• Journal of Engineering Education Research
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• v.24 no.3
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• pp.11-20
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• 2021

The purpose of this study is for science and engineering students to experience social contribution through voluntary projects. The method of research is to create and introduce the exhibits and its exhibition commentary of Science Museum for local youth. The exhibition commentary is a project that stimulates student's interests in science and technology by providing scientific knowledge and research information. Producing exhibits is a project that discovers local technologies as well as introduces its history, technology, and scientific principles to young students. Two projects confirmed the positive effects of creating opportunities for science and engineering students to contribute to society and expanding scientific content, and showed implications for engineering education.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.87-98
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• 2010

In this research, we analyzed the effects of the independent research program on the educational experience of undergraduate students in a research-centered university setting. The independent research program was developed to provide undergraduate students with opportunities to engage in self(student)-initiated, self-regulated and self-responsible research projects. We hypothesized that outcomes of the program would be utilized as a baseline information in formulating the strategies for improvement of the undergraduate curriculum. Eighty three undergraduate students participated in the program during the period of 2003-2009. In order to evaluate results of the program, we carried out survey and in-depth interviews with the participants. According to the participant reports, the independent research program has helped them to develop self-managed research abilities and problem solving skills. They also indicate that the program has offered them the opportunities to survey the various major fields transcending different domains, so as to help them to contemplate on their future career choices. We suggest that such information may provide an essential guideline for developing an innovative undergraduate curriculum.

• Journal of East-West Nursing Research
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• v.21 no.2
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• pp.140-147
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• 2015

Purpose: The purpose of this study was to analyze the reproductive health promoting behavior (RHPB) and related variables among male and female undergraduate students. Methods: The data were collected from July to August, 2014 from 528 students. Data was analyzed using descriptive statistics, t-test, ANOVA, and Pearson correlation coefficients. Results: The results revealed that the intercourse experience was different according to gender. Average item scores of the RHPB were 2.99 in male and 3.04 in female students. The related factors of RHPB were major, onset of first intercourse experience, and reproductive health knowledge in male students. Numbers of sexual partner, onset of first intercourse experience, reproductive health knowledge in female students were related to RHPB. Conclusion: The results indicate that the RHPB program should be developed to manage the reproductive health of undergraduate students.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.29-40
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• 2021

This research aims to examine the relationship between major satisfaction and psychological well-being of female engineering students. To achieve this goal, first, differences in major satisfaction and psychological well-being among engineering students were examined. Second, differences in major satisfaction and psychological well-being among female undergraduate students were investigated. In addition, the effects of psychological well-being, as perceived by undergraduate students by gender and major, on major satisfaction were explored. A total of three hundred and forty-nine (349) undergraduate students from two universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, male engineering students scored higher in two variables including their most sub-factors, and that gender differences in relation satisfaction as well as positive relationship with others, autonomy, and environmental mastery were statistically significant. Secondly, female engineering students scored higher in major satisfaction and several sub-factors of two variables, and that major differences in major satisfaction (total), social perception satisfaction, and autonomy - a sub-factor of psychological well-being - were statistically significant. Thirdly, a positive correlation among major satisfaction and psychological well-being was identified. Finally, psychological well-being could explain about 19% of major satisfaction. The practical implications of these findings are discussed herein, with attention on education for promotion of major satisfaction.

• Korean Journal of Adult Nursing
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• v.28 no.5
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• pp.559-571
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• 2016

Purpose: The purpose of this study is to examine the effects of a competency based safety and quality improving education program for undergraduate nursing students. Methods: A quasi-experimental study of a non-equivalent control group pre and post test design was used. The participants were sixty-eight undergraduate nursing students recruited from the two universities in G and M cities. They were assigned to either a treatment group (n=35) or a comparison group (n=33). A five-day educational program developed based on the ADDIE Instructional Design Model was offered to the treatment group whereas the comparison group did not receive any instruction. Data were collected using self-report structured questionnaires. The data were analyzed using the SPSS/WIN 21.0 with the $x^2$ test, and independent t-test. Results: The students in the treatment group reported significant positive changes for patient safety knowledge, skill and perception of quality and safety competencies. Conclusion: Findings from this study supports that competency based quality improving and safety education program is a useful intervention strategy to promote student's knowledge, skill and perception of quality and safety competencies.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.599-620
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• 2005

There can be two different approaches to introducing Abstract Algebra to undergraduate students: One is to introduce group concept prior to ring concept, and the other is to do the other way around. Although the former is almost conventional, it is worth while to take the latter into consideration in the viewpoint that students are already familiar to rings of integers and polynomials. In this paper, we investigated 16 most commonly used Abstract Algebra undergraduate textbooks and found that 5 of them introduce ring theory prior to group theory while the rest do the other way around. In addition, we interviewed several undergraduate students who already have taken an Abstract Algebra course to look into which approach they prefer. Then we compare pros and cons of two approaches on the basis of the results of the interview and the historico-genetic principle of teaching and learning in Abstract Algebra and suggest that it certainly be one of alternatives to introduce ring theory before group theory in its standpoint.

• Journal of the Korean Society of School Health
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• v.18 no.2
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• pp.121-131
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• 2005

Purpose： This study examined the effects of cognitive-behavioral therapy on problem-solving ability and dysfunctional attitudes in undergraduate students. Method： This study was conducted between September 2004 and May 2005. The subjects consisted of 23 undergraduate students. The experimental group (n=13) participated in a cognitive-behavioral therapy that consist of 8 session over an 8-week period. The control group (n=10) participated in a reality therapy that also consisted of 8 sessions over an 8-week period. Problem-solving ability and dysfunctional attitudes were measured for all subjects before and after therapy. These data were analyzed by unpaired t-test and t-test with the SAS program. Results： Following cognitive-behavioral therapy, the experimental group experienced a significant decrease in score of problem-solving ability and in approach-avoidance style (the subscale in the problem-solving ability). There were no changes in these values after the reality therapy in control group. Conclusions： In light of these results, cognitive-behavioral therapy has a positive effect on problem-solving ability in undergraduate students.

• Child Health Nursing Research
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• v.26 no.1
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• pp.35-46
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• 2020

Purpose: The purpose of this study was to test a model for intention to discontinuation drinking high caffeinated beverages among undergraduate students. This model was based on the Ajzen's theory of planned behavior and Becker's health belief model. Methods: Participants consisted of 201 undergraduate students. Data were collected by questionnaires from March 11 to May 24, 2019. Collected data were analyzed using SPSS/WIN 22.0, AMOS 22.0 program. Results: The assessment of the model indicated an acceptable fit (normed x²=1.65, goodness-of-fit index [GFI]=.83, adjusted GFI=.79, comparative fit index [CFI]=.92, standardized root mean square residual [SRMR]=.05, Tucker-Lewis index [TLI]=.91, normed fit index [NFI]=.87, root mean square error of approximation [RMSEA]=.07). Perceived behavior control, subjective norm, the subjective attitude was found to have a significant direct effect on the intention to discontinuation of drinking a high caffeinated beverage. The variances of this model explained 45.3% of the variance in intention to discontinuation of drinking a high caffeinated beverage. Conclusion: These results suggest that a need to increase awareness of adverse effects and potential risks of high caffeinated beverage consumption in undergraduate students. Besides, the university and government should provide education and campaigns to prevent excessive high-caffeinated beverage consumption.

• Korean Journal of Health Education and Promotion
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• v.27 no.3
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• pp.1-12
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• 2010

Objectives: This study was to understand the essence and the meanings of smoking experience in female undergraduate students. Methods: Colaizzi's phenomenological method was used. Data were collected by in-depth interviews with six undergraduate female students. Field notes, recording under the subjects' agreement, and telephone interview were also used. Results: In the analysis, 131 significant statements, 15 themes, 7 categories emerged. The seven categories were as follows; 'the first smoking for change and adaptation', 'becoming a part of self', 'good friend without any reason', 'a bond with friends', 'gazing with bad eyes', 'unexpected guest without realizing it', 'willingness to smoke more'. Conclusion: The results of this study will help professionals to understand the smoking behavior of female undergraduate students. We should consider positive experience toward smoking in young women for considering to plan smoking cessation program.

• Korean Journal of Adult Nursing
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• v.26 no.1
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• pp.78-88
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• 2014

Purpose: The purpose of this study was to construct a structural equation model (SEM) that would describe the binge drinking among Korean undergraduate students. Methods: Model construction was based on the theory of planned behavior and prototype/willingness model, using the variables; intention, attitude, descriptive norm, and prototype perception of binge drinking, alcohol use disorders identification test (AUDIT), and binge drinking behavior. The analysis of data was done with both SPSS 20.0 for descriptive statistics and AMOS 20.0 for SEM. Results: The binge drinking intention was found to have a significantly direct effect in influencing binge drinking behavior. In addition, attitude, descriptive norm, and prototype perception of binge drinking were found to have a significantly direct effect in influencing binge drinking intention. The final modified model yielded $x^2$=374.2 (p<.001), df=174, $x^2/df$=2.15, GFI=.87, AGFI=.82, NFI=.89, PNFI=.73 RMSEA=.07, and CFI=.94. Conclusion: This study constructed a model that addressed the factors related to binge drinking and described the relationship of these factors in influencing binge drinking among Korean undergraduate students. Findings from this study can contribute to designing appropriate prevention strategies to reduce problem related binge drinking in undergraduate students.