• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.157-171
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• 2012

This study compared the difference of perfectionism, academic stress, learning flow, analyzed the perfectionism impact on academic stress and learning flow between gifted and non-gifted in Elementary school children. The subjects of this study were 100 fifth grade gifted students and 100 ordinary students who showed academic achievement of the same level. According to the results of this study, gifted students showed higher self-oriented perfectionism and socially prescribed perfectionism than general students. Both gifted and general students, the higher socially prescribed perfectionism, the more increased academic stress increased. And the higher self-oriented perfectionism, the more increased learning flow. Gifted and general student's learning flow is high when self-oriented perfectionism is low and academic stress.

• The Journal of Korean Association of Computer Education
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• v.15 no.3
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• pp.61-69
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• 2012

The purpose of the present study is to examine the prediction of academic self-efficacy, learning flow, academic stress, and emotional exhaustion on course satisfaction of cyber university students. The total of 536 students registered in a meditation course at W cyber university was participated in the web-based survey in the spring semester of 2011, and finally 331 students completed this survey. The hypothetical model proposed was composed of academic self-efficacy, learning flow, academic stress, emotional exhaustion as the predictor variables, and course satisfaction as the criterion variable. According to the results of this study through multiple regression analysis, academic self-efficacy, learning flow, academic stress, and emotional exhaustion significantly predicted on course satisfaction. Based on the results of this study, effective methods and strategies for constructing cyber educational environments that enable students to improve academic self-efficacy and learning flow as well as reducing academic stress and emotional exhaustion should be considered.

• Journal of Convergence for Information Technology
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• v.8 no.4
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• pp.173-180
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• 2018

The purpose of this study was to analyze the effects of the daily life stress of the multicultural parents on the learning care style of the child and the mediating effect of the parent efficacy on the process. To this end, we surveyed 960 multicultural parents who responded to MAPS' multicultural youth panel 5th year data for parents. The main results are as follows. First, the daily life stress of multicultural parents did not affect the learning care style of their children. Second, parental efficacy was found to be mediating between daily life stress of multicultural parents and child's learning care style. In other words, the positive role of parental efficacy plays an important role in the child's learning care style by improving the stress-relieving ability of multicultural parents.

• Journal of Digital Contents Society
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• v.8 no.3
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• pp.355-363
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• 2007

One of major factors for learning achievement is the student's learning preference according to his character type. In course of learning, if a student studies e-learning contents opposed to his preference, then he would be under stress and his blood pressure and heart beat be changed. For measuring unwillingness, we used spectral components in frequency domain known as stress measure. For 13 children attending kindergarten we examined S(sensing)/ N(intuition) of MBTI and presented same learning contents during 10 minutes. During learning we gathered ECG signals, changed into HRV(heart rate variability), transformed time-varying HRV signal into spectral density in frequency domain. And then, we divided it into three areas of low(LF), middle(MF), and high-frequency(HF) and calculated stress measures by rates of those frequency area. We compared estimated stress measures of S group with them of N group whether students in different group preferred different contents or not. Experimental shows that students according to MBTI type prefer different contents.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.301-309
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• 2021

The purpose of this study is to investigate the relationship between academic stress and e-learning intentions of university students, and to determine the moderating effect on the attractiveness of alternatives. Data collection was conducted from 18 May to 22 May 2020 using 317 questionnaires. The collected data were analyzed using SmartPLS. As a result of the study, among the academic stresses of university students, stress due to class, grades, and interpersonal relationships has a relationship with the intention to use e-learning. However, the test stress did not have a significant effect on the intention to use e-learning, and the modulating effect on the attractiveness of the alternative was also not significant. This study suggests that various and attractive e-learning can be provided within the university by highlighting the importance of healthy university life and e-learning for university students.

• (The) Korean Journal of Educational Psychology
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• v.32 no.1
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• pp.183-205
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• 2018

This study aims to demonstrate the longitudinal structural relationship between learner-centered instruction, learning motivation, growth beliefs, and academic stress. In particular, this study was carried out to focus on the structural effect of the related variables using data from the 3rd to 5th year of the Gyeonggi Education Panel Study. Results showed that while learner-centered instruction positively predicted both intrinsic and extrinsic motivation of learners, it predicted the former better. In addition, learner-centered instruction influenced academic stress through motivation, both intrinsic and extrinsic motivation were found to increase stress. Further, growth beliefs mediated motivation with learner-centered instruction; specifically, learner-centered instruction influenced learners' positive beliefs about growth, and learners who had growth beliefs had intrinsic motivation. At the same time, external motivation tended to be lower for learners who believed in the possibility of growth. Finally, the perceptions of learner-centered instruction affected academic stress through changes in growth beliefs. However, the other 3 factors (learner-centered instruction, learning motivation, and academic stress) were not statistically significant. In conclusion, learner-centered instruction was able to mitigate academic stress, demonstrating that this relationship is influenced by changes in growth beliefs rather than learning motivation, as previously studied. These results suggest that learners' perceptions and beliefs contribute to not only intrinsic motivation but also academic stress. Furthermore, it is suggested that learners need to change their learning environments in positive ways.

• Journal of Korea Multimedia Society
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• v.20 no.8
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• pp.1395-1405
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• 2017

In this paper, we analyses heart beat data to identify subjects stress state (binary) using heart rate variability (HRV) features extracted from heart beat data of the subjects and implement supervised machine learning techniques to create the mental stress classifier. There are four steps need to be done: data acquisition, data processing (HRV analysis), features selection, and machine learning, before doing performance measurement. There are 56 features generated from the HRV Analysis module with several of them are selected (using own algorithm) after computing the Pearson Correlation Matrix (p-values). The results of the list of selected features compared with all features data are compared by its model error after training using several machine learning techniques: support vector machine, decision tree, and discriminant analysis. SVM model and decision tree model with using selected features shows close results compared to using all recording by only 1% difference. Meanwhile, the discriminant analysis differs about 5%. All the machine learning method used in this works have 90% maximum average accuracy.

• School Mathematics
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• v.16 no.1
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• pp.157-180
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• 2014

This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.160-168
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• 2021

This study attempts to identify how incivility and clinical learning environment affects clinical practice stress among nursing students. This study enrolled 204 nursing students in the third- and fourth-grades, having practical clinical experience. Data were collected from April 1 to April 30, 2019, by the self-reported method. Data analysis was achieved by applying descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis, using the SPSS 22.0 program. Our results showed that the average values for incivility experienced by nursing students was 2.58, clinical learning environment was 2.79, and clinical practice stress was 3.33. Incivility experienced and clinical practice stress appeared to be a static correlation, whereas the clinical learning environment and clinical practice stress, and incivility experienced and clinical learning environment, were identified as amulet correlations. Incivility experienced and clinical learning environment exerted significant influences on clinical practice stress, where the explanatory power was confirmed at 22.5%. Based on the results of this study, we propose the necessity to develop and apply various programs to effectively manage the clinical practice stress of nursing students.

• Journal of the Korea Society of Computer and Information
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• v.28 no.3
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• pp.91-100
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• 2023

This study is a case study comparing and examining the effects of non-face-to-face(NFTF) classes in the 2021-2 semester and face-to-face(FTF) classes in the 2022-2 semester on learning immersion, learning stress, and learning satisfaction. The learning immersion and learning satisfaction of 240 students were analyzed in NFTF and FTF classes of department S of C junior college where the same textbook, same subject, and same professor were taught. For data processing, SPSS Ver. 23.0 was used. The data is used to measure reliability by Cronbach's α, t-test, Pearson's correlation coefficient, and multiple regression analysis. The results of this study are as follows. First, learners' learning immersion was higher in FTF than NFTF classes among engineering major subjects. Second, it was found that there was a difference in learning stress according to the types of FTF and NFTF classes in engineering major subjects. Third, it was found that there were differences in practice content, communication, and task performance of sub-factors of learning satisfaction according to FTF and NFTF class types in engineering major subjects. In conclusion, it was found that FTF classes had a more positive effect on learning immersion and satisfaction, and NFTF classes had a more negative effect on learning stress.