• Journal of Engineering Education Research
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• v.16 no.6
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• pp.11-18
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• 2013

The purpose of this study is to verify the effects of self-respect, academic self-efficacy, and career maturity on student adaptation to college and learning persistence. For this study, a web survey was conducted on the students who were in college of engineering at D college in Seoul. A total of 702 samples were analyzed for this research. The major findings of this study are as follows. First, all variables (self-respect, academic self-efficacy, career maturity) had positive effects on student adaptation to college significantly. Secondly, self-respect and academic self-efficacy had positive effects on learning persistence except career maturity. Thridly, the mediation analyses revealed that the relations between learning persistence and self-respect, academic self-efficacy, and career maturity were partially mediated by student adaptation to college. Finally, student adaptation to college had also positive effects on learning persistence. The results indicate a need to enhance student adaptation to college and design programs that support learning persistence for university students.

• Journal of Practical Agriculture & Fisheries Research
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• v.21 no.1
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• pp.123-134
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• 2019

This study was conducted to describe the relationship of Career Identity and College Adaptation of student at agricultural special purpose academies. The participants were 335 college students in H city from November 2 to December 12 in 2016. The data was collected by questionnaires and was analyzed using SPSS 23.0. There was a significant positive correlation among Career Identity and College Adaptation of college students. It was found that the effect of Career Identity on College Adaptation was 42.0%. The results of this study provided a foundation to recognize importance of College Adaptation and to develop intervention program to improve College Adaption and Career Identity of student at agricultural special purpose academies.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.182-189
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• 2015

Purpose: The purpose of this study was to determine the degree of undergraduate nursing student adaptation to college life and investigate the factors that influenced that adaptation. Methods: First-year (undergraduate) students attending three nursing colleges were surveyed from November 24 through December 5, 2014; and data from 206 respondents were analyzed. For data analysis, multiple regression analysis was performed using the SPSS WIN 18.0 program. Results: The findings showed that age (p=.002), emotional intelligence (p<.001), and self-efficacy (p<.001) were significant variables that influenced first-year undergraduate nursing student adaptation to college life. Undergraduate nursing student adaptation was explained by self-efficacy (${\beta}=.327$, p<.001), emotional intelligence (${\beta}=.222$, p=.001), satisfaction with education in their academic major (${\beta}=-.217$, p<.001), and academic achievement (${\beta}=.136$, p=.018); and, the explanatory power of these variables was 41.2%. Conclusion: To facilitate undergraduate nursing student adaptation to college life prior to clinical practice, developing and apply programs to improve self-efficacy, emotional intelligence, satisfaction with education in their major, and academic achievement is deemed necessary.

• Journal of Families and Better Life
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• v.29 no.3
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• pp.119-131
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• 2011

The main purpose of this study was to examine the effect of demographic variables (gender, SES, period of residence in Korea, place of residence, type of program, Korean ability), self-esteem, and acculturative stress on the college adaptation of international college students in Korea. 346 (196 male, 150 female) students from three universities in Jeollanam province completed the Self-Esteem, Acculturative Stress Scale for International Students and The Student Adaptation to College Questionnaire (SACQ). While gender had no influence on the college adaptation of international college students, SES, period of residence in Korea, place of residence, type of program and Korean ability had significant influences. Also it was found that acculturative stress, type of program, self-esteem and place of residence had significant influence on academic adaptation whereas self-esteem, acculturative stress, type of program, and Korean ability had significant influences on social adaptation. Related to emotional adaptation, acculturative stress, place of residence, and self-esteem were significant variables. Finally, acculturative stress, type of program, self-esteem and place of residence were significant variables of institutional attachment.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.167-174
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• 2022

The purpose of this study was to determine the degree of undergraduate nursing student adaptation to college life who experienced a non-face-to-face semester due to COVID-19 and investigate the factors that influenced that adaptation. Methods: Nursing students were surveyed from March 1 through 31, 2021; and data from 127 respondents were analyzed. For data analysis, stepwise multiple regression analysis was performed using the SPSS WIN 20.0 program. Results: Nursing student adaptation was explained by Stress (β=-.36, p<.001), Ego-resilience (β=.29, p<.001), satisfaction with nursing major (β=.16, p=.017), Performance (β=.17, p=.022) and Personal relations (β=.14, p=.037); and, the explanatory power of these variables was 43.5%. Conclusion: As the interaction changed from non-face-to-face space to face-to-face space due to distance learning, it was found that Stress, Ego-resilience, and satisfaction with the major had an effect on college life adaptation.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.1
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• pp.46-53
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• 2015

Purpose: This study was performed to identify the effect of admission type on college adaptation and academic achievement in one nursing school in order to refine the entrance selection system. Methods: Subjects were 405 nursing students (female : male = 385 : 20, first grade = 155, second grade = 138, third grade = 112). They were given the Student Adaptation to College Questionnaire (SACQ) purchased from Western Psychological Service. SACQ is composed of 67 questions and subdivided into 4 subcategories: academic adjustment, social adjustment, personal-emotional adjustment, and attachment. Student college adaptation scores and academic achievements were analyzed with reference to the entrance selection system (rolling admission vs. regular admission) by SPSS 22.0. The rolling admission system recruited students based on high school records only while the regular admission system was based on both high school records and the College Scholastic Ability Test (CSAT). Results: Total College adaptation score, personal-emotional adjustment score, and academic achievement were higher in regular-admission students than in those admitted through rolling admission. Academic achievement for first-grade students was higher in regular-admission students than for those admitted through rolling admission, But the difference in academic achievement became null as students were promoted to the second and third grades. Conclusion: Students recruited using both high school records and the CSAT showed better college adaptation and higher academic achievement.

• Journal of Digital Convergence
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• v.12 no.5
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• pp.335-343
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• 2014

To find out self elasticity of student of dental hygienic, how self elasticity influences life adaptation of college and study satisfaction. To structure analysis the effects that is given from self-elasticity of student of dental hygienic influences life adaptation of college and study satisfaction, from 2013/10/1 to 2013/10/31 due to convenience sampling, 369 students in grade 1,2,3 in Daegu Gyeongbuk were conducted a survey. The sub factors of self elasticity and study satisfaction and correlation of university life adjustment have the highest relevance to optimistic attitude and life adaptation of college. The higher self elasticity, the higher study satisfaction and the higher self elasticity and study satisfaction, the higher life adaptation of college. self elasticity increase the study satisfaction of students, improve adaptation(p<0.001). Therefore to promote the life adaptation of college, the effort and attention to reinforce the abilities of regulation of self elasticity that are an improvement of personal relation, goal setting, anger control and motivation. On this wise, development and management of suitable continuous and gradational educational programs are needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.108-117
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• 2017

Purpose: The purpose of this study is to determine the types and characteristics of male college nursing students' adaptation to their academic department. Methods: Q methodology was applied to determine the subjectivity of the male nursing students' adaptation to their academic department. Fifty male nursing students were asked to select and answer questions among a set of 36 Q-statements using a 9-point scale. The collected data were analyzed using the PC QUANL program. Results: Three types of male students' adaptation to the department of nursing were identified. Type I was termed 'resilience-acceptance', Type II, 'inner-conflict', and Type III, 'goal-oriented'. Conclusion: The study results can be used as the basic data needed to develop nursing interventions suitable to the types of male college nursing students' adaptation to their academic department.

• Journal of Korean Academy of Nursing Administration
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• v.17 no.3
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• pp.267-276
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• 2011

Purpose: The purpose of this study was to investigate the effects of ego-resilience and stress coping styles on college adaptation in nursing students. Method: The sample for this study consisted of 1st and 2nd year students from 3 colleges of nursing, one each, in Jeolla, Chungcheong, and Gyeongsang Provinces. The data were collected from November 5 to 22, 2010. The data were analyzed using t-test, ANOVA, Pearson correlation and multiple regression with SPSS 18.0. Results: A positive correlation was found for college adaptation with stress coping styles and ego-resilience. The strongest predictor of college adaptation was an optimistic attitude. In addition optimistic attitude, satisfaction with nursing as a major, confidence, academic scores, age, emotional control, and gender accounted for 63.3% of variance in college adaptation. Conclusions: The results of this study suggest that development of stress coping and ego-resilience in nursing students is important to college adaptation. Further research in improving ego-resilience and stress coping is warranted.

• Journal of the Korean Home Economics Association
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• v.36 no.10
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• pp.89-102
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• 1998

As a quality of dyadic relationships in the family, individuation refers to the interplay between the connectedness and separateness of family members. The aims of this study were: 1) to develop of the newly measure of Korean late adolescent's individuation; 2) to examine the reliability and validity of the newly developed measure. 435(165 male, 270 female) college students completed the Korean Late Adolescent Individuation Questionnare(KLAIQ), and Korean version of the Student Adaptation to College Questionnaire(SACQ), and Korean version of the Student Adaptation to College Questionnaire(SACQ). Using exploratory factor analysis and confirmatory factor analysis three subdimensions of individuation were identified: Connectedness(7items), Self-confidence(5 items), and Parent control(4 items). A total 16 items of the KLAIQ were found to have acceptable reliability and face and construct validity. A total 16 items of the KLAIQ were found to have acceptable reliability and face and construct validity. Scale scores from the KLAIQ correlated in the predicted pattern with the SACQ. Individuated students demonstrated the highest college adjustment scores while ambiguous students yielded the lowest. Therefore, it would appear that the KLAIQ can adequately measure individuation in Korean late adolescence.