• Journal of the Korean Home Economics Association
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• v.48 no.10
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• pp.25-35
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• 2010

This study examined the potential mediating mechanisms underlying the association between peer victimization and school adjustment. 521 children in the fifth and sixth grades were recruited from primary schools in Korea. Peer nomination and self-reports were used to measure peer victimization, cognitive representations, and school avoidance. Academic achievement records were obtained from official school records. The findings indicated that peer victimization contributed to school avoidance and academic achievement by different pathways. The association between peer victimization and school avoidance was indirectly mediated by perceptions of the self and peers. In contrast, peer victimization was directly associated with academic achievement.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.256-266
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• 2017

The purpose of this study is to investigate influencing factors of nursing students' academic stress focusing on dimensions of empathy, ego-resilience, and stress coping strategies. Academic stress, dimensions of empathy, ego-resilience, and stress coping strategies among subjects were collected using structured questionnaires from 305 nursing students between November 1, 2015 and November 30, 2015. The results of this study showed that the factors affecting nursing students' academic stress were grade, personality orientation, major satisfaction, ego-resilience and emotion focused coping style, and the total explanatory power was 54.1%. To improve nursing students' academic stress, it is necessary to pay attention to the nursing students who are in their upper grades, extroverted, and with low major satisfaction. In developing a program to reduce academic stress, it is thought that it is necessary to include measures to raise the level of ego-resilience and to improve the level of emotion focused coping style among stress-coping strategies, and to conduct subsequent research to identify pathways in which the dimensions of empathy, ego-resilience and stress-coping strategies affect academic stress.

• Korean Medical Education Review
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• v.15 no.1
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• pp.46-53
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• 2013

The purpose of this study was to analyze the relationship among medical students' learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students' learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.2
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• pp.212-221
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• 2003

The purpose of this study was to evaluate the effects and define the educational strategies of the cyber education offered to students for Bachelor of Science degree program(RN-BSN). The participants in this study were 67 students in two courses, Growth and Development, and Nursing Process. The main components of the cyber classes were the electronic board and on-line discussion board. The study was conducted from March 4, 2001 to July 23, 2001 at Y University in Seoul, Korea. To examine the effects of the cyber education, learning motivation, and learning satisfaction were measured by questionnaires to the students before the initial class and after completing the class. Learning achievement was measured by the grades for each course. The data were analyzed using frequencies, t-test, and paired t-test. The specific results of the course evaluation were compared and analysis was done to examine differences between traditional classroom teaching and cyber teaching. The study results are as follows: 1. There were no significant differences on total scores for learning motivation between pre-cyber education and post-cyber education. However, there were significant decreases in the post test compared to the pre test for the items, ' I'd like to get as high a score as possible compared to other students (t=-2.20, p=.03)' and ' I'm sure to acquire good grades(t=-5.22, p=.00) '. 2. The average score for learning satisfaction using cyber education was high at 3.52. 3. To define learning achievement using cyber education, grades for students taking cyber classes this year were compared to student grades for a class using traditional lassroom teaching last year. The score was significantly higher for classroom students in the 'Growth and Development' course (t=-3.5, p<.001), and the score was significantly higher for the cyber education students in the 'Nursing Process' course (t=4.3, p<.000). 4. The average of post scores on computer competency was significantly higher on six items, general knowledge about computers, data management and data research, ability to communicate using computer, and internet surfing. On the basis of the above findings, this study suggests that cyber education in nursing courses is effective and readily available. However, it is recommended that consideration be given to characteristics of the course when developing cyber education programs for nursing courses.

• Annals of Occupational and Environmental Medicine
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• v.34
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• pp.21.1-21.13
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• 2022

Background: Because particulate matter (PM) and asthma are closely related, the prevalence of school absence among adolescents with asthma can be affected by the concentration of PM. We aimed to investigate the relationship between school absences due to asthma and the total number of days that the PM concentration exceeded the standard. Methods: We used the data from the 16th Korea Youth Risk Behavior Survey and the PM levels of 17 metropolitan cities and provinces gathered from the AirKorea. Information on the characteristics of asthmatic adolescents and the prevalence of school absence was obtained using a questionnaire, while the PM levels based on the total number of days with poor and very poor PM grades were collected from the AirKorea website. Both χ² test and logistic regression analysis were performed using the weights presented in the original dataset. Results: In the case of particulate matter of 10 microns in diameter or smaller (PM₁₀), the odds ratio (OR) after adjusting for confounders (sex, school year, body mass index, smoking history, diagnosis of allergic rhinitis, diagnosis of atopic dermatitis and city size) was 1.07 (95% confidence interval [CI]: 1.01-1.13) for absents due to asthma when the total days of poor and very poor grades of PM₁₀ (81 ㎍/m³ or higher) increased by 1 day. In the analysis of particulate matter of 2.5 microns in diameter or smaller (PM_2.5), the OR after adjusting for confounders was 1.01 (95% CI: 1.00-1.03) for absents due to asthma when the total number of days with poor and very poor PM_2.5 grades (36 ㎍/m³ or higher) increased by 1 day. Conclusions: A significant association was observed between the total number of days of poor and very poor PM₁₀ and PM_2.5 grades and school absence due to asthma; PM can cause asthma exacerbation and affect the academic life.

• Journal of Korean Home Economics Education Association
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• v.26 no.2
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• pp.101-118
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• 2014

The purpose of this study was to examine the factors associated with adolescents' attitude toward volunteer activities. Analyses of data provided by 450 adolescents attending secondary schools in Gyeongnam Province suggested the following results. First, adolescents' attitude toward volunteer activities differed by gender, religion, and academic grades. Adolescents who were girls, who had religions, and whose academic grades were higher showed higher levels of positive attitude toward volunteer activities than their counterparts who were boys, who did not have religion and whose academic standing was lower. Second, adolescents' attitude toward volunteer activities significantly differed by the family factor. To be specific, parental attention, parental support and family's participation in volunteer work made differences to the adolescents' attitude toward volunteer activities. Third, the adolescents took significantly different attitudes toward voluntary activities according to the school factor. Significant differences were found according to attention and support from teachers. The students whose teachers had more interest in voluntary service and whose teachers offered more aid took a more positive attitude to voluntary service. Forth, some of the personal, family, and school factors were associated with adolescents' attitude toward volunteer activities. Among the personal factors, gender, religion, academic standing, and morality were associated with dolescents' attitude toward volunteer activities. Those who were girls, who were religious, whose academic standing was higher, and who were more moral took a more positive attitude toward volunteer activities. Among family and school factors, parental attention/support and attention and support from teachers affected the voluntary service attitude of the adolescents. The students whose parents had more interest and gave more support and whose teachers showed more interest and offered more support took a more positive attitude toward volunteer activities. Therefore parental attention and support were identified as the variable to make the best prediction of the adolescents' positive attitude toward volunteer activities.

• Korean Journal of Culture and Social Issue
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• v.14 no.1
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• pp.77-99
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• 2008

The purpose of this paper is to examine learning motivational process models, based on Self-Determination Theory(SDT) in academic settings. I examined if SDT's assumptions would fit for Korean adolescents, using a learning motivation scale(LMS), Basic Needs-autonomy, competence, and relatedness-Satisfaction Scale(BNSS), academic grades and life-quality scales, and also tried to search for the adequate motivational process models for Korean adolescents through regression analysis and structural equation model analysis. The results of this study are as follows. Basic needs satisfaction influences positively on the development of self-determinative motivation, which influences positively on academic achievement. But academic achievement and self-determinative motivation doesn't always influence on subjective well-being positively. And Korean adolescents who study autonomously or achieve good grades, are not better in a dimension of subjective well-being than others. Basic needs satisfaction while growing is more important than any other variables to improve adolescents' autonomous motivation, academic achievement and subjective life qualities.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.3
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• pp.433-445
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• 2013

Purpose: There are a number of issues that can prevent students from obtaining a college degree. Our aim is to support academic probation students to improve their grades through a peer mentoring program. Method: 29 students as peer mentors were enrolled to provide support for 35 academic probation students and 51 as control. All students participated in the 4 month-long program including mentoring twice a week and out of campus activities. To identify factors affecting the change in the participants' GPA, a self-efficacy scale and an interpersonal support evaluation list were given to them before, as well as after the program. Using the SPSS/PC program, Chi-square test, paired t-test, ANOVA and lineal regression were applied. Results: All subjects significantly improved their self-efficacy and interpersonal support evaluation after the program (P<.001). The largest change in GPA after the program was shown in academic probation group (P<.001). Group, general self-efficacy, tangible help, belonging all were put into a regression model explaining the change in their GPA after the program (modified R squre is 69.5%, P<.05). Conclusion: A mentoring program, which aims to enhance self-efficacy and interpersonal support, can provide positive influences for a college student who needs a little extra attention from a peer.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.1-10
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• 2021

The purpose of the study is to investigate the impact and analyze the effect of smart learning based class to on the students with low academic achievement level. The study performed in G University in 2018 among students taking calculus II class. It includes 16 students with low academic achievement level, whose grades were under C in the previous calculus I class. They belonged to special class consisted of very low academic achievement level and had to pass calculus II. 3D and AR were actively used in the class. The result shows that they got visual understanding of space, which revealed through analyzing SNS, mid-term and final examination, lecture evaluation. Also, smart learning based mathematics class utilizing smartphone's application elevated academic achievement level and influenced positively on the interest and attitude toward mathematics regardless of previous academic achievement level.

• Korean Journal of Child Studies
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• v.20 no.2
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• pp.243-255
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• 1999

We sampled 167 2nd, 4th, and 6th grade students to assess who, why, and in what situations they asked for help when they had problems in math class. Results indicated that students generally perferred(??) classmates to the teacher as helpers but they saw the teacher as more likely to facilitate learning. Second graders perceived a closer personal relationship with their teacher than sixth graders. At the upper grades, student were more likely to report asking for assistance if they thought that other students also needed assistance.