• Journal of Digital Convergence
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• v.16 no.12
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• pp.373-381
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• 2018

This study investigates convergent influence on TOEIC learning flow and its association with self efficacy, academic control and school resilience among health college students. Data collection was carried out using a self-administered questionnaire from May 1 to May 29, 2018 and the target was randomly selected 255 health college students in TOEIC class from college located in J city. TOEIC learning flow was positively correlated with self efficacy, academic control and school resilience. With the analysis of covariance structure, we could confirm relationship among self efficacy, academic control, school resilience and TOEIC learning flow. School resilience was more influential on TOEIC learning flow than self efficacy and academic control. The results of the study indicate that the efforts to manage these factors are required to increase TOEIC learning flow of health college students in TOEIC class. The results are expected to be used to develop TOEIC learning curriculum increasing the TOEIC learning flow among health college students in TOEIC class. In the following study, the survey about additional factors of influence on TOEIC learning flow will be needed.

• The Korean Journal of Elementary Counseling
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• v.9 no.2
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• pp.163-173
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• 2010

This study was designed to develop a teacher's rating scale of elementary school student's school maladjustment. 50 behavior were drawn as elementary school student's school maladjustment behavior from the responses of elementary school teachers. To identify sub-factors of the scale, 60 teachers rated their 240 student's behavior and the collected data were analyzed by using factor analysis. 4 sub-factors were identified as the result : aggressive selfish behavior, misconduct of lesson and classroom rules, passive unsociable behavior and positive evasion of school activities. To identify the validity of the scale, the data from 120 students were analyzed through the concurrent validity between the scale and the teacher rating scale of school maladjustment for Student Problem Behavior Checklist for Elementary School students(Kim & Hwang, 2009). To examine the reliability of the scale, test-retest correlations were calculated by using the data from 120 students and internal consistency coefficients were calculated by using the data from 120 students. The results showed that Teacher's rating Scale of Elementary School Student's School Maladjustment was valid and reliable.

• Child Health Nursing Research
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• v.19 no.3
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• pp.238-245
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• 2013

Purpose: The purposes of this study were to assess social adjustment of childhood cancer survivors and to identify factors affecting social adjustment. Methods: Data were collected from 79 childhood cancer survivors and his/her parents. The survey consisted of questions related to characteristics, physical functioning, depression, self-esteem and coping strategies. The Social Competence Inventory was used to measure social adjustment in the children. Results: The level of social adjustment of childhood cancer survivors was 83.5 out of a possible 155. Physical functioning, depression, self-esteem, and aggressive or proactive coping strategies were associated with social adjustment. Only physical functioning independently affected social adjustment. Conclusion: The results of this study indicate that there are several factors influencing social adjustment of childhood cancer survivors, and therefore there is a need for programs that deal with all aspects of children's physical as well as emotional health in order to enhance their social adjustment.

• Korean Journal of School Psychology
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• v.17 no.1
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• pp.17-38
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• 2020

This study examined the factor structure of the Child Behavior Checklist Dysregulation Profile(CBCL-DP) for school-aged children in Korea identified differences in the level of maladjustment and problematic behaviors between the clinical group which had characteristics of CBCL-DP and the control group which did not. Confirmative factor analysis was performed on three alternative models from the literature to determine which was the most appropriate factor structure for the CBCL-DP. The result showed that the bi-factor model fit the sample data better than both the one and second-factor models. To confirm that the bi-factor model was the most appropriate factor structure, regression paths with relevant variables examined. The showed that CBCL-DP with the bi-factor model was associated with executive function difficulty as reported by parents and with school adjustment and all sub-factors of strength and difficulty as reported by teachers. The results also showed that this model had a different relationship with anxiety/depression, aggressive behavior, and attention problems than the other models. The clinical group was shown to have more executive function difficulty, worse adjustment of school life and to be less likely to engage in desired behaviors than the control group. These results indicate the CBCL-DP is more related to negative outcomes than any other factor, and that the bi-factor model was found to best fit the sample data, consistent with other studies. The early discovery of CBCL-DP can be used to provide interventions for high-risk children who exhibit emotional and behavioral problems, making its detection a significant diagnostic tool. The implications of these result, the limitations of this study, and areas for future research are discussed in this paper.

• Journal of the Korea Society of Computer and Information
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• v.15 no.8
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• pp.193-200
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• 2010

This study is to identify the factors affecting on adolescent internet addition and suggest how to deal with it. This study is based on the ecosystem theory for human development. The factors affecting on adolescent internet addition are the followings: First, self-efficacy, self-esteem and self-control affect on internet addiction in individual system. Second, the affecting factors concerned with home environmental system are the communication level between parents and adolescent, parents' attitude for bringing up, parents' control level for adolescent, parents support etc. Third, the affecting factors concerned with school environmental system academic score, friends' support, teacher's support, adolescent adaptation in school life etc. This study suggest how to deal with internet addiction based on these findings.

• Korean Journal of Social Welfare
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• v.61 no.4
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• pp.191-215
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• 2009

The purposes of this study were to investigate the factors that influence the school drop-out of North Korean refugee youth and to generate recommendations for social work practice and the resettlement policies of the government to ameliorate the high school drop-out rate among North Korean refugee youth. This study examined the effects of the environmental factors such as the quality of parenting practice, peer attachment and the kind of school a youngster attends, and personal characteristics such as self-respect and acculturation stress level, and academic efficacy on the school drop-out intention. Gender, duration of stay in Korea, family economic status were established as control variables. The drop-out intention was used as a proxy for drop-out behavior. The study findings indicate that the personal characteristics such as gender, self-respect and acculturation stress, academic efficacy were the significant influencing factors, whereas environmental factors such as quality of parenting, peer attachment did not exert any statistically significant effect on the drop-out intention. At the conclusion, the implications of the study findings for research, social work practice and the government policies were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2684-2690
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• 2015

This study aims to identify the mediating effect of school satisfaction in the effect of self-esteem on resilience, and to examine the relationship between brain function quotient and resilience. In this descriptive study, questionnaires and brainwaves were collected from 145 female high school students in Seoul from November 22 to December 23, 2012. Data were analyzed by Pearson's correlation coefficient and three-step mediated regression analysis using SPSS 21.0. Among brain function quotients, stress resistance quotient were highly correlated with resilience, and both attention and brain quotient were significantly correlated with resilience. Moreover, school satisfaction showed the mediating effect in the effect of self-esteem on resilience. The findings suggest that brain function quotient, in specific, stress resistance quotient, should be considered in studies regarding resilience. Furthermore, predictor variables of resilience such as self-esteem and school satisfaction should be considered for preventive and therapeutic intervention to reduce various maladaptive problems in adolescents.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8861-8869
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• 2015

The aim of this study was to describe Enneagram personality types, ego-resilience and to investigate the effects of ego-resilience on college adaptation in nursing and health care related students. The subjects were 623 students in 1st and 2nd grade. The data were collected from October 7 to 23, 2014 and analyzed using t-test, ANOVA, Scheffe's test, Pearson's Correlation Coefficient, multiple regression with SPSS 19.0. A positive correlation was found ego-resilience and college adaptation with Enneagram personality types. Personality type 4 and 5 in Enneagram were the lowest level in ego-resilience and college adaptation. The strongest predictor of college adaptation was optimistic attitude in ego-resilience. Optimistic attitude, confidence, emotional control, and academic grades were explained 61.6% of the college adaptation based on multiple regression analysis. These findings indicate that it is necessary to increase ego-resilience according to Enneagram personality types for positive college adaptation.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.315-327
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• 2017

This study was carried out to examine the converging factors related to academic burnout in students from health-related majors who are involved in studying for the Test of English for International Communication (TOEIC). Research subjects included 291 randomly selected students from the J-region, who were enrolled in TOEIC classes. Data collection took place from April 3, 2017 to April 14, 2017, using anonymous self-administered questionnaires. The results of a multiple regression analysis in female students showed higher academic burnout pertaining to studying for the TOEIC when sleeping hours, self-worth, self-efficacy, school adaptation resilience, and study immersion were low, and job-seeking stress and test anxiety were high. The explanatory power of this model was 65%. Based on these results, to reduce academic burnout pertaining to studying for the TOEIC in health majors, it is first necessary to increase sleeping hours, self-worth, self-efficacy, school adaptation resilience, and study immersion, and to make efforts to manage self-competence, job-seeking stress, and test anxiety. The results of this study may be used to decrease the academic burnout caused by studying for the TOEIC in health major students and to increase their aptitude for studying English, to cultivate globalized capabilities. Future studies need to conduct an effect analysis on the control and mediation effect that these factors have on academic burnout.

• Journal of Industrial Convergence
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• v.19 no.5
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• pp.139-150
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• 2021

The objective of the study was to examine the factors affecting the life satisfaction of multicultural adolescents and to verify the mediating effects of school adjustment and career attitude between depression and life satisfaction of multicultural adolescents.. For the purpose, 1079 subjects were selected from the 7th (2017) data of the Multicultural Adolescents Panel Study (MAPS), and the data collected were verified through analysis methods such as structural equation and Bootstrapping analysis. The results founded are as follows. First, the depression of multicultural adolescents was shown to decrease their life satisfaction. Second, school adjustment played a partial mediating role in the causal relationship between depression and life satisfaction of multicultural adolescents. Third, the effect of depression of multicultural adolescents on the life satisfaction was partly mediated by their career attitude. On the basis of the findings, practical programs and policy alternatives to enhance life satisfaction of multicultural adolescents were discussed.