significant differences were obtained for grade (𝑥²=8.07, p=0.045), major satisfaction (𝑥²=8.26, p=0.010), and communication skill and behavior-focused strategies (t=4.48, p=0.036). Factors affecting communication skill were behavior-focused strategies, constructive thought pattern strategies, and activeness amongst club activities. Therefore, the numerous club activity experiences of subjects helped improve the communication skill which, in turn, helps improve self-leadership. Our study indicates the necessity to seek an educational strategy that encourages active club activities of nursing students, for improving the core competencies of professional nurses, encompassing communication skills and self-leadership.