• Korean Journal of Community Nutrition
• /
• v.15 no.5
• /
• pp.582-592
• /
• 2010

The purpose of this study was to determine the factors related to eating breakfast for middle and high school students in Seoul using the Theory of Planned Behavior. Out of 2,280 questionnaires distributed to 22 schools, 2,060 were returned (90.4% response rate) and 1,899 were analyzed (83.3% analysis rate). Gender, self-perceived household income level and mother's working status were examined as demographic factors. "Attitude", "Subjective norm", "Perceived difficulty in access to breakfast", "Perceived time restriction" and "Self restriction to breakfast" were extracted as psychosocial factors as the results of factor analysis and reliability test using 17 items. In case of middle school students, boys were more likely to skip breakfast than girls. The students perceiving their household income level "low or middle low" were more likely to skip breakfast than those who perceived their household income level "high or middle high". The students whose mother had a job tended to skip breakfast than those whose mother had no job. In case of high school students, the students perceiving their household income level "low or middle low" tended to skip breakfast than those perceiving their household income level "high or middle high". The results of analysis of variance, all the psychosocial factors examined in this study-"Attitude", "Subjective norm", "Perceived difficulty in access to breakfast", "Perceived time restriction" and "Self restriction to breakfast"- were related to the frequencies of eating breakfast during weekdays in both the middle and high school students.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.18 no.3
• /
• pp.610-632
• /
• 2024

Mobile Learning (M-learning) adoption and success in supporting students' learning engagement mainly depend on many factors. Therefore, this study systematically reviews the literature, synthesizes and analyzes the predictors of M-learning adoption, and uses success for students' learning engagement. Literature from 2016 to 2023 in various databases is covered in this study. Based on the review's findings, the factors that influence students' learning engagement when it comes to M-learning usage and adoption, can be divided into technical, pedagogical, and social factors. More specifically, technical factors include mobile devices availability and quality, connectivity to the internet, and user-friendly interfaces, pedagogical factors include effective instructional design, teaching methods, and assessment strategies, and social factors include motivation of students, social interaction and perceived enjoyment - all these factors have a significant impact on the M-learning adoption and use success. The findings of the review also indicated that M-learning has a key role in enhancing the learning engagement of students through different ways, like increasing their motivation, attention, and participation in their process of learning, paving the way for interaction and building relationships opportunities with peers and instructors, which in turn, can lead to strengthening the learning environment. The implications of these findings extend beyond immediate educational contexts, offering vital insights for future educational technology strategies and policy decisions, particularly in addressing global educational challenges and embracing technological advancements in learning.

• Journal of Family Resource Management and Policy Review
• /
• v.20 no.4
• /
• pp.35-47
• /
• 2016

This research aimed to observe adolescent children's use of time and to discover the parent-related factors that affect adolescent children's use of time. The subjects included 2,092 fourth-grade elementary school students and 2,108 first-grade middle school students. We used data from the Korean Children and Youth Panel Survey. We tested sociodemographic factors, parents characteristics, and time usage, and we studied these factors using SPSS version 23.0; the results are as follows. Firstly, in the subordinate scope of the child-rearing attitude of parents, affection fourth-grade elementary school students(M = 1.83) and first-grade middle school students(M = 2.02). Inconsistency had an effect on fourth-grade elementary school students(M = 1.99), and first-grade middle school students(M = 2.12). Excessive expectations had an effect on fourth-grade elementary school students(M = 2.40) and first-grade middle school students(M = 2.55). Over-involvement had an effect on fourth-grade elementary school students(M = 2.68)and first-grade middle school students(M = 2.80). Finally, giving reasonable explanations had an effect on fourth-grade elementary school students(M = 1.51)and first-grade middle school students(M = 1.68). Secondly, in fourth-grade elementary school students(M = 463.35) and first-grade middle school students(M = 378.75). Further, studying hours during weekdays had an effect on fourth-grade elementary school students(M = 456.15) and first-grade middle school students(M = 460.86). Free activity hours during had an effect on fourth-grade elementary school students(M = 390.54) and first-grade middle school students(M = 387.11). Sleeping hours during holidays had an effect on fourth-grade elementary school students(M = 544.85) and first-grade middle school students (M = 511.74). Studying hours during holidays had an effect on fourth-grade elementary school students (M = 484.86) and first-grade middle school students (M = 511.74). Free activity hours during holidays had an effect on fourth-grade elementary school students(M = 518.68) and first-grade middle school students(M = 509.73). Thirdly, by observing the relative influence of related factors on adolescent children's use of time, grade(${\beta}$ = -.284), gender(${\beta}$ = -.208), over-involvement(${\beta}$ = -.380), supervising(${\beta}$ = -.217), and (${\beta}$ = .243) in terms of the child-rearing attitudes of parents was found to affect study hours($F=2.595^{**}$). The education level of fathers(${\beta}$ = -.144) results in(${\beta}$ = 1.991) and longer free activity hours for children($F= 4.116^{***}$). This research can be used to study the influence of parents'child-rearing attitudes on adolescent children's use of time and to suggest the role of parents in adolescents' ability to manage time effectively using practical.

• Journal of Korea Multimedia Society
• /
• v.7 no.6
• /
• pp.798-805
• /
• 2004

There are numerous advantages of online education to the students and to the institution. There are important factors to be considered for a successful online education. The purposes of this paper are to investigate students' viewpoints, called factors, to the cyber class and analyze these factors to be a successful cyber class. For theses purposes, we developed and constructed the cyber lecture, and we surveyed student evaluations two times for the cyber lecture in the middle and at the end. We found that students view the cyber class with four factors. Assessments on factors were changed during the cyber class and were different according to students' background.

• Journal of Korean Public Health Nursing
• /
• v.33 no.3
• /
• pp.409-419
• /
• 2019

Purpose: Factors related to the major satisfaction of nursing students were systematically searched and quantitatively synthesized. Methods: Meta-analysis was conducted upon 47 articles in Korean master and doctorate degree dissertations and academic journals. Meta-analysis of major satisfaction-related variables was conducted using Comprehensive Meta-Analysis (CMA) 2.0 program. The effect size of the related variables was analyzed by converting the statistic r value to Fisher's Z. Results: The overall average effect size of major satisfaction was the largest effect size (ES=.49), followed by cognitive factors (ES=.58), affective factors (ES=.45), and psychomotor factors (ES=.31). The cognitive factors were in the order nursing professionalism(ES=.70), nurse's image (ES=.65), and critical thinking disposition (ES=.36). The affective factors were self-esteem (ES=.59), emotional intelligence (ES=.55), career identity (ES=.49), self-efficacy (ES=.48), college adjustment (ES=.45), practice satisfaction (ES=.45), resilience (ES=.42), (ES=.40), grit (ES=.34), and stress (ES=.26). The psychomotor factors were clinical performance ability (ES=.38) and career search behavior (ES=.31). Conclusion: The results of this study are valuable when giving consideration to the variables related to nursing students' major satisfaction, for developing a strategic model to enhance the satisfaction of nursing students.

• Journal of Korean Academy of Nursing
• /
• v.34 no.1
• /
• pp.45-52
• /
• 2004

Purpose: This study was performed to identify the influencing factors on alienation among high school students. Method: Data was collected by questionnaires from 550 students of academic and vocational high schools in G city. The data was analyzed using descriptive statistics, pearson correlation coefficients, and stepwise multiple regression. Result: The scores of alienation among students in financially lower middle class and lower class were higher than those of the upper middle class students, resulting in significant differences(F=6.87, p=.00). A sense of alienation showed a significantly negative correlation with the scores of responding parenting style(r=-.32), family cohesion(r=-.33), school attachment(r=-.51), academic performance(r=-.34), peer relationships(r=-.38), self-control(r=-.43), and social skills(r=-.33). The most powerful predictor of alienation among high school students was school attachment and the variance explained was 26%. A combination of school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance account for 40% of the variance in alienation among high school students. Conclusion: This study suggests that school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance are significant influencing factors on alienation in high school students. Therefore, nursing strategy is needed to manage these revealed factors.

• The Journal of Korean Society for School & Community Health Education
• /
• v.18 no.3
• /
• pp.17-28
• /
• 2017

Ojectives: This study performed to analyze health promotion factors related to subjective stress level among first-year students of university. Methods: To examine the association with subjective stress level and health promotion factors, health survey was conducted with 3,892 students who were first-year students in an university by self-reported questionnaire from February 26 to March 10, 2015 in an university. Multiple regression analysis performed to identify the difference of health promotion factors by subjective stress level. Results: 1,015 students (26.1%) were on high stress level and 2,110 students (54.2%) were in healthy status. The 10.8% of them was obesity group and the 40% was alcohol use disorder group. The 8.2% had experienced depression in the last 1 year. In multiple regression models, it remained significantly the difference of subjective stress level by sex, subjective health status, sleep hours in a day, eating frequency of fruit and vegetable in a day, depression experience and suicidal thought in the last 1 year(p<0.05, p<0.01). On the other hand, it was not significant the difference by age, BMI, alcohol use disorder, eating breakfast, regular exercise and current smoking. Conclusions: To improve health promotion of first-year students of university, it should provide the intensive mental health program to women on campuses.

• The Journal of Asian Finance, Economics and Business
• /
• v.8 no.5
• /
• pp.189-199
• /
• 2021

This study aimed to explore the factors affecting the innovation capacity of students at the National Economics University, Vietnam. Researchers used the innovation capacity model based on six factors, including personality traits, future orientation, creative skills, social interaction, content knowledge, and management skills. The empirical analysis used data from the survey of 303 students at National Economics University, Vietnam, with reliable tools (SPSS 26.0 software). The data were analyzed by testing the reliability of the scales, correlation analysis, and Pearson' Linear Correlation Coefficient, exploratory factor analysis, as well as regression model based on the survey data. The research results identified the following factors affecting innovation capacity of students: management skills, social interaction, and personality traits have the strongest impact on innovation capacity of students; content knowledge has the following strongest effects on innovation capacity of students; and finally the creative skills that affects on innovation capacity of students. There is also a positive relationship between all the factors and innovation capacity of students. The result can serve as useful reference sources for scholars who are interested in the innovation field. It also helps university's managers and policymakers build the appropriate environment to improve innovation capacity of students.

• Herbal Formula Science
• /
• v.32 no.1
• /
• pp.91-98
• /
• 2024

Objective : This study aimed to investigate Korean medical students' satisfaction with Korean medicine education and their trust in Korean medicine. It also explored the factors affecting satisfaction with Korean medicine education and trust in Korean medicine. Methods : Based on a total of 381 survey responses, the satisfaction with Korean medicine education, reflection of educational needs, trust in Korean medicine, reasons for maladjustment to education, and suggestions for improving education were analyzed. Results : Satisfaction with Korean medicine education and trust in Korean medicine were generally above average. However, reflection of educational needs was below average. It was found that the curriculum should be rearranged according to the needs of premedical students and medical students. The factors affecting satisfaction with Korean medicine education were gender, academic year, dropout experience, trust in Korean medicine, and reflection of educational needs. Factors affecting trust in Korean medicine were gender, academic year, and satisfaction with Korean medicine education. Conclusion : This study found that satisfaction with Korean medicine education and trust in Korean medicine have a reciprocal relationship. To improve students' satisfaction and adjustment to Korean medicine education, it is necessary to implement strategies to increase students' trust in Korean medicine. In addition, it is important for students and instructors to collaborate on curriculum design by establishing a feedback system that reflects students' needs.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.1
• /
• pp.67-86
• /
• 2013

The purpose of this study is to analyze selection of factors of Schoenfeld's problem solving behavior shown in problem solving process of mathematically gifted students based on brain preference of the students and to present suggestions related to hemispheric lateralization that should be considered in teaching such students. The conclusions based on the research questions are as follows. First, as for problem solving methods of the students in the Gifted Education Center based on brain preference, the students of left brain preference showed more characteristics of the left brain such as preferring general, logical decision, while the students of right brain preference showed more characteristics of the right brain such as preferring subjective, intuitive decision, indicating that there were differences based on brain preference. Second, in the factors of Schoenfeld's problem solving behavior, the students of left brain preference mainly showed factors including standardized procedures such as algorithm, logical and systematical process, and deliberation, while the students of right brain preference mainly showed factors including informal and intuitive knowledge, drawing for understanding problem situation, and overall examination of problem-solving process. Thus, the two types of students were different in selecting the factors of Schoenfeld's problem solving behavior based on the characteristics of their brain preference. Finally, based on the results showing that the factors of Schoenfeld's problem solving behavior were differently selected by brain preference, it may be suggested that teaching problem solving and feedback can be improved when presenting the factors of Schoenfeld's problem solving behavior selected more by students of left brain preference to students of right brain preference and vice versa.