• Journal of Engineering Education Research
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• v.14 no.1
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• pp.32-39
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• 2011

The purpose of the this study is to examine prediction of academic self-efficacy and school support on satisfaction, achievement and persistence in college. To meet the purpose of the present study, D college was chosen and, two surveys were conducted among the engineering students enrolled in the spring semester of 2010. The results of this study through multiple regression analysis indicated that academic self-efficacy predicted significantly on satisfaction, achievement, persistence and school support predicted significantly on satisfaction and persistence. The results of this study suggested that academic self-efficacy and school support should be considered for improving satisfaction, achievement and persistence in college.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.2
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• pp.127-136
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• 2018

Purpose: The purpose of this study was to examine the effects of self-regulated learning ability of freshmen in nursing college on the learning persistence intention, and to determine if their learning motivation meditates the relationship between them. Methods: The study design was based on descriptive research. Data were collected from 146 nursing freshmen studying at a university in D city from June 5, 2017 to June 7, 2017. Results: There was a positive correlation among learning persistence intention, self-regulated learning ability (r=.57, p<.001) and learning motivation (r=.60, p<.001). Also, it was found that learning motivation was positively correlated with self-regulated learning ability (r=.79, p<.001). According to the Sobel test results, the learning motivation had a complete mediating effect (${\beta}=.39$, p<.001) between self-regulated learning ability and learning persistence intention (Z=3.63, p<.001). Conclusion: Therefore, this study suggests developing a learning motivation program to improve self-regulated learning ability and learning persistence intention of nursing students during their freshman year.

• 전자공학회논문지 IE
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• v.49 no.1
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• pp.30-38
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• 2012

The participants were 102 students with digital broadcasting and media major.. A hypothetical model proposed included learning flow, school support as predictors, and satisfaction and learning persistence as a criterion. The results of this study through multiple regression analysis indicated that learning flow and school flow predicted significantly on satisfaction. And school flow, school support, and satisfaction predicted significantly on learning persistence. In addition, satisfaction mediated between learning flow and learning persistence, and between school flow and learning persistence. A constructive foundation for providing learning strategies in the successful engineering education would be proposed on the basis of the current results of this study.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.341-353
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• 2010

The purpose of the present study is to verify the structural relationship among on-line task value, university support, satisfaction, learning persistence in Cyber University. For this study, W cyber university in Korea was chosen to conduct web survey. A hypothetical model was proposed, which was composed of on-line task value, university support as exogenous variables, satisfaction, learning persistence as endogenous variables. And satisfaction have been suggested as intervening endogenous variables. The result of this study is as follows: First, on-line task value and university support affect satisfaction. Second, university support and satisfaction affect learning persistence. Lastly, satisfaction mediated on-line task value, university support and learning persistence.

• Journal of Animal Science and Technology
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• v.63 no.4
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• pp.799-814
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• 2021

Information is lacking about the effect of date of a fall cut of alfalfa (Medicago sativa L.) on dry matter yield (DMY), forage nutritive value, and stands persistence. The objective of this study was to determine the effect of timing of a fall cut on DMY, forage nutritive value and stand persistence of three alfalfa varieties: low-lignin Hi-Gest 360, Roundup Ready Tonica, and conventional Gunner in Northeastern Kansas in the United States. The field study was carried out by splitting plot in randomized complete block design with four replications. The harvesting data of different maturity stages were collected in each year from 2015 to 2018. Three cuts were harvested based on the stage of maturity, and the last (fourth) cut was done on September 15, September 30, October 15, and October 30 of each year. The persistence of the alfalfa stands was determined each fall after the last cut, and each spring after the first cut, by counting the number of live plants in a randomly placed quadrat in each plot. Alfalfa cut on September 15 and September 30 had a higher stand persistence compared to alfalfa cut on October 15 and October 30. The DMY of the first cut in 2016 was significantly higher in roundup ready than the low-lignin alfalfa variety. In the second cut, DMY was significantly higher in conventional alfalfa than the roundup ready. There were no significant differences in DMY between alfalfa varieties in the rest of seasonal cuttings in 2016 and 2017 and annual total yield in both years. In general, low lignin alfalfa variety had higher crude protein and relative feed value and lower acid detergent fiber and neutral detergent fiber contents than those in roundup ready and conventional alfalfa varieties. On average, nutritive value of alfalfa was generally affected by last cutting dates in 2017. Based on 3-year data the last cutting of alfalfa in the fall could be done by September 30-October 15 without harmful effect on DMY.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.453-463
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• 2018

An analysis including ASE model accessing based on the intention of behavior performance of online university students is a new approach to improve academic persistence considering the characteristics of students with extensive personal variables, a uniqueness of learning environment. This study aimed to identify the relationship between ASE model including academic stress and academic persistence, and the effect of these factors on academic persistence of online university students. Data were collected from 181 sophomores in K open university from March to June, 2018. Frequency analysis, ${\chi}^2-test$, t-test, F-test, Pearson's correlation analysis, and multiple regression analysis used for data analysis. For factors affecting academic persistence, academic stress (${\beta}=-.16$, p=.016), online learning attitude (${\beta}=.44$, p<.001), and social support among social influential factors (${\beta}=.16$, p=.045) were statistically significant and the prediction model of academic persistence showed 29% explanation power (F=15.76, p<.001). To enhance academic persistence of online university students, it is needed to develop programs to reduce academic stress, improve attitude toward online learning, and improve social support.

• Journal of the Korean Applied Science and Technology
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• v.40 no.3
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• pp.374-384
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• 2023

Universities that previously targeted in 20s have recently diversified their operation methods, founding purposes, and target. With a significant decrease in the school-age population relative to the number of universities, universities are making their best efforts to secure new students and minimize student attrition. In this study, an online survey was conducted to empirically examine the effects of motivation for major selection and sense of belonging on learning persistence intention among students in beauty-related departments at 2-year and 4-year general universities and cyber universities. The collected data from 119 students at general universities and 113 students at cyber universities were analyzed using SPSS 28. The key findings can be summarized as follows: For general universities, motivation for major selection did not have a significant effect on learning persistence intention, but sense of belonging had a significant positive effect. Additionally, an interaction effect was observed, indicating that as the sense of belonging increased, extrinsic motivation significantly increased learning persistence intention. For cyber universities, intrinsic motivation and sense of belonging among motivations for major selection had a significant positive effect on learning persistence intention, while the moderating effect of sense of belonging in the relationship between motivation for major selection and learning persistence intention was not significant. In summary, for general universities, the factor that influenced students' learning persistence intention was a sense of belonging to the university, while for cyber universities, intrinsic motivation played a significant role. These findings are expected to provide meaningful insights and data for universities to develop effective policies for preventing student attrition.

• Journal of agricultural medicine and community health
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• v.40 no.1
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• pp.9-20
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• 2015

Objectives: This study aimed to explore the persistence and adherence to secondary preventive medication of stroke patients after discharge and to assess the reasons for persistence and nonadherence. Methods: Four hundred twenty-nine patients with stroke were surveyed to determine their behaviors from discharge. Reasons for stopping medications were ascertained. Persistence was defined as continuation of all secondary preventive medications prescribed at hospital discharge, and adherence as continuation of prescribed medications according to health care provider instructions. Results: Of the 429 patients, 86.5% were treatment persistent and 41.2%(non-intentional nonadherence=39.4%, intentional nonadherence=19.4%) were adherent. Independent predictors of persistence included having experience about health education. Independent predictors of non-intentional nonadherence were modified Rankin Scale(mRS) (Exp(B)=2.858, p=0.001) and health education experience (Exp(B)=0.472, p=0.032), and independent predictors of intentional nonadherence were mRS (Exp(B)=2.533, p=0.006), depressive symptoms (Exp(B)=1.113, p=0.016), beliefs about medications questionnaire(necessity, Exp(B)=0.879, p=0.011, concern, Exp(B)=1.098, p=0.019). Conclusions: Although up to one-ninth of stroke patients continued secondary prevention medications, nonadherence is common. Several potentially modifiable patient, provider, and system-level factors associated with persistence and adherence may be targets for future interventions. Specially, interventions to improve adherence should target patients' beliefs about their medication.

• Proceedings of the Microbiological Society of Korea Conference
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• 2000.05a
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• pp.23-36
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• 2000

Japanese encephalitis virus (JEV) is the causative agent of a mosquito-borne encephalitis and is transmitted to human via persistently infected mosquito vectors. Although the virus is known to cause only acute infection, there were reports that showed neurological sequelae, latent infection in peripheral mononuclear cells, and recurrence of the disease after acute encephalitis. Innate resistance of certain cell lines, abnormal SN1 expression of the virus, and anti-apoptotic effect of cullular bcl-2 have been suggested as probable causes of JEV persistence even in the absence of defective interfering (DI) particles. Although possible involvement of DI particles in JEV persistence was suggested, neither has a direct evidence for DI presence nor its molecular characterization been made. Two questions asked in this study are whether the DI virus plays any role in JEV persistent infection if it is associated with and what type of change(s) can be made in persistently infected cells to avoid apoptosis even with the continuous virus replication, DI-free standard stock of JEV was infected in BHK-21, Vero, and SW13 cells and serial high multiplicity passages were performed in order to generate DI particles. There different-sized DI RNA species which were defective in both structural and nonstructural protein coding genes. Rescued ORFs of the DI genome maintained in-frame and the presence of replicative intermediate or replicative form RNA of the DI particles confirmed their replication competence. On the other hand, several clones with JEV persistent infection were established from the cells survived acute infections during the passages. Timing of the DI virus generation during the passages seemed coincide to the appearance of persistently infected cells. The DI RNAs were identified in most of persistently infected cells and were observed throughout the cell maintenance. One of the cloned cell line maintained the viral persistence without DI RNA coreplication. The cells with viral persistence released the reduced but continuous infectious JEV particle for up to 9 months and were refractory to homologous virus superinfection but not to heterologous challenges. Unlike the cells with acute infection these cells were devoid of characteristic DNA fragmentation and JEV-induced apoptosis with or without homologous superinfection. Therefore, the DI RNA generated during JEV undiluted serial passage on mammalian cells was shown to be biologically active and it seemed to be responsible, at least in part, for the establishment and maintenance of the JEV persistence in mammalian cells. Viral persistence without DI RNA coreplication, as in one of the cell clones, supports that JEV persistent infection could be maintained with or without the presence of DI particles. In addition, the fact that the cells with JEV persistence were resistant against homologous virus superinfection, but not against heterologous one, suggests that different viruses have their own and independent pathway for cytopathogenesis even if viral cytopathic effect could be converged to an apoptosis after all.

• Journal of People, Plants, and Environment
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• v.23 no.3
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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.