• Journal of the Korean Home Economics Association
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• v.47 no.1
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• pp.65-73
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• 2009

The present longitudinal study examined reciprocal influence between self-esteem and academic achievement using cross-lagged autoregressive model. This study employed data(four wave) from Korea Youth Panel Survey. Participants were 300 students(143 boys, 157 girls) who were 4th graders in 2004 and 7th graders in 2007. The results of this study indicated that 4th graders' self-esteem influenced 5th graders' academic achievement, in turn, 5th graders' academic achievement influenced 6th graders' self-esteem. However, students' self-esteem in 6th grade did not influence their academic achievement during 7th grade. Conversely, 6th graders' academic achievement influenced 7th graders' self-esteem.

• Journal of the Korea Society of Computer and Information
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• v.21 no.4
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• pp.123-129
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• 2016

This study had a purpose to find the correlation between academic achievement and entrance examination score using FCA and framing a concept of university academic achievement and entrance examination score and then, building concept lattice. The subject for this analysis was admission materials of freshmen in computer engineering department at A university located in Chungcheong area in 2010. Also 56 students in total were subjects for the score analysis of their first semester from 2010 to 2014. The major findings of this study were as follows. We organized and extracted many-valued context, concept lattice, associated rules using FCA. And we analyzed the correlation between University academic achievement and entrance examination score using FCA. The conclusions were as follows. We could get meaningful analyzed results using FCA. University academic achievement had lower relativeness with entrance examination score and female students had higher university academic achievement than male students. The improvement points are summarized below. It is necessary to improve the ratio and application method of the university admission factors and to increase the regular admission for a university. And programs for completing College-preparatory programming for male students in low university academic achievement are necessary.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.225-230
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• 2021

The purpose of this study is to understand the mediating effect of grit in the relationship between academic achievement satisfaction and Academic Engagement of middle school students. To this end, a survey was conducted on 575 middle school students in Changwon, Gyeongsangnam-do, on academic achievement satisfaction, Academic Engagement, and grit. This research was carried out by hierarchical regression analysis was conducted to understand the correlation analysis and mediating effect between major variables, and The significance of the mediating effect was verified by the Sobel test. As a result of the study, First, correlation analysis revealed a positive correlation between academic achievement satisfaction, grit, and Academic Engagement. Second, regression analysis showed that both consistency of interest and perseverance of effort were partially mediated between academic achievement satisfaction and Academic Engagement. This means that academic achievement satisfaction not only directly affects middle school students' Academic Engagement, but also has an indirect effect through grit. Finally, In order to increase the academic enthusiasm of middle school students, learning counseling plans such as education and counseling plans to improve academic interest and develop various learning motivation improvement programs were discussed.

• The Korean Journal of Emergency Medical Services
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• v.27 no.1
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• pp.59-70
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• 2023

Purpose: This study was designed to identify the effects of social support, learning flow, and learning satisfaction on academic achievement in university students. Methods: This study involved university students who agreed to participate the investigation in D City using a structured online questionnaire from December 1, 2022 to December 31, 2022. Results: Social support, learning flow, learning satisfaction, and academic achievement had significant correlations. The influencing factors of academic achievement were age and learning flow, with an explanatory power of 20%. Conclusion: Further active management and attention are imperative for vulnerable students in high-age groups to search for the ways to improve learning flow.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.247-252
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• 2021

The purpose of this study is to understand the mediating effect of grit in the relationship between academic achievement satisfaction and academic helplessness of middle school students. To this end, a survey was conducted on 575 middle school students in Changwon, Gyeongsangnam-do, on academic achievement satisfaction, academic helplessness, and grit. This research was carried out by hierarchical regression analysis was conducted to understand the correlation analysis and mediating effect between major variables, and verified by Sobel test. As a result of the study, First, correlation analysis revealed a positive correlation between academic achievement satisfaction, grit, and academic helplessness. Second, regression analysis showed that both perseverance of effort and consistency of interest were partially mediated between academic achievement satisfaction and academic helplessness. This means that academic achievement satisfaction not only directly affects middle school students' academic helplessness, but also has an indirect effect through grit. Finally, a learning counseling plans (Self-analysis program and Environmental control program) was discussed to reduce the academic helplessness of middle school students.

• The Mathematical Education
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• v.57 no.4
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• pp.393-412
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• 2018

Teacher quality is a key factor that determines quality of education. Being aware of this, the Korean government and teachers have been striving to improve teachers' professionalism. Research about the impacts of efforts to enhance teacher professionalism on students' academic achievement and course satisfaction, however, is extremely limited. This study sought to advance our understanding of the relationship between these factors by analyzing what teacher characteristics impact students' achievement and satisfaction. To this end, the study drew on the middle and high school data from 3rd to 6th year survey of the Seoul Educational Longitudinal Study. Structural equational modeling were used as the main approach. Latent profile analysis, a kind of mixture modeling analysis, were used as needed. This study found that teachers' participation in instruction enhancement activity and professional development impact students' attitude toward mathematics lessons and their perception on class atmosphere, and ultimately impact their academic achievement as well as their overall satisfaction in the course. In addition, teachers' use of EBS textbooks and videos impact 3rd grade high schoolers' academic achievement. These findings suggest that effort to improve teacher professionalism positively impact students' academic achievement and course satisfaction, although there is a difference according to the year grade. This study provides implications for education policy makers and teacher educators.

• Journal of Korean Academy of Nursing
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• v.52 no.3
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• pp.278-290
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• 2022

Purpose: This study aimed to identify the mediating effect of learning flow and the moderated mediation effect of digital literacy on the effect of the learning presence of non-face-to-face class experience in nursing students on academic achievement. Methods: Participants were 272 nursing students from six universities in two different cities. A self-report questionnaire was used to measure learning presence, learning flow, digital literacy, and academic achievement. Analysis was performed using SPSS 26.0 and SPSS PROCESS Macro (4.0). Results: The mediating effect of learning flow on the effect of learning presence on academic achievement was 0.42, and the moderated mediation index of digital literacy was 0.17. Learning flow showed a mediating effect on the relationship between learning presence and academic achievement. Digital literacy had a moderated mediation effect on the relationship between learning presence and academic achievement that was mediated by learning flow. Conclusion: The intensity of the mediating effect of nursing students' learning presence on academic achievement through learning flow increases as the level of digital literacy increases. These results suggest that educational programs considering the level of learning presence, learning flow, and digital literacy are required to promote the academic achievement of nursing college students.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.447-457
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• 2015

This study has attempted to find the teaching methods for the elementary students with low science achievement by examining the differences of science learning motivation, academic stress and stress coping styles and the characteristics shown in the relationship between them. To achieve this, the differences of science learning motivation, academic stress and stress coping styles of the elementary students with low science achievement and their relationship was set up as a study problem. A science learning motivation using a science learning motivation questionnaire reconfigured with PALS along with underachievers diagnosis were measured targeting 660 elementary students located in Seoul. Using an academic stress questionnaire and stress coping style questionnaire, an academic stress and stress coping styles were measured. The results of analyzing the collected data are as follows. First, a science learning motivation of elementary students with low science achievement was lower than the general students but the academic stress was shown higher. Especially, the self-efficacy of science learning motivation was significantly lower and the school stress was highest. For stress coping styles, a tendency of passive and avoidment coping styles were shown higher than the general students. Second, among the science learning motivation of elementary students with low science achievement, the self-efficacy motivation and school stress have shown a negative correlation but had a positive correlation with the goal-oriented motivation centered on ability. In the correlation between the science learning motivation of elementary students with low science achievement and the stress coping styles, the pursuit of social support coping styles have shown a significant positive correlation with the science learning motivation and its subcategories. As a result of conducting a regression analysis on the influence of academic stress and stress copying styles on the science learning motivation of elementary students with low science achievement, among the academic stresses, the school stress was shown to have the biggest influence. Among the stress coping styles, the pursuit of social support coping styles had the biggest influence on the science learning motivation followed by active coping behaviors, passive and avoidment coping behaviors. Low science learning motivation as underachievement factors of elementary students with low science achievement was identified as having a relationship with high school stress and undesirable stress copying styles. Therefore, guidance and a program are required for the elementary student with low science achievement to have desirable stress coping methods on the stressful situations. In addition, for the improvement of science learning motivation, a learning environment is needed for the elementary students with low science achievement with seeking of relevant educational methods.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.231-240
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• 2016

The purpose of this study is to investigate the relationship among fatigue, personality, learning strategies, and academic achievement of medical students. 146 students from year 1 to year 4 at one medical school participated in this study. Students completed the fatigue, Big Five personality traits(Neuroticism, Extraversion, Openness, Agreeableness, Conscientiousness), learning, strategies. The academic achievement of students measured by GPA. The data were analyzed by t-test and stepwise multiple regression. The student's fatigue differed by grade, and the students of low grade had higher scores than high grade. But personality traits and learning strategies were not significantly different by grade. The factors that affect on academic achievement differ by grade. In low grade, neuroticism, extraversion, and rehearsal affected students' academic achievement. In high grade, conscientiousness and extraversion had an effect on the academic achievement of students. These results could guide the design of medical education improvement, and be useful in developing a supporting program for medical students.

• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.303-312
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• 2014

In this study, we analyzed the characteristics of science academic achievement by multiple culture and North Korean migrant students types, percentage of correct answer and discrimination per items per groups, and contents domains using quantitative and qualitative method in the National Assessment of Educational Achievement (NAEA). As a results of analysis, the degree of science academic achievement of the students from multiple culture and North Korean is much lower than that of the general students. Also, the science academic achievement of the students from multiple culture and North Korean migrant is different from the general students. Especially, science academic achievement of the immigrated students and the North Korean migrant students was lowest. The analysis of items that the difference of the percentage of correct answer was large showed that the students from multiple culture and North Korean migrant were equally weak to it in all contents domains, but that the students from international marriage family born in country were weak in some areas. Therefore, the appropriate the teaching and learning method and the educational support is needed considering the group situation, so the educational implications are discussed.