• 한국산학기술학회논문지
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• 제14권3호
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• pp.1148-1156
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• 2013

본 연구는 중 고등학생을 대상으로 자기효능감과 자기결정성 동기 및 학업성취 간에 어떠한 관계가 있는지를 알아보았다. 이를 위해 서울 시내의 중 고등학생 480명을 대상으로 자기효능감 검사와 자기결정성 동기 검사를 실시하였다. 수집된 자료를 활용하여 상관관계, 중다 회귀 분석을 실시하였다. 중 고등학생 모두 자기효능감 합계와 학업성취와 정적상관이 있었다. 자기결정성 동기에서는 중학생은 자기결정성 동기의 하위 요인 모두가 학업성취와 상관이 있었던 반면에, 고등학생은 하위 요인 중에서 동일시조절, 통합조절, 내적 동기와 학업성취 사이에 정적상관이 있고, 무동기는 부적상관을 나타내었다. 자기효능감 하위요인 중에서 중학생은 자기조절효능감과 자신감이, 고등학생은 과제 난이선호도와 자기조절효능감이 학업성취를 의미 있게 설명하였다. 자기결정성동기 하위요인 중에서 중학생은 내사조절이, 고등학생은 동일시조절이 학업성취에 유의미한 영향력이 있었다.

• 한국응급구조학회지
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• 제25권3호
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• pp.49-61
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• 2021

Purpose: The study investigated the effects of self-directed learning, learning flow, and academic self-efficacy variables on academic achievement. Methods: This is a descriptive correlation study to understand the effects of self-directed learning, learning flow, and academic self-efficacy on academic achievement. Results: There is a significant positive correlation between the participants' self-directed learning, learning flow, academic achievement, and academic self-efficacy. Self-directed learning and learning flow influenced academic achievement, while academic self-efficacy was found to have a partial mediating effect. As indicated above, academic self-efficacy and self-directed learning were significant predictors of academic achievement. Conclusion: The study results can be used as basic data to conduct future studies. Furthermore, results can inform the development of educational programs that enhance self-directed learning, learning flow, and academic self-efficacy to improve students' academic achievement in the department of emergency technology.

• 대한가정학회지
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• 제40권12호
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• pp.145-157
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• 2002

The purpose of this study was to examine the relations of mother-adolescent relationships and adolescents' self-esteem to their achievement motivation. The mediating role of adolescent' self-esteem was also explored in the relations between mother-adolescent relationships and their achievement motitation. The subjects of this study consisted of 284 2nd-grade middle school students living in D city. The major findings were that adolescents who experienced higher maternal warmth showed higher achievement motivation, while those who experienced higher maternal rejection/restriction showed lower achievement motivation. Adolescent who experienced higher open family communication reported higher achievement motivation, and those who experienced higher problem in family communication reported lower achievement motivation. The higher self-esteem was, the higher adolescents' achievement motivation was. Adolescents' self-esteem mediated in the relations between maternal rejection/restriction and problems in family communication and their achievement motivation.

• 지식경영연구
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• 제9권4호
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• pp.1-16
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• 2008

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate's cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners' academic self-efficacy, self-regulated learning and online task value predict learners' academic achievement significantly. Second, except for academic self-efficacy, learners' self-regulated learning and online task value predict on learners' learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners' academic self-efficacy, online task value and self-regulated learning which predict learners' academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

• 대한간호학회지
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• 제7권1호
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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.

• 한국보육지원학회지
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• 제13권2호
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• pp.21-37
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• 2017

Objective: The current study aimed at examining the mediation effects of children's self-esteem and self-control in learning between perceived academic achievement at $4^{th}$ grade and $6^{th}$ grade. This article proposes that perceived academic achievement boosts self-esteem and self-control in learning and both in turn, influence subsequent perceived academic achievement. We especially attempted to empirically prove that a serial multiple mediation of self-esteem and self-control in learning between the perceived academic achievement at two time points exists. Methods: We analyzed the longitudinal data of 1,881 children from the $4^{th}$ to the $6^{th}$ wave data of the '2010 Korea Children and Youth Panel Survey (KCYPS)' by means of a Hayes's PROCESS(2012) program. Results: The results revealed that perceived academic achievement at $4^{th}$ grade influenced children's self-esteem and self-control in learning at $5^{th}$ grade. Children' self-esteem and self-control in learning subsequently predicted perceived academic achievement at $6^{th}$ grade. Children's self-esteem significantly predicted self-control in learning supporting the hypothesis of serial multiple mediation. Conclusion/Implications: In conclusion, children's self-esteem and self-control in learning behaviors both mediated the association between perceived academic achievement at $4^{th}$ grade and at $6^{th}$ grade. The findings imply the importance of consideration of both psychosocial and behavioral aspects in understanding the academic performance during childhood.

• 대한가정학회지
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• 제49권3호
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• pp.23-37
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• 2011

This study attempted to examine the influences of achievement pressure from parents and the discrepancy of real self and ideal self on the academic achievement motivation among adolescents. To achieve the purpose of this study, a survey was conducted among 1140 students including 559 middle school students in second grade and 581 high school students in second grade in Seoul and Gyeonggi-do. The results of the study showed that male students were more effected by the achievement pressure from parents than female students and the ideal discrepancy of self-discrepancies had a greate effects on academic achievement motivation regardless of gender. In conclusion, higher achievement pressure and lower ideal discrepancy represented higher academic achievement motivation.

• 지역사회간호학회지
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• 제20권1호
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• pp.23-30
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• 2009

This study was to identify the relationship among self-management, economic stability, self-esteem, self-achievement and predictor of the self-achievements in elders. Methods: A total of 294 subjects aged between 60 and 92 were selected through convenient sampling. Data were collected by self-reported questionnaire from May to June, 2008. Collected data were analysed by the SPSS/WIN 15.0 program. Results: Self-management, economic stability, self-esteem, self-achievement were positively correlated. The most significant predictor of self-achievement in elders were self-management and self-esteem. Conclusion: These findings suggest that self-achievement is influenced by self-management and self-esteem and needed for aged well

• 한국보건간호학회지
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• 제22권1호
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• pp.97-107
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• 2008

Purpose: To investigate the relationships among self-esteem, depression and academic achievement in nursing college students. Method: The study subjects consisted of 350 nursing college students. The data were collected by self-administered questionnaire from September 3rd to 28th 2007. Results: 1) The mean scores self-esteem, depression, and academic achievement were 3.03 (on a 4-point scale), 4.00 (on a 7-point scale), and 87.33 (on a 100-point scores), respectively. 2) There were significant differences and impacts on self-esteem according to the economic state, character, attitude to parents, consideration of aptitude, satisfaction of school life and satisfaction of nursing. Depression differed significantly according to the economic state, residence type and satisfaction of school life. Academic achievement differed depending on the attitude to parents, consideration of aptitude and satisfaction of nursing. There was a significant positive correlation between self-esteem and academic achievement, but a negative correlation between self-esteem and depression in nursing college students. Conclusion: There was a positive correlation between self-esteem and academic achievement. Moreover, self-esteem can provide a basis for constructing further studies in intervention programs relating to the curriculum for nursing college students. Based on the above findings, programs are needed for the improvement of self-esteem and the reduction of depression, and further research is suggested on the development of such programs.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권1호
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• pp.79-98
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• 2010

To analyze the relationships between self-control, thinking quality and mathematical academic achievement, 197 senior school students were asked to complete questionnaires called "self-control ability on mathematics for middle school students" and "thinking quality for senior school students." The results were as follows: (1) There was strongly positive relevance between self-control ability, thinking quality and mathematical academic achievement. (2) A model was presented in which self-control ability had a direct impact on mathematical academic achievement, meanwhile had indirectly influenced mathematical academic achievement by thinking quality which acted as the intermediate variable. Thinking quality had a direct impact on mathematical academic achievement, too. (3) There's no significant difference between the two groups of boys and girls on the structural weights.