• The Korean Journal of Community Living Science
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• v.22 no.3
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• pp.407-416
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• 2011

The study examined and compared relationships among self-esteem, self-efficacy, and academic achievement of children in poverty and the comparative groups. The subjects of this study were 97 elementary school students who had benefited from the free meal project and 97 students as the comparative group who did not receive the benefit. Descriptive statistics, Cronbach's ${\alpha}$ tests, and multiple regression analysis were employed to analyze the data. The results showed that academic scores of the comparative group were statistically higher than those of children in the poverty group in Korean language, mathematics, science, and sociology. Also, self-esteem of children in the poverty group was lower than that of the comparative group's in terms of leadership and popularity. The poverty group also showed lower self-efficacy in self-regulated efficacy tasks. Finally, multiple regression analysis demonstrated that different sub-factors of self-esteem and self-efficacy predicted the academic achievement of children in poverty group and the comparative groups.

• The Journal of Korean Society for School & Community Health Education
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• v.23 no.2
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• pp.39-50
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• 2022

Objectives: This study aimed to confirm the association between self-determination and self-directed learning among Korean nursing students, as well as the mediating effect of academic self-efficacy. Methods: Data from 139 nurse students were surveyed in this descriptive cross-sectional study. They were collected from Oct 1 to 30, 2020, using self-report questionnaires. The collected data were analyzed using descriptive statistics, independent t-test, one-way analysis of variance, Scheffé test, Pearson's correlation coefficient analysis, and mediated model for PROCESS macro using the SPSS/WIN 24.0. Results: Self-directed learning was positively associated with self-determination (r=.56, p<.001) and academic self-efficacy (r=.63, p<.001). Furthermore, academic self-efficacy had a mediating effect on the relationship between self-determination and self-directed learning (B=0.21, 95% CI=0.12~0.32). Conclusion: The impact of self-determination on the self-directed learning among nursing students was mediated by academic self-efficacy. Therefore, these results provide important data for future self-directed learning in nursing education.

• The Journal of Korean Academic Society of Nursing Education
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• v.30 no.1
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• pp.5-18
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• 2024

Purpose: This study aimed to identify whether there is a difference between an online-based community psychiatric nursing practice program with the ARCS model and a conventional community psychiatric nursing practice program in promoting nursing students' learning motivation, knowledge of community psychiatric nursing, communication skills, and learning self-efficacy. Methods: This study used a quasi-experimental design with a non-equivalent control group. The participants were 44 nursing students at three nursing colleges in Gyeongsangbuk-do. The experimental group was provided the online-based community psychiatric nursing practice program with ARCS model, while the control group was provided the conventional community psychiatric nursing practice program from July 9, to September 3, 2022. Both groups received practice training 8 hours a day, 5 days two weeks. The collected data were analyzed using the exact χ², Mann-Whitney U-test, and Quade's two-way ANCOVA with the IBM SPSS Statistics 28.0 program. Results: The results of the comparison of an experimental group training with the online-based community psychiatric nursing practice program with ARCS model and a control group training with the conventional community psychiatric nursing practice program showed that, there was no statistically significant difference between the two groups in learning motivation knowledge of community psychiatric nursing, and learning self-efficacy. However, communication skills were statistically significantly higher in the experimental group (F=6.23, p=.017). Conclusion: The online-based community psychiatric nursing practice program with ARCS model can be used as a substitute learning to improve community psychiatric nursing capabilities in situations when clinical practice is suspended due to infectious diseases such as coronavirus disease 2019 or when is a shortage of community psychiatric nursing practice institutions.

• The Korean Journal of Community Living Science
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• v.15 no.2
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• pp.3-15
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• 2004

This study examines the various types of consciousness about sexuality exhibited by girls' high school students. The analysis was carried out utilizing two subject groups with the first being academic course students and the second being vocational course students. A 51 question questionnaire was prepared based on a literature review and previous research. The questionnaire was developed based on the results of two preliminary surveys, a reliability test, and a correction. A total of 721 questionnaires were distributed to students of 3 vocational and 3 academic courses. The analysis of the results was carried out using by means of SPSS 10.0. The study generated conclusive findings about each groups' viewpoint toward sex, the actual condition of their relationship with members of the opposite sex, the passages of knowledge about sex, the content of current sexuality education at school and the ideal type of sexuality education. This study shows that the current standardized content of sexuality education is ineffective. Sexuality education at schools in South Korea has reached a point, where research for more effective sexuality education is required.

• Child Health Nursing Research
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• v.24 no.4
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• pp.506-516
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• 2018

Purpose: The purpose of this study was to investigate psychological capital, sense of community and stress in relation to school adjustment and to identify factors influencing school adjustment in middle school students. Methods: This study population consisted of 150 middle school students. Data were analyzed using t-test, analysis of variance, Pearson correlation coefficient, and multiple regression analysis. Results: The mean score for school adjustment in middle school students was 3.68 out of 5 points. School adjustment explained 34% of the variance in sense of community (${\beta}=.39$, p<.001), positive psychological capital (${\beta}=.35$, p<.001), academic performance (${\beta}=.26$, p<.001), and stress (${\beta}=-.21$, p<.001). Conclusion: The results of our research suggest that sense of community is an important variable influencing school adjustment in middle school students. Therefore, to promote school adjustment in middle school students, it is necessary to develop and implement active educational strategies promoting sense of community, positive psychological capital, academic perfomance, and controlling stress.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.26 no.2
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• pp.189-198
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• 2019

Purpose: The purpose of this study was to investigate the associations of mental health recovery to internalized stigma and meaning in life of community-dwelling people with mental disorder. Methods: Participants were 150 people with mental disorder who were enrolled at one of the community mental health institutions in D, S, and U cities, South Korea. Data analyses included a descriptive analysis, t-tests, ANOVA, Pearson's correlation coefficients, and stepwise multiple regression using SPSS 25.0 software. Results: There were significant mean differences in mental health recovery according to education, religion, residential status, diagnosis, and day program use status of people with mental disorder living in the community. The significant predictors of mental health recovery included presence of meaning, stigma resistance, diagnosis (Major depressive disorder), and search for meaning. The regression model explained 58.7% of mental health recovery. Conclusion: Improving meaning in life and stigma resistance will increase the chances of mental health recovery among community- dwelling people with mental disorder.

• (The)Study of the Eastern Classic
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• no.35
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• pp.415-445
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• 2009

A well-known historian, Ahn Jeong-Bok(Sun-Am, 1712~1791) was an expert on the country village community. He was a scholar of the "Nam-In" group, who was excluded from the corridors of power in those days. He kept on the move in various parts of country villages from his childhood. After settling down in Deok-Gok, Kwang-Ju, he stayed in the place devoting himself to the self-culture and the literary works. By his surrounding of environment, he had an academic interest in a concrete science rather than metaphysics and country villages rather than the central city. He considered the country villages as the link holding between a family and a country and had the conception of a confucianist community based on country villages, emphasizing the practice of confucianist virtues in everyday life. First of all, his confucianist community was the community based on country villages. He thought that the enlightenment was a matter of great importance for solving problems in country villages. As a solution to those problems, he suggested Hyang-Yak, the self-governed regulations of country villages. In his own village he made the self-governed rules Dong-Yak. When he was a provincial governer of Mok-Cheon, he put Hyang-Yak, the self-governed regulations of country villages in operation. It aimed for a kind of gentry-centric country village community. But Hyang-Yak was the regulations based on the agreement with each other, stressed the regard on the popular mind and the setting the pace of the gentry, and aimed for the harmony and order in a community through the practice of moral virtues in daily life. On the other hand, he had a conception of a country village's academic community. He thought of the development of educational intuitions as a pressing need of the enlightenment of country village. With young people he read confucianist books with comments in a village school, Seo-Jae. In his seventies, he made and put the self-regulations for academic community, Hak-Yak, in operations. It is considered that Hak-Yak was an example of his idea of academic community and his point of view on learning, which emphasized on the coincidence with reading and practice.

• The Journal of Korean Society for School & Community Health Education
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• v.16 no.3
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• pp.1-15
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• 2015

Objectives: The purpose of this study was to examine the state of ADHD disposition among college students and the impact of their self-esteem on ADHD in an effort to provide useful information on the prevention of ADHD in adults. Methods: A survey was conducted from April 4 to June 30, 2015, on 264 selected students at two different universities that were respectively located in the Daegu and Gyeongsan city. As for data analysis, a statistical package SPSS WIN 18.0 was employed. Results: The findings of the study were as follows: There were significant differences in overall ADHD disposition according to academic year, religion and academic standing, and self-esteem varied with gender, presence or absence of a friend of the opposite gender, academic year and academic standing. There were differences in inattention-memory problems scores, one of the sub factors of adult ADHD, according to presence or absence of a friend of the opposite gender, academic year and academic standing. Self-esteem had a negative correlation with inattention-memory (r=-0.463), hyperactivity(r=-0.269) and impulsiveness(r=-0.233). When a regression analysis was made to determine influential factors for inattention-memory, religion(${\beta}=0.121$), academic standing(${\beta}=-0.153$) and self-esteem(${\beta}=-0.422$) were influential. Conclusions: Adult ADHD disposition and self-esteem of college students seems to be relationship. There was a positive correlation among inattention-memory, hyperactivity and impulsiveness that were three subfactors of adult ADHD.

• The Journal of Korean Society for School & Community Health Education
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• v.9 no.2
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• pp.81-90
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• 2008

Objectives: Since 80% of the information we get from the environment comes in through our eyes (Anshel JR, 1999), uncorrected visual problems negatively affect children's educational process and perceptual development. The objectives of this study were: 1st, to document the prevalence of learning related vision problem in primary school children. 2nd, to compare responses of children with those of parents on visual symptoms. Lastly, to determine if there is an association between visual symptoms and academic performance. Methods: We administered visual-symptom quality of life questionnaire developed by Oklahoma College of Optometry in Vision Development to 1031 primary school children and their parent. Visual symptoms responded by children and their parents were compared using Independent Sample t-test and the relation between visual symptoms and academic performance were calculated using Pearson Correlation tests. Results and Conclusions: The number of children who need further professional evaluation, that is visual-symptom scores were ${\geq}20$, reported by children(25%) was greater than that reported by parents(16%). And visual-symptom scores reported by children were significantly higher than those reported by parents in every grade(p<0.01, p<0.001). Visual symptoms reported by both children and parents were found to be inversely correlated to academic performance in every academic area and most of their correlations were statistically significant(p<0.05). Therefore, children with more visual-symptom reported by both group had negative effects on children's academic performance.

• The Journal of Korean Society for School & Community Health Education
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• v.21 no.1
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• pp.75-89
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• 2020

Objects: The purpose of this study was to examine the differences of college students' big-five personality factors, academic adaptation, and psychological well-being according to cluster types based on the grit. Methods: The participants of this study were 190 college students. All variables were evaluated by self-report of college students. The data were analyzed by one-way ANOVA and two-step clustering statistics using SPSS 21.0. Results: First, a cluster analysis on a sample of 190 college students revealed four clusters: the more highly grit group, higher tenacity group, higher consistency of interests, and the less grit group. Second, there were significant differences of 190 college students' big five personality factors, academic adaptation, and psychological well-being according to cluster types based on the grit. Conclusions: These findings can be used as an important contribution to further research and educational practices for promoting the grit in college students. Also it suggests the need for health education to increase the psychological well-being of college students.