• Title/Summary/Keyword: Academic Failure Tolerance

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The Influence of Learned Helplessness and Failure Tolerance on the Academic Achievement and Job Performance (학습된 무기력과 실패내성이 학업성취도와 직무성과에 미치는 영향)

  • Park, Kyung-Hwan
    • Knowledge Management Research
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    • v.9 no.1
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    • pp.61-76
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    • 2008
  • The purpose of this study is to examine the effects of lifelong learners' learned helplessness and failure tolerance on academic achievement and job performance. The result of this empirical study exhibits that learned helplessness has negative effects on their academic achievement and job performance. Failure tolerance, however, has positive effects on their academic achievement and job performance. In addition, their academic achievement has mediated between learned helplessness and/or failure tolerance, and job performance. This study suggests that lifelong learners' positive response to failures is helpful for both learning and working performances.

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Converged Influence of Professor Support on Academic Procrastination: Focused on the Mediation Effect of Academic Failure Tolerance (교수자 지지가 대학생의 학업적 지연행동에 미치는 융합적 영향: 학업적 실패내성의 매개효과)

  • Song, Seong-Suk;Ham, Hyun-Jin
    • Journal of the Korea Convergence Society
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    • v.12 no.3
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    • pp.225-235
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    • 2021
  • The purpose of this study is to verify the mediated effect of academic failure tolerance in the influence of professor support on academic procrastination of university students. A Google survey was conducted on 211 students at D University in Gyeonggi-do, and descriptive statistics, correlation analysis, and multiple regression were conducted using the SPSS program with collected data. The mediated effect of academic failure tolerance has been verified through three stages of regression analysis (Baron and Kenny) and Sobel Test. The results of the study are as follows; First, professor support has a negative correlation with academic procrastination, and a positive correlation with academic failure tolerance. In addition, there was a negative correlation between academic failure tolerance and academic procrastination. Second, it showed that academic failure tolerance has a full mediated effect in the influence of professor support on academic procrastination. This implies that it is necessary to create an educational environment that can raise the level of professor support and academic failure tolerance of university students in the academic situation. Therefore, this study suggested the need of providing a program of professor support that can improve academic procrastination problems and strengthen the academic failure tolerance of students.

A Comparison of Grit, Failure Tolerance and Psychological Well-Being between Elementary Science-Gifted and the General Students (초등 과학영재와 일반학생의 그릿(Grit)과 학업적 실패내성 및 심리적 안녕감과의 비교)

  • Youn, Sang-Chon;Choi, Sun Young
    • Journal of Korean Elementary Science Education
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    • v.36 no.4
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    • pp.439-446
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    • 2017
  • The purpose of this study was to compare Grit, failure tolerance and psychological well-being between elementary science gifted and general students. The subjects of this study were 48 science gifted students and 70 general students in the 5th and 6th grade of elementary school in Gyeonggi province. The results of this study were as follows: First, Grit, failure tolerance and psychological well-being of science gifted students were higher than those of the general students, there was a statistically significant difference. Second, science gifted students showed higher correlation between grit and failure tolerance, grit and psychological well-being than general students. Grit of science gifted students had a positive correlation with all sub-factors of academic failure tolerance and psychological well-being. In general students, there was a positive correlation with all sub-factors of Grit, academic failure tolerance, and psychological well-being except for the emotion sub-factor of academic failure tolerance. Thirdly, as a result of the regression analysis on the elements of failure tolerance affecting the Grit, science gifted students showed emotional factor but general students had behavioral factors. Also, as a sub-factor of psychological well-being on Grit, both science gifted and general students showed autonomy.

Relationship between Academic Burnout of Medical and Graduate Students and Related Variables (의과대학·의학전문대학원생의 학업소진 양상과 관련 변인들과의 관계)

  • Chun, Kyung Hee
    • Korean Medical Education Review
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    • v.16 no.2
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    • pp.77-87
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    • 2014
  • The purpose of this study was to investigate the influence of demographic data, academic demand, perfectionism, and academic failure tolerance on academic burnout of medical and graduate students at Yeungnam University. A mixed method study was conducted. Fourteen students participated in a focus group interview and 302 students, including 151 medical students and 151 graduate students, completed a survey, which addressed the factors of academic burnout, academic demand, perfectionism, and academic failure tolerance. There were significant differences in the academic burnout by age and year in school. The 2nd year medical & graduate students experienced significantly higher academic burnout than the other students. Multiple regression analysis revealed that academic burnout of medical and graduate students was significantly affected by academic demand (p<0.001), self-oriented and socially-prescribed perfectionism (p<0.001, p<0.01), and feeling and behavior, which were sub-factors of academic failure tolerance (p<0.05, p<0.01). It is suggested that comparative studies with other student groups, a longitudinal study of medical and graduate students, and a prospective study of coping styles and methods of preventing academic burnout need to be conducted.

The Influence of Nursing Professionalism, Academic Failure Tolerance and Social Self-efficacy on College Life Satisfaction among Nursing Students (간호대학생의 간호전문직관, 학업적 실패내성과 사회적 자기효능감이 대학생활 삶의 만족도에 미치는 영향)

  • Jeon, Hae Ok
    • The Journal of Korean Academic Society of Nursing Education
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    • v.22 no.2
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    • pp.171-181
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    • 2016
  • Purpose: This study examined the effects of nursing professionalism, academic failure tolerance and social self-efficacy on college life satisfaction among nursing students. Methods: Data were collected between September 1 and October 16, 2015 via a self-reported questionnaire from 170 nursing students using convenient sampling methods. The survey included questions about nursing professionalism, academic failure tolerance, social self-efficacy, and college life satisfaction. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and hierarchical multiple regression with IBM SPSS/WIN 20.0. Results: Establishment vision about nursing science (${\beta}=.27$, p=.006), academic failure tolerance (${\beta}=.17$, p=.031) and social self-efficacy (${\beta}=.19$, p=.012) of nursing students were identified as significant predictors of college life satisfaction, after adjusting for establishment vision about nursing science and satisfaction in nursing science. This model explained 21.0% of the college life satisfaction in nursing students (F=6.38, p<.001). Conclusion: These results suggest that academic failure tolerance and social self-efficacy were significant factors influencing the college life satisfaction of nursing students. Also, as a strategy for improving the college life satisfaction of nursing students, it is necessary to develop programs that can help to establish apparent vision and to improve satisfaction in nursing science.

The Effects of Academic Stress and Academic Failure Tolerance on Academic Burnout Among College Students : Moderated Mediation Effects of Interpersonal Stress (대학생들의 학업스트레스와 학업실패내성이 학업소진에 미치는 영향: 대인관계스트레스의 조절된 매개효과)

  • Lee, Min Joo;Kim, GaHyun;Lee, Joonwoo;Vo, Nhat Huy;Lee, Sang Min
    • Journal of the Korea Convergence Society
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    • v.11 no.2
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    • pp.175-185
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    • 2020
  • The purpose of this study was to investigate the effects of academic stress on academic burnout, the role of academic failure tolerance, and interpersonal stress among college students. The data were collected from 345 undergraduate students from a university in Seoul and were analyzed with a regression analysis and bootstrapping. The results found that first, academic stress affected academic burnout; the more academic stress, the more burnout students experienced. Second, academic stress caused a decreased academic failure tolerance, which then resulted in academic burnout. Third, the mediating effect of the academic failure tolerance on the academic stress and academic burnout was controlled by an interpersonal stress. The present study has significant implications for investigating how the students' personal and social aspects of stress affect academic burnout and suggests appropriate intervention methods.

Effects of Nursing Student's Academic Failure Tolerance and Academic Self-efficacy on Academic Achievement (간호대학생의 학업실패내성과 학업적 자기효능감이 학업성취도에 미치는 영향)

  • Chung, Su Kyoung
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.15 no.12
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    • pp.7160-7169
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    • 2014
  • This study examined the relationship of academic failure tolerance, academic self-efficacy and academic achievement of nursing students. The data was obtained from August 27 to September 17. The participants were 198 students in a university in D city. The data was analyzed using descriptive statistics, Pearson correlation coefficients and multiple regression. A positive correlation was observed between all the variables. The factor that significantly affected academic achievement was academic self-efficacy, which explained 7.5% of the variances. The subdomain of the academic failure tolerance affecting academic achievement was found to be the behavior, which explained 8.0% of variances. The subdomains of academic self-efficacy affecting the academic achievement was the self-regulatory efficacy. This factor explained 15.4% of the variances. This study suggests that it is necessary to enhance the academic failure tolerance and academic self-efficacy for the learning achievement and working performance of nursing students.

The Relationship between Parenting Attitudes Perceived by Elementary School Students and Their Learned Helplessness: The Moderated Mediation Effect of Academic Failure Tolerance and Resilience (초등학생이 지각한 부모의 양육 태도와 학습된 무기력의 관계: 학업 실패 내성과 회복탄력성의 조절된 매개효과)

  • Choi, Hyun-Jung;Lee, Dong-gwi
    • Korean Journal of School Psychology
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    • v.16 no.2
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    • pp.189-205
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    • 2019
  • This study investigated the extent to which parental attitudes and the moderated mediation effect of academic failure tolerance and resilience affect their level of learned helplessness. The participants included 337 fifth and sixth graders in one elementary school in Chungju-si, Chungcheongbuk-do Province. A survey method was used and the research packet included measures of parenting attitudes, helplessness, academic failure tolerance, and resilience. The results are as follows. First, positive parental attitudes, academic failure tolerance, and resilience were positively correlated with each other whereas learned helplessness was negatively associated with the other three variables. Second, academic failure tolerance partially mediated the relationship between parental attitudes and learned helplessness. Third, resilience moderated the relationship between academic failure tolerance and learned helplessness. Lastly, there was a significant moderated mediation effect of resilience on the link between parental attitudes and learned helplessness through academic failure tolerance. The findings indicates the importance of parenting attitudes perceived by elementary school students, academic failure tolerance, and resilience when designing counseling interventions for those with learned helplessness. This study also discusses its limitations and suggestions for future studies.

Effect of Grit on relationship between Temperamental Effortful Control and Academic Failure Tolerance (아동기 통제 기질이 청소년기 학업적 실패내성에 미치는 영향에서 그릿의 매개효과)

  • Jang, Na Ri;Kwak, Keumjoo;Kim, Yeonsoo
    • Journal of the Korea Convergence Society
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    • v.9 no.9
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    • pp.329-335
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    • 2018
  • The purpose of this study was to examine the relationship between children's Temperamental Effortful Control and adolescents' Academic failure tolerance(AFT). Specifically, Grit effect as a mediator between Effortful Control and AFT was also determined. A total of 108 children participated as they were at age 8, and as they turned 14 years old. Children Behavior Questionnaire (CBQ) was measured to investigate children's Effortful Control, and Grit scale and AFT scale were measured to investigate adolescents' Grit and their response to failure. The results of this study showed that children's Effortful Control was significantly related to AFT. And adolescents' Grit was also positively related to adolescents' AFT. In addition, Effortful Control was related to Grit. Finally, Grit partly mediated the relationship between Effortful Control and AFT.

The Relationship among the Learning Motivation, the Characteristics of Multiple Intelligence and Academic Achievement in Medical School Students (의대생들의 성적과 학업동기 및 다중지능의 관계분석)

  • Ryue, Sookhee;Lee, Haebum;Jeon, Woo Taek
    • Korean Medical Education Review
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    • v.15 no.1
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    • pp.46-53
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    • 2013
  • The purpose of this study was to analyze the relationship among medical students' learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students' learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.