• The Journal of the Korea Contents Association
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• v.20 no.2
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• pp.310-322
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• 2020

This study also examined the influence of academic stress on major satisfaction of college students and the influence of self-efficacy and social support. The subjects of this study were 320 students attending K university in B city. The 295 questionnaires were collected and 291 questionnaires were finally analyzed except for 4 questionnaires that were insufficient. Major satisfaction had a statistically significant negative correlation with academic stress, and major satisfaction had a statistically significant positive correlation with self-efficacy. Also, major satisfaction had a statistically significant positive correlation with social support. Finally, as a result of examining the effects of each factor, academic stress, self-efficacy, and social support had a significant effect on major satisfaction except for informational support in social support. In order to increase the satisfaction of college students, it is necessary to study the factors that can lower academic stress and develop the program accordingly. It is necessary to develop educational methods and programs that can increase self-efficacy and social support. This is considered to have a positive effect on the satisfaction of college students.

• The Journal of Korean Association of Computer Education
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• v.18 no.2
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• pp.47-57
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• 2015

In this study, the experiment was carried out on an experiment group of 24 and a control group of 25 in order to investigate the effect of flipped learning on the motivation and academic achievement of elementary students. Research tools such as flipped learning program, motivation questionnaire and academic achievement questionnaire were used. Study procedures consisted of pre-test, experimental process, and post-test in order and the data processing was performed by independent sample t-test and paired sample t-test. The results show that flipped learning has a positive effect on learning motivation and academic achievement. For instance, flipped learning influenced on improvement of motivation elements such as attention and confidence. Also flipped learning has a more effect on low-level students than high-level students in academic achievement.

• 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 Korean Home Economics Education Association
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• v.33 no.1
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• pp.81-99
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• 2021

The purpose of this study was to examine the effect of parent-child interactions on children's academic performance focusing on the mediating effect of children's executive function difficulty. The data for this study were drawn from the Panel Study on Korean Children(PSKC). The participants were 559 children of elementary school and their families from 8th wave(1^st graders), 9th wave(2^nd graders), and 10th wave(3^rd graders) of PSKC. The data were analyzed with structural equation modeling. The results of this study were as follows. First, mother-child interaction and father-child interaction didn't have a significant direct effect on children's academic performance. Second, mother-child interaction had a significant positive indirect influences on academic performance through children's executive function difficulty. The results of this study indicated that mother-child interaction and children's executive function difficulty are important for children's academic performance.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.576-585
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• 2021

This study was a descriptive research study to examine the factors influencing cyberbullying tendency among college students. The data used in this study were collected from July 31 to August 13, 2020, from 396 students attending universities across South Korea. The collected data were analyzed using frequency, percentage, mean, standard deviation, Pearson correlation coefficients, PROCESS macro model 4, Bootstrap, Sobel test using IBM SPSS Statistics version 20.0 and PROCESS macro for SPSS. The results of this study are as follows. First, there was a significantly negative correlation between academic stress and self-control (r=-.246, p<.001). There was also a positive correlation between academic stress and cyberbullying tendency, but it was not significant (r=.096, p=.055). Second, the mediation effect of self-control is significant between academic stress and cyberbullying tendency (R2=.039, p<.001). Therefore, Academic stress and self-control should be considered in the development of cyberbullying prevention programs, and further research is also needed to verify the effectiveness of the cyberbullying prevention program based on this study.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.814-825
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• 2021

The purpose of this study is to analyze the effect of teaching presence on academic achievement and learning satisfaction in the university online tutoring learning environment, and to find teaching methods for students' adaption of college life and their reinforcement of learning capabilities. In the study, the relationship between teaching presence, academic achievement and learning satisfaction were analyzed for those who participants in the tutoring program of the Busan D School OO Research Center during the first semester of 2021. As a result of the study, the relationship between teaching presence, academic achievement and learning satisfaction was indicated high correlation in the order of learning management, participation management and content structure of learning activities; the effect of teaching presence on academic achievement and learning satisfaction was found a significant effect in learning management, which is a sub-area of the tutees' learning activities. These results therefore suggest the direction of the operation process and method reflecting teaching presence, and provide an in-depth discussion on the learning management method that can improve the quality of the learner's learning experience in the learning environment.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.426-435
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• 2021

This study aims to functionally classify lexical bundles appearing in academic papers on nuclear science and engineering written in English and then analyze the lexical bundles' characteristics compared to those appearing in general academic papers. To this end, the texts of nuclear science and engineering papers were collected and produced as a corpus(c. 1 mil. tokens). Then they were statistically compared through Chi-square tests and standardized residuals with the corpus of general academic papers(c. 750,000 tokens). The results revealed that, compared to general academic papers, the bundles in the stance lexical bundle category were mainly used among the functional lexical bundle in nuclear science and engineering. The use of the lexical bundles lacked much variety. The same type of lexical bundles was 're-used' and 'recycled'. Based on these research results, educational implications for English for Academic Purposes and the further direction of follow-up research were discussed and suggested.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.563-572
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• 2019

This study was conducted to investigate the effects of school stress and resilience on school children's quality of life. The participants for this study were 266 children of 4, 5, and 6 grades at two elementary schools in G Metropolitan City. Data were collected from September to October, 2019. The participants were assessed for academic stress, resilience, quality of life, and analyzed using descriptive statistics, t-tests, ANOVA, Pearson correlation coefficient, and multiple regression analysis. As a result, factors affecting the quality of life of school-age children were academic stress (β= -.29, p<.001), extracurricular academic stress (β= -.19, p= .004), and resilience (β= .19, p<.001), this variable explained 31.2% of the quality of life of school-age children. The lower the academic stress and the higher the resilience, the higher the quality of life. Therefore, in order to improve the quality of life of school-age children, providers need to develop intervention programs that take these factors into account.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.263-271
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• 2007

The purpose of this study was to investigate the relationships between the ability of students' raising creative problems and academic achievement, science inquiry skills and creative personality of high school students. In order to evaluate the originality of problems, the present study used three methods: evaluation by frequency, teacher, and student. The results in this study turned out to be as follows: First, there was not much difference in the three methods. But familiar problems had the possibility of receiving higher marks. Second, the ability of students' raising creative problems was significantly correlated with academic achievement and creative personality, but there was no correlation with science inquiry skills. The subjects were divided into 2 groups by students' originality score. In the higher score group, the ability of students' raising creative problems was significantly correlated with creative personality, but in the lower score group, it was significantly correlated with academic achievement. Third, as for science inquiry skills and creative personality between two groups, there was no significant difference, whereas as for academic achievement(physics I, chemistry I), there was significant difference.

• Proceedings of the Korea Contents Association Conference
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• 2005.05a
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• pp.15-18
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• 2005

In Korea, researches on distance education had started in early 1980th, and began in earnest from mid 1990th. In this study, we classified academic journals which were searched by the key word of 'Distance Education" from the Database of the Library of Congress. We proposed arithmetic statistical data and implication.