• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.278-290
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• 2020

This study evaluated college students' virtual academic experience due to COVID-19. Based on Colaizzi's analysis method, data from advanced interviews with 15 students were analyzed. The results were as follows. The participants showed a desire for eye-level learning, frustration on unsatisfactory academic factors, gratefulness for the factors that enhance academic satisfaction, lonely fight with the shortcomings of online lectures, and the factors predicted by COVID-19, and aim to seek balance through health care. Based on the results, the students should be prepared to learn at an appropriate academic level. Second, the change should be sought to increase delivery and concentration in class. Third, students are motivated by the professor's efforts to communicate in class and their sincerity and passion. Fourth, cooperation between professors and learners is needed to develop a sympathetic and supportive classroom atmosphere. Fifth, until the cessation of COVID-19, the principle of virtual education should persist unless there are exceptional circumstances. These results, which suggested specific ways to increase satisfaction with virtual learning lectures, can be used as basic data for establishing effective virtual teaching directions.

• Korean Journal of School Psychology
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• v.9 no.3
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• pp.485-503
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• 2012

Academic engagement has been known as a strong predictor of students' cognitive and affective outcomes in an educational context. Despite increasing interest and theoretical usefulness of this construct, a few researchers seem to be interested in the validation of instruments to measure academic engagement for Korean students. Thus, this study would like to introduce one of academic scales widely used, UWES-S(Utrecht Work Engagement Scale-Student) (Schaufeli et al., 2002a: 2002b) and to validate the UWES-S for Korean college students. To validate the Korean version of the UWES-S, 651 college students (285 for Field Trial, 366 for Main Study) were used. The procedure is as follows. First, we used an integrated adaptation procedure to produce a Korean version of the UWES-S. Second, EFA(exploratory factor analyses) was applied to explore the factor structure of the UWES-S on the field trial data. Third, the psychometric properties of the UWES-S items were examined by graded response model(GRM). Also CFA(confirmatory factor analysis) was used to examine its internal construct validity for the data from the main study. Finally, the external validity of the UWES-S was scrutinized with the related variables such as academic motivation and satisfaction. As a result, the Korean version of the UWES-S with 13 items was accepted that the four items were excluded from its original version. Second, the internal validity was supported that the 3 factor CFA model(vigor, dedication, absorption) fit the data well. Third, we supported the partial mediation model that academic engagement played as a mediating variable between academic motivation(internal/external) and academic satisfaction. Finally, the differences between a validation of UWES-S for Korean college and high school students, the necessity of construct equivalence testing, and direction for future research of scale validating were discussed.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.19-26
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• 2022

The purpose is a qualitative study that explores the essential meaning of problems in the academic performance process with respect to college life targeting Nursing students in Mature-age students. The participants of this study were 15 students who were 4th graders from a university in K city, Gyeongsangbuk-do, and who had passion for learning and had an awareness of it. As for the data collection, the experiences related to the life of Mature-age students were written through interviews and self-reports within 48 hours of asking questions as a student. The collected data were analyzed using Krippendorff's phenomenological method. As a result of analyzing the experiences of Nursing students in Mature-age students, 34 meaningful statements in 4 categories and 14 topics were derived. The four categories were derived as 'endless hardship', 'the reason for being with them even at the end of the school year', 'the confidence to find slowly', and 'learning life in the academic process'. As a result of this study, it is expected that Adult Learners nursing students will be used as basic data for a program useful for stable and smooth college adaptation and nurturing healthy nursing professions in the future.

• Korea journal of population studies
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• v.28 no.2
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• pp.63-95
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• 2005

In the era of globalization, a significant number of young students go abroad to learn English. By reviewing the trends and characteristics of this phenomenon, this study will focus on the adjustment of young Korean students in Australia. During June and July 2002, two questionnaire surveys were conducted for year 7 to year 12 Korean students at the Saturday Schools in Sydney Australia and for the youth group at the Sydney Catholic Church. More data was collected from interviews with 31 Korean teachers at the Saturday Schools and Linfield Korean school, as well as observations of the students in the Sydney area. The study divided the students into four groups: 1) Korean immigrant students, whose parents immigrated to Australia; 2) Individual Korean students who went alone to Australia to study; 3) Students whom live in Australia with one parent (usually their mother), whilst the other parent (usually their father) who provides financial support by working in Korea; and 4) students who accompanied their parents whom were dispatched for temporary employment or study in Australia. Moreover the study focused on the following; their academic performance, school activities, motivation, social relations, and their overall satisfaction with their studies and their stay in Australia. The findings indicated that the temporary overseas Korean students, especially those that are not with their parents do not adjust as well as the Korean immigrant students. The students who were not accompanied by their parents to Australia had the most difficulties adjusting as they were more vulnerable and fell behind with their studies. Therefore, the results support the concerns of Korean teachers in Australia about parents sending young students alone abroad.

• Journal of Gifted/Talented Education
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• v.14 no.2
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• pp.75-99
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• 2004

The purpose of the study was to find out differences in personality characteristics between gifted and normal children and also to find out differences in personality characteristics between gifted boys and gifted girls. Three hundred and forty-five children(108 gifted children, 237 normal children), who were forth to sixth grade children, were taken the Children's NEO Personality Inventory(Big five traits and 17 facets). The results were as follos; 1. There are statistically significant differences in personality characteristics between the gifted and the normal children. The gifted children have higher tendency of openness, extraversion, conscientiousness, lower neuroticism than the normal children. There is no difference in agreeableness between the gifted and the normal children. In the subfactors(facets) of neuroticism, the gifted children have lower tendency of anxiety, hostility, depression, shyness, attention deficit than the normal children. In the subfactors of extraversion, the gifted children have higher tendency of assertiveness, gregariousness, cheerfulness than the normal children. In the subfactors of openness, the gifted children have higher tendency of fantasy, creativity, physical activity, high intellectual ability, flexibility, reactivity than the normal children. In the subfactors of agreeableness, the gifted were more warmth and altruism than the normal children. In the subfactors of conscientiousness, the gifted children have higher tendency of competence, achievement motivation, deliberation, dutifulness than the normal children. 2. There were no statistically significant differences in personality characteristics between the gifted girls and the gifted boys. In the subfactors of neuroticism the gifted boys have higher tendency of shyness than the gifted girls. In the of subfactors of extraversion, the gifted boys have lower tendency of sensation- seeking than the gifted girls. In the subfactors of openness, the gifted boys have higher tendency of intellectual ability than the gifted girls.