• Human Ecology Research
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• v.55 no.5
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• pp.527-538
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• 2017

This study examines the effects of university students' types of self-determination and academic emotions on their learning community participant competence. The subjects were 234 early-childhood preservice teachers attending a university or college in the Kyonggi and Incheon area of Korea. The first metric created by Bak et al. (2005) measured early-childhood preservice teachers' types of self-determination. The second metric developed by Kim & Kim (2016) measured their levels of learning community participant competence. The thirds metric, originally developed by Kim (2012) and So (2010), was modified by Chung (2015) to measure the academic emotions of subjects. The test results were analyzed by correlation and multi-regression techniques using SPSS 21 for Windows. The findings were as follows. First, there were significant relationships between the subjects' types of self-determination and the levels of learning community participant competence. Second, there were significant relationships between the subjects' academic positive and negative emotions and the levels of learning community participant competence. Third, the subjects' levels of learning community participant competence were perceived differently according to their academic emotions. Based on these results, implications pertaining to academic emotions on learning community participant competence are suggested.

• 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.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.5-21
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• 1997

This study compared children's daily activities In the preschools of middle-and lower-income communities. 22 children, evenly divided by community and children's gender, were observed for 3 hours on 5 consecutive days. The observers followed the target child, gathering data during 30-second "windows" every 4 1/2 minutes. A total of 750 observations were used in the analyses. The findings show the variation in children's activities as a function of community differences. In the case of academic activities, children of middle-income community were more exposed to and engaged in play with academic objects more than children of the of low-income community. A reverse tendency, however, was found in academic lessons. Children of low-income community were more exposed to work than their counterparts. Children of middle-income community were engaged in child-adult conversation more than those of low-income community. In addition, children of the middle-income community initiated their involvement in play and conversation more than their counterparts, though no difference was found in children's initiation of activities.

• 전자공학회논문지 IE
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• v.47 no.4
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• pp.59-67
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• 2010

The purpose of the present study is to examine prediction of academic self-efficacy, perceived usefulness and ease of use on flow and academic achievement in community college education. For this study, D Community college in Korea was chosen and two survey were conducted. The subject were 114 engineering students who enrolled in the spring semester of 2010. The result of this study through multiple regression analysis indicated that academic self-efficacy predicted significantly on flow. But perceived usefulness and ease of use didn't predicted significantly on flow. Also, academic self-efficacy, perceived usefulness predicted significantly on academic achievement. But ease of use didn't predicted significantly on academic achievement. The result of this study suggested that academic self-efficacy, perceived usefulness should be considered for improving flow and academic achievement in community college education.

• Journal of Arbitration Studies
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• v.31 no.3
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• pp.91-107
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• 2021

The Korean Association of Arbitration Studies faces its 30th anniversary in 2020 since its foundation in 1991 and is being celebrated and congratulated across the communities in and out of the country. However, the association seems to be standing at crossroads between a negative and positive direction. As shown in the past KAAS pattern in its academic activities, the academic community tends to focus relatively more on domestic issues, expanding its domestic network rather than international network for the past years. KAAS needs to turn its face to see the other side of the world, stretching its hands to the people outside first. For this purpose, this paper suggests that KAAS should strengthen its cooperative capability through the international cooperation division. KAAS' past 30 years of accumulated know-how and its academic network will play critical roles i-n expanding its partners across the global academic community. This paper delivers special thanks to the institutions, including the LMAA, CAC, SIAC, HKIAC, RSPP/ACRU, IDAC, and LAMC who sent cooperative works and congratulatory messages to KAAS 30th anniversary despite the COVID-19 pandemic situation.

• The Korean Journal of Community Living Science
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• v.25 no.2
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• pp.219-232
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• 2014

This study investigate the mediating effects of academic self-efficacy on the relationship between academic stress and academic burnout of Korean adolescents. A survey was conducted using a convenient sample drawn from 850 students from nine junior high schools in Kunggi-do Province. Data were analyzed using SAS package program. The results show that many students were dissatisfied with their own academic performance. There was a significant positive relationship between academic stress and academic burnout. In particular, academic performance and studying had a significant interaction effect on academic stress. Academic self-efficacy had negative effects on academic stress and academic burnout. Academic self-efficacy partly mediated the relationship between academic stress and academic burnout. These results suggest that improving academic self-efficacy is crucial for preventing and reducing symptoms of academic stress and academic burnout. In this regard, continuous social support and efforts are needed to develop instructional strategies and educational programs that can improve the academic self-efficacy of adolescents.

• Journal of Korean Public Health Nursing
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• v.7 no.1
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• pp.17-29
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• 1993

Nursing centers are nurse-managed organizations that give the client direct access to professional nursing services. Academic nursing centers are faculty-created and -organized nursing centers integrated into nursing school or cooperated with community nursing center. Academic nursing centers are needed for providing services to the forgotten or underserved populations in the community, providing learning opportunities for nursing students and practice opportunities for faculties. The intent of this study is to identify the elements needed in developing process and operations of acedemic nursing center for elderlies and the disabled, and to present the desired model for academic nursing center. The processes of my study were : 1) The articles of the academic nursing centers in U. S. were reviewed and analysed. 2) The academic nursing center for elderlies and the disabled was developed and operated in my paper. 3) Desired model for academic nursing center was presented in my paper. The followings are the results of my study: 1. Elements needed in developing process of academic nursing center were philosophy and goals, the community support, assessment of the validity of the service and health needs, identification of the service contents, roles and responsibilities, communication lines, finances for facilities and operations, cooperation with resources, and developing record system. 2. Elements needed in operations of academic nursing center were the structural organizations, realization of the above philosophy and goals, development of policy and nursing standards, faculty participation, continuity of services, and financial solutions. 3. The desired model was presented according to the process and operations.

• International Journal of Contents
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• v.9 no.3
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• pp.19-28
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• 2013

This paper, based on a qualitative ethnographic study among college of education students, examines the online interactional processes surrounding academic discourse socialization. Data for this paper come from a larger study of an academic classroom community of graduate students and their instructor. In this study, I looked into the ways computer-mediated communication (CMC) contexts factor into graduate students' academic literacy experience in a graduate classroom, therein enculturating them into their new academic community. I focus on cases of nonnative graduate students in a content course in the department of educational psychology at a large southwestern university in the U.S. I explore the agency of the focal participants in terms of the roles they played in the classroom discourse highlighting the dialectical and interactional perspective of academic discourse socialization. This paper focused on the construction of varied participant roles of the focal students. It further examines student reactions and responses to these constructions during synchronous CMC activity.

• Korean Journal of Human Ecology
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• v.24 no.6
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• pp.755-768
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• 2015

The purpose of this study was to verify the mediating effects on self-regulated learning ability and sense of community in the relationship between parents' neglect and children's academic achievement. The subjects used in this study were 2,218 6th grade elementary school students from the third wave sample of the 2012 Korean Children and Youth Panel Survey (KCYPS). For data analysis, the three-step mediated regression analysis by Baron and Kenny (1986) was performed and the Sobel test was carried out in order to verify the effectiveness of mediation effects. The main results of the present study were as follows. First, the self-regulated learning ability and sub-component factors of achievement value, mastery goal orientation, behavioral control, academic time-management revealed to have a partial mediation effect in the relationship between parents' neglect and children's academic achievement. Second, the sense of community also showed to have a partial mediation effect on the relationship between parents' neglect and children's academic achievement. The findings of this study provide a viewpoint to deeply observe the problem of parents' neglect in connection with children's self-regulated learning ability and sense of community, and can be used as practical data to develop various programs for the benefit of improving children's academic achievement.

• The Korean Journal of Community Living Science
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• v.28 no.2
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• pp.289-300
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• 2017

This study was performed to investigate the effects of academic stress and academic burnout on smartphone addiction in junior high school students. A survey was conducted using a convenient sample drawn from 306 students at six junior high schools in Seoul. Data were analyzed using the SPSS 23.0 program. The results show that 21.6% of students were at risk of smartphone addiction. The high risk of smartphone addiction group used smartphone longer during weekdays and weekends. In addition, the high level of academic stress and academic burnout groups showed higher smartphone addiction scores compared to the lower level of academic stress and academic burnout groups. Smartphone addiction was positively correlated with academic stress and academic burnout. Furthermore, the results show that academic achievement and attending class, academic stress and disengagement, and academic burnout affected smartphone addiction. Therefore, to prevent smartphone addiction in adolescents, academic stress should be reduced in adolescents as well as develop educational programs to help students release or control their academic stress.