• Korean Medical Education Review
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• v.25 no.3
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• pp.243-257
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• 2023

This study aimed to analyze trends in research on depression among medical students in Korea and to conduct a meta-analysis to determine the average correlation coefficients between depression and related variables. In total, 38 quantitative studies (four theses and 34 journal articles) published between January 1995 and February 2023 were analyzed according to publication year, subjects, analysis methods, and measurement tools. Among them, 15 studies that provided numerical information on the relationships between depression and variables such as self-esteem, social support, grade point average (GPA), stress, and academic stress were selected for meta-analysis. The main findings of this study were as follows. First, quantitative research on depression among medical students began in earnest in 2009, and cross-sectional studies targeting first-year and second-year medical students were the most prevalent. Furthermore, the most commonly used analysis method was difference testing, and the Beck Depression Inventory was the most frequently used measurement tool. Second, the mean correlation coefficients between depression and stress, self-esteem, social support, academic stress, and GPA were 0.534, 0.532, 0.465, 0.390, and 0.102, respectively. The results for self-esteem, stress, and academic stress showed substantial heterogeneity, while those for social support and GPA showed little heterogeneity. These findings suggest that educational interventions, such as social support improvement programs, are necessary to prevent depression among medical students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.9
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• pp.6027-6035
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• 2015

The purpose of this study was to examine influential factors for the transition to college life and career identity of nursing students and what changes social support from parents brought about to them by academic year. The subjects in this study were 542 selected students who majored in nursing in four-year universities located in Seoul and the provinces. A self-administered survey was conducted to find out their general characteristics, social support from fathers and mothers, college adjustment and career identity. A hierarchical regression analysis was made to determine how social support from parents affected the college adjustment and career identity of the nursing students. Social support from parents had an impact on their college adjustment and career identity. The factors that affected college adjustment were academic year, satisfaction level with major and emotional support from mothers, and the factors that impacted on career identity were academic year, satisfaction level with major and informative support from fathers. In order to facilitate the college adjustment of nursing students, professors should try to develop efficient learning methods, meet with parents to inform them of the necessity of social support, share information on the major field of study and learning methods, and provide an opportunity for students to communicate with graduates or students who are years ahead of them in college so that they could have a better understanding of majoring in nursing.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.85-97
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• 2001

This study examined the effects of mother's support and peer acceptance on children's domain specific self-esteem and the moderating effects of best friend's support. The subjects were 272 $4^{th}$ and 349 $8^{th}$ grader in Chin-ju. Data were analyzed by the SAS/PC+ program, including Cronbach's ${\alpha}$, Pearson's correlation, multiple regression and two-way ANOVA. Findings were that peer acceptance had a higher influence on academic-general self, peer-related self, physical-appearance self, personality self and physical-competence self than did mother's support. Mother's support had a higher influence on home self than did peer acceptance. Best friend's support and mother's support interacted with children's physical-appearance self and physical-competence self. Best friend's support and peer acceptance interacted with student's peer-related self.

• Korean Journal of Culture and Social Issue
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• v.15 no.3
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• pp.399-429
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• 2009

The purpose of this research examines the factors that influence happiness among Korean adolescents by focusing on psychological resource (as measured by self-efficacy), relational resource (as measured by social support) and financial resource (as measured by family's monthly income). In addition, the influence of academic achievement on happiness is examined. To examine the influence of socio-economic status and family's monthly income, adolescents living in three different districts in Seoul (from working to middle to upper class districts) were randomly selected and interviewed in their home. A total of 190 elementary school, middle school, high school and university students (male=83, female=107) completed the resiliency of efficacy scale developed by Bandura (1995) and emotional support and happiness scale developed by the present researchers, in addition to background information. The results of the path analysis are as follows. First, the most important predictor of happiness among Korean adolescents is relational resources. In other words, emotional support received from significant others was most predictive of happiness; more than 60 times the effect of family's monthly income, three times the effect of academic achievement, and two times the effect of resiliency of efficacy. The second most important factor that predicted the happiness of Korean adolescents was psychological resource (i.e., resiliency of efficacy), which had 30 times the effect of family's monthly income. In addition resiliency of efficacy played a mediating role between emotional support on one hand and happiness on the other. Third, those respondents who had higher academic achievement reported higher levels of happiness, which had 20 times the effect of family's monthly income. Fourth, family monthly income did not predict happiness among Korean adolescents. Fifth, socio-economic status and school level did not have direct influence on happiness but had mediating influence through their influence on emotional support. In other words, those respondents with higher socio-economic status and elementary school students were more likely to receive social support from significant others, which in turn increased their happiness. These results indicate that the most important predictor of happiness among Korean adolescents is emotional support, followed by resiliency of effic acy and academic achievement, indicating that those adolescents from wealthy families are not necessarily happier.

• Korean Journal of Social Welfare
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• v.69 no.4
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• pp.177-202
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• 2017

We usually expect that children in residential care are not able to have excellent academic achievement, even though their school achievement in adolescence is crucial as a part of whole lifespan development. The purpose of this study is to carefully understand characteristics and experiences of only a few academically talented children in residential care and to find out the practical suggestion to support the academic performance of children in residential care. For this purpose, we had interviewed eight children in depth and analyzed the data using a qualitative case study method. As a result, we found a total of 21 subcategories and 5 categories. The categories included that 'always being faithful despite being not fast', 'believing myself when I face limitations', 'conflict in high support and high expectation', 'sometimes refusing to support on me, but I am leaning on my mind', 'relieving anxiety by studying'. In conclusion, we found that the central theme of 'running to change prejudice into hope' were found through the cases with excellent academic achievement. Based on the results, we suggested the guidelines to consider when developing and providing the academic support services for children in residential care.

• Korean Journal of Culture and Social Issue
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• v.18 no.4
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• pp.533-555
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• 2012

This study investigated the relationship of self-esteem, academic stress, social support, and parenting attitudes with depression of Korean children and adolescents using a meta-analysis. A total of 86 studies, both published and unpublished manuscripts, were included. The results showed that depression of children and adolescents were positively associated with self-esteem, social support, and functional parenting attitudes, and negatively related to academic stress. The largest effect size was found in the relationship with self-esteem, followed by the relationships with academic stress, social support, and functional parenting attitudes, all in the range between moderate and large effect size. As the analysis indicated the heterogeneity of the results, subsequent analyses were performed to test the moderating effects of instrument and age. The significant moderators were the types of instruments used to measure self-esteem, academic stress, parenting attitudes, and depression. Age was also a significant moderator.

• The Korean Journal of Community Living Science
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• v.21 no.3
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• pp.323-339
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• 2010

This study examines how family and school social capital moderate the relation between family income and academic achievement. I use the data from the Korean Educational and Employment Panel(KEEP) on the third year middle school students in 2004. Results show that higher levels of family and school social capital, as well as financial capital such as family income are more positively associated with academic achievement. In addition, family and school social capital are served as moderators of the influences of family income on academic achievement. For example, higher parental concern about children and teacher-student bonding provides an extra boost to the positive relationship between family income and student achievement. Furthermore, lower educational expectations can make the relation between income and achievement negative. These findings underscore the importance of social capital at home and at school as the alternatives to promote academic achievement. In particular, greater concern and support encouraging social capital at home and school should be directed at low-income students who are struggling with academic achievement.

• Educational Technology International
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• v.19 no.1
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• International Journal of Advanced Culture Technology
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• v.11 no.1
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• pp.135-146
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• 2023

Psychological support is crucial in navigating one's academic and professional lives, especially for students living abroad and pursuing higher education. This study aims to explore the narratives of social support seeking in a group of Korean international graduate students in an urban university setting in the United States. Qualitative research method of narrative approach was used to examine how three Korean graduate students exchanged psychological support. Analysis of interviews, observations, and documents found that four types of social support (informational, instrumental, appraisal, and emotional) were being exchanged and that emotional support was accessible predominantly in individual meetings than in group gatherings. Additionally, the reasons for abstaining from initiating group gatherings are discussed in relation to the Korean culture where participants were mindful of not infringing on each other's time. These findings inform theory on socio psychological support seeking and its relation to cultural values and offer practical insights into psychological support in international students in higher education settings.

• Child Health Nursing Research
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• v.7 no.1
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• pp.74-84
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• 2001

This study is the descriptive survey for the purpose of providing the basic data that establishes the strategy to promote adolescent's hope by the examining of self-esteem, academic achievement, family functioning and hope of adolescents and the investigating of the factors influencing the hope in adolescents. The subjects for this study were 456 students of the first and second year of man's senior high school that located in Seoul. The data were gathered from 16th to 31st of the October 2000. For the survey tool, it was used that the Family Assessment Device(FAD) of Epstein, Baldwin & Bishop(1983), the Self-Esteem Inventory(SEI) of Coopersmith(1975), the class record order and Hinds & Gatusso(1991)'s Hopefulness Scale for Adolescents(HSA). The collected data was analyzed by statistics methods as the descriptive and frequency analysis, t-test, ANOVA, Pearson and Spearman correlation coefficients and Stepwise multiple regression of SAS program. The results of this study were following : 1. The mean score of self-esteem of young people was 51.06±6.83 and the mean grade was 2.04. The high academic achievement was 29.2％, middle grade was 52.7％, and low grade was 18.1％. The mean score of the family functioning was 38.30±6.98 and the mean grade was 2.25. The mean score of hope was 84.26±16.45 and the mean grade was 3.51. 2. The hope in adolescents was significantly different according to their father's school career. The mean score of the group that the father's school career was below junior high school was 77.32. That was significantly lower than the mean score 84.59 of the group that the father's school career was above college and the mean score 85.18 of senior high school group(F=4.04, P= 0.0183). 3. The self-esteem was represented the positive correlation with family functioning(r=0.43) and the all of the 4 subscales(r=0.31, 0.41, 0.39, 0.30). And, it was highly ranked as much as family functioning was good. The academic achievement was represented the positive correlation with self-esteem(r= 0.15). Also, the positive correlation was shown between the affective responsiveness, role recognition and emotional support as the subscales of family functioning and academic achievement(r=0.11, 0.12). And so, academic achievement was high as much as self-esteem was high and affective responsiveness and role recognition and emotional support were good. The hope was represented positive correlation with self-esteem and academic achievement(r=0.42, 0.26), and with the whole of family functioning(r=0.15) and the 4 subscales(r=0.13, 0.16, 0.11, 0.13). So, hope was high as much as self-esteem was high, academic achievement was high and family functioning was good. 4. The influencing factors on the hope of adolescents were self-esteem(17.63％), academic achievement(3.41％), father's school career(0.84％). These factors made it possible to explain 21.88％ of hope.