• 한국응급구조학회지
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• 제27권1호
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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 the Korean Data and Information Science Society
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• 제23권2호
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• pp.343-351
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• 2012

본 연구는 2011학년도 A대학교 입학생 중 일반전형으로 입학하여 현재 재학 중인 학생들을 대상으로 입학전형요소가 학업성취도에 어떠한 영향을 주는지 상호관련성을 분석하였다. 학업성취도와 밀접히 연관되어 있는 전형요인을 찾아 대학의 특성에 맞는 학생 선발 정보를 제공하여 각 대학별 입시안 마련에 도움이 될 것으로 기대된다. 분석결과 성별, 모집시기별로 입학전형요소가 학업성취도에 다른 방식의 영향을 주는 특성을 관찰할 수 있었다. 여학생들이 남학생보다 학업성취도가 더 높고, 수시모집 학생들에 비해 정시모집 학생들의 학업성취도가 높게 나타났다. 성별 분석에서 남학생은 수능성적, 여학생은 학생부성적이 학업성취도에 큰 영향을 미치는 것으로 나타났으며 모집시기별 분석에서는 정시(나)는 학생부성적, 정시(다)는 수능성적이 학업성취도에 큰 영향을 미치는 것으로 나타났다.

• 수산해양교육연구
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• 제29권1호
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• pp.40-50
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• 2017

This study aimed to establish and validate the path models among faculty-student interaction, self-directed learning, and institutional commitment which impacted on the academic achievement of the university students. To achieve these goals, the survey results from 488 university students in North Gyungsang Province were analyzed. Descriptive analysis, correlation analysis, t-test, and path model analysis were performed to understand the relationship among variables. First, all the variables showed positive correlations except academic achievement and institutional commitment upon the study results. Second with respect to the differences by groups, faculty-student interaction and institutional commitment demonstrated the significant differences by sex while self-directed learning and academic achievement did not. Third on the path analyses, self-directed learning influenced to academic achievement directly, while faculty-student interaction did to it by mediating with self-directed learning and institutional commitment. The results of this study suggest that faculty-student interaction, self-directed learning, and institutional commitment perceived by the university students were significant elements on their academic achievements.

• 한국지역사회생활과학회지
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• 제21권3호
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• pp.323-339
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• 2010

This study examines how family and school social capital moderate the relation between family income and academic achievement. I use the data from the Korean Educational and Employment Panel(KEEP) on the third year middle school students in 2004. Results show that higher levels of family and school social capital, as well as financial capital such as family income are more positively associated with academic achievement. In addition, family and school social capital are served as moderators of the influences of family income on academic achievement. For example, higher parental concern about children and teacher-student bonding provides an extra boost to the positive relationship between family income and student achievement. Furthermore, lower educational expectations can make the relation between income and achievement negative. These findings underscore the importance of social capital at home and at school as the alternatives to promote academic achievement. In particular, greater concern and support encouraging social capital at home and school should be directed at low-income students who are struggling with academic achievement.

• 수산해양교육연구
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• 제25권1호
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• pp.233-245
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• 2013

The purpose of this study is to analyse the effects on the academic achievement and learning motive in mathematics class by use of Cornell-note method at an elementary school. Thus, Cornell-mathematic note is designed for the experiment in order to recognize the effects how the Cornell-note influences students' mathematics academic achievement and learning motive. This experiment was carried out for 13 weeks and the target was 28 students. The group was consisted of 6rd grade students in elementary school located in Busan. To see the effects of Cornell-note method after experiment, post-test was carried out about mathematics academic achievement and learning motive. The results of this study are as follows: There was meaningful difference before and after test about mathematics academic achievement and learning motive. The academic achievement and learning motive in mathematics were improved after Cornell-note applied. Improvement of learning motive caused progress of academic achievement in mathematics class. The Cornell-note way is not appropriate, however, to reinforce mathematical communication ability and to attract students' interest. Therefore, systematic symbol is necessary and consider about adoption of story-telling way.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권4호
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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.

• 대한간호학회지
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• 제52권3호
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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.

• 아동학회지
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• 제27권6호
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• pp.183-197
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• 2006

The purpose of this study was to explore the relationships between learning-related social skills, early school adjustment, and academic achievement. The sample consisted of 160 first grade children in one elementary school in the city of Ilsan. The teacher rated children's learning-related social skills and early school adjustment. Academic achievement was assessed by scores on Korean language arts and math exams administered at the end of first semester. Learning-related social skills and early school adjustment were correlated with the children's academic achievement. Particularly, the cooperation and mastery behavior of learning-related social skills were strongly associated with the early school adjustment and academic achievement.

• 한국학교보건학회지
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• 제33권3호
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• pp.156-163
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• 2020

Purpose: This study was conducted to identify the relationship between academic achievement, depression, anxiety, and grit in nursing students. Methods: Data were collected through structured questionnaires, and the study subjects were 93 students who agreed to participate in the study. The collected data were analyzed, using SPSS 25.0, by descriptive analysis, independent t-test, one-way ANOVA and pearson correlation analysis. Results: In this study, there was a significant positive correlation between depression and anxiety (r=.616, p<.001) and negative correlations between depression and grit (r=-.379, p<.001) and between depression and academic achievement (r=-.230, p=.026). Grit showed a significant positive correlation with academic achievement (r=.407, p<.001). Conclusion: According to these results, it is necessary to develop programs that can reduce depression and anxiety and increase grit in order to improve the academic achievement of nursing students.

• 수산해양교육연구
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• 제29권1호
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• pp.315-324
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• 2017

The purpose of this study is to help with education by applying the learning clinic program to the maladjusted children to improve the emotional stability and academic achievement. In order to find the components of the learning clinic program, we have classified self efficacy, learning motivation, anxiety, and academic stress as emotional factors and the results of Korean language, mathematics, sociology and science as academic achievement factors to examine the effects of the program. The results obtained in this study are followings. Firstly, there was significant difference in self efficacy and anxiety between boys and girls among emotional factors, and there was significant difference in math between boys and girls among academic achievement factors. Secondly, after applying the learning clinic program, significant difference is found in all factors such as self efficacy, learning motivation, anxiety and academic stress, and there was also a significant difference in Korean language, mathematics, sociology and science among academic achievement factors. In conclusion, the learning clinic program was helpful to maladjusted children by improving emotional stability and academic achievement.