• Proceedings of the Korean Information Science Society Conference
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• 2006.06c
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• pp.37-39
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• 2006

본 논문에서는 방학 중 효과적인 학습 방법을 분석하기 위해 의사결정트리를 사용한 접근법을 제안한다. 이를 위해, 우선 학업성취도에 영향을 미치는 방학 중의 학습방법에 대한 다양한 요소를 도출한다. 다음으로, 의사결정트리를 사용하기 위한 데이터 변환 및 분석 방법을 제안한다. 마지막으로, 설문조사를 통해 수집한 현실의 구체적 데이터에서 의사결정트리를 생성한다. 중학교 학생들에 대한 설문조사를 분석한 결과, 세 가지 의미 있는 결과를 도출하였다. 첫째, 인터넷 학습사이트 이용은 성적 하락에 영향을 미치는 것으로 나타났다. 둘째, 성적 변화에 큰 영향을 미칠 것으로 예상했던 과외는 실제로 큰 영향을 미치지 못하는 것으로 나타났다. 셋째, 다양한 학습방법의 병행은 오히려 성적 하락의 요인이 되는 것으로 파악되었다. 본 논문에서 제시한 분석 방법 및 결과는 학생들의 방학 중 생활 지도나 학습 계획 수립에 많은 도움이 될 수 있다고 사료된다.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.523-535
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• 2013

The purpose of the present study is to investigate the factors which affect academic achievements among gifted students' intellectual and personality characteristics. For this purposes, 125 science gifted students' learning ability test and NEO personality test data were collected and analyzed along with the school achievement scores. According to the results of this study, there are significant relationships between academic achievements and conscientiousness, executive function, and learning motivation. Based on the achievement level, there are positive correlation between academic achievement and conscientiousness in a high academic achievement group. For the middle academic achievement group, there are positive relationship with executive function and learning motivation attention but negative relationship with extraversion. For the low achievement group, concentration was the only factor highly correlated with academic achievement. For the high academic achievement group, conscientiousness is a significant predictors of academic achievement; for middle academic achievement group, executive function and learning motivation were the significant predictors; for low academic achievement group, concentration was the significant predictors of academic achievement. Results were discussed in terms of practical value of enhancing gifted students' academic achievement.

• Journal of Korean Academy of Nursing
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• v.31 no.5
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• pp.835-845
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• 2001

This study was to identify the relationship between personality type, college admission SAT scores and GPA scores of student nurses. Method: The data was collected from 270 student nurses enrolled in a baccaleaureate program in Seoul. MBTI was used to identify students' personality and SAT score and GPA score were collected over 4 years. The collected data was analyzed by using SPSS Win. package. Result: 1. There were slightly more extrovert (E) type (54.4%) students than the introvert (I) type; more sensing (S) type (71.1%) than the intuitive (N) type. 2. The introvert type students had significantly higher SAT scores than those of the extrovert type (p=.002). 3. The judging type students had significantly higher GPA scores throughout their college years than the perceiving type. 4. There was no statistically significant relationship between SAT and GPA scores. SAT scores did not accurately predict students' academic achievement in college in this sample. Conclusion: The distribution of the personality types in the sample was different from the general population which may suggest that college admission criteria is biased toward certain personality type. Since different personality types process information and cope with the outside world differently, effective teaching strategies need to be considered for each class.

• Journal of Families and Better Life
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• v.25 no.4
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• pp.1-16
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• 2007

The purpose of this study is to examine adolescent future orientation in relation to education, work and career, and marriage and family. This study also explores the effects of adolescent future orientation in relation to their psychosocial characteristics: self-esteem, self-control, scholastic performance, and sexual permissiveness. Data were collected from 345 students in the second grade (male: 166, female: 179) of two middle schools in Seoul, Korea. Scale for adolescent future orientation was formulated based on literature review. The major findings of this study were as follows. Adolescents were found to be more future-oriented in the areas of work and career and in the area of marriage and family than in the area of education. Several hierarchical multiple regression analyses were also performed to examine the contribution of socio-demographic characteristics and future orientation to predictions of adolescent psychosocial characteristics. This study found that adolescent future orientation significantly predicted their self-esteem, self-control, and scholastic performance, while having no significant influence on sexual permissiveness.

• Journal of Digital Convergence
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• v.17 no.4
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• pp.229-238
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• 2019

This study examined the relationships among ego resilience, career decision-making self-efficacy and job-seeking stress of senior nursing students. Data was collected through self-reporting questionnaire to 175 nursing students 3rd and 4th grade. Stepwise multiple regression revealed grade, career decision-making self-efficacy, satisfaction on university life to be significant predictors of job-seeking stress. These variables accounted for 13.5% of job-seeking stress. Therefore, it is necessary to reduce the job-seeking stress of senior nursing students through multidisciplinary intervention which strengthens career decision-making self-efficacy considering grade, satisfaction on university life.

• Journal of Family Relations
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• v.22 no.4
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• pp.157-179
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• 2018

Objectives: This study aimed to examine the relationship between Chinese adolescents' academic performance and smartphone overdependence as well as the moderating effects of parental involvement. Method: For this study, a survey was conducted with 472 adolescent students in three middle schools (n = 224) and three high schools (n = 248) in Shanghai, China. The survey consisted of the "S-Scale for Smartphone Addiction," the "Parental Involvement Scale," and questions regarding perceived academic performance using a demographic questionnaire. Results: The following are the major findings. First, after controlling for the students' demographic characteristics, hierarchical multiple regression analysis revealed that the students' perceived academic performance was negatively related to the levels of smartphone overdependence. Second, this study found significant moderation effects of parental involvement on the relationship between academic performance and smartphone overdependence. Chinese adolescents with low levels of perceived academic performance and high levels of perceived parental involvement showed high levels of smartphone overdependence. Finally, this study found significant moderation effects of parental involvement on the relationship between academic performance and smartphone overdependence only in middle-school students. Conclusions: These results indicate the need for healthy smartphone use and education and therapy programs for Chinese parents and adolescent children to prevent smartphone overdependence.

• The Journal of Korean Association of Computer Education
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• v.8 no.4
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• pp.79-86
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• 2005

Educational objectives are the most important items because not only they must be decided first in the circulation process of curriculum but also they should be the basis for the process of curriculum. The establishment of objectives is very important because it can determine success or failure of computer education. In this paper, questionnaire research is conducted and analyzed for male students of middle schools in Chungbuk province, Korea to determine that it's reasonable for computer games to be perceived negatively. The results of the research are as follows. 48% of them are represented to play computer game almost everyday, and 8% to play it scarcely. So most of students are enjoying it regardless of their grade. If students whose grades are ranked upper level start playing games, they're tend to quit it within 1 or 2 hours. And they enjoy role-playing or simulation game. In general, they do not play action games. If their grades are ranked lower level start playing games, a lot of them continue to play longer than 3 hours like game addict. And in this level, there exist students who barely play games. In middle level, there are no apparent characteristics. According to the result of the research, there is no correlation between frequency of playing games and academic achievements. So it's no problem to relieve worries if one often play computer games, his or her grade will get down. In case that the grades of students are ranked upper level, however, there are few who continue to play games longer than 3 hours.

• Journal of dental hygiene science
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• v.16 no.2
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• pp.157-164
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• 2016

The purpose of this study was to evaluate the association between oral health-related quality of life and school life satisfaction in high school students. A questionnaire-based survey was conducted on high school students in Daegu, South Korea from November to December, 2015, and final data from 432 students was analyzed. Analysis of oral health-related quality of life in terms of general characteristics showed that both academic achievement and stress were significant factors (p<0.05). With respect to school life satisfaction, academic achievement was found to be a highly significant influencing factor (p<0.01). Correlation analyses of oral health-related quality of life with various factors of school life satisfaction showed positive correlations with personal relationships, educational learning environment, social support. Regression analysis of school life satisfaction showed that academic achievement and oral health-related quality of life were influencing factors. These results indicate that oral health-related quality of life may play a significant role in school life satisfaction.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.612-621
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• 2014

The purpose of this study is to examine the effect of peer mentor on academic achievement of mentee and views on nature of science. The experimental group was consisted of 20 mentor students, formed as a high level being less than 20% of achievement test, and 20 mentee, low level less than 15% of that. The mentoring activities were conducted 23 times for 8 weeks and progressed for 15~30 minutes after the teacher's main classes. During the mentoring activity, studying materials were provided to students and mentees asked to mentors for the parts which were difficult to understand among the contents of classes and got replies by arranging studying materials. As the results of this study, First, peer mentoring activity was shown statistically meaningful effects and improved the academic achievement in mentee's group than traditional classes (p<.01). But, there was no meaningful effects on mentor's achievement (p>.05). Second, the students who took part in the peer mentoring activity said that it was a good chance to have a close relationship between mentors and mentees. Also, the science recognition of the students were changed positively even though the science is hard and difficult to memorize, but interesting subject included the experiments. Third, the satisfaction of the peer mentoring activity is high both mentors and mentees (p<.01). Fourth, according to mentees' positive attitude, and as the level of closeness is higher, the academic achievement was increased. Based on this study, if teachers organize mentoring team effectively according to their closeness, one can expect the positive change of recognition on science as well as academic achievement of mentees.

• Journal of Science Education
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• v.47 no.3
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• pp.251-262
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• 2023

In this study, we examine other factors that may contribute to the decline in students' academic performance and educational attainment. Many media reports, as well as previous studies, have suggested that virtual learning is the main reason for the decline in students' academic performance. However, the 2020 National Student Achievement Survey, which was conducted in conjunction with the COVID-19 Distance Learning Environment Student Survey, showed that students were highly satisfied with distance learning (70-80%), and the analysis of the National Assessment of Educational Achievement showed that students' academic performance had already been declining year by year since 2017, with a general downward curve. For further confirmation, we analyzed the performance of high school students on mock exams and found that their performance was not normally distributed, but rather a right-skewed U-shaped distribution with a shrinking number of medians and severe polarization. We found that this phenomenon is not simply because of the mode or quality of the virtual classroom, but to a variety of factors, including environmental influences such as care and management at home, changes in investment in private education, increased time spent on online devices while taking virtual classes at the bottom, and increased time spent watching online content, games, and videos that are not related to learning.