• The Journal of Korean Medical History
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• v.17 no.2
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• pp.3-25
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• 2004

This study is aimed at grouping the academic lines of Korean Oriental Medicine into academic schools. The standard that can be used to classify the academic schools of Korean Oriental Medicine is first of all, identical theory; secondly, similar trend in compiling medical text; and thirdly, having the same individual body of theory. In this paper, based on these three criterion, the lines have been divided into 15 academic schools.

• Korean Journal of Human Ecology
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• v.22 no.5
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• pp.447-459
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• 2013

This study aimed to investigate the influence of mother's responsive/restrictive parenting and peer attachment on academic stress in school-aged boys and girls. The participants were 493 5th, 6th graders from five elementary schools in Daegu and Gyeongbuk province. The collected data were analyzed through a t-test, multiple regression, hierarchial regression using SPSS Win 19.0. The results are as follows. (1) Level of academic stress of school-aged girls was higher than boys. (2) Responsive parenting of mothers was the most powerful explanation in academic stress of school-aged boys. However restrictive parenting of mothers was the most powerful explanation in academic stress of school-aged girls. (3) In boys, responsive parenting of mothers influenced their academic stress but peer attachment didn't influence the boys academic stress. In girls, responsive parenting of mothers and peer attachment influenced their academic stress, and interaction effects of responsive parenting of mothers and peer attachment on academic stress was observed. (4) Both boys and girls, restrictive parenting of mothers and peer attachment had influences on academic stress. And interaction effects of responsive parenting of mothers and peer attachment on academic stress was not observed.

• Journal of the Korean Society for Library and Information Science
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• v.40 no.1
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• pp.59-75
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• 2006

In information society, enhancing information literacy is a common goal of the academic and school libraries. Consequently the academic libraries connect with the school libraries through information literacy In this study, a academic library visiting program is presented and proposed as a policy to link the academic and school libraries. This program may be a alternative to activate school library-based teaming and overcome lacks of resources and teacher librarians, in the academic libraries. it may be a policy to improve lacks of materials and carrels and overcome the problem of service increase in the opening academic library for local communities. And it will contributes to the educational role or the librarian.

• Journal of Korean Physical Therapy Science
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• v.27 no.2
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• pp.48-62
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• 2020

Purpose: The purpose of the study was to identify the mediating effects of social support and self-efficacy between academic stress and college adjustment in physical therapy students. Design: Survey. Methods: 75 subjects were surveyed about the level of academic, Academic Stress, College Adjustment, Social Support, Self-Efficacy, and self-control. To confirm the cognitive function on brain activity were evaluated. Results: First, College students have higher academic stress and lower college adjustment. Higher social support and self-efficacy have lower academic stress and better college adjustment. Second, students with high academic stress need constant attention to increase their social support and programs to reduce academic stress. Third, students with high academic stress, low social support, and low self-efficacy can increase their cognitive strength through the brain wave thereby reducing the academic stress they are currently feeling. Conclusion: In order to improve the College Adjustment, it is considered that it is important to increase the cognitive function through brain train along with the development of a student management program that can reduce academic stress and increase social support and self-efficacy.

• Journal of Families and Better Life
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• v.3 no.1
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• pp.69-76
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• 1985

This study was attempted to investigate the relationship between the academic achievement and the internal and external motivation of academic achievement. Here, the internal motivation of academic achievement refers to the case that a student feels the necessity of study and h satisfaction, expects rewards, or has interest in his study; external motivation of academic achievement means that a student has outward motivation such as other's recognition, rewards, or compulsion. As the result of this study, there showed significant difference in the academic achievement in proportion as the level of internal and external academic achievement motivation (P<.001). the students with the higher internal motivation and the lower external motivation turned out to have the highest effect of academic achievement; on the other hand, the students with the lower internal motivation and the higher external motivation showed the least academic achievement. There was 11.60 points-difference on the average between those two groups in terms of grade. The academic achievement and the internal motivation shows significant correlation(r=.25, P<.001) while academic achievement and the external motivation presents negative tendency (r=-.10). Through the results of regression analysis, the estimation of the academic achievement by the two variables to academic achievement motivation was 6.22%(P=.0001)

• Korean Medical Education Review
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• v.21 no.2
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• pp.100-111
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• 2019

There are several dimensions of academic burnout experienced by medical and health science college students. The purpose of this study was to examine the effects of academic relationships on academic burnout. Data was collected from 476 Eulji University students using an online survey over 4 days in April of 2018. Of the 264 respondents, 111 studied medicine (42.0%), 105 studied nursing (39.8%), and 48 studied clinical pathology (18.1%). The questionnaire was composed of the following sections: demographics (four questions), general life characteristics (seven questions), academic enthusiasm (eight questions), academic relationships (15 questions), and academic burnout sub-dimensions (partially revised Maslach Burnout Inventory-Student Survey Scale) (11 questions). T-tests and one-way analysis of variance were performed to illustrate the differences among the three departments. The effects of academic relationships and academic enthusiasm on academic burnout were analyzed using linear regression. Comparing the three departments, academic burnout was not found to be statistically significant (p=0.296). However, medical students' academic enthusiasm was significantly lower (p<0.001) and academic relationships were significantly higher (p<0.001) than nursing and clinical pathology students. The difference in academic burnout among the three departments was not significant. However, medical students have stronger academic relationships, while nursing and clinical pathology students were more focused on academics. Relationships and academic enthusiasm contribute to reducing academic burnout. Therefore, strategies need to be developed to deal with academic burnout considering relationship factors.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.1-13
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• 2010

This study examined the time-dependent effects of changes in private education on the trajectories of academic achievement among early adolescents. Five-wave data was employed from the KYPS; the participants being 2844 (1524 boys, 1320 girls). All were 4th graders in 2004 and became 8th graders in 2008. Latent growth curve model indicated that academic achievement significantly decreased over the five time points, but there were significant individual differences as well. Participants who reported higher initial levels of academic achievement tended to decrease in academic achievement more slowly over time compared to participants who reported lower levels of initial academic achievement. The effects of private education on academic achievement were at their most powerful when participants were in the 4th grade. Private educational experiences among 6th graders had relatively less influence upon the academic achievement of 7th graders.

• Journal of Korean Clinical Health Science
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• v.10 no.1
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• pp.1578-1586
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• 2022

Purpose. The purpose of this study was to examine relationships among academic stress and academic self-efficacy on positive psychological capital and identify the factors that influence on positive psychological capital in the nursing students. Methods. The data were collected from 184 nursing students in the five colleges located Y and S city using self-reported questionnaires and Oct. 25 2020 to Nov. 5 2020. The data were analyzed by descriptive statistics, T-test, ANOVA, Pearson's correlation coefficient, and multiple regression with SPSS 20.0 program. Results. The result of positive psychological capital was found to be in a significant positive correlated with academic self-efficacy. the multiple regression indicates the Major satisfaction and academic self-efficacy 22.1%(F=11.4 P<.001) of positive psychological capital. Conclusions. Therefore, it is necessary to develop academic self-efficacy increase education program for strategy positive psychological capital in nursing students.

• Child Health Nursing Research
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• v.25 no.2
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• pp.205-213
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• 2019

Purpose: The purpose of this study was to examine the mediating effect of major satisfaction in the relationship between academic self-efficacy and academic achievement among nursing students. Methods: Data were collected from 142 nursing students from March 5 to March 9, 2018, and the collected data were analyzed using SPSS version 21.0 for Windows. Results: Academic self-efficacy had a significant effect on both major satisfaction (${\beta}=.31$, p<.001), and academic achievement (${\beta}=.43$, p<.001). The parameter of major satisfaction was found to have a significant effect on the dependent variable, academic achievement (${\beta}=.22$, p=.007), and the independent variable, academic self-efficacy, also had a significant effect on academic achievement (${\beta}=.39$, p<.001). Thus, major satisfaction was found to have a partial mediating effect on the relationship between academic self efficacy and academic achievement. The Sobel test showed that the path of the academic achievement and academic self efficacy variables was significantly mediated by major satisfaction (Z=2.99, p=.003). Conclusion: Academic self-efficacy was found to affect academic achievement, and major satisfaction was found to play a partial mediating role in the relationship between academic self efficacy and academic achievement.

• Journal of Korean language education
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• v.28 no.1
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• pp.23-47
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• 2017

This research analyzed procedural problems presented in academic writing faced by international students. The result of this research will serve as a basis for suggesting methods of developing a curriculum in Korean writing as a liberal arts education designed for international students. To analyze problems presented in academic writing by international students, the standard of assessment was divided into interaction, knowledge construction, and material quotation. Then, knowledge construction was divided into contents, structure, and expression, and the items were subdivided in each category. These categories of assessment correspond to the genre of academic writing and are different from the existing standard of assessment for academic writing. Applying these standards, this research analyzed 43 texts of academic writing in process for a final paper by international students in an class and presented problems in them. Furthermore, this paper aims to give detailed feedback that can help solve those problems.