• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.596-605
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• 2014

Purpose: This study aims to understand the influence of college entrance system-related factors and scores of college scholastic ability test on a first year nursing student's academic achievement. Method: Data collected include both a descriptive survey designed to assess college entrance system-related factors with respect to 182 nursing students attending a 4-year nursing college program and their test scores in the first year. The data were analyzed via descriptive statistics, Mann-Whitney U test, Kruskal-Wallis test with Bonferroni's correction, and Spearman's rank correlation coefficient through an SPSS 18.0 program. Results: Student academic achievement with regard to college entrance system-related factors exhibited significant divergence from first year grade point averages (hereafter GPA) and natural science grades. Conclusion: This study confirmed the existence of significant differences, depending on the factors regarding the college entrance system. As a result, conducting assessment to evaluate the level of basic knowledge before college entrance is highly recommended. Also recommended is the development of a support program for students projected to have difficulties with respect to their academic achievement.

• The Journal of Korean Society for School & Community Health Education
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• v.11 no.1
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• pp.93-115
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• 2010

Objectives: This study intends to understand the difference of social support levels and the relationship between social support the health status, college adjustment and academic achievement in the college student. Methods: Data were obtained from self-administered questionnaire of 416 college student. We measured the demographic characteristics, social support (tangible support, appraisal support, belonging support, self-esteem support), health status (36-item short-form health survey(SF-36), center for epidemiologic studies-depression(CES-D), perceived stress scale(PSS)), student adaptation to college questionnaire(SACQ), average grades point. Chi-square test, t-test, ANOVA test, pearson correlation analysis were used for analysis factors relation of the social support of the college students. Results: In considering the degree of social support by the demographic characteristics in the college students, the social support was better for the female college students. In considering the relation between social support and health status, the students who get better social support, were good in health depression and perceived stress status. When they got better social support their college adjustment and academic achievement were good. The result was statistically significant. Conclusions: Social support for students has great influence on health, college adjustment and academic achievement of students. Psychological aspects of students should be included in the strategy of social support for students.

• Journal of Yeungnam Medical Science
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• v.34 no.1
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• pp.62-68
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• 2017

Background: This study was conducted to examine the academic achievements of first year medical students in one medical school based on their characteristics and student selection factors of admission. Methods: The admission scores of student selection factors (Medical Education Eligibility Test [MEET], grade point average [GPA], English test score and interview) and demographic information were obtained from 61 students who had interviewed (multiple mini interview [MMI]) for admission (38 graduate medical school students in 2014, 23 medical college-transfer students in 2015). T-tests and ANOVA were used to examine the differences in academic achievement according to the student characteristics. Correlations between admission criteria scores and academic achievements were examined. Results: MEET score was higher among graduate medical students than medical college transfer students among student selection factors for admission. There were no significant differences in academic achievement of first grade medical school between age, gender, region of high school, years after graduation and school system. The lowest interview score group showed significantly lower achievement in problem-based learning (PBL) (p=0.034). Undergraduate GPA score was positively correlated with first grade total score (r=0.446, p=0.001) among admission scores of student selection factors. Conclusion: Students with higher GPA scores tend to do better academically in their first year of medical school. In case of interview, academic achievement did not lead to differences except for PBL.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.1
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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.

• Korean Journal of Adult Nursing
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• v.20 no.5
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• pp.731-742
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• 2008

Purpose: The purpose of this study was to analyze how a nursing student recognizes PBL with simulation education and its relationship to academic achievement. Methods: The study objects were the students in C college who learn through PBL using simulator for 15 weeks(September 2007 to December 2007). Learning element recognition was developed by Cho(2002) and three key evaluations(performance, self-evaluation, and colleague evaluation) were designed by professors. Results: Learning element recognition ranged from 2.37 to 4.83 with the average at 3.94. For Learning element recognition, students who preferred discussion score 4.15. This was statistically more significant than those who do not. Students who preferred presentations show significantly higher score in colleague evaluation. For Learning element recognition and academic achievement, self-evaluation and colleague evaluation showed relationship to PBL learning element. Conclusion: There was definitely a relationship with PBL learning element and academic achievement after learning the PBL with simulation education.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.309-331
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• 2018

The purpose of this study was to examine the academic achievement and college life experience of students in Cambodia and to analyze the effects of college life experiences on academic achievement of college students in Cambodia. The questionnaire survey was conducted using the 'College Student Experiences Questionnaire (CSEQ)' questionnaire of 524 students from five universities in the city of Phnom Penh, Cambodia. The data were analyzed using hierarchical regression analysis. The results of this study showed that the experiences of college students 'Computer and Information Technology', 'Course Learning', 'Club and Organization' had positive effects on academic achievement. The implications of this study are as follows: First, colleges have to install more infrastructure for students to easily use computers and the Internet inside the school, and to provide programs to develop ICT skills to all students. Second, college-based efforts are needed to improve the quality of lectures for providing the students' knowledge and skills. Third, students' club and organization participation should be set up in college to find ways to improve students' academic achievement.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.182-189
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• 2015

Purpose: The purpose of this study was to determine the degree of undergraduate nursing student adaptation to college life and investigate the factors that influenced that adaptation. Methods: First-year (undergraduate) students attending three nursing colleges were surveyed from November 24 through December 5, 2014; and data from 206 respondents were analyzed. For data analysis, multiple regression analysis was performed using the SPSS WIN 18.0 program. Results: The findings showed that age (p=.002), emotional intelligence (p<.001), and self-efficacy (p<.001) were significant variables that influenced first-year undergraduate nursing student adaptation to college life. Undergraduate nursing student adaptation was explained by self-efficacy (${\beta}=.327$, p<.001), emotional intelligence (${\beta}=.222$, p=.001), satisfaction with education in their academic major (${\beta}=-.217$, p<.001), and academic achievement (${\beta}=.136$, p=.018); and, the explanatory power of these variables was 41.2%. Conclusion: To facilitate undergraduate nursing student adaptation to college life prior to clinical practice, developing and apply programs to improve self-efficacy, emotional intelligence, satisfaction with education in their major, and academic achievement is deemed necessary.

• Journal of Family Resource Management and Policy Review
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• v.17 no.4
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• pp.1-17
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• 2013

The purpose of this study was to explore the effects of socio-demographic variables on time management and to investigate the effects of time management on self-efficacy and academic achievement in college students. The data were collected from 382 college students through questionnaire surveys and analyzed using frequency, percentile, and regression analysis with the SPSS program. College students' time management behavior was influenced by the social status of their families and by their participation in time management education. There were differences in variables affecting time management according to its sub-areas (planning, regular habits, and goal-oriented behavior). Planning was influenced by the students' majors and by their participation in time management education. Regular habits were influenced by the students' genders and their families' social status. No variables affected goal-oriented behavior. Time management (especially planning and goal-oriented behavior) and gender had strong effects on self-efficacy, and male students showed more self-efficacious behavior than their female counterparts. Time management (especially planning and regular habits) and gender had strong effects on academic achievement, and female students received higher academic grades than their male counterparts. Based on these results, time management was confirmed as an influential element in self-efficacy and academic achievement. Planning and goal-oriented behavior particularly influenced self-efficacy, and planning and regular habits particularly influenced academic achievement.

• The Journal of Korean Academic Society of Nursing Education
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• v.8 no.1
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• pp.51-60
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• 2002

The purpose of this study was to identify the relationship between self-esteem, self- efficacy and clinical practice performance, academic achievement, decision making of major field in clinical practice . The study subjects consisted with 244 students from G. junior nursing college that will adapt a new majoring program of clinical nursing practice funded by Ministry of human and resources development. Data were analyzed using descriptive statistics, and t-test, Pearson correlation, and multiple regression. The results of this study were summarized as follows: 1. The students were relatively performed well in clinical practice setting (total M :3.78). The item of student's personal relationship between patients, patient's family, and professional staff showed high score (M=3.96). However students did not feel comfortable to communicate with patients, patient's family and professional staffs in clinical setting(mean=3.56). 2. Students who had experiences of temporal absence from school showed significant difference in the variable of academic achievement and decision making of major field in clinical practice Students who entered to nursing school with self-motive revealed statistically significant difference in the variable of clinical practice performance, academic achievement, self-esteem, self-efficacy, and decision making of major field in clinical practice. 3. There was a significant correlation between self-esteem and clinical practice performance, (r=.512, p<.000). And the relation between self-esteem and decision making of major field in clinical practice was significantly correlated(r=.377, p<.000). Self-efficacy and clinical practice performance(r=.567, p<.000), and decision making of major field in clinical practice (r=.441, p<.000) showed significant correlations. Also relation between academic achievement and self-esteem reveled a significant correlation(r=.129, p<.05) but correlation between self-efficacy and academic achievement was not significant. 4. Correlation between clinical practice performance and decision making of major field in clinical practice also identified a significant relation(r=.498, p<.000). 5. Self-esteem and self-efficacy variables predicted clinical practice performance and explained 37.7% of clinical practice performance. 6. Aptitude and personal interests(m=4.07) reveled important factor affecting to select majoring area in clinical practice, and advice from parents reflected low percentage on selecting places(m=2.42). In conclusion, the variables of self-esteem and self-efficacy showed significant correlations with the variables of student's clinical practice performance, academic achievement, and decision making of major field in clinical practice. Thus it is recommended that student's affective domain of self-esteem and self-efficacy should be developed by nursing intervention before clinical nursing education.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.2
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• pp.203-214
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• 2013

Purpose: The purpose of this study was to examine the recognition of achievement and importance of nursing program outcome among nursing students. Methods: The survey was performed with 439 nursing student and recruited from 3-year or 4-year nursing students, scheduled to graduate from university. The data was collected by questionnaires and was analyzed with SPSS statistics 19.0. Results: The achievement of nursing program outcome was 3.28. and the important of that was 4.38. The achievement of nursing program outcome on critical thinking and communication of 4-year nursing students were higher than 3-year nursing students. Achievement of program outcome were significantly different according to satisfaction of curriculum, club activity and voluntary activity. Conclusion: These findings indicate that outcome-based nursing curriculum is need to consider the importance and achievement level of program outcome for nursing students.