• The Korean Journal of Emergency Medical Services
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• v.26 no.3
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• pp.93-104
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• 2022

Purpose: This study examined the correlation between satisfaction with major, academic self-efficacy, and academic persistence with the general characteristics of students in a health-related field, to determine factors that affect academic persistence. Methods: The study was conducted on third- and fourth-grade health-field students at Daejion. The questionnaire consisted of a self-report, and a URL was sent by text message to students who agreed to participate after reading the purpose and necessity of the study. Results: Major satisfaction was 4.23 on average, academic self-efficacy was 4.15, and academic continuity was 4.25. Grade and school life satisfaction were the factors correlated with a significant difference in academic persistence. Significant positive correlations were seen between satisfaction with major (r=.637, p<.001) and academic self-efficacy (r=.563, p<.001); higher major satisfaction and academic self-efficacy led to higher academic persistence. Conclusion: A more systematic management approach needs to be conducted by developing active learning participation and applying customized counseling management and support programs by grade to improve the academic self-efficacy and academic persistence of students in health-related fields.

• Korean Medical Education Review
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• v.18 no.2
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• pp.83-89
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• 2016

The purpose of this study was to elucidate to what extent the goals of the leadership training program implemented in a medical college were achieved. Study subjects consisted of 74 first-year premedical students at the College of Medicine of The Catholic University of Korea. All participants completed two questionnaires: an 18-item self-leadership questionnaire asking self-expectation, rehearsal, goal setting, self-rewards, self-judgment and constructive thinking, and a 28-item self-efficacy questionnaire asking preference toward difficult work, efficacy of self-control, and confidence before and after the leadership training program. Students also competed a program satisfaction survey after the program. The collected data were analyzed with a paired t-test, descriptive statistics by IBM SPSS ver. 20.0 (IBM Co., Armonk, NY, USA). Students' overall satisfaction with the program scored 4.06 out of 5. The scores of self-leadership and self-efficacy increased after the leadership training program except for 'confidence' in self-efficacy. The results indicate that an intensive leadership program in a short period of time could help to enhance social competencies such as communication skills, empathy, self-reflection, and teamwork of premedical students.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.401-409
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• 2017

The purpose of this study was to identify the relationship of self-esteem, self-efficacy and ego-resilience of nursing students and to evaluate the effect of self-esteem and self-efficacy to ego-resilience. In this study, 247 data was collected from nursing students of G-city in South Korea from Sep. 2016 to Nov. 2016, and the collected data was analyzed with SPSS 22.0 Statistics Program. The result showed that self-esteem had positive correlation with both of self-efficacy and ego-resilience, and self-efficacy had positive correlation with self-efficacy. Both of self-esteem and self-efficacy were significant to ego-resilience with the explanation power of 59.2%. It is necessary for nursing students to improve their self-esteem and self-efficacy from college education to cope and adapt to various stress situations experienced in the clinical field, and it is required to develop the ego-resilience improvement program using self-esteem and self-efficacy.

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.91-108
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• 2002

The present study examined differences between students gifted in science and general students in creativity, environment, and academic self-efficacy. Subjects were eighth graders, 66 students gifted in science and 105 general students. Data were analyzed by ANOVA and Stepwise multiple regression. Results indicated that the students gifted in science were higher in creative thinking, creative personality, academic self-efficacy, and home environment than the general students. Self-regulatory efficacy was the most critical predictor of creativity.

• Journal of Korean Physical Therapy Science
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• v.27 no.2
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• pp.48-62
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• 2020

Purpose: The purpose of the study was to identify the mediating effects of social support and self-efficacy between academic stress and college adjustment in physical therapy students. Design: Survey. Methods: 75 subjects were surveyed about the level of academic, Academic Stress, College Adjustment, Social Support, Self-Efficacy, and self-control. To confirm the cognitive function on brain activity were evaluated. Results: First, College students have higher academic stress and lower college adjustment. Higher social support and self-efficacy have lower academic stress and better college adjustment. Second, students with high academic stress need constant attention to increase their social support and programs to reduce academic stress. Third, students with high academic stress, low social support, and low self-efficacy can increase their cognitive strength through the brain wave thereby reducing the academic stress they are currently feeling. Conclusion: In order to improve the College Adjustment, it is considered that it is important to increase the cognitive function through brain train along with the development of a student management program that can reduce academic stress and increase social support and self-efficacy.

• Korean Journal of Adult Nursing
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• v.28 no.4
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• pp.482-490
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• 2016

Purpose: The purpose of the study was to examine the impact of self-efficacy in the prevention of sexually transmitted diseases (STD), knowledge of and susceptibility to STD, and the role of gender in sexual autonomy. Methods: Data were collected from 267 college students using self-report questionnaires during the period from the first to the twentieth of June 2015. Data were analyzed using $x^2$ test, Fisher's exact test, t-test, Pearson correlation coefficients, simple and multiple regression techniques with the PASW/WIN 20.0 program. Mediation analysis was performed according to the Baron and Kenny method and Sobel test. Results: In male students, self-efficacy for STD prevention showed a full mediating effect in the relationship between STD susceptibility and sexual autonomy (${\beta}$=-.08, p=.370). But in female students, it had a partial mediating effect (${\beta}$=-.25, p=.001). And self-efficacy for STD prevention showed partial mediating effects in the relationship between knowledge of STD and sexual autonomy in the both male (${\beta}$=.25, p=.005) and female students (${\beta}$=.33, p<.001). Conclusion: To enhance college students' sexual autonomy, it may be useful to build effective strategies enhancing students' knowledge about and susceptibility to STD and to develop a self-efficacy promotion program for college students.

• Research in Community and Public Health Nursing
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• v.27 no.1
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• pp.43-50
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• 2016

Purpose: The purpose of this study was to investigate the relationship of depression and smartphone dependency with female college students' career decision-making self efficacy. Methods: This was a descriptive study. The survey participants were 497 female college students in M City and S City. Data were collected from November 16 to December 4, 2015 using self-report questionnaires including BDI (Beck Depression Inventory), Smartphone Dependency Scale, and CDMSES-SF (Career Decision-Making Self Efficacy Scale-Short Form). Data were analyzed through descriptive statistics, independent-samples t-test, ANOVA, and stepwise multiple regression. Results: Career decision-making self efficacy showed significant differences according to religion. Smartphone dependency was found to have a statistically significant negative correlation with career decision-making self efficacy and a positive correlation with depression. Depression was found to have a statistically significant negative correlation with career decision-making self efficacy. Stepwise multiple regression analysis revealed that the predictors of career decision-making self efficacy were depression (7.1%), religion (1.8%), and smartphone dependency (1.3%), accounting for a total of 10.6% of the variance. Conclusion: This study suggests that interventions to promote female college students' career decision-making self efficacy should consider their depression, religion, and smartphone dependency.

• Journal of Korean Clinical Health Science
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• v.6 no.2
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• pp.1136-1146
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• 2018

purpose: The study was performed by targeting nursing students in order to examine the level of their self-directed learning ability, self efficacy and learner satisfaction and to identify their effects on learner satisfaction. methods: A structured self-administered questionnaire was used, and a total of 150 questionnaires were distribute. Data were collected from 150 nursing students at D university located in D city, and a total of 141 students were included for the final analysis. Data were collected between November 15, 2017 to December 16, 2017, and questionnaire comprised items to measure general characteristics, self-directed learning ability, self efficacy and learner satisfaction. results: In addition, learner satisfaction was positively correlated with self-direct learning ability, self-efficacy. Finally, self-direct learning ability, self-efficacy and interpersonal relationship were found to explain 42.9% of the variance of learner satisfaction. conclusion: The findings of this study could be utilized as base data when developing a program to enhance nursing students's learner satisfaction and it is suggested that an interventional research of analyzing validity and effectiveness of developed education program would be also required.

• 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.16 no.1
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• pp.43-50
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• 2010

Purpose: This study was conducted to identify the effect of family function and self-efficacy on suicidal ideation in university students. Method: The study was designed as a descriptive survey study. Data was collected using a structured questionnaire which included general characteristics, measures of family function, self-efficacy and suicidal ideation. Data collection was done between April 1 and April 30, 2009 with 569 university students. Data was analyzed using descriptive statistics, ANOVA, and Pearson's correlation coefficients. Result: The score of family function showed a significantly negative correlation with suicidal ideation. The score of self-efficacy also showed a significantly negative correlation with suicidal ideation. Family function in university students was significantly influenced by gender. Family cohesion was significantly influenced by religion. Self-efficacy in university students was significantly influenced by gender and age. Suicidal ideation was significantly influenced by religion. Conclusion: The findings suggest that family function and self-efficacy influence suicidal ideation. A strategy for improving family function and self-efficacy should be identified to decrease suicidal ideation.