• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.675-678
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• 2023

본 연구는 팀기반학습을 활용한 교과목을 수강한 간호대학생 56명을 대상으로 동료평가와 학업성취도와의 관계에서 수업몰입의 매개효과를 검정하였다. 매개효과 분석은 PROCESS macro Program의 model 4를 부트스트래핑(bootstrapping)을 이용하여 검정하였다. 분석 결과는 첫째, 동료평가, 수업몰입과 학업성취도 간에 유의한 정적 상관이 있는 것으로 나타났다. 둘째, 수업몰입은 동료평가가 학업성취도에 미치는 영향을 부분매개 하는 것으로 확인되었다. 동료평가가 간호대학생을 위한 TBL 과정에서 수업몰입과 팀워크를 촉진하고 궁극적으로 학업성취도를 향상시키는 효과적인 도구가 될 수 있음을 시사하며, 교수자가 학생의 학습성과를 개선할 수 있는 보다 효과적인 교육 전략 및 개입을 개발하는 데 도움이 될 수 있다.

• The Journal of the Korea Contents Association
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• v.22 no.3
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• pp.179-188
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• 2022

The purpose of this study is to analyze the variables affecting the institutional commitment of college students. Based on the relevant literature review, this study subdivided institutional commitment of college students into three; academic integration, social integration and institutional commitment. To achieve the goals, the hierarchical regression analysis was conducted using KELS(Korea Educational Longitudinal Survey) data collected by KEDI in 2018. Major findings are as follows: factors related to college experiences such as learning styles, negligence of learning, college climate, interaction with faculty members or peer group were found to be associated with the institutional commitment of college students. With regard to students' background, male students revealed lower level of academic integration and institutional commitment. The regression model disclosed that students from medicine demonstrated higher social integration compared to other majors. Based on the findings of the study, policy implications were discussed.

• Journal of Digital Convergence
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• v.10 no.1
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• pp.293-300
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• 2012

This study investigates the causal relationships among flow experience, self-directed learning readiness, internet addiction and academic achievement in web-based computer education. The gender differences in path models were also examined. The results indicated that, self-directed learning readiness has positive and direct influence on flow experience and academic achievement. And self-directed learning readiness has a negative and direct influence on internet addiction. For female students, academic achievement was positively and directly influenced by flow experience and indirectly by self-directed learning readiness. However, the mediating effect of flow experience and indirect effect of self-directed learning readiness were not significant for male students.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.01a
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• pp.323-326
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• 2011

본 연구는 재학생들에 대한 게임 과몰입 위험요인과 보호요인으로 작용하는 기질 및 성격적 특성을 살펴봄으로써 게임 과몰입으로 인해 학업 및 대학생활 적응에서 어려움을 겪는 학생들을 돕기 위한 방안을 제시하고자 한다. 게임 과몰입이 학업적응 및 학업성취와의 관련성과 게임 과몰입 방안을 마련하기 위한 기질 및 성격적 특성에서의 위험요인과 보호요인을 확인할 수 있다.

• The Journal of Korean Association of Computer Education
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• v.15 no.3
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• pp.61-69
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• 2012

The purpose of the present study is to examine the prediction of academic self-efficacy, learning flow, academic stress, and emotional exhaustion on course satisfaction of cyber university students. The total of 536 students registered in a meditation course at W cyber university was participated in the web-based survey in the spring semester of 2011, and finally 331 students completed this survey. The hypothetical model proposed was composed of academic self-efficacy, learning flow, academic stress, emotional exhaustion as the predictor variables, and course satisfaction as the criterion variable. According to the results of this study through multiple regression analysis, academic self-efficacy, learning flow, academic stress, and emotional exhaustion significantly predicted on course satisfaction. Based on the results of this study, effective methods and strategies for constructing cyber educational environments that enable students to improve academic self-efficacy and learning flow as well as reducing academic stress and emotional exhaustion should be considered.

• Journal of Digital Convergence
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• v.18 no.1
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• pp.93-102
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• 2020

The purpose of this study is to analyze the effects of high school students' disability and academic stress on the participation of integrated physical education class. The result of this study is to examine the correlation between disability, academic stress and integrated physical education. There were negative correlations between parent stress and self stress among the subvariables. There was a positive correlation with the integrated physical education commitment and all the sub variables were positive. There was a negative correlation between academic stress and integrated physical education involvement, and all sub variables were negative.We examined the differences in the general characteristics of how disability and academic stress affect active commitment in the integrated physical education class. You can do it.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.289-297
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• 2020

The purpose of this study is to examine the college life adaptation that is affected by major satisfaction, learning commitment, and time management behavior of the college of Health students. The data were collected from 482 College of Health students at U city and analyzed using descriptive statistics, t-test, ANOVA, Scheffe test, Pearson's correlation analysis, and multiple regression. As a result of this study, major satisfaction, learning commitment, and time management behavior of College of Health students showed a positive relation with college life adaptation, and those factors affected college life adaptation. Therefore, it is necessary to make and apply the programs to enhance the college life adaptation for the college of Health students, and the supports such as environmental improvement and teaching methods are required to increase the learning commitment.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.157-171
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• 2012

This study compared the difference of perfectionism, academic stress, learning flow, analyzed the perfectionism impact on academic stress and learning flow between gifted and non-gifted in Elementary school children. The subjects of this study were 100 fifth grade gifted students and 100 ordinary students who showed academic achievement of the same level. According to the results of this study, gifted students showed higher self-oriented perfectionism and socially prescribed perfectionism than general students. Both gifted and general students, the higher socially prescribed perfectionism, the more increased academic stress increased. And the higher self-oriented perfectionism, the more increased learning flow. Gifted and general student's learning flow is high when self-oriented perfectionism is low and academic stress.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.73-82
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• 2011

The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

• Journal of the Korea Society of Computer and Information
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• v.20 no.6
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• pp.21-28
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• 2015

The purpose of this study is to find out the mediation effect of college adaption for the relationship between learning flow and university dropout in local university. For this study, 281 university students in Chungbuk region were applied to assess the mediation effect of college adaption for learning flow and university dropout by using confirmatory factor analysis, hierarchical multiple regression of Baron and Kenny, and Sobel test. The results show that more learning flow tended to have more difficultly in university dropout, and it was founded that academic and social adjustment for university adaption(mediator) partially mediated the influence of learning flow (independent variable) on univeristy dropout (dependent variable), institutional adjustment was fully mediated, and personal-emotional adjustment was no mediation effect. Based on the results of this study, we suggest a implication to decrease university dropout through increasing learning flow and university adaption.