• Physical Therapy Rehabilitation Science
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• 제2권1호
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• pp.49-56
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• 2013

Objective: To examine the relations between satisfaction in major, academic achievement and five personality factors of physical therapy students. Design: Questionnaire study. Methods: In order for a complete enumeration when selecting study subjects, we selected five representative schools through raffles. For about three weeks from May 21st to June 16th 2012, we distributed self-administered questionnaires comprised of questions related to five personality factor characteristics, satisfaction in major and academic achievement. Total of 510 questionnaires were distributed and 442 questionnaires were returned. Except the castle is not answered or unanswered call 73 questionnaire collected data from the 369 call. And 369 questionnaires were used for analysis. The frequency analysis was conducted to examine general characteristics of subjects. Results: In the analysis of differences in personality factors for each individual variable in accordance with sex, women had higher degree of neuroticism than men (p<0.05). Also men showed higher openness than women (p<0.05). In the analysis of differences in personality factors for each individual variable in accordance with age, the lower the age was, the higher the degree of neuroticism was (p<0.05). For satisfaction in major, "Satisfaction in school life" and "Motive for selecting the major"were significant factors (p<0.05). academic achievement, "School type" and "Motive for selecting the major" were significant factors (p<0.05). Conclusions: In regards to the satisfaction in major and academic achievement, "Motive for selecting the major" was the major significant factor. Students who had high interest in their majors expressed higher satisfaction, which the in turn correlated with higher academic achievement.

• 한국응급구조학회지
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• 제26권3호
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• pp.93-104
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• 2022

Purpose: This study examined the correlation between satisfaction with major, academic self-efficacy, and academic persistence with the general characteristics of students in a health-related field, to determine factors that affect academic persistence. Methods: The study was conducted on third- and fourth-grade health-field students at Daejion. The questionnaire consisted of a self-report, and a URL was sent by text message to students who agreed to participate after reading the purpose and necessity of the study. Results: Major satisfaction was 4.23 on average, academic self-efficacy was 4.15, and academic continuity was 4.25. Grade and school life satisfaction were the factors correlated with a significant difference in academic persistence. Significant positive correlations were seen between satisfaction with major (r=.637, p<.001) and academic self-efficacy (r=.563, p<.001); higher major satisfaction and academic self-efficacy led to higher academic persistence. Conclusion: A more systematic management approach needs to be conducted by developing active learning participation and applying customized counseling management and support programs by grade to improve the academic self-efficacy and academic persistence of students in health-related fields.

• 한국컴퓨터정보학회논문지
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• 제23권12호
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• pp.185-193
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• 2018

The purpose of this paper was to identify the relationship among the MBTI personality types, self-efficacy, major satisfaction and freshmen's academic achievements in airline service department. To this end, a survey was conducted in 113 university freshmen of airline service department from June 18 to 29, 2018. And the data were collected their MBTI results and GPA scores. MBTI results used to analyze student's personality type. The collected data were analyzed using 'SPSS Statistics 21.0'. Analysis methods such as frequency analysis, cross-tabulation analysis, factor analysis, reliability analysis, t-test, ANOVA, and multiple regression analysis were used. The findings of this study are as follows. The type of personality in the airline service department affects the self - efficacy such as self - control efficacy, confidence, preference of the task difficulty, and also affects the major satisfaction and the academic achievement. The self - efficacy affects the major satisfaction and the academic achievement, and also the major satisfaction can affect academic achievement. Therefore, by developing an effective teaching strategies that fits students' personality type characteristics, and by inducing motivation to learn, raising self-efficacy naturally will lead to higher major satisfaction and academic achievements.

• 융합정보논문지
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• 제11권7호
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• pp.272-277
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• 2021

본 연구는 간호대학생의 학업 및 임상실습 스트레스와 전공 만족도의 관계를 확인학기 위하여 시도되었다. 자료는 140명의 B대학교의 간호대학생으로부터 온라인 설문 조사를 통해 수집되었다. 수집된 자료는 SPSS 18.0을 사용하여 분석되었다. 일반적인 특성에 따른 학업 및 임상실습 스트레스, 전공 만족도와의 차이를 분석한 결과, 학업 스트레스는 종교와 차이가 있었으며(F=14.348, p<.001), 전공 만족도는 성적에 따라 차이가 있는 것으로 나타났다(F=4.582, p=0.004). 학업 스트레스, 임상실습 스트레스 및 전공 만족도의 상관 관계를 분석한 결과, 학업 스트레스는 임상실습 스트레스와 양의 상관관계가 있고(r=.388, p<.01), 임상실습 스트레스는 전공 만족도와 양의 상관 관계가 있는 것으로 나타났다 (r=.336, p<.01). 따라서 간호학 전공의 만족도를 높이기 위해서는 학업 스트레스를 낮추는 프로그램 개발이 필요하다고 판단된다.

• 한국컴퓨터정보학회논문지
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• 제29권7호
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• pp.181-190
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• 2024

본 연구는 조리 전공 관련 실습수업 만족도가 전공 학업 스트레스와 수업 참여도에 미치는 영향 정도를 조사하였다. 2023년 2학기에 광주·전남·전북 소재 6개 전문대학의 조리 전공 1학년 228명 학생을 대상으로 조사하였다. 자료처리는 SPSS Ver. 25.0을 이용하였다. 조사 자료의 일반적 특성, 신뢰도 분석, 탐색적 요인 분석, 상관관계 분석, 다중 회귀 분석을 진행하였다. 본 연구 결과는 첫째, 조리 관련 실습수업 만족도 하위 구성 요인과 학업 스트레스 및 수업 참여도 간 상관관계가 있는 것으로 나타났다. 둘째, 조리 실습수업 만족도와 전공 학업 스트레스에 미치는 영향이 유의미하게 나타났다. 셋째, 조리 실습수업 만족도가 전공 수업 참여에 미치는 영향이 유의미하게 나타났다. 결론적으로 지방 전문대 조리 관련 전공 실습수업 만족도가 학업 스트레스와 수업 참여에 영향을 미치는 것으로 나타났다. 향후, 대학 입학 전 조리 실습 경험이 실습수업 만족도와 학업 스트레스, 진로 및 취업 준비에 어떤 영향을 미치는지에 관한 후속 연구를 기대한다.

• 치위생과학회지
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• 제19권3호
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• pp.170-180
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• 2019

Background: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual's long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies. Methods: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal-Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects. Results: The difference of 'grit' according to general characteristics was statistically significant in 'major satisfaction', 'relationship', 'perceived academic achievement', 'grade point average (GPA)'. The difference in 'core competency' according to general characteristics was statistically significant in 'grade', 'department selection', 'major satisfaction', 'relationship', 'perceived academic achievement', 'GPA'. Among the sub-areas of 'grit', 'perseverance of effort' showed a high correlation with 'core competency' and was statistically significant. As a result of regression analysis, 'major satisfaction', 'perceived academic achievement' and 'grit' of dental hygiene students had a statistically significant influence on 'core competency'. Meanwhile, 'GPA' was not seen to be statistically significant in 'core competency'. Conclusion: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, 'perseverance of effort' had a statistically significant effect on 'problem-solving competency' and 'academic competency', which are 'core competency' sub factors.

• 한국인터넷방송통신학회논문지
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• 제14권6호
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• pp.189-197
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• 2014

본 연구는 IT 학부생의 다중지능에서의 특성과 학과 및 전공학문에 대한 학문적 적응도를 분석하였다. 연구대상은 H대학 M과의 IT 학부생 1학년 신입생 70명이었고 전공학문은 학과의 기초전공필수인 "컴퓨터언어I-C언어" 과목이었다. 연구는 가드너(Gardner)의 다중지능이론에서 논란의 소지가 적은 8개 지능 영역을 사용하였고, 학문적 적응도는 대학생의 학과와 전공학문에 대한 적응력의 정도라고 조작적으로 정의하고, 변인으로는 선행연구를 통해 흥미, 몰입, 학과전공에 대한 친숙성과 관련성의 정도, 학업성취도 그리고 학과만족도를 선정하였다. 연구결과는 IT 학부생은 다중지능 중 대인지능과 자기이해지능이 강점으로 나타났고 남녀 간의 차이는 유의하지 않았다. 또한, 다중지능과 학문적 적응도 요인 간에 유의미한 상관들이 발견되었다. 특히, 학문적 적응도에서 C프로그래밍 학문에 대해 흥미와 몰입이 낮았지만 다중지능의 언어지능과 C언어에 대한 몰입과의 유의미한 상관은 매우 흥미로운 결과였다. 다중지능과 학업성취도와의 유의미한 상관은 나타나지 않았으나, 전공학문에 대한 관련성을 높게 인식할수록 C언어에 친숙함을 많이 느낄수록 학업성취도가 높은 것으로 조사되었다. 마지막으로 본 연구에서의 제한점을 논의하고, 연구 결과를 토대로 IT학부생의 학문적 적응도를 높이기 위한 처방적 전략에 대해 제언하였다.

• International Journal of Advanced Culture Technology
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• 제4권4호
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• pp.13-22
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• 2016

The purpose of this study is to identify the characteristics of school life and to examine the influencing factors of academic adjustment and social adjustment in university students. This cross-sectional descriptive study by using secondary data from 2,064 subjects who responded to a self-rated student adjustment test. Descriptive, t-test, ANOVA, Pearson correlation and multiple regression analyses were conducted. Satisfaction with college selection, expectation for college, satisfaction with college service, emotional stability, and relationships with faculty were significantly higher among male students, whereas confidence in major, support from others were significantly higher among the female students. There was a significant positive relationship between academic adjustment and confidence in major, and between social adjustment and expectation for college. Confidence in major, relationships with faculty, emotional stability, expectation for college, satisfaction with college selection, and commitment to college life accounted for 31.8% of the variance in academic adjustment. In addition expectation for college, emotional stability, support from others, gender, commitment to college life, and satisfaction with college services accounted for 44.7% of the variance in social adjustment for university students. Overall, the results of this study suggest that understanding the levels of expectation for college, commitment to college life, and levels of emotional stability may be important for facilitating their transition and adjustment to university life.

• 한국의류산업학회지
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• 제26권2호
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• pp.208-217
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• 2024

It has recently become difficult for college students majoring in cosmetology to gain employment after graduation. Under this circumstance, this study attempted to investigate students' academic achievements and employment preparation behavior based on their demographic characteristics. To accomplish this, a questionnaire survey was conducted involving 234 college men and women in Gwangju and Jeollanam-do from April 12 to 30, 2022. Out of an initial 260 questionnaires distributed, 250 were collected. Of these, 234 copies, excluding 16 poorly answered ones, were used for final analysis. The collected data were analyzed using frequency analysis, exploratory factor analysis, Cronbach's alpha, a t-test, and an F-test, employing SPSS 21.0, which revealed the following: First, concerning academic achievements based on demographic characteristics, a statistically significant difference was found in "motives to select the cosmetology department," "most important aspects for career decision," and "academic major-related license." Second, concerning employment preparation behavior, a statistically significant difference was observed in "academic year," "motives to select the cosmetology department," and "academic major-related license." The above findings confirmed a statistically significant difference in academic achievements and employment preparation behavior, ensuring a better understanding of academic achievements and employment preparation behavior. It is anticipated that those majoring in cosmetology would be more active in job preparation and ultimately obtain the profession they desire with a positive and healthy mindset.

• 대한통합의학회지
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• 제10권3호
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• pp.1-11
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• 2022

Purpose : In order to respond to the needs of society, it is necessary for nursing students to develop into their professional roles and form a higher degree of positive nursing professionalism. This study investigated clinical practice stress, clinical practice satisfaction, academic major satisfaction, and self-esteem among nursing students, and identified factors influencing their nursing professionalism. Methods : The participants of this study were 200 nursing students who used the internet and e-mail, and who understood the purpose and methods of this study. Data were collected from June 21 to July 27, 2021. Data analysis, including the independent t-test, one-way analysis of variance, Pearson correlation coefficients, and multiple regression, was performed using SPSS version 26.0. Results : The mean score was 3.52±.47 for nursing professionalism, 2.99±.56 for clinical practice stress, 3.35±.44 for clinical practice satisfaction, 3.75±.55 for academic major satisfaction, and 3.49±.78 for self-esteem. There were no significant differences in nursing professionalism according to general characteristics. Nursing professionalism was positively correlated with clinical practice satisfaction (r=.36, p<.001), academic major satisfaction (r=.57, p<.001), and self-esteem (r=.41, p<.001), but negatively correlated with clinical practice stress (r=-.41, p<.001). Factors influencing nursing professionalism included academic major satisfaction (𝛽=.39, p<.001) and clinical practice stress (𝛽=-.16, p=.021). These variables explained 36 % of variance in nursing professionalism (F=29.43, p<.001). Conclusion : These findings indicate that academic major satisfaction and clinical practice stress could be considered in effective nursing educational interventions to improve nursing professionalism in nursing students. Therefore, multidimensional efforts are needed to establish educational programs for nursing students aiming to enhance their nursing professionalism. In addition, these findings will be helpful for establishing various emotional control programs for the management of clinical practice stress among nursing students.