• 대한간호학회지
• /
• 제49권4호
• /
• pp.495-504
• /
• 2019

Purpose: Nursing students experience a high degree of perceived stress during skills training. The resulting academic sentiment is worthy of research. This study examined the learning motivation as a mediator in the association between perceived stress and positive deactivating academic emotions in nursing students undergoing skills training. Methods: A survey was conducted on 386 third-year undergraduate nursing students at a university in Changchun, China, in 2017. The survey included the items on perceived stress, learning motivation during nursing skill training, and general academic emotion. There were 381 valid responses (response rate=98.7%). Based on the results of partial correlation and stepwise multiple regression equations, the study examined the mediation model between perceived stress, learning motivation and positive-deactivating academic emotions using process 2.16 (a plug-in specifically used to test mediation or moderation effect in SPSS). Results: There was a significant negative correlation between students' perceived stress and learning motivation during nursing skills training and positive-deactivating academic emotions. Nervousness, loss of control, and interest in developing reputation had significant predictive effects on positive-deactivating academic emotions. The mediating model was well supported. Conclusion: Learning motivation during nursing skills training lessened the damage of perceived stress on positive-deactivating academic emotions. Improving students' motivation to learn could reduce their perceived stress and build more positive emotions. Positive emotions during learning played an important role in helping nursing students improve skills and enhance their nursing competence.

• 한국콘텐츠학회논문지
• /
• 제20권12호
• /
• pp.611-622
• /
• 2020

본 연구에서는 수도권에 거주하는 대학생 250명을 대상으로 건강증진 생활양식과 학업지연행동 간의 관계에서 성별에 의해 조절된 투지의 매개효과를 분석하였다. 연구 결과, 첫째, 건강증진 생활양식은 투지와 유의한 정적 상관관계가 있었고, 학업지연행동과는 유의한 부적 상관관계가 있었다. 투지는 학업지연행동과 유의한 부적 상관관계가 있었다. 둘째, 건강증진 생활양식과 학업지연행동 간의 관계에서 투지는 유의한 매개효과가 있었다. 셋째, 건강증진 생활양식과 학업지연행동 간의 관계에서 투지의 매개효과는 성별에 의해 조절되었다. 즉, 남성이 여성보다 투지의 매개효과가 더 강한 것으로 나타났다. 이러한 결과를 바탕으로 건강증진 생활양식의 실천과 유지에 있어 투지의 역할과 중요성을 논의하였고, 성별에 따른 건강증진 행위의 실천 방안과 학업지연행동의 대처 방안에 대해 제언하였다.

• 한국콘텐츠학회논문지
• /
• 제21권11호
• /
• pp.826-839
• /
• 2021

본 연구는 대학 실시간 쌍방향 수업 성과에 영향을 미치는 변인을 탐색하고 변인들 간의 구조적 관계를 살펴봄으로써 효과적인 대학 실시간 쌍방향 수업에 대한 설계 시사점을 제공하는데 목적이 있다. 이러한 연구목적에 따라, 2020년 1학기에 진행된 실시간 쌍방향 강좌를 수강한 123명의 대학생을 대상으로 자기조절학습, 사회적 실재감, 학습 몰입, 지각된 학업성취도를 측정하였다. 수집된 데이터는 SPSS와 SPSS PROCESS macro를 활용하여 분석되었으며, 연구결과는 다음과 같다. 첫째, 자기조절학습과 학습 몰입은 지각된 학업성취도를 유의하게 예측하였으나, 사회적실재감은 지각된 학업성취도를 유의하게 예측하지 않았다. 둘째, 자기조절학습은 지각된 학업성취도에 직접적인 영향을 미쳤으며, 학습 몰입은 자기조절학습과 지각된 학업성취도의 관계를 매개하였다. 셋째, 사회적 실재감은 지각된 학업성취도에 직접적인 영향을 미치진 않지만, 학습 몰입을 매개로 하여 지각된 학업성취도에 유의한 영향을 미치는 것으로 확인되었다. 이러한 결과를 바탕으로 대학 실시간 쌍방향 수업에 대한 설계적 시사점을 제안하였다.

• 한국콘텐츠학회논문지
• /
• 제18권10호
• /
• pp.453-463
• /
• 2018

개인적 변인의 폭이 넓은 학습자 특성과 학업 방식의 독특성, 그리고 다양한 학습 환경이라는 특성을 가진 원격대학생의 학업지속성을 높이기 위하여 원격대학 학습자에 대해 행위수행의도를 중심으로 접근하는 ASE 모델을 포함하여 분석하는 것은 새로운 접근이라 할 것이다. 이에 본 연구에서는 원격대학 학습자의 학업스트레스와 학습태도, 사회적 영향과 학업적 자기효능감으로 구성된 ASE 모델요인과 학업지속의도 간 관계를 파악하고, 이들 요인이 원격대학 학습자의 학업지속의도에 미치는 영향을 파악하고자 하였다. 이를 위해 K 원격대학 2학년 학생을 대상으로 2018년 3월부터 6월까지 설문조사를 실시하여 최종 181명의 설문자료를 빈도분석, ${\chi}^2$검증, t-검증. F-검증, Pearson's correlation 분석 및 다중회귀분석을 이용하여 분석하였다. 학업지속의도에 영향을 미치는 요인에 관한 다중회귀분석 결과, 모델은 통계적으로 유의하였고(F=15.76, p<.001), 설명력은 29%였으며, 유의한 영향요인은 학업스트레스(${\beta}=-.16$, p=.016), 온라인 학습태도(${\beta}=.44$, p<.001)와 사회적 영향 요인 중 사회적 지지(${\beta}=.13$, p=.045)였다. 원격대학 학습자의 학업지속의도를 높이기 위해 학업스트레스를 낮추고, 온라인 학습태도를 높이며, 사회적 지지를 구축할 수 있는 정교한 맞춤형 프로그램의 개발 및 적용이 필요하다.

• International Journal of Contents
• /
• 제15권4호
• /
• pp.97-106
• /
• 2019

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.

• International Journal of Human Ecology
• /
• 제10권2호
• /
• pp.79-85
• /
• 2009

This survey examined sex role identities (androgyny, masculinity, femininity, and undifferentiated), gender, and academic achievement scores from an international sampling of college students. For a comparison, American students and Korean students responded to survey questions on the Bem Sex Role Inventory and the Korean Sex Role Inventory respectively, reported family socio-economic status and achievement scores on the American College Testing (ACT) or Korean Scholastic Ability Test (KSAT). Results in this study indicate that a higher percentage of American students report an androgynous or undifferentiated gender role identity than do Koreans, while Korean students are more likely to show a feminine gender role identity than Americans. Although American students reported higher levels of androgyny in their gender role identity, those who fit the feminine gender role identity group showed higher ACT scores than other gender role identity types. However, in the Korean sample, the masculine gender role identity produced a higher academic achievement for both males and females.

• 대한가정학회지
• /
• 제48권10호
• /
• pp.25-35
• /
• 2010

본 연구는 또래 괴롭힘 피해와 학교적응의 관계에서 자아 및 또래 지각의 매개효과를 검증하고자 하였다. 연구대상은 초등학교 5, 6학년 남녀 아동 521명이다. 또래 지명법을 사용하여 또래 괴롭힘의 피해가 측정되었고 자기 보고법을 사용하여 자아 및 또래 지각과 학교 회피가 측정되었다. 연구결과를 보면, 자아 및 또래 지각은 또래 괴롭힘 피해와 학교적응의 관계에서 완전 매개 효과가 있었으며, 반면에 또래 괴롭힘 피해는 학업 성취에 직접적인 영향을 미치는 것으로 나타났다.

• 가정과삶의질연구
• /
• 제27권6호
• /
• pp.55-64
• /
• 2009

This study examined the relationship between children's academic stress and their sense of hopelessness. In order to expand the study on this relationship, special attention was given to the possible effects of moderators on children's emotional processing style as manifested in a depressed mood. The subjects were 424 $5^{th}$ and 6th graders(197boys and 227 girls) residing in Seoul City and Kyunggi Province, South Korea. It was found that the children's level of academic stress was significantly related to their sense of hopelessness. The results indicated that the higher the children's academic stress, the higher the levels of hopelessness they indicated. No significant effects from moderators as applied to a ruminative emotional processing style were found in the relationship between children's academic stress and their sense of hopelessness. In addition, children's reflective or distractive emotional processing styles were found to be a significant moderator in the relationship between their academic stress and hopelessness. These findings indicate that children's reflective or distractive emotional processing styles could function as a bumper for children who feel academic stress.

• Human Ecology Research
• /
• 제53권5호
• /
• pp.503-517
• /
• 2015

This study examined the relationships among children's perspectives on achievement-oriented parenting style, ego-resilience, school adjustment, and academic achievement. In order to analyze the associations, the study conducted a secondary analysis of the data found in the Korean Children and Youth Panel Survey (KCYPS) 2010-2011, which was a non-randomized controlled study designed with a longitudinal follow-up. We analyzed 1,212 students who were in the fourth and fifth grade at elementary school with Structural Equation Modeling (SEM). The results were as follows. First, higher achievement-oriented parenting style was associated with higher ego-resilience that contributed to higher academic achievement and higher school adjustment. Second, higher achievement-oriented parenting style was directly related to lower academic achievement and lower school adjustment. The findings support that children's ego-resilience is an important factor to improve school adjustment and academic achievement. In addition, the achievement-oriented parenting style is not helpful for their children's school outcomes (such as academic achievement and adjustment) even though parenting style improved their children's ego-resilience. Ego-resilience that is developed by achievement-oriented parenting style is likely to enhance children's school adjustment and academic achievement. The study presents policy and practice implications, limitations and areas for further research.

• 한국가족관계학회지
• /
• 제22권4호
• /
• pp.157-179
• /
• 2018

Objectives: This study aimed to examine the relationship between Chinese adolescents' academic performance and smartphone overdependence as well as the moderating effects of parental involvement. Method: For this study, a survey was conducted with 472 adolescent students in three middle schools (n = 224) and three high schools (n = 248) in Shanghai, China. The survey consisted of the "S-Scale for Smartphone Addiction," the "Parental Involvement Scale," and questions regarding perceived academic performance using a demographic questionnaire. Results: The following are the major findings. First, after controlling for the students' demographic characteristics, hierarchical multiple regression analysis revealed that the students' perceived academic performance was negatively related to the levels of smartphone overdependence. Second, this study found significant moderation effects of parental involvement on the relationship between academic performance and smartphone overdependence. Chinese adolescents with low levels of perceived academic performance and high levels of perceived parental involvement showed high levels of smartphone overdependence. Finally, this study found significant moderation effects of parental involvement on the relationship between academic performance and smartphone overdependence only in middle-school students. Conclusions: These results indicate the need for healthy smartphone use and education and therapy programs for Chinese parents and adolescent children to prevent smartphone overdependence.