• Korean Journal of School Psychology
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• v.18 no.1
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• pp.31-48
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• 2021

The purpose of this study was to determine whether the retention of university freshmen could be predicted using their peer relationships in a specific department. In this study, retention was defined as a student staying enrolled in their university for a certain period of time. Social relationships are formed through interaction between people, so both students' self-perceptions and others' perceptions of them must be accounted for, so we used a social network analysis that did so. We examined social networks visualizations that allowed for a rich interpretation of numerical information. Participants in this study were freshmen who enrolled in an undergraduate program in 2017, 2018, or 2019. We used the name generator method to determine how quantitative friendship network variables predicted the academic retention up to the first semester of 2020. Cox proportional hazard model analysis showed that the weighted indegree centrality with intimacy positively predicted retention. The results of this study can be used to identify and conduct interventions for students who may be likely to disenroll. However all of the students did not participate in the department, it was difficult to examine their entire peer networks. Thus, this study's results cannot be generalized because the participants are students of a specific major, so further research is needed to produce more generalizable results.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.225-230
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• 2021

The purpose of this study is to understand the mediating effect of grit in the relationship between academic achievement satisfaction and Academic Engagement of middle school students. To this end, a survey was conducted on 575 middle school students in Changwon, Gyeongsangnam-do, on academic achievement satisfaction, Academic Engagement, and grit. This research was carried out by hierarchical regression analysis was conducted to understand the correlation analysis and mediating effect between major variables, and The significance of the mediating effect was verified by the Sobel test. As a result of the study, First, correlation analysis revealed a positive correlation between academic achievement satisfaction, grit, and Academic Engagement. Second, regression analysis showed that both consistency of interest and perseverance of effort were partially mediated between academic achievement satisfaction and Academic Engagement. This means that academic achievement satisfaction not only directly affects middle school students' Academic Engagement, but also has an indirect effect through grit. Finally, In order to increase the academic enthusiasm of middle school students, learning counseling plans such as education and counseling plans to improve academic interest and develop various learning motivation improvement programs were discussed.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.247-252
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• 2021

The purpose of this study is to understand the mediating effect of grit in the relationship between academic achievement satisfaction and academic helplessness of middle school students. To this end, a survey was conducted on 575 middle school students in Changwon, Gyeongsangnam-do, on academic achievement satisfaction, academic helplessness, and grit. This research was carried out by hierarchical regression analysis was conducted to understand the correlation analysis and mediating effect between major variables, and verified by Sobel test. As a result of the study, First, correlation analysis revealed a positive correlation between academic achievement satisfaction, grit, and academic helplessness. Second, regression analysis showed that both perseverance of effort and consistency of interest were partially mediated between academic achievement satisfaction and academic helplessness. This means that academic achievement satisfaction not only directly affects middle school students' academic helplessness, but also has an indirect effect through grit. Finally, a learning counseling plans (Self-analysis program and Environmental control program) was discussed to reduce the academic helplessness of middle school students.

• Communications of Mathematical Education
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• v.8
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• pp.107-119
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• 1999

본 연구의 목적은 문제중심 수업과 설명식 수업이 학생들의 학업 성취에 미치는 효과를 분석하는 것이다. 본 연구를 통하여 얻은 결과는 첫째, 문제중심 수업과 설명식 수업은 계산 문제의 학업 성취도에 있어서 유의미한 차이가 없었으며, 둘째, 문제중심 수업과 설명식 수업은 적용 문제의 학업 성취도에 있어서 유의미한 차이가 있었다. 본 연구의 결과를 통하여, 문제중심 수업은 계산력을 향상시킬 수는 없었지만, 교사에 의한 통상적인 지도 없이도 계산력은 유지될 수 있음을 보여주었다. 또한, 문제중심 수업은 설명식 수업보다 문제 해결력을 향상시킬 수 있는 교수법임을 시사한다.

• (The) Korean Journal of Educational Psychology
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• v.31 no.1
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• pp.59-81
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• 2017

This study examined the relationship of grit, goal perception and academic adjustment of adult female students in a distance university. We additionally investigated how academic work-family conflict and social support influenced the grit-adjustment relationship. Grit is defined as passion and perseverance for long-term goals and it has been known as one of the predictors of adjustment indicators including academic achievement. A total of 642 female students in a distance university were participated in the survey and a Structural Equation Modeling (SEM) was utilized for data analysis. Results showed that our model fit data well, specifically, two components of grit (i.e. consistency of interest and perseverance of effort) positively predicted academic adjustment. Results from analyses of specific indirect effects revealed that consistency of interest was found to have a positive direct effect on academic adjustment while perseverance of effort had a positive indirect effect via goal perception, suggesting the discriminant predictability of grit's two components. Lastly, academic work-family conflict was found to negatively predict academic adjustment while social support predicted a positive academic adjustment via goal perception.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.61-77
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• 2012

The purpose of this study was to examine the structural relationship among task value, self-efficacy, classroom goal structure, and academic emotions(enjoyment, fear, boredom) for promoting self-regulated learning in e-learning course. The results showed that task value, self-efficacy, class goal structure influenced academic emotions and self-regulated learning, and enjoyment had mediation effects among exogenous variables and self-regulated learning. The findings offer implications of facilitating self-regulated learning while considering academic emotions.

• Journal of the Korean Society of Child Welfare
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• no.59
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• pp.209-234
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• 2017

This study viewed schools as a cause of students dropping out and posited that dropping out of high school would vary depending on the characteristics and influencing factors of the school from which students were dropping out. Therefore, focusing on schools, we longitudinally investigated the change patterns of school dropout across high schools in the country, and the types of changes in dropping out of high school. In addition, we predicted the general characteristics of schools according to the type of school students were dropping out from, looked at the changes in the major factors (i.e., school violence and school counseling) affecting school dropout, and reviewed schools' long-term efforts and outcomes in relation to school dropout. For this purpose, KERIS EDSS's "Secondary School Information Disclosure Data" were used. The final model included data collected five years20122016) from high schools across the country. The results were as follows. First, in order to examine the longitudinal change patterns of dropping out of high schools, a latent growth models analysis was conducted, and it revealed that, as time passed, the dropout rate decreased. Second, growth mixture modeling was used to explore types according to the change patterns of the school students were dropping out from. The results showed three types: the "remaining in school" type, the "gradually decreasing school dropout" type, and the "increasing school dropping out". Third, the multinomial logistic regression was conducted to predict the general characteristics of schools by type. The results showed that public schools, vocational schools, and schools with a large number of students who have below the basic levels in Korean, English and mathematics were more likely to belong to the "increasing school dropout" type. Further, the larger the total number of students, the higher the probability of belonging to the "remaining in school" type or the "gradually decreasing school dropout" type. Lastly, growth mixture modeling was used to analyze the trend of school violence and school counseling according to the three types. The focus was on the "gradually decreasing school dropout" type. In the case of the "gradually decreasing school dropout" type, it was found that as time passed, the number of school violence cases and the number of offenders gradually decreased. In addition, in terms of change in school counseling the results revealed that the number of placement of professional counselors in schools increased every year and peer counseling was continuously promoted, which may account for the "gradually decreasing school dropout" type.

• The Journal of Korean Association of Computer Education
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• v.16 no.1
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• pp.81-95
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• 2013

Academic procrastination has been a concern for educators. The purpose of this study is to investigate the relationship among task value, academic self-efficacy, autonomous motivation, self-regulated learning, and academic procrastination in e-learning courses. Based on the literature review, the path model was proposed and tested with 212 university students who registered in e-learning courses. The results showed that task value and academic self-efficacy positively influenced autonomous motivation and self-regulated learning, and autonomous motivation and self-regulated learning reduced the level of academic procrastination directly or indirectly. Implications and strategies to reduce procrastination were discussed based on the findings.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.325-354
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• 2020

This study utilized longitudinal data from the 2013 year (Secondary Middle School) to 2017 year (Secondary High School) of the Seoul Education Termination Study. Using the latent growth model and the piecewise growth model, we investigated the changes in mathematics academic achievement, internal factors(self-concept, self-control, self-assessment of life satisfaction), and external factors(school climate, guardians) as students' grades increased, and examined whether internal factors and external factors influence the changes in mathematics academic achievement. We examined whether internal and external factors influence the change in academic achievement. As a result of analysis, it was found that mathematics academic achievement remained unchanged from the first grade of middle school to the second grade of middle school, and steadily increased from the second grade of middle school to the first grade of high school, and then decreased slightly in the second grade of high school. The internal and external factors had little change. It has been found that self-concept, self-control as internal factors, and school climate as external factors influence changes in mathematics academic achievement.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.376-384
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• 2006

The purposes of this study were to analyze the frequency and type of volition strategy, according to achievement level, employed by students with high learning motivation, and to identify the role volition strategy plays in keeping students motived to learn science. To accomplish these aims, two groups of students(each containing three members) were selected. Students in the two groups both had the same cognitive level and high learning motivation. However, one group's science achievement was high, and the other was low. Through interviews and class observations, volition strategies students in the two groups used when they encountered hindrances in science learning were compared. Results of the study revealed a relationship between achievement level and volition strategy. Students showed differences in the frequency and types of volition strategies used according to science achievement. It was found that students with higher achievement levels used volition strategies more often to overcome hindrances in science learning than those with lower achievement levels. Furthermore, students with higher achievement levels generally used internal mind control strategies while those with lower achievement levels used environmental control strategies. Lastly, findings found that the types of volition strategies used by lower achievement level students were very limited.