• Korean Medical Education Review
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• v.21 no.2
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• pp.63-72
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• 2019

The purpose of this study was to introduce the concept of academic medicine to the medical societies of Korea and to identify any potential obstacles in the establishment of academic medicine in Korea. The core concepts of academic medicine include medical education, research, and patient care. Academic medicine can be practiced in the unique area of healthcare involving medical schools and teaching hospitals by faculty physicians in the academic medicine field. Through academic medicine, the next generation of healthcare professionals is trained, new discoveries can be made, and patients can find new hope for a cure. The flourishing of academic medicine has resulted in substantial advancements in medicine over the past few centuries, but at the turn of the 21st century, there was concern that academic medicine was on the decline. To address this concern, the International Campaign to Revitalize Academic Medicine was established and announced five scenarios to 2025 to debate the future of academic medicine. Although the system resembles that of Western medical societies, Korean medical societies were not familiar with academic medicine, and poor conditions caused by the distorted healthcare system in Korea have actually interfered with the nurturing of academic medicine. One of the main problems may include less interest in medical education and research relative to clinical practice by medical societies and the government. Collaborative efforts from both medical societies and the government are needed to establish academic medicine successfully in Korea for a better future.

• Journal of Families and Better Life
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• v.34 no.6
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• pp.1-14
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• 2016

The purpose of this study is to examine the relation among adolescents' perception of parental overprotection, goal-seeking orientation, self-handicapping and academic procrastination. Questionnaires were administered to 1200 male and female high school students in Gyeonggi Province. A total of 942 questionnaires were statistically analyzed through mean, standard deviation, frequency analysis, one-way analysis of variance, Pearson's correlation analysis, and multiple regression analysis. The major results of the study are as follows: First, adolescents' academic procrastination differed by school grades. Second, for the high-performing group, self-handicapping, goal-seeking orientation and parental overprotection were significant predictors of their academic procrastination. For the mid-level performing group, self-handicapping and goal-seeking orientation were significant predictors of their academic procrastination. For the low-performing group, self-handicapping was the only predictor of their academic procrastination. Third, for the high-performing group, self-handicapping meditated the relation between parental overprotection and academic procrastination. Those results provide useful information regarding proactive support or intervention for adolescents' academic procrastination.

• Asia-Pacific Journal of Business
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• v.10 no.2
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• pp.99-116
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• 2019

In this study, we examined the effects of self-efficacy and self-esteem on employment anxiety based on existing prior study and verified the moderating effect of academic stress between self-efficacy and employment anxiety, and moderating effect of academic stress between self-esteem and employment anxiety and the analysis result are as follows. The first result shows that self-efficacy and self-esteem negatively affect employment anxiety. Second, academic stress has not played a role of moderating in the relationship between self-efficacy and employment anxiety. As academic stress increases, employment anxiety increases. However, the regression analysis results confirmed that the academic stress can be an independent variable that explains employment anxiety. Finally, academic stress plays a role of moderating in the relationship between self-esteem and employment anxiety. This means that students with relatively high self-esteem are less likely to have employment anxiety than those who do not, and that increasing academic stress increases the employment anxiety of college students.

• Human Ecology Research
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• v.59 no.4
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• pp.477-488
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• 2021

This study investigated the association between children's perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers' and teachers' autonomy support, children's self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers' autonomy support had a direct effect on children's academic procrastination, teachers' support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers' and teachers' autonomy support displayed greater efficacy for self-regulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children's feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.277-287
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• 2018

The purpose of this study was to investigate the awareness towards academic misconduct in nursing students. A descriptive survey was performed from November to December in 2015 with self-reporting questionnaires for awareness toward academic misconduct. Participants were 355 nursing students who was in attendance at department of nursing in three university. Data were analyzed using SPSS 22.0. As a result of the study, nursing students' average point of awareness towards academic misconduct is about 1.71 out of 4. The study showed that irresponsibility on the class was the lowest level, on the other hand, disrespectful behavior in patient care was the highest among awareness towards academic misconduct. This has significant differences according to the their interpersonal relationship and motivation of admission. This study may provide basic data for enhancement of nursing students' recognition of academic improvement in academic integrity. Further studies should be needed to assess academic integrity policies, violations, and the results of the measures in nursing students.

• Journal of Audiology & Otology
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• v.24 no.2
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

• Korean Journal of Audiology
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• v.24 no.2
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

• Korean Medical Education Review
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• v.18 no.2
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• pp.90-98
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• 2016

Assessment tools for non-academic qualities such as ethics frequently employ hypothetical scenarios to lay out a contextual framework underlying the corresponding criteria of assessment. Due to the context-specific nature of the assessment criteria, details of the scenarios become very important in obtaining accurate results. This study aims to explore how medical school applicants differ in ethical decision making depending on the types of ethical dilemma scenarios, and how they correlate with academic achievements after admission. In 2014, all 82 applicants invited for an admission interview for a graduate-entry program were asked to complete a questionnaire comprised of 13 hypothetical scenarios. There were three domains (unethical business decisions, unethical academic decisions, and sexual quid pro quos) and participants were made to choose between the profitable-but-unethical choice or the unprofitable-but-ethical choice, using a four-point Likert-type scale. On average, tendencies toward unethical decisions were lowest for sexual favors ($1.34{\pm}0.46$), and highest for gaining academic advantages ($2.22{\pm}0.56$). Unethical decisions for academic advantages and sexual benefits showed significant correlation respectively with the female gender and those who graduated from overseas universities. In addition, the propensity for choosing unethical academic decisions was significantly correlated with high academic achievements in medical school (r=0.396). Not only does this study demonstrate that different levels of ethical decision making depend on the scenarios, but also those differences may be a determinant factor in subsequent academic performances in medical school. In conclusion, given the possible influence of the details of the hypothetical scenarios to the applicant's responses, careful consideration must be given during their development.

• Journal of Korean society of Dental Hygiene
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• v.16 no.6
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• pp.1115-1124
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• 2016

Objectives: The purpose of this study was to examine the influence of resilience on academic stress in dental hygiene students focused on the mediating effects of self-esteem. Methods: The subjects in this study were 208 selected dental hygiene students in colleges located in Y region of U city. A self-administered survey was conducted by 215 students from May 1 to 15, 2016. The study instruments included resilience, academic stress, and self-esteem. Results: The dental hygiene students got a mean of 4.40 in resilience. Among the subfactors of resilience, they got 4.42 in personal usefulness and 4.38 in self-receptivity. They got a mean of 3.29 in self-esteem and 2.76 in academic stress. Resilience was positively correlated with self-esteem (4=0.55, p<0.01) and negatively with academic stress (r=-0.28, p<0.01). Personal usefulness and usefulness of oneself had a positive correlation with self-esteem (r=0.51, 0.52, p<0.01) and had a negative correlation with academic stress (r=-0.25, -0.28, p<0.01). Self-esteem was negatively correlated with academic stress (r=-0.32, p<0.01). As for the mediating effects of self-esteem on the relationship between resilience and academic stress, self-esteem had perfect mediating effects on the relationship between the two. Conclusions: The results suggested that the self-esteem of the dental hygiene students played an important mediating role in the relationship between resilience and academic stress.

• Journal of Technologic Dentistry
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• v.43 no.4
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• pp.186-193
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• 2021

Purpose: The purpose of the study was to determine the general characteristics of students in dental technology departments; the correlations among their immersion in learning, class satisfaction, and academic achievement; factors influencing online learning experience; ways to improve students' class satisfaction; and basic data for designing effective online courses. Methods: A total of 300 questionnaires were produced and distributed to dental technology students from September 29 through October 8, 2020. The outcome was analyzed using IBM SPSS Statistics ver. 25.0. A significance level of α=0.05 was used for reliable verification. Results: Immersion in learning, class satisfaction, and academic achievement were relatively high among students who studied on a regular basis, and class satisfaction and academic achievement were relatively high among students who studied with almost no interruption. Concerning the correlations between academic achievement, immersion in learning, and class satisfaction in online learning, the correlation between academic achievement and class satisfaction was the highest at r=0.862. Class satisfaction was the largest factor that influenced academic achievement, and the higher students' immersion in learning and class satisfaction were, the higher their academic achievement was. Conclusion: The research is a case study that investigated the general characteristics of dental technology department students and the correlations among their immersion in learning, class satisfaction, and academic achievement. The study outcome could be used in determining factors that influence online learning and designing effective online courses that improve learner satisfaction.