• Journal of the Korean Society of School Health
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• v.30 no.2
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• pp.113-123
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• 2017

Purpose: The purpose of this study was to examine and compare the academic engagement, academic burnout, stress, and social support among undergraduate nursing students by grade. Methods: The study is a descriptive comparative survey. The participants were 247 undergraduate nursing students enrolled in 3 universities located in G city. The collected data was analyzed with descriptive statistics, $x^2$ tests, and analysis of covariance, using SPSS/WIN 21.0 program. Results: The students showed significant differences in academic engagement, academic burnout, and stress according to their grade. The post-hoc analysis results showed that sophomores and juniors had lower academic engagement and higher academic burnout and stress than others (i.e., freshmen, or seniors). There was no significant difference in social support among nursing students. Academic engagement had a positive correlation with social support and a negative correlation with academic burnout and stress. Also, academic burnout had a positive correlation with stress and a negative correlation with academic engagement and social support. Conclusion: The findings indicate that nursing students in second and third grade were at risk of academic burnout and under severe stress. Therefore, sophomores and juniors need more attention and care to help them relieve and control stress and burnout and to improve their academic engagement. Also, the findings should be considered when developing plans and/or interventions for nursing students' major adjustment and academic achievement.

• 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 Society of Computer and Information
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• v.21 no.11
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• pp.135-139
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• 2016

This paper investigates the empirical implications. The research question of this study is to verify the influences of psychological and environmental factors toward performance satisfaction and durability of learning in E-Learning University. For empirical verification, a survey was conducted targeting 500 students in E-learning Universities. The results show that actional environment on academic satisfaction in learning is the most important factor followed by physical environment, internal motivation, and academic burnout. The effect of psychological factors on learning persistence was important in the order of academic vision, internal motivation, actional environment and physical environment. The effect of academic satisfaction on learning durability proved to be statistically significant. The results suggest that actional environment should be considered with top priority to increase the academic satisfaction. learning satisfaction, academic vision, and academic satisfaction to enhance students' intention to continue studies are important. Academic burnout has a negative effect on both academic satisfaction and learning persistence, suggesting that this aspect should be properly addresses. The effects of student background variables in E-learning were explored.

• Journal of Society of Preventive Korean Medicine
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• v.20 no.2
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• pp.53-67
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• 2016

Objectives : The aim of this study was to explore the academic failure experiences of Korean Medicine Students. The academic failure in a medical school is defined as the situation the student who have academic failure need to repeat their academic year again. Methods : Data were collected through in-depth individual interviews from April to May 2016 and analyzed through Colaizzi's phenomenological methodology. The participants were interviewed twice, for 30minutes to 60minutes per interview. Results : Eight theme-clusters of were identified from 21 themes. The theme-clusters were 'Dream of university life and freedom', 'Meeting Stranger academic field and growing study stress', 'Difficulty of self-management', 'Weak supporting system', 'Feeling of guilty, sense of isolation and decreasing in self-esteem', 'The experience during the vacation after the academic failure', 'The experience of returning to school' and 'Self growing through hard experience'. Conclusions : Understanding of academic failure experience of Korean Medicine Students is an important approach to counsel them and an important way to reach a good model of education at a medical college.

• Knowledge Management Research
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• v.9 no.4
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• pp.1-16
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• 2008

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate's cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners' academic self-efficacy, self-regulated learning and online task value predict learners' academic achievement significantly. Second, except for academic self-efficacy, learners' self-regulated learning and online task value predict on learners' learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners' academic self-efficacy, online task value and self-regulated learning which predict learners' academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

• The Korean Journal of Emergency Medical Services
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• v.25 no.3
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• pp.49-61
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• 2021

Purpose: The study investigated the effects of self-directed learning, learning flow, and academic self-efficacy variables on academic achievement. Methods: This is a descriptive correlation study to understand the effects of self-directed learning, learning flow, and academic self-efficacy on academic achievement. Results: There is a significant positive correlation between the participants' self-directed learning, learning flow, academic achievement, and academic self-efficacy. Self-directed learning and learning flow influenced academic achievement, while academic self-efficacy was found to have a partial mediating effect. As indicated above, academic self-efficacy and self-directed learning were significant predictors of academic achievement. Conclusion: The study results can be used as basic data to conduct future studies. Furthermore, results can inform the development of educational programs that enhance self-directed learning, learning flow, and academic self-efficacy to improve students' academic achievement in the department of emergency technology.

• The Korean Journal of Emergency Medical Services
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• v.26 no.3
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• pp.93-104
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• 2022

Purpose: This study examined the correlation between satisfaction with major, academic self-efficacy, and academic persistence with the general characteristics of students in a health-related field, to determine factors that affect academic persistence. Methods: The study was conducted on third- and fourth-grade health-field students at Daejion. The questionnaire consisted of a self-report, and a URL was sent by text message to students who agreed to participate after reading the purpose and necessity of the study. Results: Major satisfaction was 4.23 on average, academic self-efficacy was 4.15, and academic continuity was 4.25. Grade and school life satisfaction were the factors correlated with a significant difference in academic persistence. Significant positive correlations were seen between satisfaction with major (r=.637, p<.001) and academic self-efficacy (r=.563, p<.001); higher major satisfaction and academic self-efficacy led to higher academic persistence. Conclusion: A more systematic management approach needs to be conducted by developing active learning participation and applying customized counseling management and support programs by grade to improve the academic self-efficacy and academic persistence of students in health-related fields.

• Journal of the Korean Society of School Health
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• v.19 no.2
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• pp.25-36
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• 2006

Purpose : To investigate academic stress, coping method, and stress symptoms of high school students. Methods : Four hundreds-forty five high school students were studied from 14th July to 21th July, 2006. All subjects were in 1st, 2nd and 3rd grade of two high school in Seoul. The academic stress, coping method and stress symptoms were evaluated by questionnaire. Results : Male students showed more academic stress than female students. There was a significant difference in the academic stress according to sex. The 2nd grade students show the highest score of academic stress in the 3 factors(parents, teacher, and friend). Male students used more active coping methods to academic stress than female students. There was a significant difference in the coping methods to academic stress according to sex. There were positive correlations between the academic stress and the stress symptoms. Among the academic stress factors, parents and teacher factor influenced physiologic, psychologic, and behavioral symptom of stress symptoms. The friend factor influenced psychologic and behavioral symptom of stress symptoms. Conclusion : According to the study results, we must provide high school students more effective coping methods to academic stress at school environment.

• Journal of the Korean Society for information Management
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• v.31 no.2
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• pp.79-97
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• 2014

This study was to evaluate the quality of academic information services provided by Naver Academic Information Service, Google Scholar, and MS Academic Search. This academic information services were evaluated in terms of the contents, service, and effectiveness. 135 four year college students were recruited for the survey. The results showed that the Google Scholar in contents section had higher score than Naver and MS Academic Search. In regard to service, Google Scholar had higher score in retrieval section while Naver had higher score in design section respectively. Finally, both Google Scholar and Naver in the access section had higher score than MS Academic Search.

• Journal of the Korea Convergence Society
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• v.12 no.12
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• pp.257-265
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• 2021

The purpose of this study is to investigate the relationship between the meaning of life and academic engagement as a factor that affects the academic satisfaction of online learners in adulthood. The subjects of this study were 148 adult learners enrolled in cyber university. For data analysis, Spss 23 and PROCESS Macro were used. As a result of the correlation analysis, there was a significant positive correlation between the meaning of life, academic satisfaction and academic engagement, there was also a positive correlation between academic satisfaction and academic engagement. As a result of confirming the direct effect on educational satisfaction, the direct effect between the meaning of life as an independent variable and academic engagement as a mediating variable was positively significant. As a result of examining the indirect effect of academic engagement on the relationship between the meaning of life and academic satisfaction, the mediating effect was significant. Through insight into the meaning of life in diddle age, students show engagement for their studies, which leads to academic satisfaction. Therefore, in order to increase the academic satisfaction of adult learner, it is thought that it is necessary to develop a practical education program and a motivation program that can find the meaning of life.