• 한국간호교육학회지
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• 제21권1호
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• pp.46-53
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• 2015

Purpose: This study was performed to identify the effect of admission type on college adaptation and academic achievement in one nursing school in order to refine the entrance selection system. Methods: Subjects were 405 nursing students (female : male = 385 : 20, first grade = 155, second grade = 138, third grade = 112). They were given the Student Adaptation to College Questionnaire (SACQ) purchased from Western Psychological Service. SACQ is composed of 67 questions and subdivided into 4 subcategories: academic adjustment, social adjustment, personal-emotional adjustment, and attachment. Student college adaptation scores and academic achievements were analyzed with reference to the entrance selection system (rolling admission vs. regular admission) by SPSS 22.0. The rolling admission system recruited students based on high school records only while the regular admission system was based on both high school records and the College Scholastic Ability Test (CSAT). Results: Total College adaptation score, personal-emotional adjustment score, and academic achievement were higher in regular-admission students than in those admitted through rolling admission. Academic achievement for first-grade students was higher in regular-admission students than for those admitted through rolling admission, But the difference in academic achievement became null as students were promoted to the second and third grades. Conclusion: Students recruited using both high school records and the CSAT showed better college adaptation and higher academic achievement.

• Physical Therapy Rehabilitation Science
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• 제11권1호
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• pp.43-48
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• 2022

Objective: In the present study, to determine the extent of academic stress and pain from sitting for a long time, we will use a questionnaire to examine the effects of non-face-to-face stress and back pain on college students who have conducted non-face-to-face lectures. Design: Survey research Methods: A questionnaire was conducted using Naver foam to identify academic stress, attitude and time to listen to lectures, and the extent of back pain for college students who are experiencing non-face-to-face lectures. Outcome measures include the scale of academic stress (SAS), the Numeric rating scale (NRS), the Oswestry Disability Index (ODI Korea version) was implemented. The difference in academic stress was analyzed by t-test and one-way ANOVA, and the correlation between academic stress and back pain was analyzed using the Spearman correlation coefficient. In order to examine the academic stress, consistency, and stability, the reliability of the academic stress items was measured by examining the reliability with the Cron-Bach alpha coefficient. Allstatistical significance levels were α=0.05. Results: According to the general characteristics of the subject, there were no statistically significant results compared to gender (P<0.05), but the higher the grade, the higher the stress index, the higher the level of pain. Conclusions: This study confirmed that non-face-to-face lectures caused by COVID-19 have increased academic stress and the resulting increase in back pain in college students.

• 공학교육연구
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• 제25권6호
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• pp.14-22
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• 2022

This paper is a basic study of college of engineering freshmen's adaptation to college life, and the relationship between sub-variables of academic self-efficacy, learning immersion, and academic curiosity is analyzed. And based on the results, a plan to support new students of the College of engineering is suggested.

• Child Health Nursing Research
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• 제25권2호
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• pp.205-213
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• 2019

Purpose: The purpose of this study was to examine the mediating effect of major satisfaction in the relationship between academic self-efficacy and academic achievement among nursing students. Methods: Data were collected from 142 nursing students from March 5 to March 9, 2018, and the collected data were analyzed using SPSS version 21.0 for Windows. Results: Academic self-efficacy had a significant effect on both major satisfaction (${\beta}=.31$, p<.001), and academic achievement (${\beta}=.43$, p<.001). The parameter of major satisfaction was found to have a significant effect on the dependent variable, academic achievement (${\beta}=.22$, p=.007), and the independent variable, academic self-efficacy, also had a significant effect on academic achievement (${\beta}=.39$, p<.001). Thus, major satisfaction was found to have a partial mediating effect on the relationship between academic self efficacy and academic achievement. The Sobel test showed that the path of the academic achievement and academic self efficacy variables was significantly mediated by major satisfaction (Z=2.99, p=.003). Conclusion: Academic self-efficacy was found to affect academic achievement, and major satisfaction was found to play a partial mediating role in the relationship between academic self efficacy and academic achievement.

• 근관절건강학회지
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• 제22권2호
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• pp.121-129
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• 2015

Purpose: This study was conducted to understand the relationships among freshman nursing students' academic stress, depression, and physical activity. Methods: In this descriptive study, Freshman students sampled from 4 nursing colleges were surveyed using a structured questionnaire on academic stress, depression and physical activity during the period from May to June, 2015. Results: A positive correlation was observed between academic stress and depression, but no correlation was found with physical activity. Of the subjects, 24.3% had a moderate or severe level of depression. Depression and physical activity were different according to exercise. Conclusion: The results of this study show the importance of reducing academic stress and depression for freshman nursing students. Thus, it is necessary to develop and apply depression prevention education programs to reduce academic stress and depression so that freshman nursing students lead to a healthy campus life.

• 공학교육연구
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• 제17권6호
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• pp.20-29
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• 2014

The purpose of this study is to analyze the traits on the cognitive and affective learning style of university students. CALSIU(The Cognitive & Affective Learning Style Inventory for University School Students) by Kim, E. J. was modified for applying to university students and performed with 399 university students from three universities in Daejeon and Chungnam. Statistical analysis done in this study were ANOVA and Scheffe's test. Findings of the study are as follows : First, the students with high academic achievements have intuitive perception type, whole processing type, and deep storage & recall type. Secondly, the students with low academic achievement have strong non-academic learning type. Third, interaction attitude of affective learning styles is the important element to determine their academic achievement. The students with independent type get high academic achievements. Therefore, instructor should consider the learning styles of students, and it should be used to improve their teaching & learning strategy for better academic achievements of university students.

• 아동학회지
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• 제26권4호
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• pp.157-171
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• 2005

Causal relationships between school maladjustment and related variables were examined in 371 5th grade elementary school students. School maladjustment was ascertained by revised the School Adjustment Test(Lim, 1993; Song, 1999). After analysis of differences in internal locus of control, academic stress, and academic achievement between the school maladjusted and adjusted groups, the study built a structural equation model of school maladjustment-related variables goodness of fit was tested with LISREL 8 for Windows. Significant differences were found in internal locus of control, academic stress, and academic achievement by level of school maladjustment. Internal locus of control, academic stress, and academic achievement both directly and/or indirectly influenced school maladjustment. These variables explained 64% of the variances in school maladjustment.

• 한국학교보건학회지
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• 제19권2호
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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.

• 한국산학기술학회논문지
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• 제15권12호
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• pp.7160-7169
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• 2014

본 논문은 간호대학생의 학업실패내성과 학업적 자기효능감 및 학업성취도 간의 상관관계를 파악하고 학업실패내성과 학업적 자기효능감이 학업성취도에 어떠한 영향을 미치는지 살펴보고자 하였다. D시에 있는 4년제 간호대학생 198명을 대상으로 2012년 8월27일부터 9월17일까지 조사하였으며, 기술통계, 상관분석 및 다중회귀분석을 사용하였다. 학업성취도는 학업실패내성(r=.184, p<.01)과 학업적 자기효능감(r=.282, p<.001)과 긍정적 상관관계를 나타내었다. 회귀분석결과 학업적 자기효능감만이 7.5%(F=16.905, p<.001)의 설명력을 나타내었다. 학업실패내성의 행동 하위영역은 학업성취도에 8.0%의 설명력을 나타내었고, 학업적 자기효능감의 자기조절 효능감 하위영역은 15.4%의 설명력을 나타내었다. 취업 후에 직무성과에 긍정적 영향을 줄 수 있도록 대학생활 동안 학업실패내성과 학업적 자기효능감을 향상시켜나가는 방안에 대해 고민할 필요가 있다.

• Archives of Plastic Surgery
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• 제47권6호
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• pp.629-630
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• 2020