• Journal of Korean Academy of Nursing
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• v.7 no.1
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• pp.80-87
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• 1977

The present study was undertaken to find the factors affecting academic achievement in a nursing school. 172 students were selected for this study and were divided into higher & lower 12 percent. Tools & measures used for this study were the interest test, personality test, test of self-concept, test of adjustment & school achievement. The major findings obtained from this study were as follows : 1. Factors affecting school achievement except intellectuality were thus : 1) Artistic interest, literary interest, scientific interest biological & scientific interest -physical affected the academic achievement . 2) Sociability, reasonability, depression & refractiveness affected the academic achievement. 3) Self criticism, total positive self-score, & personal self - score affected the academic achievement. 4) Adjustment to school, personal economics, health & value Morality affected the academic achievement. 2. Correlation between school achievement & interest, personality, self-concept or adjustment in the higher 81 lower group were thus; 1) There was a significant relationship between academic achievement & the following: artistic interest, scientific interest-biological, scientific interest-physical, out-door interest, refractiveness, sociability, responsibility, depression, self satis faction- score, personal self -score, social self - score, self behavior score, adjustment to school, health & values morality in the higher group. 2) There were no significant factors related with academic achievement in the lower group. 3. Difference or difference in relationship between higher & lower group in the interest, personality, self-concept & adjustment were as follows, : 1) There was a significant difference between higher & lower group in artistic -interest. literary interest, scientific interest-biological , out-door interest, sociability, depression, refractiveness, self criticism, total positive self score, personal self score, adjustment to school, personal economics, health & values morality. 2) There was a significant difference in relationships between higher & lower group in artistic interest, scientific interest, scientific 3) There was a significant difference in relationships between higher 8E lower group in artistic interest, scientific interest -biological, out -door interest , sociability, responsibility, refractiveness, depression, self identity score, self satisfaction score, adjustment to school, health, personality & value morality.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.123-150
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• 2005

The purpose of this study was to examine the effects of self-regulated learning program on the underachiever's academic achievement and academic self-concept. To achieve the purpose of study the research hypotheses were as follows : Hypothesis 1 : There will be significant differences in the improvement of academic achievement between the experimental group and the control group. Hypothesis 2 : There will be significant differences in the improvement of academic self-concept between the experimental group and the control group. To verify these hypotheses, 32 underachievers were selected from sixth grade students of 'D' elementary school located in Seoul. 16 students were allocated to the experimental group and 16 students were allocated to the control group. The experimental group trained with self-regulated learning program for 10 times(The length of each section was 60 minutes). The self-regulated learning program in this study was based on program by Kim. Yong-Soo(1998), The measurement instruments of the study were mathematics achievement test paper and academic self-concept test. To find out the difference, Pretest-posttest control design was used. Mean and standard deviations obtained from these tests were analysed with t-test. The major findings obtained through this study are as follows : First, self-regulated learning program was effective in improvement of academic achievement (p<.05). Second, self-regulated learning Program was not effective in improvement of academic self-concept. However, the experimental group showed significant improvement(p<.01) at academic self-concept and sub academic self-concepts (ability, achievement) in the data of pre-post test. it can be suggested that this program had positive influence on underachievers. Although it has some limitations, self-regulated learning program is effective to academic achievement and academic self-concept of underachievers, even though not significant, it has a positive t.

• Journal of computational fluids engineering
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• v.15 no.1
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• pp.81-87
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• 2010

In this study, we conducted resistance and propulsion performance test of ship composed of the Resistance Test, Propeller Open Water Test and Self Propulsion Test using the CFD(Computational Fluid Dynamics). We used commercial RANS(Reynolds Averaged Navier Stokes equation) solver, as a calculating tool. The unstructured grids were used in a bow and stern of ship, having complex shape, for a convenience of generating grids, and the structured grids were adopted in a central hull and rest of hull having a relatively simple shape which is called hybrid grid method. In addition, The sliding mesh method was adopted to rotate a propeller directly in the Propeller Open Water and Self Propulsion Test. The Resistance Test and Self Propulsion Test were calculated using Volume of Fluid (VOF) model and considering a free surface. And all The three cases were applied realizable k-epsilon model as the turbulence model. The results of calculations were verified for the suitability of calculations by comparing MOERI's EFD results.

• Journal of the Korea Convergence Society
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• v.8 no.2
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• pp.35-42
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• 2017

The purpose of the present study was to explore the features of Emotional Intelligence(EI) in psychiatric patients in terms of the ability model. EI scores of patients, measured by performance-based test and self-report inventory, was compared. The scores of performance-based test(Emotional Literacy Test) and self-report inventory(Trait Meta-Mmood Scale) of patients(30 with psychotic symptoms, 32 without psychotic symptoms) who had a appropriate literacy were analyzed by means of independent t-test. There was a no significant difference of IQ between two groups. Our results indicated that psychotic group had significantly lower EI in performance-based test than non-psychotic group. In contrast, non-psychotic group showed lower EI in self-report inventory than psychotic group. This inconsistent results might be attributable to the differences in method of measurement. Thus, these results suggested that it may be important to adopt a convergent using of both performance-based test and self-report inventory while assessing EI of patients with psychopathology.

• Journal of the Korea Fashion and Costume Design Association
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• v.14 no.2
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• pp.33-47
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• 2012

The purposes of this study were to investigate the differences of self-efficacy and appearance management behavior according to demographic variables, to disclose the relationship between self-efficacy and appearance management behavior, and to examine the characteristics that affect appearance management behavior of male and female college students. The research method was a survey method using a questionnaire. The subjects were 632 college students (male: 302, female: 330) living in Seoul area. Statistical analysis methods were factor analysis, Cronbach's ${\alpha}$-reliability coefficient, t-test, ${\chi}^2$-test, one-way ANOVA, Duncan's multiple range test, Pearson's product-moment correlation coefficient, and multiple regression analysis. The self-efficacy factor derived four categories including self-control efficacy, social self-efficacy, physical self-efficacy, and task difficulty preference. The college students who were in higher social stratification and older had more appearance management behavior, and those who had lower task difficulty preference and lower physical self-efficacy had more plastic surgery management. Both men and women who had higher self-control efficacy had more clothing management. Women who had higher self-control efficacy, social self-efficacy, and task difficulty preference had more appearance management expenses.

• Journal of Korean Academy of Nursing
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• v.28 no.3
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• pp.751-759
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• 1998

The study of the validity test on the self-monitoring scale for nurses In this study, both the literary survey as well as empirical research has been executed to test the validity of the scales that measure the construct of the self-monitoring scale. The self-monitoring scale could not be classified into five factors as Snyder suggested. Many other scholars (Briggs, Cheek and Buss, 1980) suggested 3 different classifications which was accepted by Snyder and Gangestad (1986). John, Cheek and Klohnen(1996) claimed a two-factor classification. As has been discussed, factor analysis is used to prove convergent validity within the factor and discriminant validity between the factors. However, depending on the researchers, many variations in classification of the factors were found and a lack of content and discriminant validity were found in the previous research findings. It is also important to note that Snyder's self-monitoring scale did not factor-load at over. 30 for all 25 items, regardless of how many factors could be classified. According to findings of this study, the self-monitoring scale neither classified as five, three or two factors nor factor loaded as hypothesized. It is also clear that Snyder's self-monitoring scale lacks convergent validity as the sub-factors of the scale failed to prove its uni-dimensionality. The A self-monit oring scale not only fail to overcome the problems of Snyder's self-monitori ng scale but even lost the attractiveness of the self-monitoring scale. In this study it was also found that the A self-monitoring scale was not classified in either in a two or three-factor classification as hypothesized. It is, of course, not desirable to use any scale that lacks convergent and discriminant validity even though it has been widely used and has held a great deal of influence on the field of social psychology. To overcome the shortcomings of Snyder's self-monitoring scale, Lennox and Wolfe(1984) suggested 13 items. This study was dedicated to test the validity and reliability of the scale, in which we found that the data presented in validity as the two factors were class ified and loaded as expected. Reliability was also proven by checking Cronbach's α for each factor and for the total items. In addition, a confirmatory factor analysis was executed for the 13 items using LISREL 8.12 program to confirm convergent validity in a two-factor classification. The model was fitting and sound : however, the self-monitoring scale was unfitted and not validated. Thus, it is recommended to use not the original nor the abbreviated self-monitoring scale but the 13 items in future studies. It should also be noted that items 7 and 13 should be removed to obtain better uni-dimensionality for the 13 items. These items loaded at over. 30, too high for the two factors in the test results of Factor analysis. In addition, it is necessary to double-check the cause of two-hold loading at over .30 for the two factors. It could be a problem caused by data or by the scale itself. Therefore, additional studies should follow to better clarify this matter.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.3
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• pp.181-188
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• 2017

Purpose: Competency in physical assessment is an important component of nursing practice. However, some physical assessment skills are not being utilized within the current teacher-centered, content-heavy curriculum. This study was conducted to identify the effects of student-centered, self-directed learning in the physical assessment class. Methods: An experimental study with a post-test only control group design was used to compare an intervention group that was provided self-directed learning classes and a control group that was provided traditional lecture and practice classes. Competency in physical assessment, academic self-confidence, and learning satisfaction were evaluated. Collected data were analyzed using $x^2$-test (Fisher's exact test) and independent t-test. Results: Competency in physical assessment was significantly higher in the experimental group. However, academic self-confidence and learning satisfaction were not significantly different between the groups. Conclusion: The findings in this study indicate that self-directed learning can improve nursing students competency in physical assessment and that self-directed learning is a good education method to improve nursing students' competency in physical assessment during clinical practice and perform quality patient care by making active use of physical assessment skills.

• Journal of Korean Academy of Nursing
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• v.42 no.7
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• pp.1070-1078
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• 2012

Purpose: The purpose of this study was to examine the effects of a face-to-face self-management educational program on knowledge, self-care practice and kidney function in patients with chronic kidney disease (CKD) before kidney replacement therapy. Methods: This study employed a nonequivalent control group, non-synchronized design. Data were collected from 61 patients with CKD visiting an outpatient department of nephrology in a university hospital in Seoul, South Korea. The experimental group (n=31) took the pre-test, then after 3 weeks, face-to-face education and individualized consultation (1st intervention), after a week of self-practice, the 1st post-test, followed by re-enforcement education and consultation (2nd intervention), and 4 weeks later, the 2nd post-test. The control group (n=30) took the pre-test and post-tests at 4 and 8 weeks. Results: Scores for knowledge of CKD and self-care practice over time improved significantly in the experimental group compared to the control group. Kidney function did not improve significantly in the experimental group. Conclusion: Health care providers can identify various and individualized needs, and provide effective education and consultation through face to face self-management for patients with chronic irreversible illnesses. Nurses can coordinate for these program by designing and providing systematic and effective education.

• Journal of Korean Biological Nursing Science
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• v.17 no.4
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• pp.331-340
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• 2015

Purpose: This study was to develop and evaluate an individualized education program based on self-efficacy for patients with kidney transplantation in Korea. Methods: A nonequivalent control group pretest-posttest design was used. The participants consisted of 43 patients who underwent kidney transplants at one hospital in Seoul, from July 2012 to April 2013. The experimental group received an individualized education based on self-efficacy in the hospital and follow-up telephone consultation in the 2nd and 3rd week after discharge. The control group received a routine discharge education. Knowledge, self-efficacy, and compliance related to kidney transplant were measured and analyzed by frequency, average, Mann-Whitney U test, Fisher's exact test, independent t-test, and ${\chi}^2$-test using SPSS WIN 20.0. Results: Significant differences were found in self-efficacy between the experimental group and the control group. But no significant differences were found in knowledge and compliance between two groups. The scores of several items on monitoring health status in compliance were higher in the experimental group than those of the control group. Conclusion: The results of this study demonstrate the fact that an education program based in self-efficacy for patients with kidney transplant would be effective in improving self-efficacy and the ability to monitor their health status.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.219-223
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• 2017

This study was conducted to investigate the relationship among self-efficacy, disaster preparedness and self-leadership of university students. Data were collected through questionnaires from 141 students and analyzed using descriptive statistics, t-test, ANOVA, Scheffe's test, and Pearson's correlation coefficients with the SPSS/WIN 19.0 program. The participant's scores for self-efficacy and self-leadership were 3.51 and 3.53, respectively. Disaster preparedness was significantly correlated with self-efficacy and self-leadership of university students, while self-efficacy was significantly correlated with self-leadership. The results of this study indicate that self-efficacy and self-leadership should be carefully considered when developing an intervention program to improve disaster preparedness among university students.