Table 1. General characteristics of respondes
Table 2. The Degree of Learning Strategies, Academic Stress, Academic Self-efficacy, Self- directed Learning
Table 3. Differences of Learning Strategies, Academic Stress, Academic Self-efficacy, Self-directed Learning
Table 4. Correlations among Learning Strategies, Academic Stress, Academic Self-efficacy, Self-directed Learning
Table 5. Factors affecting Learning Strategies
References
- M. Lee & H. Jeon. (2015). Personal types, ego-resilience, and college adaptation in nursing and health care related students. Journal of the Korea Academia-Industrial cooperation Society, 16(12), 8861-8869. https://doi.org/10.5762/KAIS.2015.16.12.8861
- K. S. Choi. (2010). Factors affecting college students' intention to decide dropout. Korean Business Review, 3(1), 96-118.
- T. H. Kim, O. T. Yoon & Y Kim. (2011). A Study on the learning strategies and academic achievements of the students in the department of health science. The Journal of Korean Society of Community Based Occupational Therapy, 1(1), 39-47.
- H. J Park. (2005). Relationship between self-regulated learning and student achievement, The Journal of Korean Education, 32(1), 203-222.
- S. Y. Park. (2010). The Structural relationship among learning strategies, perceived usefulness ease of use and learning outcome in cyber university. Unpublished master's thesis Ewha Womans university.
- J. H. Lee. (2010). Analysis of the structural relationships among self-determination motivation to learn, meta-cognition, self-directed learning ability, learning flow, and school achievement, Korean journal of educational research, 48(2), 67-92.
- J. S. Lee. (2009). The relationship between meta-cognition and learning flow of high school students: The mediating effect of self-directed learning ability. The Korean Society for The Study of Teacher Education, 26(2), 277-295.
- K. H. Yoo. (2018). A Study on the stress and adjustment to college life among nursing students. Journal of Korean Academic Society of Nursing Education, 24(3), 269-278. https://doi.org/10.5977/JKASNE.2018.24.3.269
- J. K. Kim. (2014). A Review study on nursing students stress for improvement of nursing education. The Journal of Korean Academic Society of Nursing Education, 20(1), 47-59. https://doi.org/10.5977/jkasne.2014.20.1.47
- E. J. Yoo, S. K. Kim & S. H. Juong. (2013). A Study on sress of college life and self-efficacy on depression among students from beauty-related colleges. Journal of Digital Convergence, 11(9), 279-287. https://doi.org/10.14400/JDPM.2013.11.11.279
- A. Bandura, (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215 https://doi.org/10.1037/0033-295X.84.2.191
- S. J. Han. (2013). The influence of academic self-efficacy and major satisfaction on career attitude maturity in nursing students. Korean Journal of Adult Nursing, 25(5), 559-566. https://doi.org/10.7475/kjan.2013.25.5.559
- M. J. Sim & H. S. Oh. (2012). Influence of self efficacy, learning motivation, and self-directed learning on problem-solving ability in nursing students. The Journal of the Korea Contents Association, 12(6), 328-337. https://doi.org/10.5392/JKCA.2012.12.06.328
- S. Lee, Y. K. Chang, H. N. Lee & K. Y. Park. (2003). A study on the development of life-skills: communication, problem solving, and self-directed learning. Seoul. Korean Educational Development Institute. 64p.
- J. A. Kim. (2017). Effect of case-based learning on the self-directed learning ability for health department and non-health department college students in an university. Journal of the Korea Entertainment Industry Association, 11(3), 259-270. https://doi.org/10.21184/jkeia.2017.04.11.3.259
- Y. Ahn & S. Hwang. (2015). Lesson with students generated questions: Based on a department of health science. Journal of Korean Academic Society of Nursing Education, 21(2), 266-275. https://doi.org/10.5977/jkasne.2015.21.2.266
- Y. C. Kim & E. C. Lee. (2015). An effect of blended action learning program on the self directed learning skills. The Journal of the Korea Contents Association, 15(11), 658-671. https://doi.org/10.5392/JKCA.2015.15.11.658
- O. H. Cho & K. H. Hwang. (2016). The Effect of education based on simulation with problem-based learning on nursing students learning motivation, learning strategy, and academic achievement. The Journal of the Korea Contents Association, 16(7), 640-650. https://doi.org/10.5392/JKCA.2016.16.07.640
- J. Cohen. (1992). A Power Primer. Psychological Bulletin, 112(1). 155-159. https://doi.org/10.1037/0033-2909.112.1.155
- L. Como & E. B Mandinach. (1983). The role of cognitive engagement in learning from instruction. Educational Psychologist, 18, 88-108. https://doi.org/10.1080/00461528309529266
- M. H. Oh & S. M. Chum. (1994). Analysis of academic stressors and symptoms of juveniles and effects of meditation training on academic stress reduction. Human Understanding, 15, 63-69.
- E. S. Lee. (2012). The relationship between internet addiction and learning stress : the moderating effects of parental attitudes. Unpublished master's thesis Catholic university.
- A. Y. Kim & E. Y. Park. (2001). A Study on the development and reasonablization of academic self-effectiveness scale. The J of Edu Research, 39(1), 95-123.
- J. R. Han & J. M. Kim. (2017). The Mediating effects of self-efficacy between meta-cognition and learning flow in college students in healthcare field. Journal of Digital Convergence, 15(6), 273-282. https://doi.org/10.14400/JDC.2017.15.2.273
- E. J. Lee. (2010). A Qualitative study on the child-rearing behaviors and child-care support of working mothers and non-working mothers with infants. Unpublished master's thesis Ulsan university.
- O. H. Cho, K. H. Hwang & Y. S. Yoo. (2016). The impact of career-focused nurses' ego-resilience and career planning on turnover intention. The Journal of korean academic society of home care nursing, 24(3), 284-291.
- S. H. Park, S. K. Lee & M. N. Choi. (2008). A study on effects of well-structured cognitive reflection journal on meta-cognition and learning achievement. Journal of Engineering Education Research, 11, 5-13.
- W. O. Oh. (2002). Factors influencing self-directedness in learning of nursing students. Journal of Korean Academy of Nursing, 32(5), 684-693. https://doi.org/10.4040/jkan.2002.32.5.684
- J. W. Park & K. S. Bang. (2010). Learning style and self-directed learning of nursing students at one university. Perspectives in Nursing Science, 7(1), 36-42.
- J. Y. Ha. (2011). Learning style, learning attitude, and self-directed learning ability in nursing students. The Journal of Korean Academic Society of Nursing Education, 17(3), 355-364. https://doi.org/10.5977/JKASNE.2011.17.3.355
- K. H. Kim & H. S. Ha. (2000). A study of department satisfaction factors of undergraduate students. The Korean Journal of Counseling, 1(1), 7-20.
- Y. J. Song & G. P. Cho. (2016). The Mediating effect of major satisfaction and professor-student interaction on the relationship between intrinsic motivation and school life adjustment. Korean Education Inquiry, 12(34), 61-77.
- Y. K. Lee. (2015). The difference between undergraduates'academic stress on dysfunctional attitudes and academic emotions. Unpublished master's thesis Sookmyung womens university.
- M. J. Sim & H. S. Oh. (2012). Influence of Self Efficacy, Learning Motivation, and Self-Directed Learning on Problem-Solving Ability in Nursing Students. The Korea Contents Society, 12(6), 328-338. https://doi.org/10.5392/JKCA.2012.12.06.328