• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.413-427
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• 2022

The purpose of this study was to improve and verify task value and academic self-efficacy of university students with metaverse gamification teaching method combining flipped learning and project-based learning. The subjects in this study were 16 university students majoring in counseling psychology who engaged in K university in cheong-ju. The subjects were assigned to the experimental group or the comparison group. The experimental group received the proposed metaverse gamification teaching method combining flipped learning and project-based learning while comparison group received teacher-centered learning. The dependent variables in this study were task value and academic self-efficacy. Each variable was assessed before class, after the end of the class. At the end of the class, the experimental group engaged statistically significantly higher levels of task value and academic self-efficacy than the comparison group. The findings of this study suggest that this metaverse gamification teaching method combining flipped learning and project-based learning is effective at improving task value and academic self-efficacy.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.467-473
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• 2021

The purpose of this study is to confirm the effect of health assessment classes applied with flip learning on self-directed learning ability, critical thinking disposition, and academic self-efficacy of nursing students. This is a comparative study before and after a single group, targeting sophomore students taking a health assessment by applying flip learning at a nursing college in K city, Gyeongsangbuk-do. The final analysis consisted of 104 subjects, and the pre-post difference was analyzed by a paired sample test. As a result, self-directed learning ability (t=-3.23, p<.01), critical thinking disposition (t=6.381, p<.001), and academic self-efficacy (t=-4.62, p<.001) were all statistically significantly increased. Based on the results of this study, it was confirmed that the flip-learning method is an effective program to enhance the self-directed learning ability, critical thinking ability, and academic self-efficacy of nursing students. In the long run, the application of the flipped learning learner will play a role in improving the educational environment and strengthening the abilities of students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.9
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• pp.6036-6043
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• 2015

The purpose of this study was to identify the relationship between emotional intelligence, academic self-efficacy, and self-leadership among nursing students. Subjects were 230 nursing students in South Korea. Data were collected using self-report questionnaires from September 1 to 30, 2015, and analyzed using frequencies, t-tests, ANOVA, Pearson's correlation, and multiple regression using SPSS Win 18.0. Self-leadership was significantly positively correlated with emotional intelligence and academic self-efficacy in nursing students. Students with higher emotional intelligence and academic self-efficacy showed higher self-leadership. Emotional intelligence and academic self-efficacy explained 40.2% of the total variance in self-leadership among nursing students. Therefore, to increase nursing students' self-leadership, it is necessary to develop and test programs to ensure an improvement in emotional intelligence and academic self-efficacy among nursing students.

• Journal of Industrial Convergence
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• v.19 no.1
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• pp.117-127
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• 2021

The purpose of this study was to identify the relationship between social support, academic self-efficacy, and learning agility on intention of academic dropout among nursing students. Data collection was conducted online surveys from November 9 to 27, 2020. The 363 students were conveniently sampled from the school of nursing in K-do in Korea. The contents of the self-reported questionnaire included social support, academic self-efficacy, learning agility, intention of academic dropout. As a result, The score of each variables were like this: social support 4.32, academic self-efficacy 3.66, learning agility 3.40, intention of academic dropout 2.08. The factors that affecting intention of academic dropout among nursing students are academic self-efficacy, learning agility, satisfaction on major, perceived mental health status, grade in score and grade, which explained 30.4% of the variances. Therefore in order to lower the intention of dropping out of nursing students, it is considered that the development of programs considering individual characteristics and systematic support are necessary.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.251-259
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• 2020

This study is an analysis of the relationship between self leadership and self-efficacy in learning for Chinese students majoring in beauty. It is a research article that describes the factors that affect self-efficacy in learning. From July to October 2019, 440 Chinese students were investigated with questionnaires to collect data. The results show that the inferior factors of self leadership of Chinese students majoring in beauty are: The results showed that behavior awareness & volition, and constructive cognition, which are the Subfactor of Chinese students in beauty major, had a significant positive influence on the task difficulty preference and self-regulatory efficacy of self-efficacy. Therefore, raising the level of behavior awareness & volition, and constructive cognition of Chinese students in beauty majors can help Chinese students in beauty majors to acquire major knowledge and professional strength. In particular, In university education, we can provide systematic curriculum education on self-leadership understanding and strategy for Chinese students.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1067-1077
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• 2020

The purpose of this study is to verify the relationship between academic self-efficacy and self-directed learning through learning flow of golf department students. This study consisted of 257 students who participated in golf classes and the data of 270 students were analyzed. The structure equation model was analyzed by SPSS 21.0 or AMOS 22.0. The results are as follows. First, the academic self-efficacy of golf department students showed a positive effect on their learning flow. Second, the learning flow of college students in the golf department showed a positive effect on their self-directed learning. Third, the academic self-efficacy of golf department students showed a positive effect on their autonomous learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.589-598
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• 2016

The aim of this study was to investigate the relationship among the variables and the influence of academic self-efficacy and critical thinking disposition on the problem solving ability of nursing students. A descriptive research design was employed in this study. The participants were 404 sophomore nursing students in D city, who were surveyed between May 2 and May 20, 2016, using self-report questionnaire. The data were analyzed with SPSS WIN 21.0 using descriptive statistics, ANOVA, t-test, Scheffe test, Pearson's correlation coefficient, and multiple stepwise regression analysis. Significant correlations among the academic self-efficacy, critical thinking disposition, and problem solving ability were found. In academic self-efficacy and critical thinking disposition, there were significant differences in gender, academic credit, interpersonal relationship, and satisfaction with nursing as a major. The problem solving ability showed statistically significant differences in academic credit, interpersonal relationships, and satisfaction with nursing as a major. The regression model explained 51.7% of the effect on the problem solving ability. Academic self-efficacy and critical thinking disposition were factors influencing the problem solving ability of nursing students. Based on these results, to increase problem solving ability of nursing students, it will be necessary to develop an educational program and strategy for improving the academic self-efficacy and critical thinking disposition.

• Journal of Industrial Convergence
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• v.20 no.11
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• pp.65-74
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• 2022

This study was attempted to determine the degree of self-determination motivation, interpersonal relationship harmony, and academic self-efficacy of freshmen admitted to the nursing department during the COVID-19 period, and to identify factors affecting academic self-efficacy. Data were collected from November 01 to November 30, 2021, and the subjects of this study were 220 freshmen enrolled in the Department of Nursing at a university located in C city. For data analysis, t-test, anova and scheffé's post hoc test, pearson correlation coefficients calculation and multiple regression analysis were performed using SPSS 25.0. As a result of the study, it was found that face-to-face learning experience in the first semester, the reason for choosing a major, self-determination motivation and interpersonal relationship harmony explained 47.9% of the total change in academic self-efficacy. And it was found that freshmen with face-to-face learning in the first semester, self-determination motivation and interpersonal harmony had a significant effect on academic self-efficacy. In order to improve the academic self-efficacy of the first year, a program to support self-determination motivation and harmonize interpersonal relationships should be developed and applied.

• Journal of Convergence for Information Technology
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• v.11 no.1
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• pp.244-253
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• 2021

This study is a descriptive research study to identify the factors that influence the academic self-efficacy, self-resilience, and department satisfaction of nursing college students on subjective happiness. From October 26th to November 2nd, 2020, 131 students from the four-year nursing department were surveyed by convenience sampling. The collected data were analyzed by descriptive statistics, t-test and ANOVA, Scheff'e, Pearson correlation coefficient, and multiple regression analysis using SPSS Statistics 25.0. As a result of the study, subjective happiness was academic self-efficacy (��=.26, p=.002), self-resilience (��=.32, p<.001), and department satisfaction (��=.27, p<.001), 43% explained subjective happiness. In conclusion, the factors that influence the subjective happiness of nursing students were in the order of self-resilience, department satisfaction, and academic self-efficacy. Therefore, it is necessary to develop and apply programs to improve subjective happiness in nursing college students.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.414-423
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• 2018

The purpose of this study was to examine influences on grit in the nursing student. The data were collected from 146 nursing students in the H university located Y city. The data were analyzed by descriptive statistics, T-test, ANOVA, Scheffe, Pearson's correlation coefficient, and multiple regression with SPSS 20.0 program. Grit was found to be in a significant positive correlation with academic stress, academic self-efficacy and major satisfaction. The result of the multiple regression indicates the major satisfaction, academic self-efficacy, academic stress and grade point average predict 22.5% of grit. Therefore, it is necessary to develop an intervention program to strengthen the grit of nursing students.