• Journal of Digital Convergence
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• v.19 no.12
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• pp.225-230
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• 2021

The purpose of this study is to understand the mediating effect of grit in the relationship between academic achievement satisfaction and Academic Engagement of middle school students. To this end, a survey was conducted on 575 middle school students in Changwon, Gyeongsangnam-do, on academic achievement satisfaction, Academic Engagement, and grit. This research was carried out by hierarchical regression analysis was conducted to understand the correlation analysis and mediating effect between major variables, and The significance of the mediating effect was verified by the Sobel test. As a result of the study, First, correlation analysis revealed a positive correlation between academic achievement satisfaction, grit, and Academic Engagement. Second, regression analysis showed that both consistency of interest and perseverance of effort were partially mediated between academic achievement satisfaction and Academic Engagement. This means that academic achievement satisfaction not only directly affects middle school students' Academic Engagement, but also has an indirect effect through grit. Finally, In order to increase the academic enthusiasm of middle school students, learning counseling plans such as education and counseling plans to improve academic interest and develop various learning motivation improvement programs were discussed.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.247-252
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• 2021

The purpose of this study is to understand the mediating effect of grit in the relationship between academic achievement satisfaction and academic helplessness of middle school students. To this end, a survey was conducted on 575 middle school students in Changwon, Gyeongsangnam-do, on academic achievement satisfaction, academic helplessness, and grit. This research was carried out by hierarchical regression analysis was conducted to understand the correlation analysis and mediating effect between major variables, and verified by Sobel test. As a result of the study, First, correlation analysis revealed a positive correlation between academic achievement satisfaction, grit, and academic helplessness. Second, regression analysis showed that both perseverance of effort and consistency of interest were partially mediated between academic achievement satisfaction and academic helplessness. This means that academic achievement satisfaction not only directly affects middle school students' academic helplessness, but also has an indirect effect through grit. Finally, a learning counseling plans (Self-analysis program and Environmental control program) was discussed to reduce the academic helplessness of middle school students.

• School Mathematics
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• v.16 no.1
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• pp.157-180
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• 2014

This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.

• Korea journal of population studies
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• v.30 no.1
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• pp.125-148
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• 2007

본 연구에서는 부모의 사회경제적 지위가 자녀의 학업성취를 통해 재생산되도록 만드는 변수들의 영향을 밝히려고 하였다. 가족의 사회경제적 변수, 극히 사회자본과 문화자본이 독립적으로 또는 가족배경을 맥락으로 자녀의 학업성취도에 미치는 영향에 대해 분석하였다. 연구대상으로는 중고등학생 총 2771명의 사례를 분석하였다. 중학생에 비해 고등학생들의 학업성취에 미치는 부모의 사회경제적 배경변수의 영향력은 감소하였다. 그러나 사회자본과 문화자본의 영향력은 증가하였다. 성별에 따라 분석한 결과, 남학생의 경우는 부모의 사회경제적 변수와 가족의 사회자본과 문화자본의 영향력이 동시에 존재하나 여학생의 경우에는 사회자본과 문화자본의 영향이 거의 없고, 부모의 사회경제적 변수 중에서 아버지의 직업과 자산이 영향을 미치는 것으로 분석되었다. 사회자본과 문화자본의 영향력은 상당부분 부모의 사회경제적 자원에 흡수되는 경향이 있으나 가족의 자녀에 대한 관심은 여전히 학업성취도에 중요한 영향을 미치는 사회자본임을 발견하였다. 이번 연구결과를 통해 경제적 지원만으로는 자녀의 학업성취를 높이기 어려우며 사회자본이나 문화자본과 함께 결합된 사회경제적 지원이 자녀의 학업성취에 기여함을 발견하였다.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6556-6564
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• 2014

This study analyzed the relationship of socially prescribed perfectionism, academic burnout, academic stress, and academic procrastination. In addition, this study examined whether academic stress/procrastination has a mediating effect on the relationship between socially prescribed perfectionism and academic burnout. Data was collected from 283 cyber university students and analyzed using the correlation and structural equation model. The results showed that, socially prescribed perfectionism was positively correlated with academic stress and burnout, academic stress was correlated with academic procrastination and burnout, and academic procrastination was also correlated with academic burnout. Using the result of structural equation model analysis, socially prescribed perfectionism was found to enhance academic burnout through academic stress, or increase academic procrastination through academic stress, then resulted in academic burnout. This result suggested that to prevent academic burnout in a socially prescribed perfectionist, it is essential to lower their level of academic stress and prevent them from procrastination.

• Proceedings of the Korea Contents Association Conference
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• 2012.05a
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• pp.389-390
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• 2012

대학생이 학업중단에 이르는 과정은 여러 가지 요인에 의해 영향을 받는다. 이에 관한 연구는 초기에 학업중단을 예방할 수 있게 해주며, 각 단계에서의 다양한 개입의 방향과 전략을 제시해 줄 수 있다. 따라서, 본 논문에서는 학업을 포기하는 전문대학생의 실태와 현황, 학업중단의 문제를 요인 분석하기 위하여, K대학의 중도탈락에 관한 실제 데이터를 대상으로 요인분석을 실시하고, 그 개선안을 제시하데 그 목적이 있다.

• Journal of Korean Library and Information Science Society
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• v.45 no.2
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• pp.5-27
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• 2014

This study aims to investigate the relationship between university library usage and educational achievement of academic library users. To proceed with this study, academic library usage data were collected from S university undergraduate students. Academic achievement was measured using the students' grade point average(GPA). T-test and analysis of variance were used to compare differences of means between library usage and academic achievement with the background variables. Hierarchical regression analyses were conducted to determine the association between library usage and academic achievement. As a result, a positive correlation was found between academic achievement and the use of library resources and services according to gender, year and academic subject. In addition, academic library usage had a positive significant influence on academic achievement. Students who used more library resources and facilities ultimately get better grades.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.10
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• pp.462-470
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• 2017

The purpose of this study is to identify the relationship among the self-directed learning ability, academic self-efficacy and academic achievement of elementary school students. The subjects of this study were 197 sixth graders. The results of this study were as follows. First, the correlations among self-directed learning ability, academic self-efficacy and academic achievement were significant. Second, among the variables of self-directed learning ability and academic self-efficacy, self-confidence, preference for task difficulty, self-understanding of learner and independent mind of learning were positively related to academic achievement. These results imply the need for measures to increase these variables of academic efficacy and self-directed learning ability in the field of education in order to improve students' academic achievement.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.386-398
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• 2017

The purpose of this study was to examine what kind of changes adolescents experienced in the process of returning from the school dropout. For this purpose, 'Qualitative Meta-Analysis' was conducted for seven papers of this area, which was published in Korean journals as a method. 'Qualitative Meta-Analysis' is a method of presenting new interpretations by synthesizing qualitative studies on the same topic. In this study, the qualitative research on the process of returning from the school dropout was selected. The final articles selected for the analysis were seven articles published in domestic journals. The results obtained by comparing and analyzing the selected individual papers were as follows. For adolescents, a series of the process of returning from school dropout was 'self-growth through introspection and support.' In this process, there were five stages of change: abandonment, drifting, self-awareness, decisive action, and struggles. Relevant factors that led to this change were self-perception, the awareness of a reality, resources and support. Based on these results, the characteristics of each step were explained and discussed. Finally, the implications and limitations of the study were clarified and the follow-up study was proposed for more detailed examination.