• The Journal of the Korea Contents Association
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• v.18 no.9
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• pp.684-695
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• 2018

This study is aim to examine the influence of the social supports factor of the college students who majors in health or social welfare on their college adjustment and whether or not academic stress would perform a mediating role in the relationship between social supports factor and college adjustment. The subjects in this study were the college students who majored in health or social welfare in Gyeongsang Namdo Province. Data were collected through self reported structured questionnaire form using convenient sampling methods. The findings of the study were as follows: First, the social supports factor and academic stress factor of the college students were found to have exerted a statistically significant influence on college adjustment. Second, the academic stress factor was found to have had partial mediating effects on the relationship between the social supports factor and college adjustment. The findings of the study illustrated that the academic stress factor played a buffering role in the social supports factor that affected the college adjustment of the college students.

• (The) Korean Journal of Educational Psychology
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• v.31 no.1
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• pp.59-81
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• 2017

This study examined the relationship of grit, goal perception and academic adjustment of adult female students in a distance university. We additionally investigated how academic work-family conflict and social support influenced the grit-adjustment relationship. Grit is defined as passion and perseverance for long-term goals and it has been known as one of the predictors of adjustment indicators including academic achievement. A total of 642 female students in a distance university were participated in the survey and a Structural Equation Modeling (SEM) was utilized for data analysis. Results showed that our model fit data well, specifically, two components of grit (i.e. consistency of interest and perseverance of effort) positively predicted academic adjustment. Results from analyses of specific indirect effects revealed that consistency of interest was found to have a positive direct effect on academic adjustment while perseverance of effort had a positive indirect effect via goal perception, suggesting the discriminant predictability of grit's two components. Lastly, academic work-family conflict was found to negatively predict academic adjustment while social support predicted a positive academic adjustment via goal perception.

• Journal of Industrial Convergence
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• v.19 no.4
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• pp.95-102
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• 2021

This study aims to verify the effect of mother's career-related behavior on the intention of multicultural youths to school dropout intention and the mediating effect of academic adaptation. To this end, 1,121 middle school seniors were sampled in the 7th (2017) data of the Multicultural Youth Panel Survey, and the influence relationship of the model presented as a three-step method of analysis of the mediated effects of Baron & Kenny and the Sobel test were conducted. First, the analysis showed that mother's support, a subfactor of mother's career-related behavior, had a negative effect on dropout intention, and that mother's interference had a positive effect. Second, academi adaptation has been shown to have a negative effect on dropout intention. Third, mother's support, a subfactor of mother's career-related behavior, showed a positive influence on academi adaptation, and mother's interference showed a negative effect. Fourth, academi adaptation has been shown to be mediated in the relationship between career-related behavior and dropout intention. Based on the above results, practical implications were presented.

• Journal of Convergence for Information Technology
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• v.10 no.12
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• pp.119-125
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• 2020

This study was conducted to estimate the relationship between academic achievement, and college life adaptation of dental hygiene students in S area and use them as basic data for improving the effectiveness of academic and career guidance. A self-reported questionnaire was completed by 245 dental hygiene students. Data collection was analyzed by frequency, chi-square test, t-test, regression using SPSS 21.0. As a result, The higher the grade, the academic achievement, the higher the adaptation to college life. The admission types was not statistically significant. By presenting the factors related to adaptation to college life in dental hygiene students. I think that it can help develop academic and career guidance related programs.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.169-177
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• 2018

This convergence study was combined research on identifying the effect of health behavior and awareness of Korean wave (Hallyu) on academic adjustment of foreign students living in Korea, and providing support for future foreign students to easily adjust to Korean culture. The subjects for this study are foreign students attending G University and were studied from April 2nd to 30th,2018. The collected data were analyzed using SPSS statistical program. According to the multiple regression analysis which was conducted to analyze the effect of health behavior and awareness of Korean wave on academic adjustment of foreign students, the older and the longer the stay, the poorer the academic adjustment; on the other hand, the higher the frequency of exercise and awareness of Korean wave, the better the academic adjustment. Further, it is necessary to address plans and measures to develop academic adjustment of foreign students by providing health care programs and Korean wave culture programs on sustainable health education and sports.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.71-85
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• 2016

The purpose of this study was to investigate the mediating effects of stress coping strategy on the relationship between academic burnout and school adjustment in Korea adolescents. A survey was conducted using a convenience sample drawn from 1,232 students from junior high schools in Kunggi Province. Data were analyzed using SPSS package program. The survey results showed that 44.6% of students are dissatisfied with their own academic grade. Antipathy and cynicism showed the most impact on academic burnout. In addition, academic burnout was negatively related with school adjustment. Especially academic burnout exerted inverse relationship with school adjustment, whereas problem oriented and seeking social support coping positively influence on school adjustment. Problem oriented and seeking social support coping partially mediated the relationship between academic burnout and school adjustment. The results indicate that improvement of active stress coping is important to prevent the symptoms of academic burnout and to increase the school adjustment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.145-151
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• 2017

Many adolescents in high schools are experiencing school maladjustment by academic stress under the reality of higher-education-oriented schooling. A review of studies of academic stress and school adjustment reveals that ego-optimism is predicted as one of the moderating variables to help adolescents lessen academic stress and increase their school adjustment. The main purpose of this study was to verify the moderating effects of ego-resilience on the relationship between academic stress and school adjustment of adolescents. For this, 496 high school students of tenth and eleventh grade were respectively collected through cluster sampling to be surveyed, and then correlation analysis and moderated regression analysis were conducted. The major findings were as follows. First, there was a negative relationship between academic stress and school adjustment and between academic stress and ego-resilience, but a positive relationship between school adjustment and ego-resilience. Second, the moderating effects of ego-resilience on the relationship between academic stress and school adjustment were not found, although optimism, one of ego-resilience's sub-factors, had a significant moderating effect on them, implying that adolescents' optimism should be enhanced to lessen academic stress and ensure they have a successful school life. The study concludes that optimism is a protective factor for school adjustment caused academic stress and thus schools need to make active efforts to enhance their students' optimism.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.99-104
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• 2023

The purpose of this study was to examine the effect of children's academic stress on school adaptation and to verify whether ego-resilience plays a mediating role in the relationship between academic stress and school adaptation. Based on the data from the 12th year of the Korean Children's Panel (2019), the general characteristics of the main subjects and the mean, standard deviation, skewness and kurtosis of the main variables were confirmed through basic statistical analysis, and correlation analysis was conducted between variables. In addition, to examine whether ego-resilience mediated the effect of academic stress on school adaptation, a three-step regression analysis was conducted following the procedure of Baron and Kenny. The results of this study were as follows. First, it was found that children's academic stress, school adaptation, and ego resilience were all significantly correlated. The higher the academic stress, the lower the ego-resilience and school adaptability. Second, it was confirmed that ego-resilience has a partial mediating effect in the relationship between children's academic stress and school adjustment. Ego resilience in the academic stress situation means that it acts as an important mediating factor to flexibly adapt to school life by objectively grasping and coping with the stress situation. Therefore, we need to recognize the need for flexible and resilient individual characteristics so that children can reduce academic stress and adapt well to school life, and seek active interest and intervention plans.

• Journal of Digital Convergence
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• v.16 no.11
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• pp.589-598
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• 2018

The purpose of this study is to investigate the mediating effect of self-regulation(SR) and the moderating effect of career identity(CI) in predicting academic achievement(AA) by middle school students' achievement value(AV). The subjects were 1,088 male and 970 female students in the third year of middle school. A conditional process analysis using SPSS and Hayes' process macro was conducted. The results were as follows. First, the partial mediation effect of SR was significant in the relationship between AV and AA. Second, the moderating effect of CI was notable in the relationship between AV and SR, and AV and AA respectively. Finally, the mediation effect of AV on AA through SR was found to decrease as CI increased. These results show that supporting the development of CI for students with low AV helps to improve SR and AA. However, as the effect of CI was found to be weaker than the effect of AV or SR on AA, the follow-up research exploring ways to support the achievement value of middle school students are suggested.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.89-99
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• 2019

This study was conducted to examine the mediating effects of social anxiety and academic self-efficacy in the relationship between adolescent covert narcissism and school life adaptation. The subjects were 423 middle school and high school students. The results of this study are as follows: First, covert narcissistic personality tendency had a negative correlation with school life adaptation(r=-.51, p<.01). Covert narcissism had significant positive correlation with social anxiety(r=.70, p<.01) but had negative correlation with academic self-efficacy(r=-.39, p<.01). Social anxiety showed a significant negative correlation with school life adaptation(r=-.50, p<.01), academic self-efficacy had a positive correlation with school life adaptation(r=.63, p<.01), and social anxiety had a negative correlation with academic self-efficacy(r=-.51, p<.01). Second, as a result of verifying the mediating effects of social anxiety and academic self-efficacy, academic self-efficacy has mediating effects on the relationship between covert narcissism and school life adaptation(${\beta}=.41$, p<.001), and social anxiety has no mediating effect on school life adaptation(${\beta}=-.05$, p<.001). The results of this study suggest that If adolescents with covert narcissism have difficulties in adapting to school life, increasing academic self-efficacy, especially self-control efficacy and self-confidence, may be helpful to improve adolescents' adaptation to school life.