• Korean Journal of Health Education and Promotion
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• v.30 no.2
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• pp.11-21
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• 2013

Objectives: The objective of this paper is to study influence of self esteem, family support and adaptation to school life on adolscents' suicidal ideation adjsuted for general characteristics effect. Methods: Using cluster sampling, 318 high school freshmen from T city were extracted as survey subjects. Independent t-test, ANOVA, Duncan test, Pearson's correlation coefficients and multiple regression analysis were applied for statistical analysis. Results: Among general characteristics, religion, family income, single-parentedness, health status and school grades were statistically significant with suicidal ideation. Controlling the above variables, increase in self-esteem (${\beta}$=-.300) and family support (${\beta}$=-.267) showed statistically significant decrease in suicidal ideation but adaptation to school life did not. Conclusions: Therefore, it is proposed that measures for enhancement of self esteem and family support to be included in development of suicide prevention programs.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.1-18
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• 2010

This study examined the effects of previewing and providing background knowledge on low level EFL readers' comprehension of expository texts and their responses to these treatments. 130 college freshmen were randomly placed into one of three treatment groups and read two expository texts reflecting unfamiliar cultural information. Prior to reading, one group was given previewing instruction, which included vocabulary preteaching and summaries, and a second group was provided with culture-specific background knowledge through watching videos and slides. The third group read each text without any prereading instruction. Immediately after reading a passage, subjects answered a 10-item multiple-choice test. Results showed significant positive effects of the previewing treatment and weak positive effects of the providing background knowledge treatment. Students' responses on the questionnaires revealed that the majority felt that the experimental treatments contributed to comprehension enhancement, made reading more enjoyable, and expedited their reading process. Students in the control group, however, indicated that they needed explicit prereading instruction in order to understand the texts. Pedagogical implications of the findings for EFL reading instruction are provided.

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.261-266
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• 2007

제7차 컴퓨터 교육과정에 대한 많은 논란과 개선방안이 제기되어 왔지만 경험한 교육과정을 대상으로 성취수준에 대한 연구는 거의 이루어지지 않고 있는 실정이다. 본 연구에서는 2005년도에 대학 신입생을 대상으로 실행했던 컴퓨터 소양 교육과정을 개선하기 위하여 2005년도와 2006년도의 신입생을 대상으로 연차별로 컴퓨터 소양과 활용수준 그리고 양 집단간의 수준 차이를 분석하였다. 이를 위하여 2005년도에 개발된 설문지 사용하여 각 학기가 시작되는 시점에서 학생들의 응답을 분석하였다. 설문자료를 분석한 결과는 다음과 같이 요약할 수 있다. 두 집단 모두 다섯가지의 영역에서 영역간의 수준의 차이가 큰 것으로 나타났다. 컴퓨터통신, 기초기능 그리고 정보윤리 보통 이상의 수준을 보였으며, 반면에 기초지식과 소프트웨어 활용 영역에서 보통 이하의 수준으로 나타났다. 두 집단간의 연차별 수준 차이는 거의 없는 것으로 보였다. 컴퓨터통신과 정보윤리 영역에서 미미하나마 2005년도에 비하여 평균이 약간 증가하였으며, 나머지 세 개의 소프트웨어 활용과 기초지식 및 기초기능 영역에서는 각각의 평균이 0.05 이하의 차이를 보이고 있다. 대학 신입생의 컴퓨터 소양교육을 위한 두 집단간의 연차별 선수 지식의 수준차이는 없는 것으로 나타났다.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.35-50
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• 2005

Thirty six EFL freshman students at the College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia were given a dictation, a listening comprehension test and a decoding test. The purpose of the study was to find out whether EFL freshmen students' spelling ability correlates with their listening comprehension and decoding skills. Data analysis showed that the typical EFL freshman student misspelled 41.5% of the words on the dictation, gave 49.5% correct responses on the listening comprehension test, and 52% correct responses on the decoding test. The median and mean scores showed that the subjects' spelling, listening and decoding achievement is low, which implied that the subjects were having spelling, listening comprehension and decoding difficulties. The students' spelling errors and correct listening comprehension and decoding responses revealed strong correlations between spelling ability, listening comprehension and decoding skills. This means that good spelling ability in EFL is related to good listening comprehension and good decoding skills. The better the listening comprehension and decoding abilities, the fewer the spelling errors. When listening comprehension and decoding skills are poor, spelling ability is also poor. Recommendations for spelling, listening and decoding instruction are given.

• The Mathematical Education
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• v.46 no.1 s.116
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• pp.53-67
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• 2007

During the recent years at a middle level Engineering School located at the local areas in Korea, more than 20 percent of freshmen had failed at their first College Mathematics. In consequence, many of them had hard time to survive at their major curriculums. The purpose of this study is to look for the main reasons of their failure and suggest an alternation of the present curriculum. Using the responses to the questionnaires and placement test scores, we studied the characteristics of the students' Mathematical abilities and analyzed how they were related to their grades of the First College Mathematics at the end of the first semester. The mathematical ability of the students at the middle level Engineering School turned out to range from bottom to top even though most of them revealed their interests towards Mathematics. The students with low scores at the placement test were more likely to fail at their first College Mathematics. Thus we suggest that the school should open a new preparation course ahead of the First College Mathematics for those who achieve low scores at the placement test and also professors should write proper books and develop ways of teaching.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.331-341
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• 2020

This study is a descriptive research study aimed at confirming the mediating effect of empathy ability in the relationship between interpersonal ability and adjustment to college life for freshman in nursing college. The study subjects were 179 freshman from the nursing department of four universities. Data were collected using a structured questionnaire from June 11 to June 18, 2018. Data were analyzed using SPSS 21.0. As a result of the study, it was confirmed that the interpersonal ability and empathy ability of the nursing college freshman were factors influencing the adjustment to college life, and that the empathy ability had a partial mediating effect in the relationship between the interpersonal ability and the adjustment to college life. These results suggest that it is necessary to develop and apply curriculum and extra-curricular programs that can enhance students' empathy ability as a way to improve the adjustment to college life in the freshman. Therefore, repeated studies including various variables related to college life adjustmente of freshmen in nursing colleges are needed in the future.

• Journal of the Korea Convergence Society
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• v.11 no.2
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• pp.385-394
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• 2020

The purpose of the study is to investigate the impact of resilience and social support on adjustment to college life of freshman and sophomore year college students. 166 college students from two universities in J city were instructed to answer structured questionnaires, and the data was analyzed by T-test, ANOVA, Pearson Correlation, and Regression analysis using SPSS 24.0 software. The results show that resilience and social support have statistically significant positive correlation to adjustment to college life. Variables that affect adjustment to college life are college major satisfaction, grades in the preceding semester, drinking, smoking, positivity(a sub-variate of resilience), and material support(a sub-variate of social support) with explanatory power of 39.6%. The results of this study suggest the need to develop programs that consider resilience, social support, and college major satisfaction in order to support freshmen and sophomores with their adjustment to college life.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.137-147
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• 2022

In this study, for students who gave up their studies midway through college, we investigate the reasons for dropping out of college, analyze the factors that caused students to drop out, and suggest improvement measures to effectively increase the recruitment rate of enrolled students. This study explores measures to increase student enrollment in community colleges. For this purpose, it conducted a survey of students who dropped out of G College between 2018 and 2020 from June 28 to July 9, 2021. Its analysis is based on the results of 53 students who participated in the survey. First, our results suggest that programs to develop interpersonal relationships between students, faculty, and staff are necessary. Such programs will cultivate a culture of solidarity and collective identity among students, which in turn will reinforce positive experiences in college. Moreover, by developing systems to form relationships between faculty and students, colleges can have a feedback mechanism, such as an open-study program, through which they learn what the students want and need. Through this effort, colleges can help their students adjust to campuses and enhance student satisfaction in college. Second, it is necessary to develop various extracurricular programs not only for freshmen but existing students and to run hobby and leisure activity programs. To have continuous, standing extracurricular programs instead of one-time events, colleges should set up specific goals, delivery methods and strategies. Third, colleges should renovate old and outdated buildings and facilities on campus to enhance the quality of campus life. Moreover, more comprehensive improvement of facilities and a campus environment by having various convenient and leisure facilities that meet the needs and demands of students. Fourth, it is suggested to develop programs or systems that help students to more fully engage in campus lives and activities, which in turn increases confidence and self-efficacy among students. Through such programs, students can better adjust to their majors and, therefore, will be less likely to drop out of college.

• Journal of the Korean Society of School Health
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• v.30 no.2
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• pp.113-123
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• 2017

Purpose: The purpose of this study was to examine and compare the academic engagement, academic burnout, stress, and social support among undergraduate nursing students by grade. Methods: The study is a descriptive comparative survey. The participants were 247 undergraduate nursing students enrolled in 3 universities located in G city. The collected data was analyzed with descriptive statistics, $x^2$ tests, and analysis of covariance, using SPSS/WIN 21.0 program. Results: The students showed significant differences in academic engagement, academic burnout, and stress according to their grade. The post-hoc analysis results showed that sophomores and juniors had lower academic engagement and higher academic burnout and stress than others (i.e., freshmen, or seniors). There was no significant difference in social support among nursing students. Academic engagement had a positive correlation with social support and a negative correlation with academic burnout and stress. Also, academic burnout had a positive correlation with stress and a negative correlation with academic engagement and social support. Conclusion: The findings indicate that nursing students in second and third grade were at risk of academic burnout and under severe stress. Therefore, sophomores and juniors need more attention and care to help them relieve and control stress and burnout and to improve their academic engagement. Also, the findings should be considered when developing plans and/or interventions for nursing students' major adjustment and academic achievement.

• Perspectives in Nursing Science
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• v.7 no.1
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• pp.36-42
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• 2010

Purpose: This study was done to identify the preferences for learning style and the degree of self-directed learning and influencing factors on it among nursing students working on a Bachelor of Science in a nursing program at Suwon. Methods: The study sample included 156 nursing students. A self-report questionnaire was used to assess the data. The data was analyzed using the SPSS/WIN program for descriptive and inferential statistics. Results: Most of the students preferred lectures rather than discussion or team projects as a teaching method. Students preferred deliberating, sensing, and the use of visuals for their learning style. In addition, they favored sequential learning over comprehensive learning. Self directed learning had better outcomes in 3rd and 4th year students than 1st or 2nd year students. Additionally, active learners and high achievers who had a good GPA showed higher self directed learning than the others. Conclusion: In order to maximize students' self-directed learning, study guidance will be necessary for freshmen and for some who experience difficulties in studying nursing courses. Nursing faculty members should pay close attention to facilitate student's self directed learning, and encourage more discussions in the classes.