• The Korean Journal of Community Living Science
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• v.22 no.3
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• pp.407-416
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• 2011

The study examined and compared relationships among self-esteem, self-efficacy, and academic achievement of children in poverty and the comparative groups. The subjects of this study were 97 elementary school students who had benefited from the free meal project and 97 students as the comparative group who did not receive the benefit. Descriptive statistics, Cronbach's ${\alpha}$ tests, and multiple regression analysis were employed to analyze the data. The results showed that academic scores of the comparative group were statistically higher than those of children in the poverty group in Korean language, mathematics, science, and sociology. Also, self-esteem of children in the poverty group was lower than that of the comparative group's in terms of leadership and popularity. The poverty group also showed lower self-efficacy in self-regulated efficacy tasks. Finally, multiple regression analysis demonstrated that different sub-factors of self-esteem and self-efficacy predicted the academic achievement of children in poverty group and the comparative groups.

• 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.

• Journal of Digital Convergence
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• v.12 no.9
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• pp.455-463
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• 2014

The purpose of this study is to define the paths through which academic burnout and self-efficacy of middle school students affect school adjustment, verify the path model of each factor, and examine the mediator effects of self-efficacy. In line with this objective, the study conducted a survey on 713 third year students of 3 different middle schools in city G. The first finding of this study confirmed that the path coefficient and suitablility index were significant, indicating that the path model was also significant. Second, academic burnout had direct negative effects on self-efficacy and school adjustment, while self-efficacy has positive effects on school adjustment. Third, self-efficacy was confirmed to have meaningful mediator effects on academic burnout and school adjustment. Based on these findings, academic burnout caused by excessive demand for academic success on korean students has negative effects on school adjustment, but if self-efficacy is well developed as an individual factor, school maladjustment can be reduced. Thus this study confirmed that psychological factors, such as self-efficacy, are necessary in school adjustment. Future studies were suggested on the basis of this study's findings.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.4
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• pp.259-268
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• 2023

Purpose : This descriptive research study aimed to investigate the relationship among academic self-efficacy, sleep quality, and quality of life(QoL) and to identify the factors that affect quality of life(QoL) in nursing students during the COVID-19 pandemic. Method : A total of 214 nursing students from three South Korean colleges were included in the study. Collected data were analyzed using the SPSS/WIN 21.0 program. Independent t-test and one-way analysis of variance were used to analyze the differences in academic self-efficacy, sleep quality, and quality of life(QoL) according to general characteristics. In addition, post-hoc Scheffè test and Pearson's correlation coefficient were used to examine the relationship among the three parameters. Stepwise multiple regression analysis was conducted to identify influential factors on the nursing students' quality of life(QoL). Results : The average academic self-efficacy, sleep quality, and quality of life(QoL) scores were 3.15±0.27, 32.28±7.54, and 81.12±13.11, respectively. Quality of life(QoL) positively correlated with academic self-efficacy but negatively correlated with sleep quality. Academic self-efficacy negatively correlated with sleep quality. Sleep quality, satisfaction with major, sex, average income, and academic self-efficacy influenced quality of life(QoL), whose explanatory power was 34.9 %. Conclusion : Sleep quality was the most influential factor of quality of life(QoL). However, further studies to validate our findings and studies focusing on developing intervention programs to improve nursing students' sleep quality and quality of life(QoL) are warranted.

• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.327-336
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• 2021

This study aimed to examine the online lecture quality, self-leadership, and degree of academic self-efficacy of nursing students who experienced online lecture and to identify the factors that influence academic self-efficacy. The subject of this study was 115 nursing students at one university, and the study design is a descriptive survey study that collected data through a structured questionnaire. As a result of this study, self-leadership(β =.431, p=<.001) and online class environment(β =.314, p=.004), a sub-factor of online lecture quality, were significant influencing factors on the academic self-efficacy of nursing college students. These variables explained 37.7% of the total variance in academic self-efficacy. Based on the results of this study, it is expected that it will be used as basic data for cultivating self-leadership and improving the online class environment in order to improve the academic self-efficacy of nursing students taking online classes.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.399-407
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• 2017

The purpose of this study was to examine relationships among positive psychological capital and academic self-efficacy on academic stress and identify the factors that influence on academic stress in the adolescents. The data were collected from 140 adolescents in the two middle school located J city using self-reported questionnaires and May 9 2017 to May 19 2017. The data were analyzed by descriptive statistics, T-test, ANOVA, Pearson's correlation coefficient, and multiple regression with SPSS 20.0 program. The result of the multiple regression indicates the positive psychological capital, academic self-efficacy and grade predict 27.1%(F=7.68, P<.001) of academic stress. Therefore, In order to prevent and decrease the academic stress, the developing programs to improve positive psychological capital and academic self-efficacy are needed.Therefore, it is necessary to develop positive psychological capital and academic self-efficacy strategy program for decrease academic stress in adolescents.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.339-346
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• 2020

The purpose of this study was to investigate the relationship between academic efficacy and vocational identity according to the private and public self-consciousness of college students. For this purpose, 263 college students completed the questionnaires on self-consciousness, academic efficacy and vocational identity. The collected data were analyzed by using SPSS 22.0 and AMOS 22.0. As a result, both the private and public self-consciousness had a significant positive correlation with vocational identity and academic efficacy. The private and public self-consciousness had different effects on vocational identity(career exploration, career commitment, and career reconsideration) through academic efficacy. Specifically, the private self-consciousness had a direct effect only on the career reconsideration among the factors of vocational identity. Public self-consciousness was indirectly related career exploration, partially mediated by academic efficacy, whereas the association between public self-consciousness and career commitment was fully mediated by it. Based on these results, implications for career education and counseling in convergence era were discussed and suggestions for further study were included.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.289-301
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• 2008

The present study examined the relationship between parental academic achievement pressure and self-efficacy mediated by student's achievement goal orientation among elementary school students. The 638 participants were fifth graders living in a metropolitan area. Analyses revealed that children who were high both in performance-goal and mastery-goal orientation reported highest perceived parental academic achievement pressure and self-efficacy. Performance-goal orientation played a mediation role in the relationship between parental academic achievement pressure and self-efficacy, while mastery-goal orientation did not. The limitations of the present study and suggestions for future research were discussed.

• Educational Technology International
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• v.16 no.2
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• pp.85-110
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• 2015

This study investigated whether college students' self-efficacy, learning strategy utilization, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, learning strategy utilization, academic burnout, and school support were used as prediction variables; and course satisfaction and learning persistence, as criterion variables. The subjects were 178 students who registered for online and mobile "Culture and Art History" courses at K online university. They participated in an online survey. Multiple regression analysis revealed that self-efficacy and learning strategy utilization positively predicted course satisfaction and learning persistence, academic burnout negatively predicted them, and school support predicted neither. Accordingly, we suggest that raising self-efficacy and learning strategy utilization, and reducing academic burnout in the learning environment will improve the course satisfaction and learning persistence of online learners.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.485-494
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• 2023

The purpose of this study was to examine the relationship between writing self-efficacy and academic achievement in a project-based university writing class, and the mediating effect of reflective journal writing. A total of 135 college students participated in the study. The results showed that students with higher writing self-efficacy had higher academic achievement and wrote more reflective journaling. Reflective journaling was found to have a positive impact on reviewing learned content, improving metacognition and memory, and promoting idea development. Overall, consistent reflective journal writing not only enhanced writing self-efficacy but also positively influenced academic performance.