• Journal of the Korea Society of Computer and Information
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• v.24 no.7
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• pp.117-123
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• 2019

In this paper, we propose to investigate the differences of academic achievement and core competence according to university admission types. Research subjects were 159 nursing students in G city. The tool used in this study was Collegiate Students Essential Skills Assessment developed by the KW University. The 6 areas measured with the tool are: humanities, Humanism, self-directedness, creative competence, practice competence and global competence. The data were analyzed by descriptive statistics, ANOVA, Scheffe' test and pearson's correlation coefficient using SPSS WIN 18.0 Program. There were significant differences in core competence according to university admission types. But There were significant differences in academic achievement according to university admission types. And significant positive correlation between academic achievement and core competece was not founded. But significant positive correlation of 6 core competencies were founded. Based on the result of this study, it is possible to serve basic data for establishing better university admission type.

• International Journal of Internet, Broadcasting and Communication
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• v.13 no.2
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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.

• Education of Primary School Mathematics
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• v.24 no.1
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• pp.1-20
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• 2021

Factors influencing mathematics academic achievement are constantly changing and have direct and indirect effects on mathematics achievement, so longitudinal studies that can predict and analyze their growth are needed. This study uses longitudinal data on students from 2011 (5th grade of elementary school) to 2015 (2nd grade of middle school) of the Seoul Education Longitudinal Study, and divides them into groups with similar longitudinal changes in mathematics academic achievement. The direct and indirect effects of learning attitudes and achievement goals were examined. As a result of the study, it was found that learning effort and learning attitude had a direct effect on mathematics achievement in 1 group (2277 students, 67.7%), and learning attitude had a direct effect on mathematics achievement in 3 groups (958 students, 28.5%). And it was found that learning effort h ad an indirect effect. In addition, it was found that both learning attitudes, learning efforts, and achievement goals had no effect on the academic achievement of mathematics in the second group (127 students, 3.8%).

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.525-539
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• 2002

The purpose of the study was to assess science achievement of 11th grade students. Science achievement was assessed in knowledge and inquiry domains. The knowledge domain included three sub-areas including memory, understanding and application. The inquiry domain was divided into four sub-areas involving identifying problems, designing inquiry, data analysis and drawing conclusions. The results indicated that overall science achievement of the 11th grade students who participated in the study was at the proficient level. Regarding the knowledge domain, the achievement in the understanding and application areas was at the proficient level, and the achievement in the memory area was at the basic level. In the inquiry domain, the achievement in all the sub-areas except the identifying problems area which was at the basic level was at the proficient level. There were no gender differences in overall science achievement. However, gender differences were found in all the sub-areas except the application area and varied across the sub-areas. Also, there were significant differences in science achievement among regions.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.2
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• pp.203-214
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• 2013

Purpose: The purpose of this study was to examine the recognition of achievement and importance of nursing program outcome among nursing students. Methods: The survey was performed with 439 nursing student and recruited from 3-year or 4-year nursing students, scheduled to graduate from university. The data was collected by questionnaires and was analyzed with SPSS statistics 19.0. Results: The achievement of nursing program outcome was 3.28. and the important of that was 4.38. The achievement of nursing program outcome on critical thinking and communication of 4-year nursing students were higher than 3-year nursing students. Achievement of program outcome were significantly different according to satisfaction of curriculum, club activity and voluntary activity. Conclusion: These findings indicate that outcome-based nursing curriculum is need to consider the importance and achievement level of program outcome for nursing students.

• Journal of Integrative Natural Science
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• v.8 no.1
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• pp.56-59
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• 2015

To explore effects on each friendship, family, romance, and community in sub-variables of loneliness on academic achievement in science for Y-middle school students, multiple regression analysis is carried out by stepwise method. As the results, I found the following facts. Academic achievement in science for the students was expressed by the following equation. Academic Achievement=48.765+4.012${\times}$[Family](t=2.082, p=.039)-3.957${\times}$[Romance](t=-3.147, p=.002)+5.281${\times}$[Community](t=2.965, p=.003). And each variable value of the explanatory power affecting academic achievement in science for the students is presented in order of community (12.0%), family (6.6%), and romance (6.3%). But the friendship variable is not significant in affecting academic achievement in science.

• 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 Association For Science Education
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• v.26 no.2
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• pp.232-238
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• 2006

This study examined how motivational climate, achievement goals, and learning strategies jointly contributed to science achievement through path analysis of 260 middle school students. The results showed that only deep learning strategy had a significant direct effect on science achievement. The promotion of learning by science teachers and the pursuit of progress by peers had the mediational pathways linking task goal and deep learning strategy on science achievement. The pursuit of progress and the promotion of the comparison by peers influenced science achievement via deep learning strategy. The promotion of the comparison by peers also influenced deep learning strategy via performance-goal, which in turn influenced science achievement. These results indicated that the learning strategies had a direct effect and motivational climate or achievement goals had an indirect effect on science achievement. Our findings lead us to expect that the effective instructional method to improve students' science achievement is the one that impact both cognitive and motivational functioning.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.19-41
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• 2019

In this study, we present an analysis framework based on the 2015 revised curriculum to analyze how mathematical contents and achievement standards for domains of numbers and computations have changed in the curriculum of elementary mathematics in Korea. Based on this, we classified the achievement standards by type and investigated their characteristics. The achievement standards for numbers and computations can be divided into the successive, the extinctive, and the additive achievement standards depending on their characteristics. The successive achievement standards are the ones that have consistently existed without being removed from the 1-st curriculum to the latest revision in 2015. The extinctive achievement standards are the ones that have been removed at some point during the revisions of nine times and do not remain in the current revision in 2015. The characteristics of the extinctive achievement standards were analyzed to be different before and after the 4-th curriculum. The additive achievement standards refer to the ones that have been newly added to the curriculum or that have been removed at a certain moment but added back in later and thus exist in the current revision in 2015. The characteristics of each type according to the changes of the achievement standards can be thought to be the results that the revision for the mathematics curriculum in Korea has been faithfully conducted. Based on the results of this study, we suggest some implications for organizing the achievement standards in the future curricular development.

• (The) Korean Journal of Educational Psychology
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• v.31 no.1
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• pp.35-58
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• 2017

The achievement emotion experienced by students in their academic settings is directly related with achievement activities or results. As the focuses of researches in the educational psychology have been extended to students' motives and emotion, the achievement emotion is also actively studied in Korea. The purpose of this study is to analyze researches on the achievement emotion according to social/cultural backgrounds by dividing them into domestic and foreign ones and understand flow and trend of the researches by structuring them. On the basis of the findings, it also aims to provide fundamental data necessary to examine the achievement emotion matched for academic settings in Korea. The objects of this study include a total of 105 domestic (n=47) and foreign (n=58) journal articles. The criteria of analysis are divided into period, contents and method of the study: the study was conducted without control of period; the contents include variables and achievement situations; and the method includes design and type of study, analysis methods, measurement tools and objects. The descriptive statistics of the materials were estimated by using the SPSS, and were analyzed by dividing them into domestic and foreign ones. The findings show that the researches on achievement emotion can be divided into examinations of the development of achievement emotion scale and those of the relationship between related variables. Thus, the conclusion suggests comprehensive discussions by arranging the trends of researches on the development of achievement emotion scale and the relationship between related variables.