• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.33-41
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• 2016

This study was convergence study conducted to examine the effects of problem-based learning(PBL) on self-directed learning ability, problem solving skills, academic self-efficacy, motivation toward learning in adult nursing care. This study was one-group pretest-posttest design. 51 students in the second year were recruited. After the PBL education, The participants showed much improvement in two areas of problem solving skills(t=3.30, p=.002) and Motivation toward Learning(t=3.004, p= .004). In the case of self-directed learning ability(t=1.451, p= .153) and academic self-efficacy(t=-1.04, p= .304), these have not showed a statistically significant change. The results indicate that the PBL education is effective in improving some areas of students' learning competency. Further study is needed to develop PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

• Journal of Convergence for Information Technology
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• v.10 no.10
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• pp.246-252
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• 2020

In this study, we surveyed the students enrolled in the dental hygiene program to identify how academic self-efficacy and subjective happiness affect academic resilience and, therefore, to help in guidance and adaptation to college life for dental hygiene students. We conducted the self-administered survey by randomized inclusion of dental hygiene students from Daejeon and South Chungcheong Province. A total of 175 students were finally analyzed. The study result showed that subjective happiness and academic self-efficacy were the factors that affected academic resilience and explanatory power accounting for 25.6%. This study has provided a foundational basis for the development of programs to enhance students' adaptation to college life by providing guidance for dental hygiene students and suggesting factors related to adaptation to college life.

• Journal of Convergence for Information Technology
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• v.11 no.9
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• pp.58-64
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• 2021

This study identifies the relationship between academic stress, sleep quality and depression of nursing college students. The data was collected from 155 nursing students by the online survey. Data were analyzed using SPSS 18.0. As a result of analyzing the differences in academic stress, sleep quality, and depression according to general characteristics. It was confirmed that academic stress had a significant difference from physical health (F=6.326, p<.001) and mental health (F=11.630, p<.001). Sleep quality was different from physical health (F=8.834, p<.001), and depression was found to be different from physical health (F=9.619, p<.001) and mental health (F=28.625, p<.001). The results of analyzing the correlation between academic stress, sleep quality, and depression were found to have a positive correlation between academic stress and depression (r=.242, p<.01). Therefore, identifying the relationship between academic stress, sleep quality and depression among nursing college students is necessary to devise a plan to maintain and improve their physical and mental health

• Journal of Convergence for Information Technology
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• v.11 no.7
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• pp.272-277
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• 2021

This study aimed to identify the relationship between academic and clinical practice stress and major satisfaction of nursing students. The data was collected from 140 nursing students by the online survey. Data were analyzed using SPSS 18.0. As a result of analyzing the differences in academic stress, clinical practice stress, and major satisfaction according to general characteristics, it was found that academic stress had a difference with religion (F = 14.348, p < .001). And there was a statistical difference in major satisfaction with grade (F = 4.582, p = .004). As for the correlation between academic and clinical practice stress, and major satisfaction, academic stress and clinical practice stress were positively correlated (r = .388, p <.01), and clinical practice stress had a positive correlation with major satisfaction (r=.336, p<.01). Therefore, it is considered that it is necessary to develop a program to lower academic stress in order to improve the satisfaction of the majors of nursing students.

• Journal of the Korea Convergence Society
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• v.10 no.1
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• pp.197-204
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• 2019

The purpose of this study is to examine an influence of university students' learning agility on career preparation behavior, academic challenge, and the mediating effect of academic challenge. The questionnaire was distributed to 420 university students and well responded 398 were used for data analysis using SPSS 22.O and AMOS 22.0. The results of this study are as follows: First, learning agility has a positive effect on academic challenge. Second, academic challenge has a positive effect on career preparation behavior. Third, academic challenge has a mediating effect between learning agility and career preparation behavior. These results show that the more students enhance their learning agility and academic challenge, the more students develop their career preparation behavior.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.337-345
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• 2021

This study was conducted to identify factors that affect the academic achievement of nursing students in home-based course. Data were collected from 324 nursing students attending H university through a questionnaire. Using SPSS/WIN statistics 20.0, the data was analyzed by t-test, ANOVA, Pearson Correlation, and Multiple Linear Regression. Factor that was significant to the academic achievement of nursing students in home-based course was learning engagement(t=2.368, p=.019), which showed 21.8% of the explanation. In conclusion, the development of convergence teaching-learning strategies that reflect new knowledge and technology, and various extracurricular programs are necessary to improve academic achievement through the learning engagement of nursing students in home-based course.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.225-235
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• 2021

The purpose of this study is to verify the mediated effect of academic failure tolerance in the influence of professor support on academic procrastination of university students. A Google survey was conducted on 211 students at D University in Gyeonggi-do, and descriptive statistics, correlation analysis, and multiple regression were conducted using the SPSS program with collected data. The mediated effect of academic failure tolerance has been verified through three stages of regression analysis (Baron and Kenny) and Sobel Test. The results of the study are as follows; First, professor support has a negative correlation with academic procrastination, and a positive correlation with academic failure tolerance. In addition, there was a negative correlation between academic failure tolerance and academic procrastination. Second, it showed that academic failure tolerance has a full mediated effect in the influence of professor support on academic procrastination. This implies that it is necessary to create an educational environment that can raise the level of professor support and academic failure tolerance of university students in the academic situation. Therefore, this study suggested the need of providing a program of professor support that can improve academic procrastination problems and strengthen the academic failure tolerance of students.

• Journal of Convergence for Information Technology
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• v.8 no.5
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• pp.51-58
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• 2018

This study aimed to find the related factors of nursing students' self-efficacy(including general self-efficacy and social self-efficacy), self-leadership and academic performance. Collected data were analyzed using SPSS 19.0. The general self-efficacy scores of the subjects in who're admitted according to aptitude, higher school grades, extroverts, and higher leadership were significantly higher than those who weren't. The social self-efficacy scores were significantly higher in younger ages, extroverts and higher leadership. Self-leadership was higher in those who're admitted according to aptitude. Academic performance was significantly higher in the females and higher school grades. Social self-efficacy was positively correlated with self-leadership, and negatively with academic performance. Explanation rate of sex, general self-efficacy and social self-efficacy on academic performance was 10.5%. These results can be applied as a basis for developing guidelines of nursing students' self-efficacy, self-leadership and academic performance after repeated studies.

• Journal of Convergence for Information Technology
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• v.8 no.4
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• pp.247-253
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• 2018

This study was designed to analyze the difference in attendance and academic achievement based on spatio-temporal data relate to e-Learning patterns of university e-Learning learners. This study collected e-Learning data from 68 e-Learning classes, 13,611 learners during 3 years. Collected data were analyzed by t-test and two-way ANOVA. Major study findings were as follows. Firstly, e-Learning learners in school received higher than those of learners outside school both in attendance and academic achievement, while that academic achievement showed statistical significance. Secondly, the attendance and academic achievement by the day was in the order of e-Learning learners mainly in the morning, those in the afternoon and those at night, in addition there was statistical significance. Lastly e-Learning learners in the weekdays appeared higher than those of learners in the weekends both in attendance and academic achievement, also both of them showed statistical significance.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.257-264
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• 2019

The purpose of this study was to analyze the effect of physical education class satisfaction on the college life satisfaction, and academic persistence to provide the basic information for the effective higher education policy increasing the academic persistence. By analyzing a total of 185 surveys from college students that take the physical education class, this study found followings. First, physical education class satisfaction had a significant direct effect on the college life satisfaction(+). Second, college life satisfaction had a significant direct effect on the academic persistence(+). Third, physical education class satisfaction didn't had a significant direct effect on the academic persistence. Fourth, physical education class satisfaction had a significant indirect effect on the academic persistence mediated by the college life satisfaction.