• Journal of Technologic Dentistry
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• v.20 no.1
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• pp.121-138
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• 1998

With 1002 students around 8 colleges nationwide joining, the survey was on their knowledge before entering their school, and thereafer, the degree of their satisfaction in their major and professors & lectures. 1. When they chose their major, the most influential was their parents and relatives, the largest number of 435(43.5%) replied, About the motivation for selection their jajor, 454(45.4%) answered the most it seemed to be a bright future specialty. On that question, more freshmen(51.0%) answered theyu expected good trend than sophomores and juniors and more women students(48.8%) did so than men ones.(P<.05) 2. While 619(61.8%) were familiar with major before applying, only 68(6.85%) knew their major very well at that time. More freshmen(62.5%) applied in the state of well-knowing what their major is than sophomores and juniors did.(P<.01) More women students(40.9%) applied not knowing it than the counterpart. About the time for choice, 795(79.5%) answered the most one of application days. More women students(81.0%) chose their major during the application time(P<.01) 3. The satisfaction survey shows 438(43.8%) are satisfied and 165(16.5%) are not. More men students(47.2%) are satisfied.(P<.01) The factor their satisfaction is their major come together with aptitude(44.7%), 196ppl), and the dissatisfaction factor is the difficulty of the theory and practice.(30.8%, 171ppl) 4. If they could change their major, 454(46.6%) wouldn't do so, while 541(54.4%) would shift their major to other fields. More freshmen(49.5%) wouldn't change than sophomores and juniors. Neither did more men students(4938%) than women. Within the same grade, there's no meaninful difference.(P<.01) 5. On the satisfaction in the lectures of the professors of their major, 464(46.5%) said the lecutres are excellent, 102(10.2%), they are not. About the lectures of the liberal subjects, 193(19.4%) said are excellent, 365(36.6%) are not.

• Journal of the Korean Society of Radiology
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• v.15 no.5
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• pp.657-666
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• 2021

This study was conducted to understand the motivation for major selection and degree of satisfaction with major for university students in the department of Radiology, and to analyze the effect university life adjustment in COVID-19. From Jung 20 to July 20, 2021, 308 students in grades 1~4 were enrolled at universities in Busan and Gyeongnam. Factors influencing university life adjustment were found to have a good adjustment when majoring was selected with personal motive rather than social motive. Among the sub-factors of major satisfaction, general satisfaction and satisfaction with surrounding relationships had a positive effect on university life adjustment. Therefore, in order to adapt to healthy university life, it is necessary to secure closeness between school, professor, and students, and it is desirable to provide students with opportunities to experience various education by recognizing the rapidly changing policy changes in education to increase major satisfaction. Based on the results of this study, it is expected that the results of this study will be used as basic data for successful university life of students in the department of radiology.

• Journal of Korean society of Dental Hygiene
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• v.14 no.6
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• pp.943-949
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• 2014

Objectives: The purpose of the study is to investigate the relationship between the personality types and satisfaction of education satisfaction in dental hygiene students. Methods: A self-reported questionnaire was filled out by 898 students in Busan, Gyeongnam, and Ulsan from March 2 to 25, 2014. Data were analyzed through t-test, correlation analysis, and multiple regression analysis. The instruments used personality types and satisfaction of education. The personality types was adapted from Korean Eyesenck Personality Questionnaire that was modified by Lee on the basis of Eysenck Personality Questionnaire(Eysenck & Eysenck, 1971). The questionnaire consisted of 44 questions including extroversion factors(18 questions) and neurotic tendency(26 questions). The questionnaire was score by Likert 5 scale. Cronbach alpha was 0.835 in the study. The neurotic tendency consisted of 26 questions and the higher score showed the higher neurotic tendency. Cronbach alpha was 0.927 in the study. The instrument for satisfaction of education was adapted from Kim and Go and partly modified. The instrument was categorized into dental hygiene department satisfaction(6 questions), major satisfaction(6 questions), facilities satisfaction(4 questions), lecture satisfaction(7 questions), and faculty satisfaction(4 questions). The instrument was scored by Likert 5 scale. Cronbach alpha of education satisfaction was 0.928 in the study. Results: Extroverted students showed 3.70 point which was the highest score in the department satisfaction(p<0.001). Less neurotic students showed 3.68 point which was the highest score in the department satisfaction(p<0.001). There was a strong positive correlation between the major satisfaction and department satisfaction(p<0.01). The personality types that affected the education satisfaction were related to the extroverted students and less neurotic students(p<0.01). Conclusions: The personality types had much influences on the satisfaction of the major and academic accomplishment.

• Journal of the Korea Convergence Society
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• v.12 no.10
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• pp.113-120
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• 2021

This study was conducted to investigate the degree of major satisfaction, resilience and clinical practice satisfaction of dental hygiene students, and to find out factors affecting clinical practice satisfaction. A survey was conducted for students from the dental hygiene department with clinical practice experience, and a total of 256 questionnaires were finally analyzed. For data analysis, descriptive statistics, t-test, ANOVA, and multiple regression analysis were performed according to the purpose of the study. As a result of the study, it was found that relational of major satisfaction had a significant positive effect on the variables affecting clinical practice satisfaction. Based on these results, in order to improve clinical practice satisfaction, it is important to increase relationship satisfaction as a sub-factor of major satisfaction.

• Journal of Korean Clinical Health Science
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• v.1 no.2
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• pp.49-57
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• 2013

Purpose. This study was purposed to seek for a way to enhance the self-efficacy of students in dental hygiene department at deciding their careers by analyzing the relationship between the self-efficacy and the major satisfaction. Methods. The investigator conducted a survey targeting 253 students attending on dental hygiene departments in two 3-year-graduate colleges and 1 university located in Busan from May 1st to May 30th, 2013. The used research instruments were the major satisfaction questionnaire and the Career Decision-Making Self-Efficacy Scale Short Form(CDMSES-SF). The survey was conducted in self-administered questionnaire. The data was analyzed with SPSS (ver 12.0) and also conducted t-test, ANOVA and multi-regression analysis. Results. It was found that self-efficacy level of students in dental hygiene department was $3.22{\pm}0.38$ point, and their major satisfaction level was $3.27{\pm}0.47$ point. The factors enhancing the self-efficacy of students in dental hygiene department at deciding their careers were identified as the curriculum satisfaction, the relationship satisfaction, and the recognition satisfaction. It was identified that more these elements were increased, the higher the self-efficacy level was enhanced. Conclusions. In order to enhance the self-efficacy of students in dental hygiene department at deciding their careers, it is considered that the curriculum should be organized carefully under reasonable plan, and there should be more active communication between professors and students as well as students each other. Besides there needs some educational programs to inspire the pride and sense of duty for the dental hygiene department.

• The Korean Journal of Food And Nutrition
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• v.31 no.2
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• pp.284-292
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• 2018

This study was conducted to determine the elements that are required and that need improvement in the contents of dietary life education and the educational environment by analyzing the importance-satisfaction of a dietary life education program for dietary life education trainees. The results of the rank test for the satisfactory elements of dietary life education were in the order of competence of instructors, educational contents, time of education, educational environment and affordability of tuition. The importance-satisfaction analysis of the contents and construction of the dietary life education program showed that "suitable contents for the theme of the class", "contents and construction of practice class", "diversity of practice menu" and "diversity of educational contents" had high importance and satisfaction scores and therefore, could be maintained at their current levels. Meanwhile, "adequacy of class time" and "contents and construction of theory class" showed low importance and satisfaction scores, requiring a little effort. Whereas, "time and construction of group practice", "structure of textbook for class" and "duration of course and number of classes" showed relatively low satisfaction compared to importance, requiring major efforts for improvement. Similarly, analysis of the lecture element from dietary life education showed that "professional lecture by instructors", "lectures suitable for themes" and "lecture applicable in real life" had relatively low satisfaction compared to importance, requiring major efforts for improvement. In addition, analysis of the educational environment from dietary life education showed that "adequacy of lecture room space", "cooking equipment", "diversity of cooking utensils" and "sanitary condition of cooking utensils" also require major efforts for improvement. Therefore, dietary life education should not be executed with a simple delivery of knowledge but with both theory and practice classes to increase its application in real life, and active and specific efforts are required to nurture professional instructors and establish educational strategies.

• Journal of Korean society of Dental Hygiene
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• v.12 no.1
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• pp.167-178
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• 2012

Objectives : The purpose of this research is to examine the effects of the goal achievement orientation of the students in dental-hygiene practice classes on their self-efficacy and on their adaptation to and satisfaction with their major. Methods : A survey was conducted among the dental-hygiene students in schools located in the Daegu region on October 24-31, 2011. A total of 212 accomplished questionnaires were gathered as sources of final analytical data. Statistical analysis was conducted on the collected data, using the SPSS 19.0 program. Results : 1. The students who had good personal relationships(p=.000) and who chose their major and school based on their aptitude(p=.029) were found to have a higher degree of satisfaction than those who did not have good personal relationships and who did not choose their major and school based on their aptitude. 2. Self-confidence(p=.004), self-control efficacy(p=.000), mastery approach(p=.000), and performance approach(p=.003) were found to have positive correlations with major adaptation while task difficulty preference(p=.000) was found to have a negative correlation with the same. 3. Self-confidence(p=.004), self-control efficacy(p=.000), mastery approach(p=.000), and performance approach(p=.045) were also found to have a positive correlation with major satisfaction while task difficulty preference(p=.000) was found to have a negative correlation with the same. 4. Mastery approach(p=.000) in goal achievement orientation was found to have a positive effect on self-efficacy while mastery avoidance(p=.001) was found to have a negative effect on the same. Mastery avoidance showed the greatest effect on self-confidence(p=.000) while mastery approach showed the greatest effect on self-control efficacy(p=.000) and task difficulty preference(p=.000). 5. In goal achievement orientation, mastery approach(p=.000) was found to have a positive effect on major adaptation while mastery avoidance was found to have a negative effect on the same. Meanwhile, with regard to self-efficacy, self-control efficacy(p=.037) and task difficulty preference(p=.008) were found to have positive effects on major adaptation. 6. In the case of major satisfaction, mastery approach(p=.000) in goal achievement orientation was found to have a positive effect on it, and in self-efficacy, self-control efficacy(p=.038) and task difficulty preference(p=.002) were found to have positive effects on it. Conclusions : Accordingly, to raise the level of the dental-hygiene students' adaptation to and satisfaction with their major, the students should be given appropriate tasks so that they can raise their mastery goal, and they should be encouraged to raise their approach goal rather than their avoidance goal. In addition, the students should be provided assistance in setting self-expectations and in developing confidence in their capabilities.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.264-273
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• 2017

The purpose of this study was to identify the relationship between volunteer activities and emotional intelligence on the major satisfaction level of nursing college students. This study was a descriptive research design to investigate 252 nursing college students in a university. The data were collected using self-reported questionnaires and analyzed by descriptive statistics, frequency analysis, t-test, one-way ANOVA, correlation analysis, and multiple regression analysis using dummy variables. As a result of the study, 71.8% of the students had experienced volunteer activities. The average level of emotional intelligence of all participants was 4.84 points out of 7, and the major satisfaction level was 3.87 points out of 5 points, each of them was above middle level. The correlations among the attitude of volunteer activity, emotional intelligence, and major satisfaction were statistically significant. The attitude of volunteer activity and emotional intelligence (r=0.329), the attitude of volunteer activity and major satisfaction (r=0.271), emotional intelligence and major satisfaction(r=0.525) showed a statistically significant difference at the significance level of 0.01. There were grade, university life satisfaction, and emotional intelligence as factors affecting major satisfaction, and the explanatory power of these factors was 41.6%. In order to improve the major satisfaction level of nursing students based on the results of this study, it was confirmed that various strategies are needed to improve university life satisfaction and emotional intelligence.

• Journal of Korean society of Dental Hygiene
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• v.14 no.2
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• pp.155-162
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• 2014

Objectives : The purpose of this study was to examine the effect of self-resilience and self-efficiency on the satisfaction with major in dental hygiene students. Methods : The data were analyzed by the frequency analysis, one-way ANOVA, Duncan post-hoc analysis, correlation analysis, multiple regression analysis using SPSS 18.0. The subjects were 411 dental hygiene students in A University in Gyeongsangbuk-do and K-University in Gyeongsangnam-do from November 4 to 15, 2013. Results : The satisfaction with major in dental hygiene students showed the positive correlation with self-resilience and self-efficiency. Multiple regression analysis revealed the optimistic attitude towards the self-resilience and self-efficiency. The explanation power was 13%. Conclusions : The self-resilience and self-efficiency had a positive effect on the satisfaction with major. It is necessary to develop the program that can help increase the self-resilience and self-efficiency, and apply such program to the curricula.

• Journal of Society of Preventive Korean Medicine
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• v.24 no.1
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• pp.49-56
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• 2020

Objective : The purpose of this study is to determine the Work value of Korean medicine college students and check how the Work value of college students affects major commitment and major satisfaction. Method : The data for this study were collected through a self-administered survey to 207 subject from students enrolled in the University in B city. Frequency analysis, repeated measures ANOVA, multiple regression analysis were used for the statistical analysis. Results : As a result of analyzing the occupational value of students enrolled in the College of Korean Medicine, the pursuit of professionality and interest was the highest, the pursuit of achievement was the next highest, and the pursuit of diversity and change was the lowest. As a result of the multiple regression analysis, pursuit of achievement and professionality had a positive(+) effect, and pursuit of ease had a negative(-) effect on the major commitment. Also, the pursuit of professionality and interest had a positive(+) effect, and pursuit of ease had negative(-) effect on major satisfaction. Conclusion : In order to increase students' major commitment and satisfaction, it is necessary to make efforts to compose the programs and educational contents that can satisfy these values. In addition, the efforts of universities and professors are needed to help students establish the correct their work value.