• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.634-638
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• 2014

The purpose of the study is to analyse students' academic achievement by their university major field and changes of grade. The subject was entering students of C medical graduate school in 2008. We divided entering students' major fields into two fields that are natural science and non-natural science filed. We analysed academic achievements of entering students by grades, curriculum from 2008 to 2011. And We analysed to find out whether there are differences in academic achievements by grades, curriculum of each major fields. There were no significant statistical differences in academic achievements by grade, curriculum of the two different university major fields. Futhermore, as a results of analysis on level(high, medium, low) distribution and differences of academic achievements by grade, curriculum of the two different university major fields, there were no statistically meaningful results. There is the need to keep entrance selection systems that open the possibility of selecting the students with other academic background. And there is the need to change general awareness assuming that there are differences in academic achievements by university major fields. We need to guide students with belief of their learning possibility.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.486-496
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• 2014

The purpose of this study was to examine the role of self-directed learning readiness between career maturity and academic stress. To examine it, a total of 582 cyber universities were participated in this study, and correlation analysis and regression analysis were conducted. Therefore, career maturity was significantly positive correlated with self-directed learning readiness and it was significantly negative correlated with academic stress. In addition, it was revealed that self-directed learning readiness mediated between career maturity and academic stress. Based on the results, we discussed the strategies for reducing academic stress for cyber students, limitations and suggestions for future researches were also discussed.

• The Journal of the Korea Contents Association
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• v.10 no.12
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• pp.477-491
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• 2010

This paper aimed to understand current trends in online lectures for Korean SAT based on students' academic performances through a qualitative interview approach. In results, the highest academic performance group showed a good deal of interest and usage in online lectures. This group participants preferred private online lectures to public ones. However, the lowest academic group liked to use public online lectures. The middle academic groups who lived in an expensive area spent a lot of money for tutoring or attending private institutes rather than online lectures. Suggestions are: self-regulated learning is needed, public onilne lectures should have improved contents, and lastly, these online lectures are required to be connected with regular school curriculum.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.414-423
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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. The data were analyzed by descriptive statistics, T-test, ANOVA, Scheffe, Pearson's correlation coefficient, and multiple regression with SPSS 20.0 program. Grit was found to be in a significant positive correlation with academic stress, academic self-efficacy and major satisfaction. The result of the multiple regression indicates the major satisfaction, academic self-efficacy, academic stress and grade point average predict 22.5% of grit. Therefore, it is necessary to develop an intervention program to strengthen the grit of nursing students.

• Journal of the Korea Fashion and Costume Design Association
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• v.17 no.4
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• pp.191-200
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• 2015

The purpose of this study is to analyze the difference of educational institutions and majors on Learning Participatory Motivation of Lifelong Education Organizations of Universities and Job Technical Colleges that are operating academic degrees on bachelor of fashion and associate of industrial arts in Academic Credit Bank System. The significance of this study is to provide basic information for educational institutions to promote efficient operation and devise a strategy for reinforcing educational competitiveness according to individual Learning Participatory Motivation and purpose of learners. In this study, educational institutions were classified into Lifelong Education Organizations of Universities and Job Technical Colleges operating academic degrees in Academic Credit Bank System. Degrees were divided into bachelor of fashion and associate of industrial arts, and majors were divided into fashion design and fashion business for bachelor of fashion and fashion design and fashion business for associate of industrial arts. Looking at Learning Participatory Motivation of learners, factors selected by learners as considerations for registration and selection of currently affiliated educational institution were found to be 'acquisition of degree at a university' and 'acquisition of degree' for Lifelong Education Organizations of Universities and fashion design major, and 'for employment' and 'acquisition of new knowledge and skill' for Job Technical Colleges and fashion business major.

• Journal of Distribution Science
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• v.12 no.4
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• pp.65-72
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• 2014

Purpose - Because of the emphasis on the necessity of academic-industrial cooperation between companies and universities, there are various ongoing academic-industrial cooperation programs led by the government. As government actively supports such cooperation as policy,and universities vitalize new technology development, academic-industrial cooperation between companies and universities is being recognized as an important growth engine for companies the competitiveness of academic-industrial cooperation is also attracting more interest. The government has vitalized human resource fostering, practical R&D, and technology transfer to companies since 2012 by executing a "leading university fostering project for academic-industrial cooperation." Based on an organic interlink among universities, industry, and research institutes, the government also created and is promoting several models of such cooperation between companies and universities to support shared growth of industry and local universities. The purpose of academic-industrial cooperation is growth and benefit fromtechnology development, technical cooperation, and technology transfer between companies and universities. Research design, data, and methodology - As more academic-industrial cooperation efforts are ledby companies due to the limitation in technology-focused commercialization cooperation, the academic-industrial cooperation system became fragmented and it is losing the potential for future advancement. Specifically, as differences between universities grow, academic-industrial cooperation between companies and universities based on new technology from universities is finding difficulty advancing,while systematic support from companies to enhance the performance of businesses created by academic-industrial cooperation is also insufficient. Accordingly, this study established a growth model for the advancement of academic-industrial cooperation between companies and universities and suggested a plan to strengthen the competitiveness and promote the future advancementof academic-industrial cooperation between companies and universities by analyzing the current situation of such cooperation and diagnosing its issues. Results - This study explored the concept and current status of academic-industrial cooperation relationships and analyzed related issues. For such cooperative organizations to be competitive, the employment environment of professional human resources for academic-industrial cooperation should be improved and measures to secure professional resources should be taken as early as possible. Though the academic-industrial cooperation now is being led by government, there is a limitation based on business models, which require creation of profit; however, an academic-industrial cooperation model still cannot stand alone without the support of government. This study also pointed out that a having only a plan to build competitiveness of companies and universities for academic-industrial cooperation is not sufficient. Conclusions - In order to increase the competitiveness of academic-industrial cooperation, a detailed growth-sharing model for academic-industrial cooperation should be developed, and there should be more joint development processes for the advancement of such cooperation in which the need for technology development can be verified in advance. In addition, beyond focusing on technology-focused academic-industrial cooperation, a network between companies and universities searching for ideas for academic-industrial cooperation in the fields of human and social aspects should be created. A new academic-industrial model linking current cooperation between companies and universities to the local area should be built based on such academic-industrial cooperation in human and social fields.

• Journal of Families and Better Life
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• v.34 no.6
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• pp.1-14
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• 2016

The purpose of this study is to examine the relation among adolescents' perception of parental overprotection, goal-seeking orientation, self-handicapping and academic procrastination. Questionnaires were administered to 1200 male and female high school students in Gyeonggi Province. A total of 942 questionnaires were statistically analyzed through mean, standard deviation, frequency analysis, one-way analysis of variance, Pearson's correlation analysis, and multiple regression analysis. The major results of the study are as follows: First, adolescents' academic procrastination differed by school grades. Second, for the high-performing group, self-handicapping, goal-seeking orientation and parental overprotection were significant predictors of their academic procrastination. For the mid-level performing group, self-handicapping and goal-seeking orientation were significant predictors of their academic procrastination. For the low-performing group, self-handicapping was the only predictor of their academic procrastination. Third, for the high-performing group, self-handicapping meditated the relation between parental overprotection and academic procrastination. Those results provide useful information regarding proactive support or intervention for adolescents' academic procrastination.

• Korean Journal of Family Welfare
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• v.23 no.4
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• pp.595-611
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• 2018

The purpose of this study was to examine the moderating effects of interpersonal competence on the effects of academic stress on happiness of adolescents. For this research a survey on academic stress, interpersonal competence, and happiness was conducted with a total 487 high school students living in Daegu city. The collected data was statically processed by using SPSS 20.0 according to frequency, descriptive statistics, and multi regression analysis. The main results can be summarized as follow. First, Academic stress affected the adolescents' happiness. The higher the level of academic stress was, the smaller the adolescent's happiness. second, between academic stress and happiness, conflict management and disclosing personal information played a moderating role to reducing the academic stress. That is, it was confirmed that interpersonal competence played a moderating role on the effect that academic stress had on adolescent happiness. In conclusion, this study can be practically applied as basic information to increase happiness on adolescents. In addition, the results provided valuable insights for developing program the intervene for adolescents' happiness.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.272-281
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• 2018

The purpose of this study was to examine the influence of an academic tutoring program on interpersonal relationships, self- directed learning capability and academic self-efficacy. The research question posed in this study was whether an academic tutoring program would affect interpersonal relationships, self-directed learning capability and academic self-efficacy. To address the research question, a self-administered survey was conducted to gather data on 214 students who participated in an academic tutoring program during a semester from September 4 to November 10, 2017. The findings of the study were as follows: After their participation in the tutoring program, there was a little decrease in self-directed learning capability and personal learning orientation, and they made progress in interpersonal relationships and academic self-efficacy. By gender, there was the greatest improvement in interpersonal relationships as well after their participation in the tutoring program. By academic year and motivation for participation, they showed the best improvement in interpersonal relationships as well, followed by academic self-efficacy. In other words, it could be said that the parts which the tutoring program brought about the biggest change to and worked best on were interpersonal relationships and academic self-efficacy. In conclusion, the improvement of interpersonal relationships and academic self-efficacy could boost not only the school adjustment of students but their academic levels and then eventually prevent them from dropping out. Therefore this program seems to be one of outstanding learning programs that could make a contribution to the stable management and qualitative competitiveness of universities.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.123-150
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• 2005

The purpose of this study was to examine the effects of self-regulated learning program on the underachiever's academic achievement and academic self-concept. To achieve the purpose of study the research hypotheses were as follows : Hypothesis 1 : There will be significant differences in the improvement of academic achievement between the experimental group and the control group. Hypothesis 2 : There will be significant differences in the improvement of academic self-concept between the experimental group and the control group. To verify these hypotheses, 32 underachievers were selected from sixth grade students of 'D' elementary school located in Seoul. 16 students were allocated to the experimental group and 16 students were allocated to the control group. The experimental group trained with self-regulated learning program for 10 times(The length of each section was 60 minutes). The self-regulated learning program in this study was based on program by Kim. Yong-Soo(1998), The measurement instruments of the study were mathematics achievement test paper and academic self-concept test. To find out the difference, Pretest-posttest control design was used. Mean and standard deviations obtained from these tests were analysed with t-test. The major findings obtained through this study are as follows : First, self-regulated learning program was effective in improvement of academic achievement (p<.05). Second, self-regulated learning Program was not effective in improvement of academic self-concept. However, the experimental group showed significant improvement(p<.01) at academic self-concept and sub academic self-concepts (ability, achievement) in the data of pre-post test. it can be suggested that this program had positive influence on underachievers. Although it has some limitations, self-regulated learning program is effective to academic achievement and academic self-concept of underachievers, even though not significant, it has a positive t.