• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.89-99
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• 2019

This study was conducted to examine the mediating effects of social anxiety and academic self-efficacy in the relationship between adolescent covert narcissism and school life adaptation. The subjects were 423 middle school and high school students. The results of this study are as follows: First, covert narcissistic personality tendency had a negative correlation with school life adaptation(r=-.51, p<.01). Covert narcissism had significant positive correlation with social anxiety(r=.70, p<.01) but had negative correlation with academic self-efficacy(r=-.39, p<.01). Social anxiety showed a significant negative correlation with school life adaptation(r=-.50, p<.01), academic self-efficacy had a positive correlation with school life adaptation(r=.63, p<.01), and social anxiety had a negative correlation with academic self-efficacy(r=-.51, p<.01). Second, as a result of verifying the mediating effects of social anxiety and academic self-efficacy, academic self-efficacy has mediating effects on the relationship between covert narcissism and school life adaptation(${\beta}=.41$, p<.001), and social anxiety has no mediating effect on school life adaptation(${\beta}=-.05$, p<.001). The results of this study suggest that If adolescents with covert narcissism have difficulties in adapting to school life, increasing academic self-efficacy, especially self-control efficacy and self-confidence, may be helpful to improve adolescents' adaptation to school life.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.60-69
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• 2010

The purpose of this study was to investigate whether there were difference between gender of engineering students in terms of academic achievement, self-efficacy and engineering self-efficacy. A total of 387 engineering students (male=284, female=103) completed the self-efficacy and engineering self-efficacy test. And students self-reported their grade point average(GPA) in their former semester. The results of t-test with gender about academic achievement indicated that there were not differences in academic achievement between gender. The results of MANOVA with grades indicated that there were differences in self-efficacy and engineering self-efficacy between gender. Male students scored significantly higher than female students in self-efficacy, and engineering self-efficacy.

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.91-108
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• 2002

The present study examined differences between students gifted in science and general students in creativity, environment, and academic self-efficacy. Subjects were eighth graders, 66 students gifted in science and 105 general students. Data were analyzed by ANOVA and Stepwise multiple regression. Results indicated that the students gifted in science were higher in creative thinking, creative personality, academic self-efficacy, and home environment than the general students. Self-regulatory efficacy was the most critical predictor of creativity.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.211-234
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• 2006

The purpose of the present study was to investigate how two types of cooperative groupworks will affect learners' academic self-efficacy and English achievement in the first graders of Middle school. Experimental class A was done by similar-level groupwork, experimental class B by differential-level groupwork, and controlled class C by whole classwork. In order to accomplish the goals of the study, questionnaires on learners' academic self-efficacy were examined before and after the experiment. Also English achievement tests were done during the experiment. The analytic results of the questionnaires and English achievement tests were like the following conclusions: First, two types of cooperative groupworks were more effective on improving learners' academic self-efficacy than the whole classwork. Second, two types of cooperative groupworks were more effective on improving two levels' (higher and medium) academic self-efficacy. Third, among three types of classworks, differential-level groupwork was the most effective on improving learners' English achievement. Fourth, in case of medium-level learners, differential-level groupwork was more effective on improving their English achievement than similar-level groupwork.

• The Korean Journal of Emergency Medical Services
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• v.27 no.3
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• pp.101-111
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• 2023

Purpose: This study attempted to identify how academic self-efficacy, grit, and learned helplessness influence Academic delay behavior in college students and provide a foundation for reducing Academic delay behavior in college students. Methods: Data was collected from October 12, 2023 to October 30, 2023 using a structured questionnaire from 170 college students at a university in City D. The data was collected using a structured questionnaire. Results: Academic delay behaviors were significantly negatively correlated with academic self-efficacy (r=-.371, p<.001) and grit (r=-.562, p=.012), and significantly positively correlated with learned helplessness (r=.341, p<.001). Conclusion: Finally, In order to reduce academic delay behaviors among college students, it is necessary to actively utilize educational environments that promote academic achievement and grit, academic-related counseling programs, and learning environments that do not suffer from academic helplessness.

• Journal of Korea Entertainment Industry Association
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• v.13 no.1
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• pp.185-197
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• 2019

This study intended to analyze the early childhood education freshmen's academic interest. For this study relationship among academic self-efficacy, character strength and learning motivation. The study subjects were 144 early childhood education freshmen at K-college in Deagu. They answered the survey regarding academic self-efficacy scale, VIA-IS(Values in action inventory of strength) short form scale, school learning motivation scale. The collected data were analyzed by frequency analysis, descriptive statistics, pearson correlation and multiple regression analysis using SPSS 18.0 program. The study finding are as follows. First, the average of academic self-efficacy, character strength and learning motivation of students were near at the intermediate-level. Second, academic self-efficacy, character strength and learning motivation were significantly positive correlated. Third, when examining the relative effect of early childhood education freshmen's academic self-efficacy and character strength on learning motivation, self regulatory efficacy among the sub-factors for academic self-efficacy and courage among the sub-factors for character strengths.

• 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.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.644-652
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• 2020

The objective of this study was carried out to examine the academic self-efficacy mediating effect in the relationships of AIS educaton and contextual performance. For this study, data collected from 282 students were analyzed using the SPSS 23.0 and AMOS 23.0 programs. Results of this study are as follows. First, it was found that AIS education had a positive (+) impact on contextual performance. Second, it was found that academic self efficacy had an effect on contextual performance. Third, it was found that academic self efficacy had a mediating effect on the relationship of AIS education and contextual performance. The Sobel test was performed to identify the mediating effect. AIS education had a direct impact on contextual performance as well as an indirect impact through academic self-efficacy. These results provide that AIS education improves academic self-efficacy and thereby be effective for contextual performance. Follow-on research needs to expand of sample and using diverse variables.

• Journal of Digital Convergence
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• v.17 no.6
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• pp.257-265
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• 2019

This study is a descriptive study to investigate the effects of communication competence and compassionate competence on academic self-efficacy of nursing students. The subjects of this study were 131 nursing students and the data collection was from November 5 to 30, 2018. Data was analyzed by descriptive statistics, t-test, correlation analysis, and hierarchical regression analysis. Significant relationships were found among communication competence and compassionate competence and academic self-efficacy. Motivation for admission, adaptation of nursing, participation on practice and compassion competence were found to academic self-efficacy. Therefore, in order to increase the academic self-efficacy it is necessary to make efforts to increase the participation on practice and to improve compassion competence as a strategy to increase academic self-efficacy of nursing students.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.543-551
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• 2022

The purpose of this study was to investigate the mediating effect of academic self-efficacy in the process that nursing students' task value affects class participation. The subjects of this study were 161 second-year students of the Department of Nursing at K University located in G city, and the data collection period was from October 5 to October 14, 2020. The mediating effect of academic self-efficacy in the relationship between task value and class participation was analyzed using Baron and Kenny's 3-step mediating effect verification procedure using simple and multiple regression analysis and the statistical significance of mediating effects was verified by the Sobel test. As a result of this study, task value and academic self-efficacy were major factors influencing class participation, and academic self-efficacy was found to be a significant partial mediating variable in the relationship between task value and class participation. These factors explained 55% of class participation. In order to increase learners' class participation, an integrated approach that can improve task value and academic self-efficacy is needed.