• 한국응급구조학회지
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• 제26권3호
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• pp.93-104
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• 2022

Purpose: This study examined the correlation between satisfaction with major, academic self-efficacy, and academic persistence with the general characteristics of students in a health-related field, to determine factors that affect academic persistence. Methods: The study was conducted on third- and fourth-grade health-field students at Daejion. The questionnaire consisted of a self-report, and a URL was sent by text message to students who agreed to participate after reading the purpose and necessity of the study. Results: Major satisfaction was 4.23 on average, academic self-efficacy was 4.15, and academic continuity was 4.25. Grade and school life satisfaction were the factors correlated with a significant difference in academic persistence. Significant positive correlations were seen between satisfaction with major (r=.637, p<.001) and academic self-efficacy (r=.563, p<.001); higher major satisfaction and academic self-efficacy led to higher academic persistence. Conclusion: A more systematic management approach needs to be conducted by developing active learning participation and applying customized counseling management and support programs by grade to improve the academic self-efficacy and academic persistence of students in health-related fields.

• Educational Technology International
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• 제16권2호
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• pp.85-110
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• 2015

This study investigated whether college students' self-efficacy, learning strategy utilization, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, learning strategy utilization, academic burnout, and school support were used as prediction variables; and course satisfaction and learning persistence, as criterion variables. The subjects were 178 students who registered for online and mobile "Culture and Art History" courses at K online university. They participated in an online survey. Multiple regression analysis revealed that self-efficacy and learning strategy utilization positively predicted course satisfaction and learning persistence, academic burnout negatively predicted them, and school support predicted neither. Accordingly, we suggest that raising self-efficacy and learning strategy utilization, and reducing academic burnout in the learning environment will improve the course satisfaction and learning persistence of online learners.

• 한국학교보건학회지
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• 제32권3호
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• pp.144-151
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• 2019

Purpose: The purpose of this study is to examine academic stress, social support and learning management system(LMS) utilization satisfaction of learners attending online graduate schools and understand the factors influencing their academic persistence. Methods: The participants were students of K online graduate school and the data of 143 students, in total, were collected from April to May in 2019. For data analysis, frequency analysis, x² test, t-test, F-test, Pearson's correlation and multiple regression analysis were conducted using SPSS ver. 23. Results: Academic stress, social support, and LMS utilization satisfaction were associated with academic persistence of online graduate students. The multiple regression analysis of the factors influencing academic persistence showed that the model was significant (p<.001) with an explanatory power of 23% and that significant factors influencing it were academic stress (β=-.23, p=.002), LMS utilization satisfaction (β=.31, p<.001) and jobs (β=.23, p=.002). Conclusion: Although the online graduate students' level of academic persistence was high, it is required to develop strategies to alleviate their academic stress and increase LMS utilization rate in order to increase their persistence to academic success. In addition, it is necessary to provide the foundation on which the utilization of major knowledge regarding jobs can be enhanced, reflecting the characteristics of online graduate students. Furthermore, this study is expected to contribute to the extension of professional and advanced education in response to social needs by developing a variety of online high education learning systems beyond time and space.

• 한국수학교육학회지시리즈A:수학교육
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• 제58권1호
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• pp.41-54
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• 2019

The purpose of this study was to examine the effects of career identity on learning persistence and academic achievement, and mediating effect of utility value. To examine the effect of mediating role of utility value, we divided utility value into two types, utility value of daily matters and utility value of career. This study was conducted on 228 senior students in high school, to investigate relations among career identity, utility value, learning persistence and academic achievement in mathematics, by using the structural equation model. The results are as follows. First, career identity positively predicted learning persistence in mathematics. Second, career identity positively predicted the utility value of daily matters and career. Third, both type of utility value in mathematics positively predicted learning persistence in mathematics. Fourth, the utility value of daily matters and career, in mathematics subjects, showed differential predictability toward learning persistence and academic achievement. Both type of utility value in mathematics positively predicted learning persistence, but showed differential predictability toward learning academic achievement. Specifically, the utility value of daily matters in the near future did not predict the academic achievement, but the utility value of career in the distant future positively predicted the academic achievement. Fifth, the utility value was found to play a mediating role in the relationship between career identity and learning persistence. Based on the results of this study, implications for mathematics education were discussed.

• 공학교육연구
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• 제16권6호
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• pp.11-18
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• 2013

The purpose of this study is to verify the effects of self-respect, academic self-efficacy, and career maturity on student adaptation to college and learning persistence. For this study, a web survey was conducted on the students who were in college of engineering at D college in Seoul. A total of 702 samples were analyzed for this research. The major findings of this study are as follows. First, all variables (self-respect, academic self-efficacy, career maturity) had positive effects on student adaptation to college significantly. Secondly, self-respect and academic self-efficacy had positive effects on learning persistence except career maturity. Thridly, the mediation analyses revealed that the relations between learning persistence and self-respect, academic self-efficacy, and career maturity were partially mediated by student adaptation to college. Finally, student adaptation to college had also positive effects on learning persistence. The results indicate a need to enhance student adaptation to college and design programs that support learning persistence for university students.

• 한국융합학회논문지
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• 제10권3호
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• pp.257-264
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• 2019

이 연구의 목적은 교양체육수업의 만족도가 대학생활만족도 및 학업지속의도에 미치는 영향을 분석하여 학업지속의도를 높이는 효과적 대학정책 수립에 사용될 수 있는 기초자료를 제공하는 것에 있다. 교양체육수업에 참여중인 대학생을 대상으로 총 185부의 설문지를 분석한 결과는 다음과 같다. 첫째, 교양체육수업의 만족도는 대학생활만족도에 유의한 정(+)의 직접영향을 미치는 것으로 나타났다. 둘째, 대학생활만족도는 학업지속의도에 유의한 정(+)의 직접영향을 미치는 것으로 나타났다. 셋째, 교양체육수업만족도는 학업지속의도에 통계적으로 유의한 직접영향을 미치지 않는 것으로 나타났다. 넷째, 교양체육수업만족도는 대학생활만족도를 매개로 하여 학업지속의도에 통계적으로 유의한 정(+)의 간접영향을 미치는 것으로 나타났다.

• 한국콘텐츠학회논문지
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• 제18권10호
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• pp.453-463
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• 2018

개인적 변인의 폭이 넓은 학습자 특성과 학업 방식의 독특성, 그리고 다양한 학습 환경이라는 특성을 가진 원격대학생의 학업지속성을 높이기 위하여 원격대학 학습자에 대해 행위수행의도를 중심으로 접근하는 ASE 모델을 포함하여 분석하는 것은 새로운 접근이라 할 것이다. 이에 본 연구에서는 원격대학 학습자의 학업스트레스와 학습태도, 사회적 영향과 학업적 자기효능감으로 구성된 ASE 모델요인과 학업지속의도 간 관계를 파악하고, 이들 요인이 원격대학 학습자의 학업지속의도에 미치는 영향을 파악하고자 하였다. 이를 위해 K 원격대학 2학년 학생을 대상으로 2018년 3월부터 6월까지 설문조사를 실시하여 최종 181명의 설문자료를 빈도분석, ${\chi}^2$검증, t-검증. F-검증, Pearson's correlation 분석 및 다중회귀분석을 이용하여 분석하였다. 학업지속의도에 영향을 미치는 요인에 관한 다중회귀분석 결과, 모델은 통계적으로 유의하였고(F=15.76, p<.001), 설명력은 29%였으며, 유의한 영향요인은 학업스트레스(${\beta}=-.16$, p=.016), 온라인 학습태도(${\beta}=.44$, p<.001)와 사회적 영향 요인 중 사회적 지지(${\beta}=.13$, p=.045)였다. 원격대학 학습자의 학업지속의도를 높이기 위해 학업스트레스를 낮추고, 온라인 학습태도를 높이며, 사회적 지지를 구축할 수 있는 정교한 맞춤형 프로그램의 개발 및 적용이 필요하다.

• 컴퓨터교육학회논문지
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• 제14권3호
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• pp.73-82
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• 2011

본 연구의 목적은 사이버수업에서 학업스트레스, 성취동기, 학습환경, 학교몰입 및 학습지속의향간의 구조적 관계를 규명하는 것이다. 이를 위해 2010년 2학기 S 사이버대학의 879명을 대상으로 학기 초에는 성취동기를, 학기 말에는 학업스트레스, 학습환경, 학교몰입, 학습지속의향을 조사하는 총 2차에 걸친 온라인 설문을 실시하였다. 연구결과, 첫째, 학업스트레스, 성취동기, 학습환경이 학습몰입에 유의한 영향을 미치고, 둘째, 학업스트레스, 성취동기, 학습몰입은 학업지속의향에 유의한 영향을 미치나 학습환경에는 영향을 미치지 않은 것으로 나타났다. 따라서 본 연구 결과를 바탕으로 학업스트레스와 성취동기, 학습몰입이 사이버대학생들의 학습지속의향을 높이기 위한 학습환경을 설계하는 데 주요하게 고려되어야 할 것이다.

• 공학교육연구
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• 제14권1호
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• pp.32-39
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• 2011

본 연구는 전문대학 공학계열생의 만족도, 성취도 및 학습 지속의향에 대한 학업적 자기효능감, 학교의 지원의 예측력을 규명하는 것을 목적으로 하였다. 이를 위해 경기도 소재 D대 학의 2010학년도 1학기 공학계열생을 대상으로 두 차례에 걸쳐 설문을 실시하였고, 이를 바탕으로 중다회귀분석을 하였다. 연구 결과, 학업적 자기효능감과 학교의 지원은 만족도를 유의하게 예측하는 것으로 나타났다. 또한 학업적 자기효능감과 학교의 지원은 학습지속의향을 유의하게 예측하였다. 그러나 이들과 성취도와의 관계에서는 학업적 자기효능감만 유의한 예측변인으로 나타났다. 본 연구결과를 바탕으로 전문대학에서 만족도, 성취도, 학습지속의향을 향상시키기 위해 학업적 자기효능감과 학교의 지원의 중요성을 실감하고 학습자에 게 학업을 지속할 수 있는 구체적 실천방안을 마련할 것을 제안한다.

• 인간식물환경학회지
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• 제23권3호
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• pp.363-375
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• 2020

Background and objective: Recreation or activities in forest are regarded as therapy. Many forest therapy programs have been developed and assessed in the domestic. This study was conducted to investigate the effect of the forest therapy program on academic and job-seeking stress in college students. Methods: Thirty five subjects were selected as the experimental group and 25 as the control group, and 29 subjects in the experimental group and 11 in the control group participated in the follow-up test to verify the persistence of stress reduction effects. The forest therapy program was carried out once a week for 2 hours each from September 4 to December 4, 2018, adding up to total eight sessions. Results: The experimental group showed statistically significant reduction in both academic stress and job-seeking stress, whereas the control group did not. For the persistence of the forest therapy program, the experimental group did not show a statistically significant difference between the posttest and the follow-up test, and thus the stress reduction effect was maintained. Conclusion: This study proved the reduction of academic and job-seeking stress in forest therapy programs and the persistence of the stress reduction effect of the forest therapy program. The result is consistent with the Stress Recovery Theory (SRT) that shows the stress reduction effect of nature. In addition, it has significance in that it has verified that the program using the forest on campus can reduce stress of most college students.