• 가정과삶의질연구
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• 제26권6호
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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.

• 한국학교ㆍ지역보건교육학회지
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• 제11권1호
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• pp.93-115
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• 2010

Objectives: This study intends to understand the difference of social support levels and the relationship between social support the health status, college adjustment and academic achievement in the college student. Methods: Data were obtained from self-administered questionnaire of 416 college student. We measured the demographic characteristics, social support (tangible support, appraisal support, belonging support, self-esteem support), health status (36-item short-form health survey(SF-36), center for epidemiologic studies-depression(CES-D), perceived stress scale(PSS)), student adaptation to college questionnaire(SACQ), average grades point. Chi-square test, t-test, ANOVA test, pearson correlation analysis were used for analysis factors relation of the social support of the college students. Results: In considering the degree of social support by the demographic characteristics in the college students, the social support was better for the female college students. In considering the relation between social support and health status, the students who get better social support, were good in health depression and perceived stress status. When they got better social support their college adjustment and academic achievement were good. The result was statistically significant. Conclusions: Social support for students has great influence on health, college adjustment and academic achievement of students. Psychological aspects of students should be included in the strategy of social support for students.

• 한국과학교육학회지
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• 제7권2호
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• pp.1-14
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• 1987

To examine the effect of students' Cognitive level upon their achievement on Science. the students' cognitive levels were tested by using GALT(Group Assessment of Logical Thinking) and examined the Correlation between the cognitive level and achievement According to the results, most students were still in the conerete level. Only 60% of 9th grade students could handle the logic of displacement volume. In case of proportional logic and logic of probability, only 40% of 9th graders could handle them. Only 10% of the students could understand Correlational logic. Cognitive level and students achievement were estimated to be in a very closely related. Students who were in a high cognitive level showed better achievement scores on knowledge, comprehensive, inquiry, and application items than those who were in low cognitive level. Therefore, this study suggests that the content of the current middle school science should be revised in away to match the students' cognitive level.

• 영어어문교육
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• 제17권2호
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• pp.139-160
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• 2011

This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

• International Journal of Internet, Broadcasting and Communication
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• 제13권2호
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• pp.166-172
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• 2021

The purpose of this study is to identify the impact of informatization minds of college students majoring in sports on information development efforts and academic achievement. Accordingly, a survey was conducted on 200 college students majoring in physical education at D University, and 197 students were selected as the final effective samples. Data processing was conducted using SPSS 23 for frequency analysis, reliability analysis, correlation analysis, and regression analysis. The results are as follows: First, recognition of the necessity of informatization education, a subfactor of the informatization mind, has a positive impact on informatino development efforts. Second, recognition of the necessity of informatization education, understanding and utilization of informatization concepts among sub-factors of informatization minds have a positive impact on the major learning achievement. Third, all the conversational factors in the informatization mind have a positive impact on study problem resolution. Fourth, information development efforts have a positive impact on the major learning achievement and the study problem resolution. Therefore, efforts are needed to increase the information mindset of college students major in sports.

• 한국응급구조학회지
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• 제27권1호
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• pp.59-70
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• 2023

Purpose: This study was designed to identify the effects of social support, learning flow, and learning satisfaction on academic achievement in university students. Methods: This study involved university students who agreed to participate the investigation in D City using a structured online questionnaire from December 1, 2022 to December 31, 2022. Results: Social support, learning flow, learning satisfaction, and academic achievement had significant correlations. The influencing factors of academic achievement were age and learning flow, with an explanatory power of 20%. Conclusion: Further active management and attention are imperative for vulnerable students in high-age groups to search for the ways to improve learning flow.

• 한국과학교육학회지
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• 제40권4호
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• pp.429-436
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• 2020

본 연구는 2009 개정 교육과정이 적용된 2015~2018년 4년간의 학업성취도 평가 결과를 바탕으로 중학생의 과학 학업성취 특성을 분석하였다. 우선 인지적 영역에 학생들의 학업성취 특성을 살펴보고자 성취도 평균 점수와 성취수준별 비율의 추이를 분석하였다. 또한, 정의적 영역에 대한 학업성취 특성을 알아보기 위해 학생들의 설문 중 교과태도에 대한 자신감, 흥미, 가치, 학습의욕 등에 문항에 관한 결과와 추이를 분석하였다. 주요 연구 결과를 살펴보면, 우선 첫째, 전체적인 과학과 학업성취도가 하락하고 있다는 것이다. 둘째, 성취수준별 차이를 보면 우수학력 집단에서 하락의 폭이 큼을 알 수 있으며, 기초학력 미달 비율이 증가하고 있다는 것이다. 셋째 성별로 보면, 성취도 점수에서는 남녀 간 점수 차이가 증가하는 경향이 나타났으며, 우수학력에서 여학생에 대한 지원, 기초학력에서 남학생에 대한 지원이 필요함을 알 수 있다. 넷째, 지역규모에서 있어서는 우수학력에서 지역규모간의 격차가 발생하고 있다는 특성을 보이고 있다. 교과태도에 대한 분석 결과를 살펴보면 먼저 교과태도에 대한 자신감, 흥미, 가치, 학습의욕 등 4개 구인 모두 성취도 평균과 유의미한 상관관계를 보였으며, 교과태도에서 '높음'일수록 성취도 평균도 높았다. 공통 문항을 통해 최근의 교과태도에 대한 변화 추이를 살펴보면, 2018년을 제외하고 자신감, 흥미, 가치 구인이 점차 상승하는 경향을 보였다. 보통학력 이상 집단에서는 자신감, 흥미, 가치 등에서 지속해서 상승하는 경향을 보이나 기초학력 이하 집단에서는 2018년에 크게 감소하는 경향을 보였다. 이러한 결과를 교육과정이나 교수·학습 개선, 교육 정책 수립의 근거나 자료로 활용할 필요가 있다.

• 한국임상보건과학회지
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• 제5권4호
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• pp.1040-1047
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• 2017

Purpose. This study was to explore the relations between self-efficacy, social support, college life adaptation and academic achievement of nursing students. Method. A descriptive study was conducted with a sample of 209 students enrolled in one college located in D City, and the data were collected during from May 14, to June 10, 2017. Data were analyzed using descriptive statistics, One way-ANOVA, and Pearson's correlation coefficient SPSS/WIN 21.0 programs. Results. Mean score for academic achievement was 3.06/4.5. Among college life adaptation there were significant differences between gender (t=9.13, p=.003), grade (F=7.07, p<.001). There were correlated between academic achievement in the nursing students, self-efficacy (r=.33, p<.001), social support (r=.31, p<.001), and college life adaptation (r=.42, p<.001). And there were correlated between self-efficacy (r=.16, p=.022), and social support (r=.22, p=.002). Conclusion. It was found that a higher degree of self-efficacy and social support, college life adaptation and academic achievement of nursing students. Therefore, to increase the academic achievement, between the social support, self-efficacy and college life adaptation are recommended.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권4호
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• pp.393-412
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• 2018

Teacher quality is a key factor that determines quality of education. Being aware of this, the Korean government and teachers have been striving to improve teachers' professionalism. Research about the impacts of efforts to enhance teacher professionalism on students' academic achievement and course satisfaction, however, is extremely limited. This study sought to advance our understanding of the relationship between these factors by analyzing what teacher characteristics impact students' achievement and satisfaction. To this end, the study drew on the middle and high school data from 3rd to 6th year survey of the Seoul Educational Longitudinal Study. Structural equational modeling were used as the main approach. Latent profile analysis, a kind of mixture modeling analysis, were used as needed. This study found that teachers' participation in instruction enhancement activity and professional development impact students' attitude toward mathematics lessons and their perception on class atmosphere, and ultimately impact their academic achievement as well as their overall satisfaction in the course. In addition, teachers' use of EBS textbooks and videos impact 3rd grade high schoolers' academic achievement. These findings suggest that effort to improve teacher professionalism positively impact students' academic achievement and course satisfaction, although there is a difference according to the year grade. This study provides implications for education policy makers and teacher educators.

• International Journal of Computer Science & Network Security
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• 제23권1호
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• pp.169-186
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• 2023

The research aimed to identify the effectiveness of an educational program using 3D glasses as a technological innovation on academic achievement and attitude towards elearning in science in the preparatory stage. The research relied on the analytical descriptive approach and the semi-experimental approach. The research tools were the achievement test and the scale of attitude towards e-learning. An educational program was designed and produced using 3D glasses. The study sample consisted of 60 students from the second grade in the preparatory stage at the Rural Jeddah School. The research concluded to the following results: There was a satistically sigificant difference at the level of sig. (0.05) among the -mean scores of the experiemtal and control group students in the post assessment atthe level of achievement in favor of the experiemental group and therewas a satistically sigificant difference at the level of sig. (0.05) among mean scores of the experiemtal and control group students in the post assessment at the level of attitude towards e-learning in favor of the experiemental group. And it was found that the positive effect of the 3D educational program for improving the level of achievement and the attitude towards e-learning for the students. The program allowed the experimental group students to practice self-learning, interaction, and achievement according to the individual differences among them.