• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.221-229
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• 2022

The purpose of this study is to investigate the effect of parents' positive parenting attitudes perceived by college students on resilience and academic burnout. The subject of the study was college students enrolled in colleges in Chungcheong-do, and a total of 201 people were finally analyzed. The data analysis method was statistically processed using SPSS 21.0 and analyzed by hierarchical regression analysis. The results of the study are as follows. It was found that the positive parenting attitude had a significant effect on the resilience, and it can be seen that the resilience increases as the positive parenting attitude increases. It was found that positive parenting attitude had a significant effect on academic burnout, and as the positive parenting attitude increases, academic burnout decreases. Looking at the correlation between resilience and academic burnout of college students, it was found that overall resilience and overall academic burnout had a significant negative (-) correlation.

• Child Health Nursing Research
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• v.13 no.2
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• pp.166-172
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• 2007

Purpose: The main objectives of this study were to examine relationship between depression and resilience in children with IDDM and identify factors associated with depression. Method: Data were collected from 63 children whose ages ranged from 10 to 15 years and who had been diagnosed with IDDM for over six months. Resilience was measured with an instrument developed by Kim (2002) and depression with the CDI by Beck (1967). Descriptive analysis, Pearson correlation coefficients and multiple regression analyses were used to analyze the data. Results: The mean score for depression was 11.71 (range: 0-54) and resilience was 99.03 (range: 32-128). There was a significant positive relationship between depression and academic performance (r=0.598, p>.01), and negative relationships between depression and perceived parenting attitude (r=-0.579, p>.01) and resilience (r=-0.577, p>.01). The result of multiple regression analysis showed that academic performance (${\beta}=-0.419$, p>.01), perceived parenting attitude (${\beta}=-0.338$, p>.01) and resilience (${\beta}=-0.219$, p>.05) were statistically significant for depression. Conclusions: The children with IDDM who reported lower resilience, negative parenting attitude, and better academic performance were more depressed. It is important for nurses to identify the strengths of the children with chronic illnesses and to help them increase their resilience level to prevent depression. Parenting classes are necessary to help parents support resilience of their children and counseling programs for mothers of these children are also recommended.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.21 no.3
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• pp.275-282
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• 2014

Purpose: This study was conducted to investigate the relationship of self-resilience, academic self-concept and test anxiety in undergraduates. Method: The participants were 403 undergraduates in H, C University in G City, and K University in S City. Data were collected from March 1 to April 30, 2012, and analyzed using SPSS/WIN 18.0. Results: The mean score per item for self-resilience was 2.77. The mean academic self-concept score was 3.17 and the mean score for test anxiety was 2.38. Self-resilience showed a negative correlation with test anxiety (r=-.186, p<.001) and a positive correlation with academic self-concept (r=.312, p<.001). Academic self-concept showed a negative correlation with test anxiety (r=-.353, p<.001). Conclusion: The findings of this study indicate that self-resilience and academic self-concept enhancement programs should be developed to reduce test anxiety in undergraduates and that further study should be done on the effects of such programs.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.487-494
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• 2023

The purpose of this study was to examine the relationship between self-directed learning readiness, stress coping, and academic resilience among freshman nursing students, and investigate the impact of self-directed learning readiness and stress coping on academic resilience. Data were collected from March 15 to March 26, 2022, using 205 questionnaires that were analyzed using SPSS/WIN 25.0. The results showed that the average self-directed learning readiness score of the participants was 2.61, the average stress coping score was 2.14, and the average academic resilience score was 2.36. Academic resilience was found to be positively correlated with self-directed learning readiness (r=.573, p<.001), problem-focused coping (r=.305, p<.001), seeks social support coping (r=.321, p<.001), and hopeful thought coping (r=.344, p<.001). The variables that affected academic resilience were self-directed learning readiness (β=.498, p<.001), seeks social support coping (β=.203, p=.001), and major satisfaction (β=.117, p=0.034), and these variables explained 44.8% of the variance in academic resilience. Therefore, to enhance academic resilience among nursing students, it is necessary to develop programs that improve self-directed learning readiness and promote active stress coping strategies.

• Journal of muscle and joint health
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• v.27 no.1
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• pp.22-30
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• 2020

Purpose: This study aimed to investigate the correlation among perfectionism, academic resilience and subjective well-being in order to identify factors that affect subjective well-being in Korean undergraduate students. Methods: This study is a descriptive study. This study was performed on 245 students currently studying in a national university in S city. A structured questionnaire was used to collect data regarding the multidimensional perfectionism scale, the academic resilience scale, and the subjective well-being scale. Collected data were analyzed using descriptive statistics, Pearson's correlation coefficient and stepwise linear multiple regression with SPSS 25.0 for Windows. Results: Participants' scores for self-oriented perfectionism (SOP), other-oriented perfectionism (OOP), and socially prescribed perfectionism (SPP), academic resilience and subjective well-being were 64.64±12.78, 53.62±8.90, 56.98±8.96, 92.60±19.55, and 82.93±9.72, respectively. SPP showed a negative correlation with subjective well-being (r=- .27, p<.001), while academic resilience showed a positive correlation with subjective well-being (r=.20, p=.001). Satisfaction with school life, SPP, and academic resilience were identified as factors influencing subjective well-being and explained about 22% of the variance in subjective well-being. Conclusion: This study suggests that we need to identify various factors influencing subjective well-being and accordingly develop nursing interventions to improve undergraduate students' subjective well-being.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.43-56
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• 2022

This study attempts to analyze the mechanism of the academic engagement of middle schoolers participating in family education in Technology and Home Economics Education (T&HEE), their resilience, and their parent-child relationships. The purpose of this study is to examine the mediating effect of resilience on the association between academic engagement and the parent-child relationship. The participants of the study were 194 middle schoolers in Sejong-si. The data were analyzed using PROCESS macro (Model 4), a method for verifying the mediating effect using bootstrapping. As a result of the study, first, there are significant positive correlations among academic engagement, resilience, and the parent-child relationship. Second, the result shows resilience as a complete mediating effect on the association between academic engagement and the parent-child relationship. These findings suggest the way to improve the relationship of adolescents with their parents is to enhance the middle school learners' resilience by actively participating in family education classes in T&HEE.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.99-104
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• 2023

The purpose of this study was to examine the effect of children's academic stress on school adaptation and to verify whether ego-resilience plays a mediating role in the relationship between academic stress and school adaptation. Based on the data from the 12th year of the Korean Children's Panel (2019), the general characteristics of the main subjects and the mean, standard deviation, skewness and kurtosis of the main variables were confirmed through basic statistical analysis, and correlation analysis was conducted between variables. In addition, to examine whether ego-resilience mediated the effect of academic stress on school adaptation, a three-step regression analysis was conducted following the procedure of Baron and Kenny. The results of this study were as follows. First, it was found that children's academic stress, school adaptation, and ego resilience were all significantly correlated. The higher the academic stress, the lower the ego-resilience and school adaptability. Second, it was confirmed that ego-resilience has a partial mediating effect in the relationship between children's academic stress and school adjustment. Ego resilience in the academic stress situation means that it acts as an important mediating factor to flexibly adapt to school life by objectively grasping and coping with the stress situation. Therefore, we need to recognize the need for flexible and resilient individual characteristics so that children can reduce academic stress and adapt well to school life, and seek active interest and intervention plans.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1268-1284
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• 2020

The purpose of this study was to examine mediating effect of emotional intelligence on relationship between nursing students' learning engagement and academic resilience, find whether self-regulation would moderating the relationship between learning engagement and emotional intelligence. The data were collected from 277 nursing students from three colleges in J province and were analyzed with a regression analysis and bootstrapping. As a result of the study, first, the fit of the causal model between learning engagement, emotional intelligence, academic resilience and self-regulation of nursing students was found to be good, and the causal relationship between variables was predicted appropriately. Second, partially mediating effect of emotional intelligence on the path of nursing students' learning engagement affecting academic resilience. Third, self-regulation had moderating effect on learning engagement affecting emotional intelligence. Finally, the significance of this study is that the influence of various variables that can affect the academic resilience of nursing college students was verified, and in order to improve academic resilience, a strategy that considers the subjects' learning engagement, emotional intelligence, and self-regulation.

• The Journal of the Korea Contents Association
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• v.18 no.11
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• pp.250-257
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• 2018

The program for low-achievers, named 'Running high' is to provide college students whose GPA was lower than 2.5 with 1:1 learning consultation and special lectures of high achievers. Especially, it supports scholarship only for students who attain the target record of a certain course which they choose. The purpose of this study was to examine whether or not academic achievement, grit, ego-resilience of participants in 'Running high' would be more advanced than before. This study also compared academic achievement, grit, ego-resilience between participants who attain the goal of the program and participants who can not attain it. 110 college students joining in 'Running high' responded pre and post surveys of grit and ego-resilience. Their data of academic achievement also were gathered. The result of this study showed that the academic achievement and grit of participants in 'Running high' were advanced more than before, but not ego-resilience. The differences of academic achievement and grit between participants who attained the goal of the program and participants who could not attain it were significant, but not ego-resilience.

• Journal of Home Health Care Nursing
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• v.26 no.1
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• pp.19-26
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• 2019

Purpose: This descriptive survey study assesses the extent of empathic competence, occupational stress, and ego-resilience of nurses, and confirms factors that affect ego-resilience in order to provide basic data for the competency development program for nurses. Methods: Data obtained from the questionnaire survey conducted with 193 nurses were analyzed by means of t-test, ANOVA, and Pearson correlation coefficient and Multiple Regression. Results: Empathic competence, in accordance with the general characteristics of nurses, displayed statistically significant differences in terms of final academic background. Further, occupational stress and ego-resilience displayed statistically significant differences related to the nurses' department of employment, age, and total clinical experiences, respectively. Empathic competence and ego-resilience have a significant positive correlation, and age and empathic competence were found to be the factors that impart influence on ego-resilience. Conclusion: The enhancement of empathic competence of nurses has affirmative effects on the satisfaction of patients with their nurses, and it also improves the ego-resilience of nurses. Therefore, it is necessary to develop and apply career training program aimed at enhancing the empathic competence of nurses as an in-service educational program.