• Journal of the Korea Convergence Society
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• v.9 no.4
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• pp.433-442
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• 2018

This study investigated factors affected to adjustment of college life character, interpersonal personal relationships of total 220 health-related college in G-city. This study was conducted by a self-report type survey between August 1 and December 30 in 2017, according to the findings, character level is aver. 3.49(1-5 score), interpersonal relationship aver. 3.40(1-5)score, adjustment to college life aver. 3.33(1-5)score were showed medium level, The relation between character, interpersonal relationship(r=.62, p<.001), adjustment to college life, character(r=.62, p<.001), adjustment of college life, interpersonal relations(r=.80, p<.001), Major satisfaction and adjustment of college life(r=-.32, p<.001) showed a significantly correlation of medium level. With improved personal relationships and higher behavior factor of level of character college adjustment to college life of these factors is 65%(F=102.97). The results reveals to develop program interpersonal relationship and character of college students in oder to improve adjustment process to college life.

• Journal of the Korean Applied Science and Technology
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• v.39 no.5
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• pp.683-691
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• 2022

The purpose of this study was to identify the relationship between health promotion behavior and adaptation to college of nursing students and investigate the factors influencing adaptation to college in the COVID era. The subjects were consisted of 191 nursing students from J University in province C. Data were analyzed based on frequency, percentile, mean, Pearson's correlations, and multiple regressions. Health promotion behavior and college adjustment in nursing students showed significant positive correlations with each other. Health promotion behavior had the strongest influence on nursing students' adaptation to college, followed by health level; these factors accounted for 19.9% of the total variance in adaptation to college among nursing students(Adj. R²=.199, p<.001). Overall adaptation to college can be improved by health promotion behavior enhancement program.

• The Journal of the Korea Contents Association
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• v.15 no.10
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• pp.280-291
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• 2015

This study was done to identify the influence of ego-resilience, emotional intelligence and stress coping strategies on college adjustment in nursing students. The subjects consisted of 158 freshmen & sophomores attending three nursing colleges. The data were collected from October 27 to November 7, 2014, using self-report questionnaires. The data were analyzed using t-test, ANOVA, Pearson correlation and multiple regression with SPSS/WIN 21.0 program. A positive correlation was found for college adjustment with ego-resilience, emotional intelligence, stress coping strategies. In addition emotional intelligence, ego-resilience, school record, satisfaction with nursing major, personal relations, gender accounted for 53.9% of variance in college adjustment. The strongest predictor of college adjustment was emotional intelligence. The findings suggest that development of emotional intelligence and ego-resilience in nursing students is important to college adjustment. It is necessary to develop systematic management of the program to integrate the educational curriculum and extra-curricular activities.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.390-399
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• 2021

This study analyze the factors that can improve the satisfaction level of college students stable adaptation to college life and education service. It was analyzed whether students' personal characteristics, college life-related characteristics, and changes in college life Adaptation increase the satisfaction of college education service. As a result of analyzing CAT(college adatiation test) differences of 1st survey and 2nd survey in the results of the total 368 students, the graduates of the academic high school showed high academic integration and social integration and the social integration was high in the types of regular admission. As a result of multiple regression analysis with the increase in college education service satisfaction as a dependent variable, the lower the language score, the more positive changes in academic integrity, career identity, college satisfaction, relationship with professors, economic stability, and study keeping stability. Based on these results, various student support programs were proposed to increase the college education service satisfaction of college students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.560-568
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• 2016

The purpose of this study was to investigate the level of character, critical thinking disposition, professional self-concept, and adjustment to college life, as well as to identify the factors influencing the adjustment to college life in nursing students. The study was conducted on 166 nursing students in C and J Provinces, between May 25th and June 10th 2016. The data was analyzed using t-test, one-way ANOVA, Pearson's correlation, and multiple regression. The mean score of the adjustment to college life was 3.27 (${\pm}0.56$), character was 4.34 (${\pm}0.59$), critical thinking disposition was 3.48 (${\pm}0.40$), and professional self-concept was 2.76(${\pm}0.32$). There were positive correlations between adjustment to college life and character (r=.512, p<0.001), as well as between critical thinking disposition (r=.508, p<0.001) and professional self-concept (r=.614, p<0.001). The significant factors influencing the adjustment to college life were character, critical thinking disposition, and professional self-concept, which explained 43% of the variance in the adjustment to college life. Based on these findings, programs that develop character, critical thinking disposition, and professional self-concept are necessary for college nursing students in order to promote college adjustment.

• The Journal of the Korea Contents Association
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• v.10 no.12
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• pp.318-327
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• 2010

The purpose of this study is to analysis of subjective well-being in the affects university life adaptation of department security programs in university. The subjects in this study were randomly sampled in Kyeong gi do in areas and 332 of department security programs student in university were finally selected. Analyses made by SPSS 17.0 have been applied to following outcomes. The findings of the study were as follows: First, The external situation and psychological physical which is a university life adaptation lower part variable in life satisfaction appeared with positive effects. The qualitative of education which is a university life adaptation lower part variable in life satisfaction appeared with negative effects. Second, The external situation and psychological physical which is a university life adaptation lower part variable in negative emotion appeared with positive effects. The qualitative of education which is a university life adaptation lower part variable in negative emotion appeared with negative effects. Third, The psychological physical which is a university life adaptation lower part variable in positive emotion appeared with positive effects. Fourth, The external situation and psychological physical which is a university life adaptation lower part variable in happy appeared with positive effects. The university study of education which is a university life adaptation lower part variable in happy appeared with negative effects.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.517-526
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• 2016

The purpose of this study was to investigate the self-resilience, professional self-concept, and major satisfaction on nursing students' adjustment to college life and to present the basic data to assist in healthy adaption of college life. The study included 310 students from two universities in Gwangju and Jeonnam. A questionnaire survey was conducted on the subjects to determine their self-resilience, professional self-concept, major satisfaction, and adjustment to college life with nursing as a major. The data were collected from 1, April, 2016 to 15, April using self-report, questionnaires and analyzed through descriptive statistics, percentage, mean, standard deviation, t-test, ANOVA, and Pearson correlation coefficient, using SPSS 20.0. As a result, self-esteem, professional self-concept, major satisfaction, and adjustment to college life averaged 3.80 (out of 4), 2.81 (4), 3.86 (5), and 2.75 (5) respectively. In terms of correlations, there was a significant positive correlation between adjustment to college life and self-resilience (r=.404, p<.001) and professional self-concept (r=.404, p<.001) and major satisfaction(r=.455, p<.001). In addition, self-resilience (${\beta}=.252$, p<.001) and major satisfaction (${\beta}=.309$, p<.001) of variance in adjustment to college life and the explanatory power of the model was 27.2%. Based on these results, improvement programs are necessary to help nursing students get adjusted to college life.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.225-233
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• 2018

The purpose of this study was to investigate the level of interpersonal relationship, self differentiation and adjustment to college life as well as to identify the factors influencing the adjustment to college life in nursing students. The study was conducted on 185 nursing students in D and S Province and from November 15th to December 5th 2016. The data was analyzed using t-test, one-way ANOVA, Pearson's correlation and Multiple regression. The mean score of the adjustment to college life was $3.30({\pm}0.49)$ and the interpersonal relationship was $3.73({\pm}0.41)$ and self differentiation was $3.07({\pm}0.32)$. There were positive correlations between adjustment to college life and interpersonal relationship(r=.614, p<.001) and self differentiation((r=.264, p<.001). Significant factors influencing adjustment to college life were interpersonal relationship, self differentiation which explained 39% of adjustment to college life. Based on these findings, programs that develop interpersonal relationship and self differentiation are necessary for college nursing students in order to promote college adjustment.

• Journal of Digital Convergence
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• v.17 no.10
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• pp.273-282
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• 2019

The purpose of study was to examine and compare the self-esteem, interpersonal relationship, happiness, and college adjustment between Type D and non-Type D personality among nursing students. Subjects included a total 181 nursing students (Type D personality: n=53, non-Type D personality: n=128). Data were collected through personal interviews using a questionnaire. The collected date were analyzed using a ${\chi}^2$-test, Fisher's exact test, and independent t-test. There were significant differences on self-esteem, interpersonal relationship, happiness, and college adjustment between Type D and non-Type D personality among nursing students. Self-esteem showed significant differences in degree of adaption, interpersonal relationship in religion, happiness in economic status, college adjustment in religion and degree of adaption (Type D personality subjects). Type D personality lowered self-esteem, interpersonal relationship, happiness, and college adjustment in nursing students. Strategies for Type D personality in nursing students are needed to increase self-esteem, interpersonal relationship, happiness, and college adjustment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.335-345
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• 2017

This is an empirical study with the purpose of analyzing the effects of interpersonal relationship skills and social support on adaptation to college life targeting freshmen. For the objective and questions of this study, 268 freshmen of D University located in Gyeonggi-do were selected and a survey was carried out. The collected survey data were analyzed using factor analysis, reliability analysis, frequency analysis, descriptive statistics, correlation and regression analysis with the SPSS program. The results of this study are as follows. First, there was a significant positive correlation among interpersonal relations, social support and adaptation to college life. Second, the factors, forming initial relationships, claiming rights, mental support and dealing with interpersonal conflicts in interpersonal relations, had a significant effect on adaptation to college life. Third, in the area of social support, family support, friend support and instructor support had a significantly positive effect on adaptation to college life. This indicates that interpersonal relations and social support by family, friends and instructors play an important role in adapting to the new environment of college, so it is necessary to develop and adopt various programs that foster interpersonal relation ability for college students to adapt smoothly to college life.