• The Journal of Korean Society for School & Community Health Education
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• v.22 no.4
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• pp.25-37
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• 2021

Objectives: Reportedly, the main influential factors on students' adaptation to their college life were social support, stress, adaptation resilience, self-esteem, and satisfaction with their major. This study tried to find the actual influence of these factors on dental hygiene students, and to find an intervention plan for improving their adaptation to college life and preventing their dropout. Methods: An online questionnaire survey had been conducted with 270 dental hygiene students from June 21 to July 2, 2021. The collected data were analyzed with the use of SPSS Program Version 22.0. Results: Firstly, students living together with their family, those satisfied with their major, and those doing a club activity related to their major scored high points in terms of the adaptation to college life. In addition, the adaptation points were high in those whose school entrance motivation was arbitrary, and in those who entered in the dental hygiene department in consideration of their aptitude. Secondly, college life stress was high in those whose entrance motivation was in other persons' will, those who entered in the department due to their school record and occupation, rather than aptitude, those who were also doing a part-time job, and those whose economic level was low. Thirdly, adaptation resilience, social support, and self-esteem were high in those who were highly satisfied with their major, those who entered in the department in consideration of aptitude, and those whose economic level was high. Fourthly, the biggest influential factor on their adaptation to college life was college life stress, followed by self-esteem, satisfaction with major, and adaptation resilience in order. Conclusion: Given all the results, it is necessary to analyze dental hygiene students' levels of stress, self-esteem, social support, and adaptation resilience from the beginning of their entrance, and to operate a school life adaptation program in line with school years. If any customized support and training are given to these students to deal with a variety of stress situations resiliently and wisely and achieve their jobs successfully, it is expected to improve their self-esteem and adaptation resilience, and thereby increase their adaptation to college life.

• Science of Emotion and Sensibility
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• v.23 no.3
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• pp.19-36
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• 2020

This study is aimed at analyzing the characteristics of adaptation to college life among freshmen of D University by utilizing the DEU-GRIT test. To achieve this, we examined differences in level of college life adaptation according to gender and major, and explored the characteristics of college life adaptation among college freshmen who were clustered based on their level of academic, social, emotional, and career adaptation, which is an important factor in adaptation to college life. Moreover, based on the DEU-GRIT test standards, we also explored the characteristics of their college life adaptation by sorting out low level groups of freshmen with difficulties adapting. The results demonstrated that male students had a higher level of emotional adaptation than female students, and that science and technology majors had higher levels of academic and emotional adaptation than students in the humanities and society majors. Furthermore, a cluster analysis based on 4 factor levels of college life adaptation showed that cluster 1 had a high level of adaptability to all factors, but cluster 3 had a low level of adaptability to all factors. Moreover, while cluster 2 showed a high level of emotional adaptation, cluster 4 showed a low level of emotional adaptation. On the other hand, a lower-standard group of DEU-GRIT tests showed that the level of academic adaptation and social adaptation was higher among female students than among male students. However, the overall level of college life, academic, and emotional adaptation were higher among science and technology students than among those majoring in humanities and social studies. In addition, a cluster analysis based on the level of 4 factors of college life adaptation of lower-standard groups showed that cluster 1 of the lower-standard groups had a high level of emotional adaptation, while cluster 2 of the lower-standard groups had a low level of emotional and career adaptation and a high level of academic and social adaptation. Also, cluster 3 of the lower-standard groups was found to have low levels of all factors, and cluster 4 of the lower-standard groups showed low levels of social and emotional adaptation and high levels of academic and career adaptation. This indicates that, in terms of social and emotional adaptation among freshmen, participation in psychological counseling programs tailored according to gender is necessary and, regarding the major, relative emotional intervention is required due to the high and low expectations of job prospects. In conclusion, the emotional and social adaptation to college life among the lower-level groups is likely to serve as a protective factor for college life adaptation, suggesting that specific intervention should be contemplated.

• Journal of the Korean Society of School Health
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• v.28 no.2
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• pp.111-119
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• 2015

Purpose: The purpose of this study is to examine the influence of laughter therapy programs on middle school students' happiness, self-esteem and school life adaptation. Methods: In total, 60 students (Experimental group= 30. Control group=30) were recruited to answer a self-administered questionnaire. The questionnaire was composed of questions about general characteristics, happiness, self-esteem and school life adaptation. The experimental group participated in a 45-minute laughter therapy program once a week for eight weeks, while the control group did not. Results: The scores of happiness(t=-4.68, p<.001), self-esteem(t=-3.38, p=.001), and school life adaptation(t=-3.76, p<.001) in the experimental group got significantly higher than the control group. Conclusion: Based on this study results, laughter therapy programs should be applied to improve happiness, self-esteem, and school life adaptation of middle school students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.399-409
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• 2018

This study was conducted to describe the relationship and influencing factors among health promotion behaviors, university life adaptation and employment strategies satisfaction of nursing students. Data were collected from September 1 to September 30, 2017 using a structural questionnaire, which was completed by 221 nursing students in G city. The data were analyzed though descriptive statistics, Pearson's correlation coefficient and multiple regression analysis using SPSS version 22.0. The mean scores were as follows: health promotion behaviors, $2.11{\pm}.34$; university life adaptation, $3.47{\pm}.67$; employment strategies, $3.24{\pm}.56$. A positive relationship was observed between the health promotion behaviors and university life adaptation (r=0.437, p<0.001), health promotion behaviors and employment strategies (r=0.536, p<0.001), and university life adaptation and employment strategies (r=0.615, p<0.001). Factors affecting employment strategies of the study participants were university life adaptation, health promotion behaviors, adaptation to environmental changes, and health conditions, which explained about 49.7% of the total. In conclusion, this study showed that employment strategies were correlated with promotion behaviors and university life adaptation. Therefore, it is necessary to improve curriculum, program development and repeat research to improve health promotion behaviors, university life adaptation and employment strategies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.300-312
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• 2018

This study was conducted to identify the impact on department adaptation of field practice adaptation, college adaptation, and awareness of death of nursing students, as well as to establish basic data for adaptation of the major, adaptation to field practice, and measures to raise awareness of death. The subjects of this study were 252 Junior and Senior nursing students living in C, J city. Data were collected after approval from the IRB of C University on April 30, 2018 and analyzed by the mean values, percentages, t-test, ANOVA, Pearson's correlation coefficient and multiple regression using IBM SPSS 21.0. The subjects' field practice adaptation was 3.58, college adaptation was 3.33, awareness of death was 3.15 and department adaptation was 3.38. There were significant correlations between department adaptation and field practice adaptation (r=0.56, p<0.001), negative of death (r=-0.15, p=0.016), respect for life (r=0.33, p<0.001) of nursing students, field practice adaptation and college adaptation (r=0.48, p<0.001) and respect for life (r=0.16, p=0.009) of nursing students and between college adaptation and respect for life (r=0.32, p<0.001) of nursing students. The factors that have effect on the department adaptation of the subjects; As a factor influencing the department adaptation, department adaptation, field practice adaptation, and respect for life were explained by 67.5% (F=171.67, p<0.001). Therefore, a positive attitude toward death and a curriculum related to change in perception must be provided to undergraduates to change the attitude toward death. It is also suggested that research regarding nursing department adaptation effects be conducted after implementing the program to improve respect for life.

• The Journal of Korean Society for School & Community Health Education
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• v.19 no.2
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• pp.31-42
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• 2018

Objectives: This study was conducted to analyze the mediating effect of self-identity on the relationship between aggression and school life adaptation of early adolescents. Methods: This study used the 5th-year data of the Korean Children & Youth Panel Survey (KCYPS) including 159 middle school 2nd students from single-parent families. The data was analyzed with open source statistics program R 3.5.0 to determine whether self-identity had a mediating effect on school life adaptation as an independent variable. Results: A moderate correlation was found among aggression, self-identity, and school life adaptation. As a result of the Sobel test, self-identity of early adolescents demonstrated a significant mediating effect on the relationship between aggression and school life adaptation. Conclusions: Given the significant mediating factor of self-identity, the strategies for early adolescents to boost their overall school life adaptation should be considered through intervention programs that help to enhance their self-identity.

• Journal of Korean Public Health Nursing
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• v.31 no.3
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• pp.540-553
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• 2017

Purpose: This study was conducted to evaluate the relationship among university students' basic psychological needs, smartphone addiction and degree of adaptation to their university life, as well as to investigate the factors affecting their adaptation to university life. Methods: This study was conducted from May through July in 2017 for 235 university freshmen. Data were analyzed by frequency, t-test, ANOVA, and stepwise multiple regression. Results: The study showed that the group living in the dormitory or other places rather than living with family and satisfying in family life [ED highlight - please clarify this, I cannot infer your intended meaning; however, this text can likely be deleted.] adapted easily to university life. Moreover, adaptation to university life was negatively correlated with smartphone addiction, but positively correlated with basic psychological needs. Consequently, these results confirmed that residence type, satisfaction with family life, smartphone addiction and basic psychological needs were the factors having the greatest influence on university life. Conclusion: Based on the results of this study, it is necessary to lead students to participate in programs that can meet basic psychological needs or prevent smartphone addiction to help university freshmen adapt to university life.

• Journal of Digital Convergence
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• v.16 no.11
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• pp.511-520
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• 2018

In this study, we looked at whether the character strength of foreign students affects the adaptation of university life and tried to figure out whether cultural adaptation stress has mediating effect. To this end, we set up a research model based on prior research, conducted a survey of 263 foreign students belonging to G City and N City, and analyzed the data using the spss statistics program. As a result of the study, the character strength of foreign students was affecting the adaptation of university life, and the cultural adaptation stress of international students partially mediated the relationship between character strength and university life adaptation. Therefore, it is suggested that it is necessary to develop a program that reduces cultural stress and to have a professional counselor in the university who can continuously consult international students.

• Journal of the Korea Convergence Society
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• v.12 no.5
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• pp.239-254
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• 2021

The aim of this study is to provide basic data for college life adaptation support measures at the college level by identifying college life adaptation status, the relevance of university life adaptation and the core competencies. In order to ahieve this aim there are three objectives. This study is a research study to understand the relationship between college life adaptation and core competencies of college students before and after the coronavirus. The subject of this study was 171 university students from Seoul, Gyeonggi, and Honam. Data was collected through an untact questionnaire, and data analysis was performed using the SPSSWIN 25.0 program for mean, descriptive statistics, frequency analysis, T-test, correlation, and regression analysis. As a result, first, the difficulty of "emotional adaptation" before the coronavirus was high, and the difficulty of "academic adaptation" was high after the coronavirus. Second, the core competencies of college students were highest in the order of 'interpersonal relationship competency', 'problem solving competency', and 'information communication competency'. Third, as a result of analysis of the relationship between core competency factors and adaptation to university life, difficulties in social adaptation were found both before and after the coronavirus. After the corona, difficulties in adapting to school and learning new skills appeared. In conclusion, in order for university students to adapt to university life in the post-corona era, university-level support is needed to reinforce interpersonal relations competencies in unrect situations, reinforce information and communication competencies to promote academic adaptation, and reinforce new skills acquisition competencies.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.195-202
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• 2019

This study aimed to investigate the effects of positive psychological capital on college life adaptation in freshmen of dental hygiene department of universities in Daegu, Busan and Ulsan. The major variables including hope, resilience, optimism, self-efficacy, academic adaptation, social adaptation, personal emotional adaptation, and university environment adaptation all showed significant positive correlations. Among the influential factors of positive psychological capital on college life adaptation, academic adaptation and social adaptation showed significant differences in optimism(p<.001) and self-efficacy(p<.001), while personal emotional adaptation and university environment adaptation showed significant differences in optimism(p<.001). Therefore, it is necessary to develop intervention programs that can improve positive psychological capital and apply them systematically to the educational field.