• Journal of agricultural medicine and community health
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• v.25 no.2
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• pp.275-292
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• 2000

The purpose of this study was to analyze the relationship between knowledge, self-efficacy and quality of life of patients suffering from rheumatic arthritis. The data were collected from 100 rheumatic arthritis patients 1 university hospital, K rheumatic clinic in kwang-ju city for 20 days from March 2 to March 22, 1999, by means of questionnaires. The instruments used in this study were the knowledge scale developed by Kim, the self-efficacy scale developed by Long et al and the quality of life scale developed by Rho. The data were analyzed by t-test, ANOVA, Pearson's Correlation Coefficient, and Stepwise Multiple Regression by using the SAS program. The results of this study were summarized as follows : 1. The total mean score of knowledge was 15.01(SD${\pm}$3.08), In self-efficacy, the total mean score was 1030.40(SD${\pm}$233.42), In quality of life, the total mean score was 135.19(SD${\pm}$11.07). 2. The relationship between general characteristics and knowledge were significant difference in sex(t=19.03, p=.00), occupation(F=2.34, p=.03), types of exercise (F=2.95, p=.0.3), and time of exercise(F=3.20, p.=02). 3. The relationship between general characteristics and self-efficacy were significant difference in religion(F=2.75, p=.04), in monthly salary(F=3.64, p=.01), in occupation(F=2.30, p=.03), in period of rheumatic arthritis(F=2.70, F=.03), in time of exercise(F=3.77, P=.01), and in effectiveness of exercise (F=4.56, p= .02). 4. The relationship between general characteristics and quality of life were significant difference in age(F=3.36, p=.01), monthly income(F=3.11, p=.02), types of housing(t=4.93, p=.02), arid time of exercise(F=3.03, p=.03). 5. There was not significant correlation between the subjects knowledge and quality of life. 6. There was significant correlation between the self-efficacy and quality of life(r=462, p<.011). 7. The main factor influencing on quality of life was self-efficacy(21.4%).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.7
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• pp.123-133
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• 2016

The purpose of this study was to examine the part-time work experience of nursing students and its effects on their interpersonal communication competence, self-efficacy and social skills. The study subjects were 362 nursing students in areas S, B, G and G. The relationship between the nursing students' part time work. experience and their general characteristics was analyzed by the Chi-square (${\chi}^2$) test and Fisher's exact test. The interpersonal communication competence originating from the general characteristics, self-efficacy, and difference in the social skills standard among groups were analyzed by the t-test, and analysis of variance (ANOVA). Among the 326 participants, 91.7% had part-time experience and 8.3% had no part-time experience. There was a significant relation between the part-time experience and economic level. Those having a low economic level were more likely to have part time work experience. The interpersonal communication and social skills of the students who had part time work experience when they were middle school students were lower than those who had such experience after high school. Further research is needed to identify precisely the advantages afforded by the part-time work experience of the nursing students.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.335-342
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• 2023

This study was attempted to confirm the effects of learning flow, academic stress, and resilience on self-efficacy in college students. This study targeted 304 university students in B and G cities. Data analysis was analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression analysis using the SPSS 22.0 program. The average self-efficacy of the subjects was 3.14±0.62 points, and the difference in self-efficacy according to general characteristics was significant in gender(t=-2.533, p=.012) and satisfaction with major(F=5.687, p=.004). Self-efficacy of the subjects was positive correlation with learning flow(r=.574, p<.001), resilience(r=.525, p<.001), and negative correlation with academic stress(r=-.262, p<.001). Resilience of the subjects showed positive correlation with learning flow(r=.325, p<.001) and negative correlation with academic stress(r=-.291, p<.001). Learning flow showed negative correlation with academic stress(r=-.211, p<.001). Factors influencing the self-efficacy of the subjects were identified as academic commitment (β=.442, p<.001) and resilience (β=.363, p<.001) and the explanatory power was 45.6%. Therefore, in order to improve college students' self-efficacy, it is necessary to develop and apply education and programs that can improve learning flow and resilience.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.210-218
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• 2018

This study is a descriptive correlation that attempts to determine the mediating effect of self-efficacy on the relationship between university life stress and smartphone overuse. A total of 201 university students attending universities within Jeonbuk were evaluated using self-reported questionnaires from April 10 to May 10, 2017. The demographic characteristics, university life stress, self-efficacy, and smartphone overuse were analyzed by descriptive statistical analysis. The difference in smartphone overuse by demographic characteristics was analyzed by t-tests and ANOVA with Scheffe's post hoc test, and the correlation between variables was evaluated by Pearson's correlation coefficient. The mediating effect of self-efficacy was the 3-step multiple regression statistics of Baron and Kenny, and the statistical significance of the mediating effect was analyzed by the Sobel test. Self-efficacy had a partial mediating effect in the relationship between university life stress and smartphone overuse. In addition, the risk of smartphone overuse increased among university freshmen, with many using smartphones for more than 4 or 6 hours per day. The result of this study are expected to be useful as basic data for the development of a program to prevent excessive smartphone use by university students.

• Journal of dental hygiene science
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• v.8 no.4
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• pp.381-386
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• 2008

This study was to examine the knowledge, attitude, self-efficacy, and capability of skill for Dept. of Dental Hygiene students in performing basic skill of cardiopulmonary resuscitation as the following AHA's CPR 2005 Guide-Lines. And we hope to know the influence of those affect on the correctness of chest thrusts, the correctness of artificial respiration, and the correctness of skill performing. As a SPSS 14.0 program's analyzing results, we came to the following conclusions : 1. In the basic CPR's knowledge, the scores of knowledge rose from 5.93 before education to 12.46 after education. In attitude, the scores of attitude rose from 2.52 to 3.71 after education. In self-efficacy's scores, rose from 3.22 to 3.26 too, and all components have statistically significant differences(P < .05). 2. In performing CPR, the correctness of chest thrusts is 68.90%, artificial respiration is 19.00%. 3. Total average score of the capability of skill is 4.51. 4. Only self-efficacy affected the correctness of chest thrusts after education(P < .05). 5. Attitude after education affected both the correctness of artificial respiration and skill performing(P < .05).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.1
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• pp.324-330
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• 2016

This study examined the effects of simulation training for nursing students who completed one year of basic nursing education. The study focused on effects of simulation training exercises on areas including self-resilience, self-efficacy, and satisfaction during the course of study. The raw experimental study of a single group was a pre-post design. The general characteristics and ego resilience were measured to analyze the effects of simulated training, self-efficacy, a major pre-acquisition and satisfaction. The improvements of the self-resilience (t=-7.38,p<.001) and self-efficacy (t=-4.93,p<.001), Major satisfaction (t=-5.28,p<.001) were statistically significant. Therefore, the simulation training has a positive effect on nursing students in terms of the self-efficacy, major satisfaction. The purpose of this research is significant in that it is presented before the nursing college students begin clinical practice as the starting time of simulation training.

• Journal of Industrial Convergence
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• v.20 no.7
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• pp.79-88
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• 2022

This study is a one group pretest-posttest design study to confirm the effect of non-face-to-face Havruta's activities on communication competency, academic self-efficacy, and learning immersion of nursing students. The study was conducted from September to October 2021. The collected data were through self-report questionnaires of 69 student nurses. The data were analyzed by frequencies and paired t-test using SPSS 24.0 program. As a result, the subjects' communication competency, academic self-efficacy, and learning immersion were significantly increased after the non-face-to-face Havruta's activities compared to before. The results of this study can be useful basic data for professors who want to apply non-face-to-face Havruta's activities to their classes in the future.

• Journal of the Korea Society of Computer and Information
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• v.29 no.2
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• pp.145-152
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• 2024

This study was conducted to investigate the effects of self-efficacy, major satisfaction, and clinical practice stress on the confidence in performing core nursing skills of nursing students. Data were collected through a structured questionnaire for 142 3,4th graders of K University's nursing department in Gyeongsangbukdo and analyzed using the SPSS/WIN 22.0 program. As a result of the study, the confidence in performing core nursing skills according to general characteristics showed a significant difference in grade(F=-2.08, p<0.05). Confidence in performing core nursing skills showed a significant positive correlation with self-efficacy(r=.50, p<.001) and major satisfaction(r=.62, p<.001), and factors influencing confidence in performing core nursing care were found to have 41.7% explanatory power with major satisfaction(β=.49, p=.002) and self-feeicacy(β=.24, p<.001). Based on the results of this study, it seems necessary to establish an educational strategy to improve the confidence in performing core nursing skills and to improve self-efficacy and major satisfaction.

• Journal of Convergence for Information Technology
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• v.9 no.5
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• pp.48-54
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• 2019

This study was conducted to investigate the relationship between depression and stress self-esteem, self-efficacy and nursing students influence factors. This study is a descriptive research study of 116 nursing college students in 3rd graders at two c, h colleges in c area. The data were analyzed by SPSS/WIN 21.0 program, descriptive statistics, ANOVA, t-test, and Pearson correlation coefficient calculation and multiple regression analysis. Data collection took place from October 2017 to December 2017. The factors affecting depression were stress (${\beta}=0.246$, p=.000), self-efficacy(${\beta}=-.170$, p=.000) and self-esteem(${\beta}=-.131$, p=.000). In order to prevent depression in nursing college students, it is necessary to investigate the cause of depression and the degree of depression, and to reduce the depression and find ways to counteract emotional health problems.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.45-58
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• 2005

The purpose of this study was to find out teacher's variables that made difference between teacher's efficacy for early childhood care and education and general self-efficacy, and to explore variables influencing in teacher's efficacy for early childhood care and education. In this study, 212 inservice teachers in edu-care centers completed and analyzed. Efficacy for Child Care and Teaching(ECCT) and general self-efficacy scale. Age, status in working place, years of experience, and participation in decision-making of working place were found as important variables in teacher's efficacy for child care and education, and general self-efficacy. And status and participation in decision-making of working place were found as important variables in explaining teacher's efficacy for child care and education.