• Title/Summary/Keyword: academic efficacy

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Academic Achievement of Nursing College Students according to Academic Self-efficacy: The Mediating Effect of Major Satisfaction (간호대학생의 학업적 자기효능감이 학업성취도에 미치는 영향: 전공만족도의 매개효과)

  • Kim, Juyeoun;Kim, Hyeon Ok;Lee, Myungha
    • 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.

The Influence of Academic Self-efficacy and Major Satisfaction on Career Attitude Maturity in Nursing Students (간호대학생의 학업적 자기효능감과 전공만족도가 진로태도성숙에 미치는 영향)

  • Han, Su Jeong
    • Korean Journal of Adult Nursing
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    • v.25 no.5
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    • pp.559-566
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    • 2013
  • Purpose: This study examines the relationships between academic self-efficacy, major satisfaction, and career attitude maturity among nursing students. The study further explored the mediating effect of major satisfaction on the relationship between academic self-efficacy and career attitude maturity. Methods: Data were collected via questionnaires from 239 nursing students in D city and P city from March 1 to March 30, 2012. Pearson's correlation and multiple regression analyses were used to assess the relationships between the variables. Results: 1. The mean scores for academic self-efficacy, career attitude maturity, and major satisfaction were 3.81, 3.67, and 3.89, respectively. 2. Academic self-efficacy was positively correlated with major satisfaction and career attitude maturity. 3. Major satisfaction had a mediating effect on the relationship between academic self-efficacy and career attitude maturity. Conclusion: Academic self-efficacy is expected to serve as a foundation for the promotion of career attitude maturity.

Mediation effects of social support and self-efficacy between academic stress and college adjustment in physical therapy students (물리치료학과 학생의 학업스트레스와 대학생활적응의 관계에서 사회적 지지와 자아탄력성의 매개효과)

  • Kim, Sangwoo;Lee, Byounghee
    • 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.

Effects of Academic Stress and Academic Self-Efficacy on Positive Psychological Capital of Nursing Students (간호대학생의 학업스트레스, 학업적 자기효능감이 긍정심리자본에 미치는 영향)

  • Jung, Mi-Ra
    • 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.

Effects of Nursing Student's Academic Failure Tolerance and Academic Self-efficacy on Academic Achievement (간호대학생의 학업실패내성과 학업적 자기효능감이 학업성취도에 미치는 영향)

  • Chung, Su Kyoung
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.15 no.12
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    • pp.7160-7169
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    • 2014
  • This study examined the relationship of academic failure tolerance, academic self-efficacy and academic achievement of nursing students. The data was obtained from August 27 to September 17. The participants were 198 students in a university in D city. The data was analyzed using descriptive statistics, Pearson correlation coefficients and multiple regression. A positive correlation was observed between all the variables. The factor that significantly affected academic achievement was academic self-efficacy, which explained 7.5% of the variances. The subdomain of the academic failure tolerance affecting academic achievement was found to be the behavior, which explained 8.0% of variances. The subdomains of academic self-efficacy affecting the academic achievement was the self-regulatory efficacy. This factor explained 15.4% of the variances. This study suggests that it is necessary to enhance the academic failure tolerance and academic self-efficacy for the learning achievement and working performance of nursing students.

The Effects of Self-Leadership on Academic Self-Efficacy and Communication Ability of Nursing Students (간호대학생의 학업적 자기효능감, 의사소통 능력이 셀프리더십에 미치는 영향)

  • Lee, Keyoung-Im;Jeong, Gyeong-Sun
    • Journal of The Korean Society of Integrative Medicine
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    • v.10 no.4
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    • pp.209-218
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    • 2022
  • Purpose : This study examined how of nursing students affects their academic self-efficacy and communication ability on self-leadership. Methods : The subjects of this study included 269 nursing students enrolled in a college located in City B, South Korea during a period between June and July 2021. The collected data were analyzed using SPSS/WIN 22.0 program to compute frequency, percentage, mean and standard deviation and conduct t-test, ANOVA, Scheffe's test, Pearson Correlation Coefficient, and multiple regression analysis. Results : The nursing students had average academic self-efficacy of 3.10±.42, communication ability of 3.78±.53, and self-leadership of 3.16±.44. Among the self-leadership sub-factors, self-reward was the highest with 3.94±.74 points. The academic self-efficacy of the subjects demonstrated a significant difference according to happiness index (F=8.83, p<.001) and health (F=3.38, p=.035). The communication ability showed a significant difference depending on year of study (F=5.62, p<.001), happiness index (F=5.95, p<.001), and experience of clinical training (t=-3.57, p<.001). The self-leadership demonstrated a significant difference according to year of study (F=4.28, p=.006), satisfaction with major (F=7.37, p<.001), happiness index (F=3.68, p=.013), and experience of clinical training (t=-3.41, p<.001). A positive correlation was observed between the subject's academic self-efficacy and communication ability (r=.40, p<.001), as well as the academic self-efficacy and self-leadership (r=.45, p<.001). The communication ability (𝛽=.36, p<.001) was proven to be the strongest influential factor on the self-leadership, followed by academic self-efficacy (𝛽=.28, p<.001), satisfaction with major (𝛽=.13, p=.011), and experience of clinical training (𝛽=.13, p=.013). Conclusion : This study results imply that repeated studies that investigate the nursing students' academic self-efficacy, communication ability, and self-leadership are required. Furthermore, efforts should be made to develop programs aimed at enhancing nursing students' academic self-efficacy, communication ability, and self-leadership.

The Influence of Self-Efficacy and Self-Esteem of the College Students on Employment Anxiety: Focus on the Moderating Effect of Academic Stress (대학생의 자기효능감과 자존감이 취업 불안감에 미치는 영향: 학업스트레스의 조절효과를 중심으로)

  • Jang, Jun-Ho;Jin, Chun-Hua
    • Asia-Pacific Journal of Business
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    • v.10 no.2
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    • pp.99-116
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    • 2019
  • In this study, we examined the effects of self-efficacy and self-esteem on employment anxiety based on existing prior study and verified the moderating effect of academic stress between self-efficacy and employment anxiety, and moderating effect of academic stress between self-esteem and employment anxiety and the analysis result are as follows. The first result shows that self-efficacy and self-esteem negatively affect employment anxiety. Second, academic stress has not played a role of moderating in the relationship between self-efficacy and employment anxiety. As academic stress increases, employment anxiety increases. However, the regression analysis results confirmed that the academic stress can be an independent variable that explains employment anxiety. Finally, academic stress plays a role of moderating in the relationship between self-esteem and employment anxiety. This means that students with relatively high self-esteem are less likely to have employment anxiety than those who do not, and that increasing academic stress increases the employment anxiety of college students.

Mothers' and Teachers' Autonomy Support in Relation to Children's Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator (어머니와 교사의 자율성 지지가 아동의 학업지연행동에 미치는 영향: 자기조절학습 효능감의 매개적 역할)

  • Lee, Bomi;Shin, Nana
    • Human Ecology Research
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    • v.59 no.4
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    • pp.477-488
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    • 2021
  • This study investigated the association between children's perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers' and teachers' autonomy support, children's self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers' autonomy support had a direct effect on children's academic procrastination, teachers' support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers' and teachers' autonomy support displayed greater efficacy for self-regulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children's feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

Effects of Learning Motive Enhancing Program on Academic Self Efficacy, Learning Habits, and Self Esteem in Underachieve Nursing College Students (학습동기향상프로그램이 학습부진 간호대학생의 학업적 자기효능감, 학습습관 및 자아존중감에 미치는 효과)

  • Lee, Sung-Hee
    • The Journal of Korean Academic Society of Nursing Education
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    • v.12 no.1
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    • pp.5-12
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    • 2006
  • Purpose: The purpose of this study was to examine the effects of learning motive enhancing program on academic self efficacy, learning habits, and self esteem in underachieve nursing college students. Method: This study was an one group pre and post test design. Underachievers in nursing college (n=38) were participated. Learning motive enhancing program was carried out for 110 minutes a week for 8 weeks. Academic self efficacy was measured by an academic self efficacy scale developed by Kim ae young & Park in young in 2001. To assess learning habits, the learning habits measurement scale developed by Kim young jin was used. Self esteem was measured by Rosenberg's self esteem scale. Result: After completing the learning motive enhancing program, significant improvement was found in learning habit and self esteem. As for sub-factors, efficacy for self confidence among academic self efficacy showed significant differences after treatment. Conclusion: Learning motive enhancing program appears to be effective in increasing learning habit and self-esteem of underachievers in nursing college students.

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Relationship between multiple intelligences, academic self-efficacy and satisfaction with major in dental hygiene students (일부 치위생과 학생의 다중지능과 학업적 자기효능감 및 전공만족도와의 관련성)

  • Nam, Yong-Ok;Choi, Mi-Hye
    • Journal of Korean society of Dental Hygiene
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    • v.15 no.4
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    • pp.623-629
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    • 2015
  • Objectives: The purpose of the study is to investigate the relationships between multiple intelligence, academic self-efficacy, satisfaction with major in dental hygiene students. Methods: A self-reported questionnaire was filled out by 490 dental hygiene students in Jeonbuk from March to April, 2015. The questionnaire consisted of 119 questions of multiple intelligences, 28 questions of academic self-efficacy, 5 questions of satisfaction with major by Likert 5 scale. Data were analyzed by descriptive statistics, Pearson's correlation test, and stepwise multiple regression test using SPSS 18.0 program. Results: The students had the highest score in interpersonal intelligence(3.57) and the lowest in naturalist intelligence(2.66). There was a positive correlation between the multiple intelligences, academic self-efficacy and satisfaction with major(p<0.05). The impact of multiple intelligences on academic self-efficacy was influenced by logical-mathematical intelligence, intrapersonal intelligence, musical intelligence, bodily-kinesthetic intelligence, and linguistic intelligence(p<0.05). The variables that had an impact on multiple intelligences and satisfaction with major were interpersonal intelligence and intrapersonal intelligence(p<0.01). Conclusions: The development of multiple intelligences can enhance the satisfaction with the major, quality of education, academic self-efficacy in the dental hygiene students.