• 한국간호교육학회지
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• 제18권1호
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• pp.5-13
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• 2012

Purpose: The purpose of this study was to investigate the factors affecting adaptation to school life of freshmen enrolled in nursing at a Junior College. Method: The data were collected from questionnaires filled out by 312 nursing students in two schools at J and I city from March 7-11, 2011. Data were analyzed using the SPSS/WIN18 program. Result: Self-esteem and adaptation to school life were higher than previous advanced research showed, self-efficacy was moderate and stress to school life was lower than other studies. School adaptation level was related to satisfaction of friendship, school life and the nursing program. The subjects who have chosen nursing by themselves and male students scored higher in their school adaptation. The greatest factors affecting adaptation to school life were satisfaction of school life and stress respectively. Conclusion: Inpre-admission, enough information about nursing school life through experience of previous students must be given. Then, a school adaptation program which incorporates counseling and mentoring should be provided for supporting understanding of school life.

• 공학교육연구
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• 제16권1호
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• pp.54-63
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• 2013

This study aims to investigate relationships among self-directed learning readiness [SDLR], prerequisite mathematics test score and achievement level in college mathematics. For this purpose, the adjusted SDLRS (self-directed learning readiness scale) of Guglielmino's model, the score of mathematics diagnostic assesment and first semester college mathematics score among 424 freshmen students of engineering department of D university in 2011 were used and analyzed. Research results are as follows: Firstly, freshmen of engineering department had average level of SDLR, though they showed relative low level of self-direction, passion and time control ability. Secondly, considering SDLR with the mathematics diagnostic assesment score (3 groups: high, middle, low), there were no statistically significant differences. Thirdly, concerning SDLR according to the achievement level in college mathematics, a group which acquired good achievement showed higher level of SDLR compared with middle or lowachievement group. Differences among three groups were statistically significant. Lastly, there were affirmative relationships between SDLR, mathematics diagnostic assesment score and achievement in college mathematics. Furthermore, mathematics diagnostic assesment score and achievement level in college mathematics were found to be the most closely related. Based on the results, we suggest strategies to elevate SDLR of engineering department students and improve their achievement in college mathematics.

• 대한가정학회지
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• 제50권1호
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• pp.89-101
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• 2012

The purpose of this study was to investigate college students' psychological well-being influenced by optimism and orientations to happiness. The participants were 412 college students aged from 20 to 28. Data were analyzed using Cronbach's alpha, frequencies, percentiles, means, standard deviations, two-way ANOVAs and hierarchical regression analyses. The major findings were as follows. 1) In optimism, there were no significant differences in gender and the year of study in college. In orientations to happiness, male students pursued engagement in happiness more than female students and the seniors reported a significantly higher level of pursuit of happiness than freshmen did. In terms of psychological well-being, seniors scored significantly higher psychological well-being than freshmen. 2) Optimism and orientations to happiness were significant predictors of the psychological well-being of college students. With circumstances and optimism controlled, orientations to happiness still showed 13% variance in psychological well-being.

• 한국생활과학회지
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• 제21권4호
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• pp.649-664
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• 2012

The purpose of this study was to examine the impact of the emotional intelligence of preservice early childhood teachers on their self-concept and self-efficacy in an attempt to provide some information on the development of the emotional intelligence of preservice early childhood teachers. The subjects in this study were the freshmen, sophomores and juniors who were in the departments of early childhood education in private colleges and universities in Chungcheong, Kyonggi, Seoul, in Korea. After a survey was conducted, the following findings were given: First, the juniors had the best self-concept of the others, and the freshmen were ahead of the others in self-efficacy. The university students had a better self-concept than the college students. Second, emotional intelligence had a statistically significant positive correlation to self-concept and self-efficacy. Third, all the sub-factors of emotional intelligence exerted a statistically significant positive influence on self-concept. Among the sub-factors of emotional intelligence, emotional regulation and emotional utilization exerted a statistically significant positive influence on self-efficacy. The findings of the study illustrated that the preservice early childhood teachers had a better self-concept and a better self-efficacy when they were better at emotional intelligence.

• 한국간호교육학회지
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• 제24권4호
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• pp.443-452
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• 2018

Purpose: This purpose of this study was to examine the effects of a rational emotive behavior therapy (REBT) counseling program on self-efficacy and adjustment to college life for nursing freshmen. Methods: This study used a nonequivalent control pretest-posttest quasi-experimental design. Thirty-eight new nursing students were randomly assigned to either an experimental group (n=18) or a control group (n=20) recruited from a four-year nursing college. An REBT counseling program was composed of 8 group sessions of orientation, understanding the theory of REBT, finding irrational beliefs, internalizing rational beliefs, and closing over a duration of 5 weeks. The duration of each session was 90 minutes. Self-efficacy and adjustment to school life were measured by the Sherer's Self-Efficacy Scale and Baker & Siryk's Student Adjustment to College before and after the REBT counseling program. Data were analyzed using t-tests and paired t-tests. Results: The experimental group showed a significant improvement in self-efficacy compared to the control group. There was no significant change in college life adjustment between the experimental and control groups. Conclusion: An REBT counseling program could be applied as an effective program in enhancing self-efficacy resulting in positive and goal-oriented behavior for new nursing students in college.

• 공학교육연구
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• 제22권4호
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• pp.22-31
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• 2019

This study aims to elucidate the relationship between physics and mathematics to predict achievement for the college level of engineering courses. For the last 4 years, more than 3,000 engineering college freshmen of this study took the diagnostic tests on three subjects, which were physics, mathematics, and chemistry before enrollment. We studied how strongly these diagnostic scores can predict each general college course grades. The correlation between the physics diagnostic scores and the course grades in physics was .264, which was significantly lower than the correlation between the mathematics scores and the physics grades, .311. This stronger prediction of the mathematical diagnostic scores for the general course grades was not found when predicting the grades in chemistry. We therefore conclude that mathematical preparation can unexpectedly predict future achievement in physics better than physics preparation due to the academic interrelationships between mathematics and physics.

• 공학교육연구
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• 제25권4호
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• pp.35-41
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• 2022

In order to enhance basic competencies for freshmen at engineering college, whose learning ability is gradually declining, a new course was developed to review basic mathematics and physics through a process of collecting opinions from fellow professors. Tests in six fields of math and physics with the same problems showed the correct answer rate rose from 24.8% at the beginning of the semester to 59.0% at the end of the semester after operating the course developed. According to the survey, the students' self-evaluated confidence on the basic competencies in 16 fields of math and physics showed a significant increase. Students with high confidence in basic competencies also received high actual grades. General high school graduates' confidence point in basic competencies improved from 54.7 at the beginning to 75.3 points at the end of the semester, while specialized high school graduates' enhanced from 38.3 to 64.0 which is higher than that of general high school graduates at the beginning of the semester.

• 동서간호학연구지
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• 제29권1호
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• pp.49-58
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• 2023

Purpose: This study aimed to investigate the effects of personality, ego-resilience, and commitment to career choice on the adaptation to college among new nursing students residing in various regions. Methods: The participants were 175 freshmen in nursing departments at 7 universities located in D Metropolitan city. Data were collected through an online questionnaire from June 20, 2022 to July 1, 2022. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, Scheffe's test, Pearson's correlation coefficient, and stepwise multiple regression analysis using IBM SPSS/WIN 28.0 software. Results: The average scores of participants were as follows: personality (4.10±0.41), ego-resilience (3.55±0.62), commitment to career choice (3.36±0.59), and adaptation to college (3.63±0.58). The factors influencing college adaptation were ego-resilience, personality, satisfaction with nursing major, and commitment to career choice. The combined explanatory power of these variables for college adaptation was 64.8%. Conclusion: This study highlights the necessity for developing educational programs, training initiatives, and curricular activities to enhance ego-resilience, foster appropriate personality, increase satisfaction with nursing major, and improve commitment to career choice levels among new nursing students residing in various regions.

• 공학교육연구
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• 제26권6호
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• pp.40-50
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• 2023

This study is to examine the validity of assessing basic-level proficiency in physics among incoming engineering freshmen through item analysis and standard setting. For empirical analysis, we examined the physics subject taken by the freshman class of 2021 at K University, considering its significance for engineering students. In this study, we initially performed item analysis utilizing both classical test theory and item response theory. Subsequently, leveraging the item and test information, we employed a modified Angoff method and the Bookmark method for standard setting. Consequently, the difficulty level initially set during item development was found to be higher than the actual performance level exhibited by the students. This study highlights a discernible disparity between the expected university standard and the real proficiency level of incoming freshmen in terms of basic academic ability in physics. Based on these research findings, a comprehensive discussion on the fundamental academic competence of engineering students was conducted, underscoring the necessity for formulating a tailored learning approach leveraging the outcomes from the basic ability test.

• International Journal of Advanced Culture Technology
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• 제12권1호
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• pp.182-189
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• 2024

Many South Korean universities highly value and place much investment on the development of students' characteristics as their core competency, offering corresponding educational initiatives and programs. The present study specifically evaluated the level of characteristic competency among freshmen at C University, in which characteristic development is at the central to the institution's core competency. The researchers conducted the study to utilize the findings to inform the design of liberal arts courses and extracurricular programs. The study recruited 210 freshmen at C University in Changwon, South Korea. To ensure anonymity of the respondents, an online questionnaire was administered during the data collection period (i.e., between December 5th and 7th, 2022) with a total of 201 faithful responses finally analyzed. The results showed an average characteristic competency level of 4.21 out of 5 among the freshman participants. Notably, the highest score was ranked in the 'righteous domain' (4.27±0.66), whereas the 'behavioral domain' scored the lowest (4.08±0.77). These findings provide valuable insights for the development of educational programs that aim to promote characteristic competency among university students. The implications of the findings are further discussed.