• International Journal of Human Ecology
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• 제13권2호
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• pp.1-13
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• 2012

This study examined the effects of academic self-concept (internal factor) and maternal parenting behaviors (external factor) on academic delay of gratification (ADOG). Additionally, models predicting ADOG were compared between Korean and Malaysian children. The participants of this study were 100 Korean third graders and their mothers, and 100 Malaysian third graders and their mothers. The children completed the modified versions of the Academic Delay of Gratification Scale for Children, and Academic Self-Concept Questionnaire. The mothers completed the Parenting Attitude Test. Pearson's correlation tests, independent t-tests, and multiple regression analyses were conducted to test the research hypotheses. The results showed that Korean children reported higher ADOG and academic self-concept scores than that of Malaysian children. Moreover, academic self-concept was found to have a significant positive effect on ADOG among both Korean and Malaysian children. There was no significant gender difference in ADOG for both Korean and Malaysian children. However, the effects of maternal parenting behaviors on ADOG were only detected among the Malaysian children, particularly on Achievement Press. That is, only for the Malaysian children, maternal pressure about academic achievement was found to have a significant positive effect on ADOG. In conclusion, only academic self-concept was found to be a significant predictor explaining the variance in ADOG among Korean children. On the other hand, academic self-concept and maternal parenting behaviors were shown as significant predictors explaining the variance in ADOG among Malaysian children.

• 대한가정학회지
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• 제49권1호
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• pp.17-25
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• 2011

This study examined the impact of academic achievement and maternal differential treatment on academic self-concept among adolescent siblings. The sample consisted of 438 students attending middle schools in Seoul (M = 15.2 yrs.), who had a sibling. Data were analyzed using Structural Equation Modeling. Academic achievement compared with a sibling and maternal differential treatment had direct effects on academic self-concept, indicating that children with higher academic achievement scores than their sibling and with perceived maternal differential treatment reported a significantly higher academic self-concept. Also, the relationship between academic achievement as compared with a sibling and academic self-concept was mediated by maternal differential treatment. These findings could be used in educational settings as a basis for improving the academic self-concept of early adolescents.

• 초등상담연구
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• 제4권1호
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• pp.123-150
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• 2005

The purpose of this study was to examine the effects of self-regulated learning program on the underachiever's academic achievement and academic self-concept. To achieve the purpose of study the research hypotheses were as follows : Hypothesis 1 : There will be significant differences in the improvement of academic achievement between the experimental group and the control group. Hypothesis 2 : There will be significant differences in the improvement of academic self-concept between the experimental group and the control group. To verify these hypotheses, 32 underachievers were selected from sixth grade students of 'D' elementary school located in Seoul. 16 students were allocated to the experimental group and 16 students were allocated to the control group. The experimental group trained with self-regulated learning program for 10 times(The length of each section was 60 minutes). The self-regulated learning program in this study was based on program by Kim. Yong-Soo(1998), The measurement instruments of the study were mathematics achievement test paper and academic self-concept test. To find out the difference, Pretest-posttest control design was used. Mean and standard deviations obtained from these tests were analysed with t-test. The major findings obtained through this study are as follows : First, self-regulated learning program was effective in improvement of academic achievement (p<.05). Second, self-regulated learning Program was not effective in improvement of academic self-concept. However, the experimental group showed significant improvement(p<.01) at academic self-concept and sub academic self-concepts (ability, achievement) in the data of pre-post test. it can be suggested that this program had positive influence on underachievers. Although it has some limitations, self-regulated learning program is effective to academic achievement and academic self-concept of underachievers, even though not significant, it has a positive t.

• 기본간호학회지
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• 제21권3호
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• pp.275-282
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• 2014

Purpose: This study was conducted to investigate the relationship of self-resilience, academic self-concept and test anxiety in undergraduates. Method: The participants were 403 undergraduates in H, C University in G City, and K University in S City. Data were collected from March 1 to April 30, 2012, and analyzed using SPSS/WIN 18.0. Results: The mean score per item for self-resilience was 2.77. The mean academic self-concept score was 3.17 and the mean score for test anxiety was 2.38. Self-resilience showed a negative correlation with test anxiety (r=-.186, p<.001) and a positive correlation with academic self-concept (r=.312, p<.001). Academic self-concept showed a negative correlation with test anxiety (r=-.353, p<.001). Conclusion: The findings of this study indicate that self-resilience and academic self-concept enhancement programs should be developed to reduce test anxiety in undergraduates and that further study should be done on the effects of such programs.

• 아동학회지
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• 제28권5호
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• pp.253-267
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• 2007

This study examined the relationships between multiple intelligences as cognitive factors and affective factors of learning motivation and academic self-concept. The data were collected from 276 4th grade elementary school students and analyzed by correlation, multi-variate analysis, and step-wise multiple regression. Results were that (1) multiple intelligences, learning motivation, and academic self-concept had statistically significant correlations among themselves. Multi-variate analysis showed that intra-personal intelligence explained 58.6% of the linear combination of learning motivation and academic self-concept. (2) Intra-personal intelligence explained 29% to 58% of learning motivation and its sub-factors of achievement motivation, internal locus of control, self-efficacy, and self-regulation. (3) Intra-personal intelligence, logical-mathematical intelligence, musical intelligence, and inter-personal intelligence were explanatory variables for academic self-concept and its sub-factors.

• 한국수학교육학회지시리즈A:수학교육
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• 제61권1호
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• pp.127-156
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• 2022

본 연구는 한국교육종단연구2013의 초등학교 6학년부터 중학교 3학년까지의 학생 데이터들을 활용하여 수학 학업성취도의 종단적인 변화양상에 따른 학업적 자아개념 및 교사와 부모의 학업적 지원이 수학 학업성취도에 미치는 직·간접적인 영향력을 종단적으로 살펴보았다. 분석결과, 그룹별 학업적 자아개념은 수학 학업성취도에 긍정적인 영향력을 미치는 것으로 나타났으며, 교사와 부모의 학업적 지원은 학업적 자아개념을 매개로 하여 수학 학업성취도에 긍정적인 영향력을 미치는 것으로 나타났다. 또한, 학업적 자아개념과 수학 수직척도점수에 미치는 직·간접적인 영향력은 부모의 학업적 지원 보다 교사의 학업적 지원이 더 많은 영향력을 미치는 것으로 나타났다. 이러한 점에 따른 교육적인 함의점을 논의하였다.

• 디지털융복합연구
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• 제15권12호
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• pp.445-453
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• 2017

본 연구는 간호대학생의 전문적 자아개념, 학업적 자기효능감 및 전공만족도의 정도를 파악하고 이들 간의 관계를 확인하는 서술적 조사연구이다. 연구대상은 J도의 4년제 간호대학생 137명을 대상으로 하였으며 자료수집은 2017년 10월 19일부터 23일까지 이루어졌으며, 수집된 자료는 기술통계, 상관분석 및 다중회귀분석을 사용하여 분석하였다. 간호대학생의 전문직 자아개념은 학업적 자기효능감(r=.598, p<.001) 및 전공만족도(r=.598, p<.001)와 유의한 상관관계가 있으며, 학업적 자기효능감은 전공만족도(r=.470, p<.001)와 유의한 상관관계를 나타내었다. 간호대학생의 전공만족도에 영향을 미치는 요인은 전문직 자아개념(${\beta}=.479$, p<.001)으로 36.0%의 설명력을 보였다. 본 연구 결과 전문직 자아개념이 전공만족도에 긍정적인 영향요인으로 확인되었으므로 간호학생의 전공만족도를 높이기 위해 전문직 자아개념을 향상시킬 수 있는 교육내용을 잘 구성하는 교과목과 프로그램 개발이 필요할 것으로 사료된다.

• 한국학교보건학회지
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• 제25권2호
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• pp.192-203
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• 2012

Purpose: The purpose of this study was to compare physical self-concept, academic self-concept and depression among obese and over-weight and normal weight children. Methods: The 6th grade children in two elementary schools (n=287) completed self-report questionnaires measuring self-concept and depression. Results: The mean score of depression and self-concept in normal weight children were 9.76 and 92.59. In obese and over-weight children, depression and self-concept were 12.31 and 86.69 respectively. Subjects who were obese and over-weight showed significantly lower scores of physical self-concept (t=-4.621, p<.001) but not significantly low in academic self-concept (t=-1.065, p=.288) than normal weight children. Meanwhile, this study shows that subjects who were obese and over-weight were significantly higher level of depression than subjects in normal weight (t=2.480, p=.014). Conclusion: In conclusion, obese and over-weight children showed negative aspects in the developmental course. This study demonstrates that obese and over-weight children should be treated as a risk group who needs any professional help such as a school mental health program for normal development.

• 한국산학기술학회논문지
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• 제18권12호
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• pp.213-221
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• 2017

본 연구는 간호학과 재학중인 327명을 대상으로 대학생의 전문직 자아개념, 학업적 자기효능감 및 학과만족도 정도를 알아보고, 학과만족도에 영향을 미치는 요인을 알아보기 위한 서술적 조사연구이다. 자료수집은 2017년 5월 29일부터 6월 12일까지 진행하였으며, 수집된 자료는 SPSS 22.0 프로그램을 이용하여 빈도와 백분율, 평균과 표준편차, t-test, ANOVA, Scheffe's 검증, Pearson's Correlation Coefficient, 다중회귀분석을 통하여 분석하였다. 연구결과는 다음과 같다. 대상자의 일반적 특성 중 입학동기와 교우관계, 학교성적은 전문직 자아개념, 학업적 자기효능감, 학과만족도 모두에 유의한 영향을 미쳤으며, 성별, 나이, 종교는 모든 변수에 영향을 미치지 않았다. 전문직 자아개념과 학업적 자기효능감, 학과만족도 간에는 순 상관관계가 있었으며, 학과만족도에 가장 큰 영향을 미치는 요인은 전문직 자아개념이었고 그 외 요인은 학업적 자기효능감, 학과선택시 적성고려 여부로 44.3%의 설명력을 보였다. 따라서, 간호대학생의 학과만족도를 높이기 위한 전문직 자아개념을 높일 수 있는 다양한 프로그램 개발 및 적용이 필요하며, 학생들의 학업적 자기효능감을 높이기 위한 추후연구가 더 이루어져야 할 것이며, 학생 선발에 있어 학과에 대한 적성을 고려한 선발이 이루어져야 할 것으로 사료된다.

• 한국보건간호학회지
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• 제4권2호
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• pp.5-13
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• 1990

The purpose of this study was to investigate physical self concept between high school boys and girls and to find various factors affecting them. For the Survey, 331 respondents for boys and 347 for girls were randomly selected from one coeducational high school in Seoul, from May 16 to May 19, 1990. The instrument used in this questionaire survey method was a part of Won Shik Jung's Physical Self Concept Scale for measuring Self Concept, it's reliability was' Cronbach a = 0.718. For the analysis. descriptive statistics were used by calculating frequencies, percentages and mean scores. $X^2-test$, t-test, and analysis of variance were employed to test the differences and statistical significance. The relationship between physical self concept and area variables was analysed by use of Pearson's correlation coiefficients. For the examine of various factors affecting physical self concept, multiple stepwise regression method was employed. The results of this study are summarized as follows: 1. There was no significant difference in physical self concept between male and female students. 2. The scores of physical self concept among the students were negatively correlated with their academic year, even though statistical signification was not found. 3. Physical self concept was classified into two areas; health area and appearance area. There was no significant difference in health area between boys and girls. But, the difference of health area was significant in accordance with the academic years. That, the scores of the health area are dropped as academic year going up. 4. Significant relationship was revealed among health area, appearance area, and physical self concept. The correlation between health area and physical self concept was the highest relationship (r = 0.71) The main factors affecting the physical self concept were (1) father's educational background (2) year (3) number of brother (4) religion (5) father's age. 5. As academic year going up, the rate of counseling with parents are dropped. In conclusion, the result of the study indicate that, a person managed the school health and parents can help students to promote their physical, mental, and emotional health by means of health education and counseling.