• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.370-379
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• 2020

The purpose of this study is to estimate the longitudinal changes in the academic achievement of Korean adolescents who transition from elementary to middle school and examine the individual and social factors of the changes using piecewise growth modeling. For this study, the Multicultural Adolescents Panel Study (MAPS) data from 1st to 6th waves (4th-9th grade) were used. The results are as follows. First, the results showed that the piecewise growth function was the most appropriate method to explain changes in the academic achievement of Korean adolescents with respect to the time of vacation. Second, adolescents' academic achievement declined constantly and was greater for middle school students. Third, parental efficacy, self-esteem, and support from friends had a significant positive effect, while uninvolved parenting and acculturation stress had a significant negative effect on the initial value of academic achievement. Self-esteem and support from friends in the 4th grade prohibit its decline in the first change rate of academic achievements. Meanwhile, acculturation stress for 4th-grade students accelerates the decline of academic achievement.

• Journal of Digital Convergence
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• v.16 no.9
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• pp.309-317
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• 2018

The purpose of this study was to examine influences on grit in the nursing student. The data were collected from 146 nursing students in the H university located Y city and April 16 2018 to April 20 2018. The data were analyzed by descriptive statistics, T-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression. Grit was found to be in a significant positive correlation with positive psychological capital and academic achievement. The result of the stepwise multiple regression indicates the positive psychological capital predict 21.1% of grit. Therefore, it is necessary to develop an education program to strengthen the positive psychological capital of nursing students.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.443-450
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• 2020

This study examined the relationship of resilience, academic stress and academic achievement of nursing students. Data were collected through self reported structured questionnaire in 197 nursing students from September 26 to October 12, 2019. Data were analyzed using SPSS/WIN 23.0. As a result this study, resilience was negatively correlated with academic stress(r=-.46, p<.001). while resilience was positively correlated with academic achievement(r=.48, p<.001). As a result regression analysis, social support, structural style, and positivity among the sub-variables of resilience explained 28.4%(F=24.80, p<.001) of the academic stress in nursing students. Relational, and self confidence explained 22.7%(F=27.80, p<.001) of the academic achievement Therefore, it is necessary to develop interventions that can enhance social support structural style, positivity, relational, and self confidence to manage the academic stress and to improve academic achievement of nursing students.

• Journal of the Korea Society of Computer and Information
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• v.20 no.6
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• pp.99-106
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• 2015

This study aims to examine the effects of academic procrastination in middle school students on their academic achievement. It also analyzed the influences of stress level recognized by middle school students on their academic achievement. First, it examined theoretical and preceding studies and assumed that sub-factors of academic procrastination in middle school students such as behavioral, cognitive and emotional factors affected their academic achievement. It was assumed that the middle school students' stress had the direct mediating effects on their academic achievement. As a result of the research, it was found that sub-factors of academic procrastination in middle school students such as behavioral, cognitive and emotional factors had partially direct influence on their stress and academic achievement. It was shown that the analysis of mediating effects from middle school students' stress had no influence on the academic achievement. This study presented policy suggestions of academic achievement in middle school students as an alternative based on the research results.

• (The) Korean Journal of Educational Psychology
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• v.32 no.1
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• pp.183-205
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• 2018

This study aims to demonstrate the longitudinal structural relationship between learner-centered instruction, learning motivation, growth beliefs, and academic stress. In particular, this study was carried out to focus on the structural effect of the related variables using data from the 3rd to 5th year of the Gyeonggi Education Panel Study. Results showed that while learner-centered instruction positively predicted both intrinsic and extrinsic motivation of learners, it predicted the former better. In addition, learner-centered instruction influenced academic stress through motivation, both intrinsic and extrinsic motivation were found to increase stress. Further, growth beliefs mediated motivation with learner-centered instruction; specifically, learner-centered instruction influenced learners' positive beliefs about growth, and learners who had growth beliefs had intrinsic motivation. At the same time, external motivation tended to be lower for learners who believed in the possibility of growth. Finally, the perceptions of learner-centered instruction affected academic stress through changes in growth beliefs. However, the other 3 factors (learner-centered instruction, learning motivation, and academic stress) were not statistically significant. In conclusion, learner-centered instruction was able to mitigate academic stress, demonstrating that this relationship is influenced by changes in growth beliefs rather than learning motivation, as previously studied. These results suggest that learners' perceptions and beliefs contribute to not only intrinsic motivation but also academic stress. Furthermore, it is suggested that learners need to change their learning environments in positive ways.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7300-7309
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• 2015

The purpose of the this study was to identify the relationship between stress, emotional intelligence and academic achievement of nursing students. Self-report questionnaire was given to 157 nursing students(3rd, 4th grade) in Korea and K university students were completed the survey. The data were collected November 24th to December 12th. SPSS WIN 18.0. program was used to analyze data and descriptive statistics, t-test, ANOVA and Pearson correlation coefficients were used to analyse the relationship. Stress were significantly correlations with emotional intelligence and academic achievement in nursing students. These findings indicate that to decrease stress and to increase academic achievement of nursing students, it is necessary to development and investigate a program for managing stress among nursing students.

• School Mathematics
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• v.18 no.2
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• pp.397-423
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• 2016

Mathematics learning motivation is an important variable which is not only the primary goal of learning mathematics but also mediates the effects of the mathematics learning. Nevertheless, the present learning environment is full of impeding factors which reduce learners' motivation to learn mathematics and mathematical self-regulatory efficacy. The purpose of this study is to offer various suggestions for program to enhance and forster mathematics learning motivation based on empirical findings and theories on motivation, self-regulatory learning, regulatory focus, reducing academic stress and math anxiety. The concrete and practical ideas are suggested in terms of mathematical self-regulatory efficacy, learners' characteristics, learning task. The analysis of the effects revealed a positive effect on mathematical self-regulatory learning.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.157-171
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• 2005

Causal relationships between school maladjustment and related variables were examined in 371 5th grade elementary school students. School maladjustment was ascertained by revised the School Adjustment Test(Lim, 1993; Song, 1999). After analysis of differences in internal locus of control, academic stress, and academic achievement between the school maladjusted and adjusted groups, the study built a structural equation model of school maladjustment-related variables goodness of fit was tested with LISREL 8 for Windows. Significant differences were found in internal locus of control, academic stress, and academic achievement by level of school maladjustment. Internal locus of control, academic stress, and academic achievement both directly and/or indirectly influenced school maladjustment. These variables explained 64% of the variances in school maladjustment.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.221-235
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• 2020

This study identified the latent groups according to smartphone addiction tendency and examined the factors affecting the latent group identification. The best-fitting LCA solution had three classes. The first group was 'non-academic stressed group, immersed in smartphone' It was characterized low scores on academic stress and average scores on smartphone addiction tendency. The second group was 'medium level academic stressed group, immersed in smartphone' which scored slightly above average in academic stress and smartphone addiction tendency. The third group was 'medium level academic stressed group, non-immersed in smartphone'. It showed higher scores than average in academic stress, but students with far lower scores in smartphone addiction tendency. Logistic analysis result showed that gender and grade were significant. This study is meaningful in analyzing academic related variable(academic stress) and mental health related variable(smartphone addiction tendency) to classify the groups according to patterns between the two variables and suggest appropriate intervention for each group in a convergence way.

• Proceedings of the KAIS Fall Conference
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• 2009.12a
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• pp.554-557
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• 2009

본 연구는 2008년 7월부터 2008년 12월까지 I시 P뇌훈련센타에 정서적 성향이나 학습능력 향상을 위하여 방문한 내담자 48명(실험군 24명, 대조군 24명)의 뇌파를 검사하여 뇌파 조절 훈련 전과 훈련 후의 스트레스저항능력의 변화와 스트레스저항능력이 학업성취도에 미치는 영향을 보고자 하였다. 훈련 전과 후의 스트레스저항능력의 비교는 뇌기능 분석을 통하여 비교하였으며, 학업성취도의 변화를 보기 위하여 5점 척도 설문지를 이용하였다. 연구의 결과로 뇌파 조절 훈련을 적용한 실험군에서 항스트레스지수와 학업성취도에서 유의미한 차이를 보였다. 이는 뇌파 조절 훈련이 초등학생들의 스트레스저항능력을 높여 주었으며 이결과가 학업성취도에 긍정적인 영향을 미쳤다고 본다. 따라서 본 연구 결과는 뇌기능 변화가 학생들의 육체적, 정신적 스트레스나 저항능력 등의 객관적 지표로서 활용될 수 있는 가능성을 제시한 점에서 의의가 있으며, 이에 대한 경험적 증거의 축적을 위한 후속연구가 필요하다고 본다.