• Science of Emotion and Sensibility
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• v.23 no.3
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• pp.19-36
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• 2020

This study is aimed at analyzing the characteristics of adaptation to college life among freshmen of D University by utilizing the DEU-GRIT test. To achieve this, we examined differences in level of college life adaptation according to gender and major, and explored the characteristics of college life adaptation among college freshmen who were clustered based on their level of academic, social, emotional, and career adaptation, which is an important factor in adaptation to college life. Moreover, based on the DEU-GRIT test standards, we also explored the characteristics of their college life adaptation by sorting out low level groups of freshmen with difficulties adapting. The results demonstrated that male students had a higher level of emotional adaptation than female students, and that science and technology majors had higher levels of academic and emotional adaptation than students in the humanities and society majors. Furthermore, a cluster analysis based on 4 factor levels of college life adaptation showed that cluster 1 had a high level of adaptability to all factors, but cluster 3 had a low level of adaptability to all factors. Moreover, while cluster 2 showed a high level of emotional adaptation, cluster 4 showed a low level of emotional adaptation. On the other hand, a lower-standard group of DEU-GRIT tests showed that the level of academic adaptation and social adaptation was higher among female students than among male students. However, the overall level of college life, academic, and emotional adaptation were higher among science and technology students than among those majoring in humanities and social studies. In addition, a cluster analysis based on the level of 4 factors of college life adaptation of lower-standard groups showed that cluster 1 of the lower-standard groups had a high level of emotional adaptation, while cluster 2 of the lower-standard groups had a low level of emotional and career adaptation and a high level of academic and social adaptation. Also, cluster 3 of the lower-standard groups was found to have low levels of all factors, and cluster 4 of the lower-standard groups showed low levels of social and emotional adaptation and high levels of academic and career adaptation. This indicates that, in terms of social and emotional adaptation among freshmen, participation in psychological counseling programs tailored according to gender is necessary and, regarding the major, relative emotional intervention is required due to the high and low expectations of job prospects. In conclusion, the emotional and social adaptation to college life among the lower-level groups is likely to serve as a protective factor for college life adaptation, suggesting that specific intervention should be contemplated.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8948-8956
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• 2015

The purpose of this study was to investigate the effects of college life adaptation program on nursing students' college life adaptation and nursing professional attitude. College life adaptation program of a freshman at college which consists of two area : theory-practice and liberal-cultivation of character and college freshman for 70 hours, 5 a week in 10 session for 2 weeks. The collected data were analyzed using paired t-test, ANOVA. As a result of the study, the score for college life adaptation(t=11.42, p=<.000) and nursing professional attitude(t=12.45, p=<.000) increased significantly after college life adaptation program. The conclusion, this study showed that college life adaptation program was effective in improving nursing students' college life adaptation and nursing professional attitude.

• The Journal of the Korea Contents Association
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• v.15 no.3
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• pp.219-228
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• 2015

The purpose of this study was to examine the relationships between anger expression, social supports, and adjustment to college life among nursing students. A convenience sample of 266 students in two colleges participated in the study. Data were analyzed using t-tests, ANOVA, Pearson correlation coefficients, and multiple stepwise regression. The mean score for adjustment to college life was above average. The mean score for adjustment to college life differed significantly according to students' reasons for applying to college and perceived health status. Adjustment to college life significantly correlated with anger expression and social supports. Multiple stepwise regression analysis showed that anger expression (Anger-Out, Anger-In, and Anger-Control), social supports, and perceived health status explained 27.1% of the variance in adjustment to college life. The study findings suggest that interventions intended to promote nursing students' adjustment to college life should focus on improving anger management, social supports, and perceived health status.

• Journal of Korea Society of Industrial Information Systems
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• v.24 no.4
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• pp.99-112
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• 2019

The landscape of the education market is changing. As part of efforts to deal with the decrease of a school-age population in Korea, Korean universities and colleges are endeavoring to attract foreign students. Chinese students, the largest share of foreign university students in Korea, are becoming an important element at Korean universities and colleges. Chinese students face various kinds of difficulties while trying to cope with new environments in the country. This study aims to analyze the impact of academic factors and psychological factors of Chinese students on the level of adaptation to university life and their satisfaction with it. Data on 128 Chinese students attending D University located in Busan were collected and a path analysis was conducted using partial least squares (PLS) regression. Research results are as follows. First, professors as an academic factor and the level of interest of university staff have significant impact on the level of adaptation to university life while Korean language proficiency does not have significant impact on the level of adaptation to university life. Second, homesickness as a psychological factor is correlated to the level of adaptation to university life with significance while acculturative stress is not correlated to it. Third, the level of adaptation to university life is correlated to the level of satisfaction with university life. Based on these findings, the significance, limitations and future directions of this study are discussed.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.240-251
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• 2019

This study was conducted to analyze the mediating effect of grit and self-leadership on the relationship between military life adaptation and college life adaptation among male college students. The subjects of this study were 233 male college students who returned to college after military duty and the average age was 25(SD=1.7). The main results of the study were as follows: First, significant positive relationships were seen between military life adaptation, grit, self-leadership, and college life adaptation. Second, military life adaptation had a significant positive impact on grit, self-leadership, and college life adaptation. Third, grit had a significant mediating effect on the relationship between military life adaptation and college life adaptation. Fourth, self-leadership had a significant mediating effect on the relationship between military life adaptation and college life adaptation. This study showed that military life adaptation improved the grit and self-leadership of college students and that this personal growth had a significant effect on college life adaptation after returning from military duty. Based on these results, the relationship between military life and college life was discussed.

• Journal of Families and Better Life
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• v.12 no.2
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• pp.187-194
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• 1994

본 연구는 대학생들의 부모로부터의 심리적 분리개별화와 가족응집력이 그들의 대학생활적응에 미치는 영향을 조사하여, 대학생활 적응에 영향을 주는것이 부모로부터의 독립인지 가족의 친밀감과 지지인지 알아보고, 두 요인이 모두 영향을 준다면 각각 대학생활의 어떤 영역에 영향을 주는지 알아보고자 하였다. 중다회귀분석을 사용하여, 다음과 같은 연구결과 를 얻었다. 첫째, 부모로부터의 심리적 독립에서 갈등적 독립이 높을수록, 태도적 독립이 낮을수록 학업문제의 적응은 높았다. 갈등적 독립이 높을수록 심리적 문제와 진로, 취업문제의 적응은 낮았다. 태도적 독립과 기능적 독립이 높을수록 교수와의 관계에 있어서 적응은 낮게 나타났다. 기능적 독립이 발달한 학생은 교우와의 관계에서 높은 적응을 나타났다. 정서적 독립이 높은 학생은 전반적인 적응이 높게 나타났다. 둘째, 가족응집력은 대학생활에서 진로, 취업문제와 교유관계에 있어서 적응을 설명하고 있다. 그러나 남학생에게 가족응집력은 심리적 문제의 적응에 부적인 영향을 나타내며, 여학생에게는 가족응집력이 높을수록 교우관계와 진로, 취업문제의 적응이 높게 나타났다.

• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.14-22
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• 2022

This study was conducted to promote male nursing students' adaptation to college life by identifying life stress, grit, and degree of adaptation to college life, and the effect of grit mediating effect on the relationship between life stress and college life adjustment. became The subjects of this study were 209 male nursing college students enrolled in nursing departments in 5 major cities. The collected data were analyzed with SPSS/WIN 25.0. Life stress showed a significant negative correlation with college life adaptation and grit, but grit showed a positive correlation with college life adaptation. As a result of mediating effect verification, the final model explained 43.5% of college life adaptation. Therefore, in order to improve male nursing students' adaptation to college life, it is required to develop a program that can lower life stress and increase grit and college life adaptation level.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.248-259
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• 2013

The purpose of this study is to investigate the influence of the perceived parental attachment and social support on adjustment to college life in university students. For this study, research data about adjustment to college life, the perceived parental attachment and social support were collected from 386 university students. Results of correlation and multiple regression analysis showed that the perceived parental attachment and social support are the most influential factors. Major findings and conclusions were as follow: First of all, the finding shows that the adjustment to college life has a significant static correlation with both parental attachment and Social support, respectively. Second, parental attachment and social support of friends have more influence on adjustment to college life, especially in academic, social, personal-emotional and environmental one. Thus, results of this study show the importance of a wide variety of policy research, continuous counseling, and development of programs for a better adjustment to college life.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.39-48
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• 2021

This study aimed to analyze the level of professors' understanding and perception of adaptive learning and proposed how college can implement successful adaptive learning in college classes. For research purposes, online survey was conducted by 162 professors of A university in capital region. As a result, professors seemed to feel pressure to provide students personalized feedback and gave concerned that students don't study enough in advance before participating in class. It was also found that professors realized that they have low level of understanding about adaptive learning, while they revealed intention to make use of adaptive learning in their class. They also answered that adaptive learning system is the most helpful support for encouraging professors to apply adaptive learning in real class. We proposed what is required to encourage professor to implement adaptive learning in their class.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.104-111
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• 2019

In this study, we examined the effects of University adaptation on career adaptation through self-leadership and learning commitment, and identified the regulatory effects of demographic characteristics (sex, grade, grade level, and willingness to work). To this end, we analyzed the data for 289 college students. The results of the study are as follows. First, adaptation to University life has a significant impact on learning commitment and self-leadership. However, adaptation to University life has an indirect effect on learning commitment and self-leadership rather than directly affecting career adaptation. Second, demographic characteristics have a regulatory effect on the path through which University adaptation affects career adaptation through self-leadership and learning commitment. The factors that were regulated were age, grade, and willingness to work. Therefore, in order to adapt to university life and adapt to career, we developed a program to improve self-leadership and learning commitment, and suggested that customized guidance is needed considering the differences in personal characteristics such as gender and academic background in university life and career counseling.