• Journal of Digital Convergence
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• v.15 no.7
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• pp.329-342
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• 2017

This study investigates convergent influence on Self Factors(SF), Stress Factors(STF), Resilience & Control Factors(RCF), Test Anxiety(TA), Learning Flow(LF) and academic burnout among Health College Students in TOEIC class(HCST). The survey was administered to 291 HCST from 1 college located in J area during the period from April 3, 2017 to April 14, 2017. The structured self-administered questionaries were used. With the analysis of covariance structure, we could confirm relationship among the six factors such as SF, STF, RCF, TA, LF and academic burnout. The results of the study indicate that the efforts, to manage these factors, are required to decrease the academic burnout of HCST. Squared multiple correlations, which explain the academic burnout related with the stress from economic pressure and job seeking, test anxiety, learning flow and self factors, were 98.8%. The results are expected to be useful for the development of TOEIC learning curriculum and course to decrease the academic burnout of HCST. In the following study, the analysis about additional factors of influence on academic burnout will be needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.178-187
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• 2019

This study was to identify the effect of resilience on academic burnout of nursing students. The participants were 300 students of nursing college located in C do, Korea through a questionnaire. Data were collected from November 1 to 16, 2018. The collected data were complied using the SPSS/WIN 24.0 statistic program with Paired t-test, ANOVA, Pearson's Correlation coefficient, Multiple Regression. The results were as follows. The mean scores were resilience $61.40({\pm}12.96)$, academic burnout $41.49({\pm}7.50)$ and a statistically significant relationship between resilience and academic burnout (r=-.512, ${\rho}<.001$). Multiple regression analysis revealed that academic burnout of nursing students was significantly affected by satisfaction of nursing major(${\beta}=.380$, ${\rho}<.001$), health status(${\beta}=.171$, ${\rho}=.040$), resilience(${\beta}=-.333$, ${\rho}<.001$) and The coefficient of determination for these factors, $R^2$ showed an explanation force of 41.0%. Resilience was associated with lower levels of academic burnout. These findings suggest that it is necessary to develop a nursing educational program in order to recognize the importance of developing resilience and to manage the academic burnout.

• Journal of Industrial Convergence
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• v.20 no.11
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• pp.157-164
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• 2022

This study attempted to understand the mediating effect of learning time in the effect of academic burnout on self-esteem of middle school students. To this end, a survey of 1,045 middle school students in Gyeongsangnam-do was conducted on academic burnout, learning time, and self-esteem. It was analyzed in four ways through questionnaire responses. First, as a result of analyzing the differences according to the collective characteristics of academic burnout, learning time, and self-esteem, there was no difference between groups, and self-esteem was significantly different by gender and grade. Second, as a result of correlation analysis, academic burnout and learning time showed a negative correlation with self-esteem, and learning time and self-esteem showed a positive correlation. Third, as a result of regression analysis, all learning times were partially mediated in the effect of academic burnout on self-esteem. This not only directly affects the self-esteem of middle school students, but also indirectly through learning time. Fourth, in the analysis by gender, it was confirmed that male students had no statistically significant effect on self-esteem, but female students had a significant statistical effect on self-esteem, so only female students had a partial mediating effect. As a result of the analysis by grade, the effect of learning time on self-esteem was significant in the 1st and 2nd graders of middle school, but the effect of learning time on self-esteem was not significant in the 3rd graders of middle school. Through the survey of this study, it was suggested that education and counseling should be conducted in the middle school period, which is a rapid growth period, considering that academic burnout has a different effect on learning time and self-esteem by grade as well as gender approach.

• Industry Promotion Research
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• v.9 no.1
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• pp.231-239
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• 2024

This study aims to verify the moderated mediating effect of a growth mindset on the effect of academic burnout on academic self-efficacy through study engagement among Chinese college students. Data were collected through a survey targeting 547 college students who were purposively sampled at a junior college in China. The collected data was analyzed using SPSS PC+ Win ver. 25.0 and SPSS PROCESS macro ver. 4.2. The applied statistical methods were frequency analysis, reliability analysis, correlation analysis, and moderated mediation effect analysis. The study showed that academic burnout had a significant negative correlation with growth mindset, study engagement, and academic self-efficacy. On the other hand, growth mindset, study engagement, and academic self-efficacy showed a significant positive correlation. Second, the moderated mediating effect of a growth mindset was verified in the effect of academic burnout on academic self-efficacy through study engagement. Based on these results, this study proposed a method to protect academic self-efficacy by applying study engagement and growth mindset in situations where academic burnout among college students reduces academic self-efficacy.

• Journal of the Korea Society of Computer and Information
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• v.21 no.11
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• pp.135-139
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• 2016

This paper investigates the empirical implications. The research question of this study is to verify the influences of psychological and environmental factors toward performance satisfaction and durability of learning in E-Learning University. For empirical verification, a survey was conducted targeting 500 students in E-learning Universities. The results show that actional environment on academic satisfaction in learning is the most important factor followed by physical environment, internal motivation, and academic burnout. The effect of psychological factors on learning persistence was important in the order of academic vision, internal motivation, actional environment and physical environment. The effect of academic satisfaction on learning durability proved to be statistically significant. The results suggest that actional environment should be considered with top priority to increase the academic satisfaction. learning satisfaction, academic vision, and academic satisfaction to enhance students' intention to continue studies are important. Academic burnout has a negative effect on both academic satisfaction and learning persistence, suggesting that this aspect should be properly addresses. The effects of student background variables in E-learning were explored.

• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.63-73
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• 2020

The purpose of this study was to investigate the relationship of academic resilience, academic burnout and major satisfaction and to identify the influencing factors on major satisfaction of nursing students. Data were collected using questionnaires from 215 students who were in 3rd and 4th year of the nursing college in G city, from May to June 2019. The collected data was analyzed using descriptive statistics, pearson's correlation coefficient and stepwise multiple regression with IBM SPSS 25.0 program. The study results showed that university students in nursing scored 3.71±.56 points for academic resilience, 2.96±.52 for academic burnout, 3.78±.54 for major satisfaction. The higher the academic Resilience, the lower the academic burnout and the higher the level of major satisfaction. The factors affection the relationship of academic resilience, academic burnout and major satisfaction are interpersonal relationships and admission motive which resulted in the major satisfaction level of 44.3%. In conclusion, to enhance major satisfaction for nursing students, efficient education program development is required considering the factors that explain the major satisfaction of nursing students. Also It should be considered that required the students' talent and aptitude. So it makes sure that this will require an advanced method of studying to students' capabilities.

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.39-48
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• 2021

The purpose of this study was to identify the degree of grit, resilience, academic self-efficacy, and learning flow of nursing college students in the COVID-19 situation to identify the factors that influence burnout. Data were collected by using questionnaires from 155 students who were in 3rd year of the nursing college in G city, from May 11 to May 25, 2021. Data were analyzed by t-test, ANOVA, Scheffe, Kruskal-Wallis test, Pearson's correlation, and multiple regression. Statistically, burnout showed a significantly negative correlation with grit, resilience and academic self-efficacy. Influencing factors on burnout were resilience, satisfaction of major, academic self-efficacy and satisfaction of clinic practice accounting for 60% of the total change. Based on this study, strategies to enhance resilience, satisfaction of major, academic self-efficacy and satisfaction of clinic practice are required to reduce the burnout of nursing college students in the COVID-19 situation.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.25 no.1
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• pp.37-46
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• 2018

Purpose: This descriptive study was conducted to identify burnout and factors influencing burnout in clinical nurses. Methods: A cross-sectional survey design was conducted by administering a structured questionnaire to 195 nurses working at hospitals, from August to September 2017. This study used scales to measure burnout (20 items), job satisfaction (16 items), and perfectionism (40 items). Data were analyzed using SPSS 22.0, descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and multiple regression analysis. Results: Burnout of participants was correlated with job satisfaction and perfectionism. Factors identified to have influence on burnout were job satisfaction (${\beta}=-.35$, p<.001), perfectionism-fail avoidance (${\beta}=.26$, p=.001), perceived health status (${\beta}=-.26$, p<.001), and intention of department relocation (${\beta}=-.23$, p<.001). The regression model explained approximately 48% of nurses' burnout. Conclusion: Based on the results of this study, it is necessary to improve job satisfaction and organizational support to decrease dysfunctional perfectionism that could cause burnout in nurses. It is also necessary to establish a psychological support program in hospitals.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.28 no.3
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• pp.223-232
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• 2021

Purpose: This study aims to examine the effects of occupational stress, coping flexibility, and hardiness on burnout in nurses and the factors influencing these relationships. Methods: Convenience sampling was used in this study to engage a total of 122 nurses from two general hospitals. A structured questionnaire was used to assess the nurses' occupational stress, coping flexibility, hardiness, and burnout. The collected data were analyzed with regard to descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression by using the SPSS program. Results: There were differences in the extent of burnout in nurses depending on their age, marital status, educational level, and religion. Burnout and occupational stress were positively correlated, whereas there was a negative correlation between burnout and hardiness. For the factors influencing nurses' burnout, occupational stress was identified to be most influential, followed by hardiness, total clinical career, religion, and working unit. Conclusion: To decrease burnout in nurses, there is a need for developing and deploying programs which can reduce their occupational stress and enhance hardiness.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.571-580
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• 2022

This study was a descriptive research to investigate clinical violence experience, response to violence experience, resilience and academic burnout and to identify the factors affecting the academic burnout among nursing students. The participants were 318 nursing students. who were recruited from the 2 Department of Nursing in B Metropolitan and 2 Department of Nursing in Gyeongsangnam-do. The structured questionnaire was self-administered from November 1 to 30, 2019. Data were analyzed through the SPSS/WIN 24.0 program using descriptive statistics, Independent t-test와 one-way ANOVA, Scheffe test, Pearson's correlation coefficient, and stepwise multiple regression. According to the results of this study, Mean score for academic burnout in nursing student was 2.58 out of 4 point. The factors of satisfaction with clinical practice(β=-.393, p<.001), satisfaction with nursing major(β=-.188, p<.001), responses to violence experience(β=.176, p<.001), perceived health status(β=-.156, p<.001) attacker(β=.135, p=.002), resilience(β=-.118, p=.016)were impact on the academic burnout level of nursing students. The total explanatory power accounted for 45.9%. In conclusion, since clinical practice satisfaction and major satisfaction are the factors that have the greatest influence on academic burnout, it is necessary to develop various educational strategies and a student counseling program to reduce negative reactions after experiencing violence and improve resilience. In addition, a qualitative study on the clinical violence experience, response to violence experience and academic burnout of nursing students is needed.