• Journal of Korean society of Dental Hygiene
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• v.15 no.4
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• pp.603-611
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• 2015

Objectives: The purpose of the study is to investigate the academic achievement in comprehensive dental hygiene courses using MBTI personality type. This study will provide the various pedagogical approaches in the dental hygiene education. Methods: A self-reported questionnaire was completed by 58 dental hygiene students in Chungnam from December, 2012 to March, 2014. The questionnaire consisted of academic achievement of comprehensive dental hygiene course and communication skills, After filling out the questionnaire, the students completed MBTI personality type sheet. Results: The students were categorized as extroversion type (58.6%), sensing type (70.7%), feeling type (56.9%), and perceiving type (67.2%). In the academic achievement, extroversion and judging personality type students had higher self-efficacy than the students of introversion and perceiving types. The extroversion personality type students also had the higher assignment level and confidence than the introversion type. Conclusions: In order to enhance the understanding and learning capacity of the students, dental hygiene professors should understand the differences in achievement levels due to different personality types so that they can utilize better pedagogical approaches.

• Journal of Families and Better Life
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• v.31 no.6
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• pp.11-21
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• 2013

The main purpose of this study is to explore the relationship between perceived the authoritarian parenting style and academic achievement among college students. Specifically, it is hypothesized that authoritarian parenting would indirectly affect the academic achievement of college students through self-differentiation level and career decision-making self-efficacy. 283 college students, after the consideration of their grade and gender, were selected for this study as participants. Methods describing the primary analytical technique of Structural Equation Modeling were used for the study. The results demonstrate that an authoritarian parenting style negatively affected the academic achievement of college students. There are mediation effects of self-differentiation and career decision-making self-efficacy between the perceived authoritarian parenting style and academic achievement among college students. The findings imply that the positive development of adult children requires more egalitarian parenting styles than those used on early adolescents. Next, for female students, specialized career counseling programs focusing on reducing psychological career barriers and career stress are needed. Lastly, it is implied that parenting styles used on adult children in Korea may differ from Western styles. Therefore, it may be difficult to explain the relationship between parents and adult children with a traditional theoretical framework.

• Educational Technology International
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• v.11 no.2
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• pp.123-148
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• 2010

Relationships between students' perception of psychological distance with online professors and their academic learning achievement and their intention to continue online learning were examined. The courses selected for this study are two online courses: 1) 'English Grammar' and 2) 'TOEIC (Test of English for International Communication) Preparation' offered by a campus-based, medium-sized university. This study employed a mixed-methods approach by conducting a survey as well as one-on-one interviews with students. Students who feel psychologically distant with the online professors show significantly lower degree of perceived learning achievement, and higher tendency not to take online courses any more. All the three scales measuring the psychological distance -mutual awareness, connectedness, and availability- with professors turned out to be significantly related with students' perceived learning achievement. According to the result of the interview data analysis, the student interviewees unanimously said that the university should limit the number of online courses that students can register in a semester to one or two courses. Most students regard low interactivity of online learning as inevitable phenomenon. There is a statistically significant difference in perceived learning achievement between the online preferred group and the offline preferred group. Also, there is a significant difference in connectedness and availability and no significant difference in the degree of mutual awareness between the online and the offline preferred group.

• Journal of environmental and Sanitary engineering
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• v.22 no.1 s.63
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• pp.67-74
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• 2007

The purpose of this study is to provide the necessarily basic data of the ideal growth of the students by investigating the effect of the student's stress due to the parent's achievement pressure. The sample of this study are In students consisting of 51 boys and 49 girls in the 3rd grade classes of "J" middle school located in Siheung city, Kyungki-do. The observed materials are used to investigate the parent's achievement pressure and the level of stress. Based on the observed data, the frequency, correlation, and t-test have been gained. The results are summarized as follows : 1. The perception of the parent's achievement pressure is shown more by the boy's achievement pressure($44.2{\pm}9.9$) than the girl's achievement pressure($39.939{\pm}11.089$), among the high level students. 2. The perception of the parent's achievement pressure is shown more the high($43.0{\pm}10.7$) and middle($42.9{\pm}11.8$) level students than the low($39.7{\pm}8.00$) level students. 3. The stress of male students was high in the Solving Problem stress factor with by the mean of $15.1{\pm}3.7$, and the stress of female students was high in the Self-Control stress factor with the mean of $13.3{\pm}3.9$. 4. The stress of high, middle, low level student was high in the Solution of Matter stress factor with the mean of $14.2{\pm}3.9$. 5. The results were the main cause of the stress than the parent's achievement pressure.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.359-369
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• 2021

The purpose of this study was to examine the effect of achievement motivations of university students on depression and the mediating effect of self-esteem in these relationships. For this, data were collected from 267 university students enrolled in universities in Y city, and analyzed using SPSS 22.0 and SPSS PROCESS macro 3.3. As a result of the study, first, it was found that the achievement motivation of university students had a significant positive effect on self-esteem, a parameter. Second, it was found that the achievement motivation of university students had a significant negative effect on depression. Third, in the relationship between achievement motivation and depression in university students, self-esteem, a parameter, was found to have a significant negative effect on depression, whereas achievement motivation did not have a significant effect on depression. In view of this, it was confirmed that self-esteem was completely mediated in the effect of achievement motivation of university students on depression. Based on the results of this study, the implications and limitations of this study were discussed, and support plans and follow-up studies for university students were suggested.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.565-575
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• 2004

The effects of education utilizing history of science on science achievement and attitudes of the ninth grade students were investigated according to their achievement level, along with the development of teaching and ;earning materials. A total of 144 ninth grade students were divided into the experiment and control group. Instructing students using history of science was performed in the experiment group, while conventional instruction was used in the control group. The scores of both pre-test and post-test were estimated by ANCOVA. Instructions applying history of science were more effective in increasing the students' science achievement and attitude than conventional instructions. In particular, the former enhanced the achievements of the upper-level students, more than it did for the middle and lower-level students. In addition, using history of science showed a better effect on higher and middle-level students, in improving their attitudes toward science, than it did for lower-level students. This study suggests that the instruction utilizing history of science should be designed based on the students' achievement level, and that various teaching and learning materials related to the instruction were helpful.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.209-221
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• 2008

While internet and cellular phones are very attractive to adolescents, they cause a lot of problems because of adolescent's addiction to internet and cellular phones. The purpose of this study is to investigate relations among overuse of internet and cellular phone and academic achievement with middle school students according to their sex and grade. For this purpose, the survey consist of 44-item, self-administered paper-and-pencil questionnaire from 444 two middle schools students located in Busan. Also, their academic achievements were used for statistical data processing. As a result, firstly, middle school students did not tend to be so seriously addicted to the internet and cellular phones. The internet was used more by male students and cellular phones by female students, and the more male and female students used the internet, the higher they tended to use the cellular phones. There was a negative correlation between the tendency of internet use and academic achievement, but there were no significant differences between genders. In terms of the tendency of using cellular phones and academic achievement, there were no correlations among male students, but there was a negative correlation in female counterparts. Secondly, in terms of grade, the 2nd-grade students had a higher tendency to use both of them than the 1st- and 3rd-grade counterparts. The tendency of using the internet and cellular phones, in each grade had significantly static correlation and the higher they tended to use the internet, the lower they had academic achievement the 3rd-grade. On the other hand, the tendency of using cellular phones, only 2nd-grade students had low academic achievement.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.231-240
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• 2016

The purpose of this study is to investigate the relationship among fatigue, personality, learning strategies, and academic achievement of medical students. 146 students from year 1 to year 4 at one medical school participated in this study. Students completed the fatigue, Big Five personality traits(Neuroticism, Extraversion, Openness, Agreeableness, Conscientiousness), learning, strategies. The academic achievement of students measured by GPA. The data were analyzed by t-test and stepwise multiple regression. The student's fatigue differed by grade, and the students of low grade had higher scores than high grade. But personality traits and learning strategies were not significantly different by grade. The factors that affect on academic achievement differ by grade. In low grade, neuroticism, extraversion, and rehearsal affected students' academic achievement. In high grade, conscientiousness and extraversion had an effect on the academic achievement of students. These results could guide the design of medical education improvement, and be useful in developing a supporting program for medical students.

• Human Ecology Research
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• v.58 no.2
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• pp.229-238
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• 2020

This study examined the effect of parental achievement-oriented expectation on high school students' depression and verified the mediating effect of peer relations on relations. Data were derived from the 7th wave (2016) of Korean Children and Youth Panel Survey (KCYPS), and 1,979 high school students were included. Descriptive statistics analysis, correlation analysis, multiple regression analysis, and a Sobel test were conducted using STATA. The main results were as follows. First, male adolescents perceived higher parental achievement-oriented expectation, lower peer relations, but lower depression than female adolescents. Second, parental achievement-oriented expectation was negatively related to adolescent peer relations but positively related to adolescent depression. This implies that adolescents whose parents have a higher level of achievement-oriented expectation have lower level of peer relations and higher level of depression. Third, adolescents' peer relations significantly mediated the relation between parental achievement-oriented expectation and high school students' depression. The result of Sobel test supported the significance of the mediating effect. The results highlighted a negative impact of parental achievement-oriented expectation on adolescents' mental health, and addressed how parental achievement-oriented expectation affects adolescents' depression by showing an important mechanism of peer relations, which was missed in previous research.

• Journal of Families and Better Life
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• v.26 no.6
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• pp.135-141
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• 2008

This longitudinal study investigated the causal relationships between academic achievement and self-esteem using data from a 4-year investigation(2003-2006). Academic achievements and self-esteem were assessed for a sample of adolescents (male 187, female 201) in KYPS (Korea Youth Panel Survey). Cross-lagged autoregressive analyses indicated that for academic achievement and self-esteem, these two variables were reciprocally interrelated in middle school. However, thereafter, middle school 3rd grade students' self-esteem influenced high school 1st grade students' academic achievement, while high school 1st grade students' academic achievement influenced high school 2nd grade students' self-esteem.