• 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 Journal of the Korea Contents Association
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• v.22 no.5
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• pp.643-655
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• 2022

The purpose of this study was to verify the moderating effect of parental learning involvement in the effect of adolescents' time management ability on face-to-face and non-face-to-face learning flow. The participants were 363 middle and high school adolescents, and data were collected through an online survey. The main statistical analysis methods were ANOVA, correlation analysis, and regression analysis. The major findings were as follows. First, learning flow was significantly higher in the face-to-face class than in the non-face-to-face class. Second, there was a statistically significant positive correlation among time management ability, parental involvement in learning, and learning flow. Third, in the effect of time management ability on face-to-face learning flow, the moderating effect of parental learning involvement was statistically significant. Fourth, in the effect of time management ability on non-face-to-face learning flow, the moderating effect of parental learning involvement was statistically significant. In other words, the higher the positive parental involvement in learning, the stronger the effect of adolescents' time management ability on learning flow. Finally, the importance of positive parental involvement for the improvement of adolescents' learning flow and methods of enhancing time management ability were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.7
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• pp.112-122
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• 2016

This study is a descriptive study designed to identify the relationships among self-leadership, positive psychological capital, and learning flow, and the mediation effect of positive psychological capital between self-leadership and learning flow. The participants for this study were 218 nursing students following a four-year curriculum in J city and the data was collected from April 1st to April 15th, 2016, and analyzed using descriptive statistics, the t-test, one way ANOVA, Pearson's correlation and multiple regression with the SPSS 22.0 Program. There were significant correlations among self-leadership, positive psychological capital, and learning flow. In the multiple regression analysis, the main factor affecting learning flow was self-leadership, which explained 44.1% of the variance in learning flow. Moreover, of 4 the components of positive psychological capital, self-efficacy and hope had a partial mediating effect between self-leadership and learning flow. Self-leadership, positive psychological capital, and learning flow relationship were positive relevant. To enhance the learning flow ability of the nursing students, it is necessary to develop a training program to increase their self-leadership and positive psychological capital.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7474-7484
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• 2015

This study was conducted by implementing a structural analysis regarding adult learners' learning outcomes and their affecting factors in the lifelong educational institutions in Daejeon area with 960 adult learners. Research result was as following. First, learner and educational characteristics were confirmed to have an indirect impact on learning outcomes, which were mediated by learning satisfaction and commitment. Second, adult learner's characteristics directly influenced to learning commitment and satisfaction as well as educational institutions did. Third, learning commitment also directly affected learning satisfaction and outcomes. Fourth, learning satisfaction had a strong influence on learning outcomes. By all accounts, learning outcomes was directly influenced by learner, educational characteristics, and learning satisfaction. In addition, learning outcomes was indirectly impacted by mediating with learning satisfaction and commitment. Therefore, lifelong educational institutions should reinforce any strategies in order to enhance learning outcomes such as developing and providing more variable programs, making better class atmosphere and facility, positioning highly qualified teachers, and one-stop administration services.

• Journal of Digital Convergence
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• v.13 no.10
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• pp.397-403
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• 2015

The purpose of this study is to identify factors affecting flow state of the cooperative learning on nursing students live in convergence era. Data was collected a total of six weeks to two nursing freshman class 93 people from April to June 2015. Data were analyzed using descriptive statistics, pearson's correlation coefficients and factors affecting the flow state was used for the multiple regression with the SPSS/WIN 18.0 program. Flow state of the cooperative learning was correlated with major satisfaction and learning satisfaction. The results of major satisfaction and learning satisfaction were significant predictors with 65.4% of the variance in flow state of the cooperative learning, learning satisfaction was confirmed by the affecting factor the flow state. This presents a basis for teaching method applied to maximize the flow state.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.829-849
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• 2014

The purposes of this study were to compare elementary gifted students with general students in respect of their character strengths, emotional intelligence and learning flow and to analyze the relationships. The results obtained in this study were as follows. First, the character strengths, emotional intelligence, and learning flow of the gifted students were higher than those of the general students. Humanity was the highest virtue for both gifted and general students. Gifted students showed a significantly lower mean difference in humility and modesty than that of general students. The gifted students showed a statistically higher mean value in the sub-regions of emotional intelligence and all sub-areas of the learning flow than that of the general students. Second, the strong correlations were found between character strengths and emotional intelligence, between character strengths and learning flow in gifted students. Third, the results showed that the character strengths of gifted students affected their emotional intelligence and learning flow significantly.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.43-57
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• 2008

The purpose of this study was to analyze a relationship of adolescent's leisure's type, daily life stress, and studying immersion in middle school students. Subjects were 200 middle school students. Instrumentation were questionnaires from the leisure's type scale, daily life stress scale, and studying immersion scale. Data analysis was by mean, percentile, oneway-ANOVA, Pearson correlation, and multiple regression. The major findings of this study were as follow; First, there was a significant difference between adolescent's leisure's type and daily life stress. Second, there was a significant difference between adolescent's leisure's type and studying immersion. Third, there was a positive or negative relation among adolescent's leisure's type, daily life stress, and studying immersion. Fourth, studying and family problem in daily life stress, and educational oriented leisure in adolescent's leisure type was the most predicting variable in adolescent's studying immersion.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.395-405
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• 2021

This study explored the structural relationship between achievement goal orientation, learning motivation, and level of interest on the level of flow in distance PBL classes. A structural model was constructed through analysis of previous studies. Data for the verification of the structural model were collected from 59 students in the teaching courses. The study took PBL lessons remotely. After the PBL class was ended, flow, achievement goal orientation, learning motivation, and level of interest were measured. The collected data were analyzed using the structural equation model analysis method. As a result, the structural model proposed in this study was verified to be valid. It was verified that the level of interest mediated the influence of achievement goal orientation and learning motivation to influence commitment. Next, it was verified that the path through which the level of interest mediates the effect of achievement goal orientation has the greatest influence. Therefore, it is possible to suggest that the level of flow can be adjusted if the level of interest is adjusted in consideration of the achievement goal orientation of learners when operating distance PBL classes.

• Journal of Industrial Convergence
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• v.21 no.9
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• pp.1-9
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• 2023

The purpose of this study is to verify the mediating effect of Learning Flow in the relationship between Growth Mindset and Career Adaptability. Based on 203 response data collected from university students, hypotheses were analyzed using SPSS 26.0 and AMOS 26.0 programs. According to the result of this study, Growth Mindset had a direct positive (+) effect on Learning Flow (𝛽=.403, p<.001), and Learning Flow also had a positive (+) effect on Career Adaptability (𝛽=.393, p<.001). Also, in the relationship between Growth Mindset and Career Adaptability, Learning Flow showed a mediating effect. This means that in order for Growth Mindset to affect Career Adaptability, Learning Flow must be considered as essential. To this end, it suggests that it is important to build a Learning Flow along with cultivating a Growth Mindset.

• Industry Promotion Research
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• v.9 no.2
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• pp.223-231
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• 2024

This study aims to determine whether gender moderates the impact of grit on academic achievement through learning engagement among Chinese high school students. Data were collected through an online survey targeting 345 high school students purposively sampled from a high school in Guangdong, China. The collected data was analyzed using SPSS PC+ Win ver. 25.0 and SPSS PROCESS macro ver. 4.2. The applied statistical methods were frequency analysis, reliability analysis, correlation analysis, and moderated mediation effect analysis. The conclusion of the study is as follows. First, grit had a significant positive correlation with learning engagement and academic achievement but no significant correlation with gender. Learning engagement showed a positive correlation with gender and academic achievement. Second, gender moderated the effect of grit on academic achievement through learning engagement. In other words, the conditional indirect effect of grit on academic achievement through learning engagement was higher for men than for women. Based on these results, this study proposed ways to utilize grit and learning engagement differently according to gender to improve the academic achievement of high school students.