• Title/Summary/Keyword: academic stress college life adjustment

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The Effects of Depression and Stress on College Life Adjustment of Ophthalmic Optics Students

  • Cho, Seonahr;Kwak, Jinkyu
    • International Journal of Advanced Culture Technology
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    • v.7 no.4
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    • pp.14-22
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    • 2019
  • This study is intended to look into the effects of depression and stress on college life adjustment of ophthalmic optics students. To achieve this, a survey was empirically carried out to 142 male and female students majoring in ophthalmic optics at colleges in Gangwon-do. The findings are as follows: Depression had a significant effect on academic adjustment and social adjustment, but no significant effect on emotional adjustment and college satisfaction. Stress also had a significant effect on academic adjustment, but no significant effect on social adjustment, emotional adjustment and college satisfaction. The above results showed that depression and stress were major factors affecting academic and social adjustments, and academic adjustment, respectively. Which means that depression restricted the activities of academic adjustment and social adjustment, and did not have a close relationship with psychological mechanisms - emotional adjustment and college life satisfaction. Stress also had a significant effect on academic adjustment, but did not have a direct relationship with social adjustment, emotional adjustment and college satisfaction.

The Mediating Effect of Social Support on Academic Stress of Nursing Students and Adjustment to College Life (간호대학생의 학업스트레스와 대학생활적응 : 사회적지지의 매개효과)

  • Seo, MyeongJa;Oh, Jinjoo
    • The Journal of the Korea Contents Association
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    • v.21 no.4
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    • pp.815-824
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    • 2021
  • Purpose: This study was to identify the degree of academic stress, college life Adjustment, and social support perceived by nursing students, and to identify the mediating effect of social support between academic stress and college life Adjustment. The participants were 248 nursing college students who have experience in field practice at 4 universities in G metropolitan city. Data analysis was analyzed using SPSS 24.0 as Descriptive statistics, Independent-test, One-way ANOVA, Pearson's correction, and Bootstrapping. Results: The study found 2.68 points for academic stress, 4.11 points for social support, and 3.5 points for college life adjustment. Academic stress was negative correlation with social support and Adjustment to college life, social support was positive correlation with Adjustment to college life. As a result of the analysis by applying the mediating effect verification model 4, first, academic stress had a significant negative effect on social support, second, academic stress had a negative effect on college life adjustment, and social support had a positive effect on college life adjustment. Third, the analysis of the total, direct, and indirect effects of academic stress and social support on college life adjustment showed that they were all significant. In conclusion, it has been found that social support has a partially controlled mediating effect between academic stress and college life adjustment.

The Relationships between Academic Stress and Adjustment at University Life in Korean University Students (대학생의 학업 스트레스와 학교생활적응)

  • Cha, Nam Hyun
    • Research in Community and Public Health Nursing
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    • v.27 no.2
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    • pp.124-131
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    • 2016
  • Purpose: The purpose of this paper was to identify the correlations among academic stress and adjustment at university life in university students. Methods: A total of 489 subjects aged 17 and 36 were selected through convenient sampling. Data were collected with a self reported questionnaire from September 2 to November 30, 2015. Collected data were analyzed with SPSS/WIN. Results: There were statistical differences between academic stress and adjustment at university life. Academic stress were significantly different according to gender, grade, economic status, health status major department of study, drinking and smoking. Adjustment at university life were significantly different according to gender, economic status, health status. 25.4% of variance in adjustment at university life were explained by academic stress, major department of study, health status. Conclusion: The finding of this study may be useful in understanding the academic stress expression of university students and developing more specific programs on adjustment at university life.

A Study on the Stress and Adjustment to College Life among Nursing Students (간호대학생의 대학생활스트레스와 대학생활적응)

  • Yoo, Kyung Hee
    • The Journal of Korean Academic Society of Nursing Education
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    • v.24 no.3
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    • pp.269-278
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    • 2018
  • Purpose: This study was conducted to investigate the correlation between stress and adjustment to college life among nursing students. Methods: The sample consisted of 183 university students in C & S cities. Self-report questionnaires were used to measure the variables. In data analysis, SPSSWIN 23.0 program was utilized for descriptive statistics, Pearson's correlation coefficients, and regression analysis. Results: The mean scores of stress and adjustment to college life were 2.55 and 3.24. Stress was significantly different according to grade (F=7.30, p<.001), economic state (F=14.39, p<.001), perceived health state (F=6.66, p<.001). In regression analysis, stress for college life, perceived health state, and college life satisfaction were significant predictors of adjustment to college life explaining 68%. Conclusion: This study suggests that perceived health state was a significant factor on adjustment to college life among nursing students. Therefore, the strategies of nursing intervention which improve perceived health state must be developed for college students.

Stress, Stress Coping Methods, and College Adjustment according to Behavioral Styles in Freshman Nursing Students (간호대학 신입생의 행동유형에 따른 스트레스, 스트레스 대처방식 및 대학생활적응과의 관계)

  • Kang, Hee Young;Choi, Eun Young
    • The Journal of Korean Academic Society of Nursing Education
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    • v.21 no.3
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    • pp.289-297
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    • 2015
  • Purpose: The purpose of this study was to describe stress levels, stress coping methods, and college adjustment according to behavior styles in freshman nursing students. Methods: Data were collected through a structured questionnaire targeting general characteristics, behavior styles, stress levels, stress coping methods, and college adjustment, and were analyzed with descriptive statistics, ANOVA, t-tests, and Pearson correlation using the SPSS program. Results: Stress was related to perceived physical health status, satisfaction with school life, and behavior style. Problem-focused coping was related to exercise, satisfaction with school life, and behavior style. College adjustment was related to place of residence, personality, perceived physical health status, motivation for entrance, and satisfaction with school life. College adjustment had significant positive correlations with stress and problem-focused coping. The relationship between college adjustment and hopeful-thought coping had a significantly negative correlation. Conclusion: These results suggest that identifying the effects of self-understanding programs on stress management and college adjustment is required.

Effects of Personality Type, Academic Stress and Stress Coping Methods on College Life Adjustment among Nursing Students (간호대학생의 성격유형, 학업 스트레스, 스트레스 대처방식이 대학생활 적응에 미치는 영향)

  • Jang, Hyun-Jung
    • Journal of the Korean Applied Science and Technology
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    • v.37 no.4
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    • pp.969-985
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    • 2020
  • This study was conducted on 139 nursing students in their junior year of college in G City from October 29 to November 1, 2018, in order to identify the effects of personality type, academic stress and stress coping methods on college life adjustment. The results of the study showed that there were significant differences in college life adjustment (t=2.54, p=.012) according to gender (t=-3.55, p=.001), satisfaction of major (F=9.38, p<.001), satisfaction of interpersonal relationships (F=12.24, p<.001), and judging or perceiving (JP) among the MBTI preference pairs (t=2.54, p=.012). College life adjustment had a significant negative correlation with academic stress (r=-.56, p<.001). Factors that affected college life adjustment included academic stress (β=-.40, p<.001), satisfaction of interpersonal relationships (β=-.27, p<.001), and gender (β=.22, p=.002), and the explanatory power of these factors was 40.6%. Based on the findings of the study, it is necessary to develop and apply extracurricular programs to help nursing students reduce academic stress and improve their interpersonal relationships so that they can adjust well to college life.

Influencing Factors of Nursing Students' College Life Adjustment in COVID-19 (COVID-19 상황에서 간호학생의 대학생활적응 영향요인)

  • An, Hyeran;Lee, Jiyeong
    • Journal of Convergence for Information Technology
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    • v.11 no.3
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    • pp.34-45
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    • 2021
  • The purpose of this study was to investigate the major selection motivation, academic stress, self-efficacy and college life adjustment and identify influencing factors of college life adjustment in the crisis situation of COVID-19. 243 nursing students were selected from 2 regions through convenience sampling. Data were analyzed through descriptive statistics, t-test, ANOVA, Scheffé test, Pearson's correlation coefficients and multiple linear regression analysis using SPSS for Windows Ver. 22.0. The higher the major selection motivation and self-efficacy, the higher the college life adjustment. The lower the academic stress, the higher the college life adjustment. The factors influencing college life adjustment were self-efficacy, major selection motivation, monthly allowance, and the explanatory power of these variables for college life adjustment was 65.6%. Therefore, in order to improve the nursing students' college life adjustment, it is necessary to develop and apply college life adjustment program to increase self-efficacy.

A Study on Factors Influencing College life adjustment of Nursing Students who experienced the COVID-19 pandemic (COVID-19 팬데믹을 경험한 간호대학생의 대학생활적응 영향 요인에 관한 연구)

  • Yang, Seung Ae
    • Journal of Internet of Things and Convergence
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    • v.10 no.4
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    • pp.77-88
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    • 2024
  • This study aims to identify the degree of the major selection motivation, self-efficacy, resilience, social support, academic stress, and college life adjustment of nursing students who experienced the COVID-19 pandemic, and to identify the correlations between variables and factors affecting college life adjustment. The data of this study was collected from May 14, 2024 to June 20, 2024 through a Google online questionnaire targeting 182 nursing students in Seoul and the metropolitan area and descriptive statistics, Student's t-test, one-way ANOVA, Pearson's Correlation, and linear multiple regression were conducted using SPSS Statistics 25.0. The results of the difference analysis by general characteristics showed that there was a significant difference in college life adjustment by age (F=10.602, p=.000) and grade (t=-2.334, p=.021). College life adjustment showed a significant positive (+) correlation with major selection motivation (r=.581, p<.010), self-efficacy (r=.551, p<.010), resilience (r=.699, p<.010), and social support (r=.557, p<.010), but a significant negative (-) correlation with academic stress (r=-.495, p<.010). The variables that affected college life adjustment were identified as resilience (𝛽=.366, p<.01), academic stress (𝛽=-.183, p<.05), motivation for choosing a major (𝛽=.168, p<.05), and age (𝛽=.117, p<.05), and the explanatory power for college life adjustment was 56.7%. The finding of this study can be used as basic data for developing strategies to enhanced the college life adjustment of nursing students.

Developing a Prediction Model regarding Adjustment of Nursing Students to College Life (간호대학생의 대학생활적응 예측모형 구축)

  • Kim, Eun-A;Jang, Keum-Seong
    • The Journal of Korean Academic Society of Nursing Education
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    • v.18 no.2
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    • pp.312-322
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    • 2012
  • Objectives: The purpose of this study was to investigate the factors related to adjustment of college for nursing students and to develop a collective model for successful prediction and concrete paths of the factors. Methods: Data collection was conducted from May 19th 2010 to Jun 4th 2010. Five hundred thirty-one questionnaires were used for data analysis after distributing 560 sheets to senior students in 8 different locations. Data was analyzed with SPSS 18.0 Win program and AMOS 18.0. Results: Mother attachment does not have a direct effect on adjustment to college life but does effect psychological well-being and coping, which indirect adjustment to college life. In addition, the more psychological well-being and coping usage frequency, and the less stress of clinical practice, the higher score of adjustment to college life. According to the results, explanatory power of the model for the college nursing students' adjustment was 62.0%. Conclusions: To improve adjustment to college life, it is recommended to have a direct method of developing psychological well-being and coping improvement program to improve mother attachment. The research is meaningful in a sense that it explains the cause and effect relationship between adjustment to college life and relevant variables to predict comprehensive dimensional explanation of adjustment of college life for nursing students.

Relationship between Adjustment to School Life and Stress Coping Style in Adolescents (청소년들의 학교생활적응과 스트레스 대처 방식 간의 관계)

  • Lee, Gyuyoung
    • Journal of the Korean Society of School Health
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    • v.26 no.1
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    • pp.34-44
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    • 2013
  • Purpose: The purpose of this study is to identify the relationship between school adjustment and stress-coping styles among adolescents. Methods: This is a descriptive correlation survey using a convenience sample of 701 middle school students in Seoul, Gyeonggi, Incheon, Jeonbuk, and Gangwon province, Korea. The study's questionnaire included a scale of school adjustment and a scale of stress-coping style. The data analysis, using the SPSS 19.0 program, involved frequency, the mean and standard deviation, the t-test, ANOVA, the scheffe test, and the Pearson correlation coefficient. Results: Positive correlations were identified between positive stress-coping styles and the adjustment to school life of adolescents. The degree of school adjustment varied significantly according to the region, grade, attending private educational institutes after school or not, academic performance, daily study hours after school, and the hours students spend on gaming and Internet use a day. With regard to the behaviors to cope with stress, teenagers with a higher sense of life-satisfaction tended to show active coping behaviors, and female students were more likely to show positive or negative coping behaviors than mystic coping behaviors. Since adolescents' stress-coping styles showed connection with their adjustment to school, it is necessary to develop stress management programs to help middle school students adjust to school life. Conclusion: Based on the study's findings, it is important to develop programs which can help students adjust to school and learn how to cope with stress positively.

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