• Journal of Digital Convergence
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• 제17권1호
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• pp.249-257
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• 2019

The purpose of the study was to investigate the effect of self-efficacy and social support on self-leadership in nursing students. A self-reported questionnaire was completed by 237 nursing students from September to October 2017, and the study instruments comprised self-efficacy, social support, and self-leadership. The data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and multiple linear regression using SPSS/WIN 21.0 program. The result showed that the difference in self-leadership relating to general characteristics were significant leader experience, friendship, and school club activities. The correlation among self-efficacy, social support, and self-leadership were significant, and the significant factors influencing self-leadership in nursing students were self-efficacy and social support. In order to increase self-leadership of nursing students, it is necessary to develop and apply a program that enhances self-efficacy and social support. This will help them grow into a competent nurse.

• Journal of the Korean Society for Library and Information Science
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• 제43권4호
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• pp.307-326
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• 2009

The concept of self efficacy, originally theorized by Bandura, has been applied to a wide variety of fields including education, psychology, and business. There has been steady effort to develop relevant scales to operationalize and measure self efficacy. This article reports on the results from an analysis of Kurbanoglu's ILSES (Information Literacy Self-Efficacy Scale), the only reported such scale in the area of information literacy. Over 400 university students responded to the ILSES survey consisting of 40 items grouped in six categories. The main analysis used was factor analysis. The results show high degree of internal consistency of the items included. However, the factors derived from the study differ significantly from the factors in the original study. Overall, these factors seem to reflect the heuristic nature of students' information seeking and use patterns, favoring Internet resources and instant gratification.

• Journal of the Korean Society of Food Science and Nutrition
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• 제37권11호
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• pp.1427-1434
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• 2008

This study was aimed to compare nutrition knowledge, dietary attitude and habit of elementary school children with and without education. Eighty-four subjects with unbalanced eating behavior were selected and assigned to either control or education group. The subjects in education group participated in a nutrition education program once a week for 8 weeks. The contents of nutrition education were on food tower, balanced nutrition, nutrient function, food group, importance of breakfast, and nutrition label, etc and the program was performed by a school dietitian. The effects of education was assessed by self-administered questionnaire prior to and after nutritional education. Nutrition knowledge except on snack, dietary self-efficacy except on low fat/ low calorie, attitude except on functional food and favorite, and general dietary habits of children in education group were significantly improved while those in control group showed no changes. Also, factors for unbalanced eating was improved by nutrition education indicating the need for correction on unbalanced eating was diminished. However, children's adherence to snack, instant and fast food remained to be corrected. The dietary habit of balanced eating was improved by education reducing the percentage of unbalanced eating on grain and meat.fish.milk groups. The nutrition education appears to be effective to provide nutrition knowledge thereby to improve dietary attitude, dietary self-efficacy, and partly to reduce children's unbalanced eating factor.

• Journal of Digital Convergence
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• 제8권4호
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• pp.165-176
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• 2010

The aim of this study is to determine the relationship between variables affecting learning effect and flow experience on an e-Learning English program. There are 4 independent variables; English thinking structure, self-efficacy in English and flow. The results are as follows: Firstly, there is statistically significant positive correlation between each variable of English thinking structure, pre English skill, self-efficacy in English, flow and learning effect. Secondly, it appeared that flow was affected by all three variables of English thinking structure, pre-English skill and self-efficacy in English. Also flow experience affected learning improvement. Finally, it is verified that there is a mediating effect of flow experience on the relation of self-efficacy in English and learning effect.

• Journal of Digital Convergence
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• 제15권8호
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• pp.489-500
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• 2017

The purpose of this study is to investigate the factors affecting health promotion behavior according to emotional labor, depression, and self - efficacy of taxi drivers. Study participants were 102 Taxi drivers in urban areas, and the data were collected through self-reported structured questionnaire. According to the results, among the variables related to Health promotion behaviors, Meaningful positive correlations were found among Health promotion behaviors and Emotional Labor, Depression, Self-efficacy, but Emotional Labor and Depression, Self-efficacy and Health promotion behaviors showed positive correlations. Emotional Labor and Self-efficacy, Emotional Labor and Health promotion behaviors, Depression and Self-efficacy, Depression and Health promotion behaviors showed negative correlations. In addition, the factors such as spouse, Emotional Labor, Self-efficacy explained Health promotion behaviors 57%. Based on the findings from the study, in order for taxi drivers to improve health promotion behaviors education program should be made with strategies increasing Self-efficacy and decreasing Emotional labor.

• Journal of Korea Entertainment Industry Association
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• 제13권8호
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• pp.551-561
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• 2019

The purpose of this study was to investigate the relationship between entrance exam stress and oral care self-efficacy in girls high school. From June to July 2018, A self-reported questionnaire was administered to 192 high school students in the G area. The data were analyzed for independent t-test, one-way ANOVA and Pearson's correlation coefficient by using SPSS/WIN 21.0 program. Among the sub-sectors of entrance exam stress, exam tension/poor was the highest with 3.07 points, followed by Insufficient spare time stress 2.83 points, future uncertainty stress 2.57 points, and parent pressure stress 2.44 points. the variables related to exam tension/poor stress were academic performance (p<.01), family income level (p<.05), Subjective oral health status(p<.05), and daily brushing frequency(p<.01). The highest level of oral care self-efficacy was 3.13 points for brushing self-efficacy, followed by dental visits 2.80 points and interdental hygiene 2.64 points. As a result of analyzing the general characteristics and oral care self-efficacy, subjects related to brushing self-efficacy were subjective oral health status, caries snacking(daily), and caries drinks(daily)(p<.01). There were negative correlations between entrance exam stress and oral care self-efficacy. The higher the entrance stress, the lower the oral care self-efficacy. To prevent oral disease and increase oral care self-efficacy of students with high entrance stress, it is necessary to provide school oral health education programs that can facilitate oral health behaviors.

• Journal of Digital Convergence
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• 제17권11호
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• pp.395-407
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• 2019

This study attempted to verify the structural model of the effects of stress, self-efficacy, and self-control on smartphone addiction in University students. The subjects of this study were 440 University students in G and P city. Results, First the most influential variables on smartphone addiction were self-control, followed by stress, and two variables explained explanation about smartphone addiction in 34%. Second, self-efficacy had a positive effect on self-control and stress had a negative effect. Both variables had an indirect effect on smartphone addiction through self-control. In groups less than 4 hours and above, there was a partial regulation effect because of differences between groups in the smartphone addiction pathway coefficients of stress and self-efficacy. Therefore, in order to reduce smartphone addiction, it is important to find ways to reduce stress and increase self-control and self-efficacy, and necessary to develop various programs and tailor educational interventions for each individual situation.

• Proceedings of the Korean Nutrition Society Conference
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• 한국영양학회 2003년도 연합학술대회
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• pp.137.2-137.2
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• 2003

• The Journal of the Korea Contents Association
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• 제15권12호
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• pp.304-313
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• 2015

The purpose of this study was to identify the significant predictors of drinking problem among college students attending health and welfare department. A total of 538 college students attending health and welfare department were selected through convenient sampling. Data were collected using self-reporting questionnaires, which were constructed to include depression, anxiety, abstinence self-efficacy, and drinking behavior. SPSS 18.0 was used for data analysis and descriptive statistics, t-test, ANOVA, Scheffe's test, Pearson Correlation coefficients, and multiple regression were done. Drinking problem was positively correlated to the depression and anger while negatively correlated to the abstinence self-efficacy. The significant predictors of drinking behavior were sex, grade, anxiety, and abstinence self-efficacy. The result of this study suggest that drinking problem prevention program should consider improving self management skills by effective management of negative emotions along with enhancing self-efficacy as a cognitive strategy.

• The Journal of the Korea Contents Association
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• 제18권7호
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• pp.272-281
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• 2018

The purpose of this study was to examine the influence of an academic tutoring program on interpersonal relationships, self- directed learning capability and academic self-efficacy. The research question posed in this study was whether an academic tutoring program would affect interpersonal relationships, self-directed learning capability and academic self-efficacy. To address the research question, a self-administered survey was conducted to gather data on 214 students who participated in an academic tutoring program during a semester from September 4 to November 10, 2017. The findings of the study were as follows: After their participation in the tutoring program, there was a little decrease in self-directed learning capability and personal learning orientation, and they made progress in interpersonal relationships and academic self-efficacy. By gender, there was the greatest improvement in interpersonal relationships as well after their participation in the tutoring program. By academic year and motivation for participation, they showed the best improvement in interpersonal relationships as well, followed by academic self-efficacy. In other words, it could be said that the parts which the tutoring program brought about the biggest change to and worked best on were interpersonal relationships and academic self-efficacy. In conclusion, the improvement of interpersonal relationships and academic self-efficacy could boost not only the school adjustment of students but their academic levels and then eventually prevent them from dropping out. Therefore this program seems to be one of outstanding learning programs that could make a contribution to the stable management and qualitative competitiveness of universities.