• 대한치위생과학회지
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• 제5권2호
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• pp.85-96
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• 2022

Background: This study was aimed at determining the relationship of the Dominance, Influence, Steadiness, and Conscientiousness (DISC) personality type with the major satisfactions and job preferences of dental hygiene and technician students. Methods: We enrolled 264 dental hygiene and technician students from a junior college in Chungcheong-do. A questionnaire survey was conducted to determine the DISC behavior type, major satisfaction level, and job preference of the participants. Statistical analyses were performed with the independent-samples t-test, one-way analysis of variance, and multiple regression. Results: Dental technician students had higher major satisfaction (p< .001) and preferred jobs with potential for growth (p= .020) or matching their vocation and interests (p= .013) compared to dental hygiene students. Factors influencing major satisfaction were grade (β= .160, p= .008) and a social personality type (β= .146, p= .070). Factors influencing preference for jobs with high growth potential were the personality type (β= .236, p= .001), grades (β= .157, p= .002), and major satisfaction (β= .429, p< .001). The conscientiousness personality type was conducive to preferencefor jobs with high growth potential. The steadiness personality type was conducive to preference for jobs aligned with vocation and interest (β= .249, p= .004). The conscientiousness personality type (β= .137, p= .041) and high major satisfaction (β= .193, p= .003) were conducive to preference for jobs with a satisfactory working environment. Conclusion: The results of this study could serve as a basis for customized career counseling and education programs according to personality types.

• 한국치위생학회지
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• 제15권4호
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• pp.623-629
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• 2015

Objectives: The purpose of the study is to investigate the relationships between multiple intelligence, academic self-efficacy, satisfaction with major in dental hygiene students. Methods: A self-reported questionnaire was filled out by 490 dental hygiene students in Jeonbuk from March to April, 2015. The questionnaire consisted of 119 questions of multiple intelligences, 28 questions of academic self-efficacy, 5 questions of satisfaction with major by Likert 5 scale. Data were analyzed by descriptive statistics, Pearson's correlation test, and stepwise multiple regression test using SPSS 18.0 program. Results: The students had the highest score in interpersonal intelligence(3.57) and the lowest in naturalist intelligence(2.66). There was a positive correlation between the multiple intelligences, academic self-efficacy and satisfaction with major(p<0.05). The impact of multiple intelligences on academic self-efficacy was influenced by logical-mathematical intelligence, intrapersonal intelligence, musical intelligence, bodily-kinesthetic intelligence, and linguistic intelligence(p<0.05). The variables that had an impact on multiple intelligences and satisfaction with major were interpersonal intelligence and intrapersonal intelligence(p<0.01). Conclusions: The development of multiple intelligences can enhance the satisfaction with the major, quality of education, academic self-efficacy in the dental hygiene students.

• 한국치위생학회지
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• 제21권3호
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• pp.281-290
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• 2021

Objectives: The purpose of this study was to identify the degree of adaptation of dental hygiene department students to campus life, and to provide basic data to prepare management strategies for effective campus life adaptation. Methods: Three hundred students in the department of dental hygiene in Busan Metropolitan City and Gyeonggi Province were surveyed from October 1 to October 30, 2020 and 291 questionnaires were used in the final data analysis. Results: Better adaptation to campus life was observed in subjects who participated in club activities, possessed an extrovert personality, were well adapted to the dental hygiene department, and had no conflict in interpersonal relationships, thereby showing a significant difference. Regarding the factors affecting the degree of satisfaction with the department, the higher the degree of satisfaction in the major, excellence in major, and coping ability, the higher was the degree of satisfaction with the department. Conclusions: For effective campus life adaptation of the university students as a way to increase the degree of satisfaction with the department, increasing the ability to adapt to campus life through achievement of pride in the major and participation in various interpersonal activities is a possibility. It is necessary to develop a program to create an environment for good adaptation to campus life.

• 한국치위생학회지
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• 제11권1호
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• pp.69-79
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• 2011

Objectives : The purpose of this study was to examine the curriculum, educational facilities and employment guidance of the departments dental hygiene in junior colleges in different regions and the satisfaction level of students with their major in an effort to provide some information on the improvement of educational environments and satisfaction level with the major. Methods : The subjects in this study were 315 dental hygiene students in several junior colleges located in Seoul, Gangwon Province and South Jeolla Province. A survey was conducted during a 15-day period from April 15 to March 1, 2010. Results : As for educational environments and satisfaction level with the major, they gave 3.18, 2.95 and 3.11 respectively to satisfaction level with curriculum, facilities/employment guidance and the major. In terms of satisfaction with educational environments by academic year, the juniors and seniors expressed much satisfaction with the qualifications of professors, the preparation of labs and practice devices, the utilization of labs and practice devices and a supply of employment information. By region, the students from the metropolitan area were satisfied a lot with curriculum, the qualifications of professors, practice-centered curriculum, the preparation of labs and practice devices, the utilization of labs and practice devices, the system of employment guidance and a supply of employment information. By credit, the students tho got A expressed lots of satisfaction with the quality of instruction. Concerning satisfaction level with their major by academic year, the juniors and seniors were highly satisfied with relationship with dental hygiene professors and social status of dental hygienists. By school location, the students from the metropolitan area expressed a lot of satisfaction with the content of major courses and social status of dental hygienists. Conclusions : In order to boost the satisfaction level of students in non-metropolitan areas, colleges should try to improve educational environments, and full-fledged assistance should be provided to them.

• 한국치위생학회지
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• 제13권2호
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• pp.335-342
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• 2013

Objectives : The purpose of this study was to examine the satisfaction level of students with a job tour program and their major and their adaptation to their major in an effort to provide some information on student guidance and the improvement of dental hygiene education. Methods : The subjects in this study were 269 freshmen to find out their views of job tour and the relationship of their general characteristics and motivation of major choice to satisfaction level with their major and adaptation to the department, t-test and one-way ANOVA were carried out. And correlation analysis was made to look for connections among major satisfaction, major adaptation and satisfaction with job tour. Results : 1. As for the choice of major, the biggest group of 128 students (47.6%) made a decision on their own. 2. In regard to satisfaction level with their major, the freshmen got $3.55{\pm}0.67$, and the sophomores got $3.36{\pm}0.66$. There was a significant difference according to academic year(p<0.05). 3. Concerning the links between motivation for major choice and major satisfaction, the students who chose their major in consideration of their own aptitude or personality got the highest marks of $3.96{\pm}0.64$(p<0.05). 4. As to satisfaction level with the job tour program, they were most satisfied with field trip($4.03{\pm}0.74$). 5. Regarding the correlation among major satisfaction, major adaptation and satisfaction with the job tour program, there was a significant correlation among all the variables(p<0.01). Conclusions : The students who gave priority to their own aptitude and personality in choosing their major were more satisfied with their major and were better adapted to that. Therefore it's required to consider how to boost the satisfaction level of students with their major and their adaptation to that.

• 한국치위생학회지
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• 제14권5호
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• pp.649-658
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• 2014

Objectives : The purpose of the study is to investigate the relationship between the satisfaction levels of education and clinical practice in the dental hygiene students and to provide the basic data for the improvement of satisfaction with major. Methods : A self-reported questionnaire was filled out by 487 dental hygiene students in Busan, Gyeongnam, and Ulsan. Data were analyzed by SPSS 19.0 program. Results : Those who chose the dental hygiene by themselves tended to have higher satisfaction(p<0.05). Those who chose the major by teacher's advice tended to have higher satisfaction for the clinical practice(p<0.05). The satisfaction level between the education and clinical practice was equally proportional to each other. Multiple regression test showed that the influencing factors on satisfaction level included major satisfaction and lecture satisfaction(p<0.05). Conclusions : Satisfaction with the major influenced on the clinical practice performance. More systematic approach for the better curricula can bestow the students satisfaction with the major in the future.

• 한국치위생학회지
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• 제9권4호
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• pp.808-823
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• 2009

Objectives : This study was to suggest the basic data to develop the national exam contents for dental hygiene by comparing with those of other country. Methods : Several dental hygiene education course results were reviewed, and analyzed the culture subjects, basic major subjects, educational subjects, national exam contents in 3 or 4 years dental hygiene curriculum. Results : In Korea, grades of culture subjects in dental hygiene curriculum were different between 3 and 4 years education course, mean grades were 10.4, and 34.5 respectively. While there were few different between 3 and 4 years education course, mean grades were 36, and 36.5 respectively in foreign country. In Korea, grades of major subjects in dental hygiene curriculum were similar between 3 and 4 years education course as mean grades of 110, while there were different between 3 and 4 years education course, mean grades were 60 and 80 respectively in foreign country. In Korea, number of major subject was higher in 4 years(n=61) than 3 years(n=54). However, it was lower in 4 years(n=27) than in 3 years(n=33) in foreign country. Total grade number was 129 in 3 years, and 145 in 4 years in Korea, while it was 97 in 3 years, and 116 in 4 years in foreign country. By analyzing 3 years education course, culture subject was 9.5%, basic health was 11.2%, oral biology was 11.2%, clinical dentistry was 20.7%, public oral health was 10.4%, oral hygiene care was 35.9%, management of dental clinic was 9.4%, education was 2.8% in Korea. In USA, dental hygiene examination contains practice work as major part, while theory was thought of as most important things in korea. Conclusions : It is necessary to improve learning course of dental hygiene curriculum on the basis of other country's system, and then it could be possible to development of good quality's national examination contents, thus good quality of dental hygiene personnel would be turned out in Korea.

• 한국치위생학회지
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• 제6권2호
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• pp.115-127
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• 2006

A purpose of this study is degree of recognition and consciousness investigation about a satisfaction duty before admission about a school subject of some academic dental hygiene students. From responses to individual written survey questionnaires answered by 608 students who are studying Dental Hygiene at colleges in Mokpo, Iksan, Gangneung. The following are the results regarding their satisfaction levels with their majors and their interest in working abroad: 1. Regarding the motivating factors to major in Dental Hygiene, most students(51.3%), particularly most freshmen(57.3%), have chosen this major because of more job opportunities than students with other majors. The most common source of information in choosing majors is the Internet(30.8%). 2. Most students do not want to change their majors even if they are provided with the chance to do so(65.5%). They are in general satisfied with their studies. The result shows that the Dental Hygiene majors are positive toward their major. 3. Most students will choose their jobs by their own choices(40.6%), and the most important factor in their choices is the opportunity of self-growth and development(33.1%). The survey results show that the Dental Hygiene students value their own decisions and self-realization. 4. Showed the difference that as a result of having seen a knowledge degree advance a school subject of major in Dental Hygiene by a school year and ash students, an admission motive, relevance of an information acquisition path, all noted. 5. And were able to see the difference that noted in an adviser, work selection bases in case of work selection whether or not there was a dissatisfaction reason about a major and a criminal record.

• 치위생과학회지
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• 제22권4호
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• pp.256-263
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• 2022

Background: The purpose of this study was to confirm the major motivation for and self-efficacy of career decisions among dental hygiene students and to analyze differences in career decision self-efficacy according to the major motivation. Methods: An online survey was conducted among 194 dental hygiene students. To investigate career decision self-efficacy, 18 questions were posed, including 5 questions on future planning, 4 questions on self-evaluation, 4 questions on job information collection, 3 questions on goal setting, and 2 questions on problem solving. The survey was conducted using a 5-point scale. Results: The motives for choosing a major were a high employment rate (68.6%), a desire to become a professional (36.1%), according to aptitude (27.8%), recommendations by others (26.3%), and according to grades (12.9%). The career decision self-efficacy of the study participants was in the order of self-evaluation factors (3.75 points), problem solving factors a (3.62 points), job information collection factors (3.59 points), future planning factors (3.46 points), goal setting factors (3.44 points) score was high. The career decision self-efficacy scores were higher when the major motivation was "because I want to become a professional" and "because I think I have an aptitude for it." Conclusion: It is necessary to give students who wish to major in dental hygiene an opportunity to consider whether they have an aptitude for it by providing information on not only major subjects but also the duties and roles of dental hygienists. In addition, it is necessary to develop a career education program to help dental hygiene students set their career goals.

• 한국치위생학회지
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• 제16권4호
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• pp.549-557
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• 2016

Objectives: The purpose of the study is to investigate the influence of education service quality on major satisfaction in the dental hygiene students. Methods: A self-reported questionnaire was completed by 271 dental hygiene students in Seoul from April 1 to 20, 2016. The questionnaire consisted of general characteristics of the subjects(6 items), education service quality (27 items), and major satisfaction of students(23 items). The instrument for education service quality was adapted from Parasuraman and modified by Park & Lee. Likert 5 point scale adaptation included physical environment, reliability, responsiveness, certainty, empathy, class professors, administrative facilities, and school activities accessibility. Cronbach's alpha test in the study was 0.956 in education service quality and 0.951 in major satisfaction. Results: The education service quality was 3.1 points. The lower grade students tended to have the higher education service quality (p<0.001). The satisfaction to class professors was 3.2 points. The education service quality had a significant positive relation to major satisfaction. The satisfaction was positively influenced by physical environment, responsiveness, certainty, and empathy. Conclusions: A positive motivation to education service quality leads to major satisfaction. A variety of strategies are very important to enhance the education specialization.