Browse > Article
http://dx.doi.org/10.15434/kssh.2019.32.3.144

The Influence of Academic Stress, LMS Utilization Satisfaction and Social Support on Academic Persistence among Online Graduate Students  

Lee, Da Ye (Korean Life Skill Education Center, Chung-Ang University)
Kim, Young Im (Department of Nursing, Korea National Open University)
Publication Information
Journal of the Korean Society of School Health / v.32, no.3, 2019 , pp. 144-151 More about this Journal
Abstract
Purpose: The purpose of this study is to examine academic stress, social support and learning management system(LMS) utilization satisfaction of learners attending online graduate schools and understand the factors influencing their academic persistence. Methods: The participants were students of K online graduate school and the data of 143 students, in total, were collected from April to May in 2019. For data analysis, frequency analysis, x2 test, t-test, F-test, Pearson's correlation and multiple regression analysis were conducted using SPSS ver. 23. Results: Academic stress, social support, and LMS utilization satisfaction were associated with academic persistence of online graduate students. The multiple regression analysis of the factors influencing academic persistence showed that the model was significant (p<.001) with an explanatory power of 23% and that significant factors influencing it were academic stress (β=-.23, p=.002), LMS utilization satisfaction (β=.31, p<.001) and jobs (β=.23, p=.002). Conclusion: Although the online graduate students' level of academic persistence was high, it is required to develop strategies to alleviate their academic stress and increase LMS utilization rate in order to increase their persistence to academic success. In addition, it is necessary to provide the foundation on which the utilization of major knowledge regarding jobs can be enhanced, reflecting the characteristics of online graduate students. Furthermore, this study is expected to contribute to the extension of professional and advanced education in response to social needs by developing a variety of online high education learning systems beyond time and space.
Keywords
Academic persistence; Academic stress; Social support; Online learning;
Citations & Related Records
Times Cited By KSCI : 5  (Citation Analysis)
연도 인용수 순위
1 Martinho AP, Caeiro S, Caetano FJP, Azeiteiro U, Nicolau PB. Training and employability, competences from an e-learning undergraduate programme in environmental sciences. In: Azeiteiro UM, Leal Filho W, Caeiro S, editors. E-learning and sustainability in the series environmental education, communication and sustainability. Frankfurt: Peter Lang; 2014. p. 47-58.
2 Moore JL, Camille DD, Krista G. e-Learning, online learning, and distance learning environments: are they the same? The Internet and Higher Education. 2011;14(2):129-135. https://doi.org/10.1016/j.iheduc.2010.10.001   DOI
3 Allen IE, Seaman J. Digital learning compass: distance education enrollment report 2017. Boston, MA: Babson Survey Research Group, e-Literate, WCET; 2017. p. 1-32.
4 Lee DK. Statistical report 2016. Seoul: KNOU IDE; 2016 September. Report No.: 2016-5.
5 Jung YH. Survey report for graduate school students of Korea National Open University. Survey report. Seoul: KNOU IDE; 2019 July. report No.: 19-02.
6 Joo YJ, Chung AK, Han AR. The structural relationship among academic stress, achievement motivation, learning environment, school flow, learning persistence in cyber education. The Journal of Korean Association of Computer Education. 2011;14(3):73-82.   DOI
7 Kim SA, Chung YS. The relationships of characteristics, problem- solving styles, and stress among cyber university students. Institute of Distance Education. 2011;7(3):1-23. https://doi.org/10.26857/JLLS.2011.12.7.3.1
8 Prince M. Does active learning work? A review of the research. Journal of Engineering Education. 2004;93(3):223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x   DOI
9 Kim ML, Kim MH, Suh HW, Choi MJ. College students' perceptions of SNS-based instruction. Journal of Cyber Education. 2013;7(1):79-94.
10 Choi SH. The study on effectiveness of peer supportive program to enhance the peer relationship of the disable students in a special classes. Rehabilitation International Korea. 2000;4(2):135-177.
11 Kim YI, Lee BI. Factors influencing academic achievement of health educator training program. The Korean Society of School Health. 2008;21(1):1-9.
12 Chon KK, Kim KH, Yi JS. Development of the revised life stress scale for college students. Korean Journal of Health Psychology. 2000;5(2):316-335.
13 Kim SH. A Prediction model of health promotion behavior for school children [dissertation]. Seoul: Ewha Woman's University; 2007. p. 1-120.
14 Lee SH. A study on the perception of students and teachers concerning techno-stress and happiness depending on the use of smart devices in a school educational environment [dissertation]. Seoul: Sungkyunkwan University; 2015. p. 1-161.
15 Namin S. Transactional presence as a critical predictor of success in distance learning. Distance Education. 2003;24(1):69-86. https://doi.org/10.1080/01587910303048   DOI
16 Joo YJ, Lee JW, Cho SY. Moderating effects of academic selfefficacy and task-value between academic stress and achievement in cyber university. Journal of Lifelong Learning Society. 2012;8(1):73-92. https://doi.org/10.26857/jlls.2012.04.8.1.73   DOI
17 Kwon HJ. The effects of personal, institutional, social variables on determination of the cyber university students' dropout intention. Journal of the Korea Contents Association. 2010;10(3):404-412.   DOI
18 Bacelar-Nicolau P, Caeiro S, Martinho AP, Azeiteiro UM. Attitudes, barriers and motivators as factors for sustainability of higher education e-learning programmes at Universidade Aberta, Portugal. In: Azeiteiro UM, Leal Filho W, Caeiro S, editors. Integrative approaches to sustainable development at university level in the series world sustainability. Frankfurt: Peter Lang; 2015. p. 567-582.
19 Cha NH. The relationships between academic stress and adjustment at university life in Korean university students. Journal of Korean Academy of Community Health Nursing. 2016;27(2):124-131. https://doi.org/10.12799/jkachn.2016.27.2.124   DOI
20 Mary EP, Gregory SW. Using emotional and social factors to predict student success. Journal of College Student Development. 2003;44(1):18-28. https://doi.org/10.1353/csd.2003.0008   DOI
21 Lee DY, Seo YS, Kim YI. The effect of academic stress and ASE (Attitude-Social Influence-Self Efficacy) model factors on academic persistence of online university students. Journal of the Korea Contents Association. 2018;18(10):453-463. https://doi.org/10.5392/JKCA.2018.18.10.453   DOI
22 Shon MY, Kim YI, Kim SH, Kim Y, Kim TS, You BS, et al. Study for improving related institutional operations to develope better competence in the graduate programs of Korea National Open University. Seoul: KNOU IDE; 2019 January. Report No.:18-12.
23 Maymon R, Hall NC, Goetz T, Chiarella A, Rahimi S. Technology, attributions, and emotions in post-secondary education: an application of Weiner's attribution theory to academic computing problems. Plos One. 2018;13(3):1-36. https://doi.org/10.1371/journal.pone.0193443
24 Lim CL, Han HJ, Jung DE, Ozturk YE, Hong JH. Exploring an e-learning platform prototype for supporting learning design. Journal of Educational Technology. 2017;33(4):799-837. https://doi.org/10.17232/KSET.33.4.799   DOI
25 Coates H. A model of online and general campus based student engagement. Assessment & Evaluation in Higher Education. 2007;32(3):121-141. https://doi.org/10.1080/02602930600801878   DOI
26 Kim YI, Kim TY. Factors affecting nurses' web-based learning achievement in schoolwork. Korean Journal of Occupational Health Nursing. 2013;22(1):57-65. https://doi.org/10.5807/kjohn.2013.22.1.57   DOI
27 Joo YJ, Lim KY, Kim NH. The effects of secondary teachers' technostress on the intention to use technology in South Korea. Computers & Education. 2016;95:114-122. https://doi.org/10.1016/j.compedu.2015.12.004   DOI
28 You JW. Moderating effects of academic emotions on emotional academic burnout and persistence in e-learning. Journal of Learner-centered Curriculum and Instruction. 2015;15(9):389-413.
29 Gali N, Dorit T, Nava P. Student LMS use and satisfaction in academic institutions: the organizational perspective. The Internet and Higher Education. 2010;13(3):127-133. https://doi.org/10.1016/j.iheduc.2010.02.004   DOI
30 Jin SH, Lee DJ. Relationships among learners' sense of community, participation, and satisfaction in an online collaborative learning environment. Journal of Lifelong Learning Society. 2008;6(1):65-87. https://doi.org/10.26857/JLLS.2010.05.6.1.65