• The Journal of the Convergence on Culture Technology
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• v.4 no.2
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• pp.97-105
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• 2018

This study examined the psychological process in which Facebook access motivation impact upon offline interpersonal relationship change and continuance usage intention of Facebook, A questionnaire was administered to 420 college students in the Busan, and Gyeongnam provinces This research resulted in a number of key findings: First, Facebook access motivation of maintenance of social connection had a positive influence on offline interpersonal relationship change. Second, Facebook access motivation of social pressure from others had a positive influences on offline interpersonal relationship change. Third, Facebook access motivation of habitual use had a positive influences on continuance usage intention of Facebook, Fourth, Offline interpersonal relationship change mediates between Facebook access motivation of maintenance of social connection & Facebook access motivation of social pressure from others and continuance usage intention of Facebook, This study reveals that, Facebook access motivation of maintenance of social connection and Facebook access motivation of social pressure from others were a significant predictors of offline interpersonal relationship change, and Facebook access motivation of maintenance of social connection and Facebook access motivation of social pressure from others indirectly affected continuance usage intention of Facebook through the offline interpersonal relationship change.

• Journal of Convergence for Information Technology
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• v.10 no.11
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• pp.107-116
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• 2020

The purpose of this study was to identify the degree of self-leadership, academic self-efficacy, and learning flow of nursing college students to took both online and offline lectures, and to identify the factors that influence learning flow. Data were collected by using questionnaires from 152 students who were in 2nd year of the nursing college in G city, from September 7 to September 29, 2020. Data were analyzed by t-test, ANOVA, Pearson's correlation, and stepwise multiple regression using SPSS WIN 25.0 program. As a result of the study, Learning flow according to general characteristics showed significant differences in perceived health status, interpersonal relationship, major satisfaction, and grades. Statistically, learning flow showed a significantly positive correlation with self-leadership and academic self-efficacy. Influencing factors on learning flow were academic self-efficacy(β=.44, p<.001), self-leadership(β=.35, p<.001), and major satisfaction(β=-.14, p=.031) accounting for 57% of the total change. Based on this study, strategies to enhance academic self-efficacy and self-leadership are required to improve the learning flow of nursing students.