• Korean Journal of Adult Nursing
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• v.25 no.5
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• pp.559-566
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• 2013

Purpose: This study examines the relationships between academic self-efficacy, major satisfaction, and career attitude maturity among nursing students. The study further explored the mediating effect of major satisfaction on the relationship between academic self-efficacy and career attitude maturity. Methods: Data were collected via questionnaires from 239 nursing students in D city and P city from March 1 to March 30, 2012. Pearson's correlation and multiple regression analyses were used to assess the relationships between the variables. Results: 1. The mean scores for academic self-efficacy, career attitude maturity, and major satisfaction were 3.81, 3.67, and 3.89, respectively. 2. Academic self-efficacy was positively correlated with major satisfaction and career attitude maturity. 3. Major satisfaction had a mediating effect on the relationship between academic self-efficacy and career attitude maturity. Conclusion: Academic self-efficacy is expected to serve as a foundation for the promotion of career attitude maturity.

• The Korean Journal of Emergency Medical Services
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• v.17 no.1
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• pp.51-62
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• 2013

Purpose : The purpose of this study was to verify the effects of academic self-efficacy on self-directed learning attitude of emergency medical students. Methods : A total of 209 emergency medical technology students filled out the questionnaire after receiving the informed consents. The questionnaire consisted of demographical characteristics, academic self-efficacy and self-directed learning attitude. Results : Academic self-efficacy and self-directed learning attitude of the subjects were above mean average. Higher correlations existed between academic self-efficacy and self-directed learning attitude of the subjects, and the significant positive correlations were found between sub-factors of the academic self-efficacy and self-directed learning attitude. The academic self-efficacy of the subjects had the significant influence on the self-directed learning, and self-efficacy. The self-confidence among sub-factors in the academic self-efficacy had a significant influence on self-directed learning attitude and sub-factors. Conclusion : The results of the study subjects of academic self-efficacy had a significant influence on the attitude of self-directed learning, In particular, self-efficacy and confidence of the academic self-efficacy sub-factors showed a significant impact on the sub-factors, attitudes and self-directed learning. This study will provide the basic data for the implementation of the educational programs. This will be effective in managing the knowledge, information, self-directed learning attitude and academic self-efficacy.

• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.111-128
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• 2002

This study concentrates on investigating teaching methods with which students of a commercial high school, located in a rural district, can improve their attitude toward mathematics. To begin with, this study examines the causes which make the students take negative views against it through a survey of their current attitude toward mathematics; offers a special class for them to develop a positive attitude toward it: and then, figure out how much they change their academic attitude within the class and how much they improve their academic achievement as well. The results can be summarized as follows: First, the experimental groups showed terribly negative attitudes toward mathematics, and their academic achievements were very low compared with students of academic high schools nearby, Second, thanks to the special class given to improve their attitude toward mathematics, the experimental groups ended up taking a meaningful positive attitude toward it and developing their academic achievements in the subject. On the other hand, the controlled groups without any chance to receive special lessons remained unchanged. Therefore, it is indicated that a special lesson, properly provided, would play an important role to improve students' positive attitude toward mathematics and develop their basic academic achievements.

• The Mathematical Education
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• v.58 no.1
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• pp.21-39
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• 2019

This study examines the longitudinal effect of goal perception, mathematics class factors(perceptions about mathematics teachers (PMT), mathematics classroom attitude), and mathematics academic achievement. This study consists of three research models. First, we examined the longitudinal change of goal perception, perceptions about mathematics teachers (PMT), mathematics classroom attitude, and mathematics academic achievement using latent growth curve modeling. Secondly, the slope of PMT is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Finally, the slope of mathematics classroom attitude is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Data were extracted from Seoul Education Longitudinal Study from 2010 to 2012 (in three waves), and the analysis used by middle school students, measured by 4163 students of the three-wave surveys. Latent growth modeling was applied to verify the research problems. The results of the research are as follows. First, the slope of goal perception had positive and significant effects on the slope of PMT and mathematics classroom attitude, respectively. Second, the slope of PMT and mathematics classroom attitude had positively significant effects on the slope of mathematics academic achievement. Finally, it was confirmed that the slopes of PMT and mathematics classroom attitude are critical mediators between the slope of goal perception and the slope of mathematics academic achievement.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.5
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• pp.616-626
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• 2012

The purpose of this study is to verify career maturity, achievement goal, learning attitude and academic achievement relation with subjects-related career education of middle school students. To achieve these aims, this study used SELS(Seoul education longitudinal study) of Seoul Education Research & Information Institute. Also, analysis as well as descriptive statistics calculation on average, deviation, skewness and kurtosis of variable factor and calculated characteristic item and degree of reliability(Cronbach ${\alpha}$). For goodness of fit test, this study used TLI(Tucker-Lewis index) and RMSEA(Root mean square error of approximation). To achieve the ultimate objects, this study used LMA(latent mean analysis) for analysis of difference career maturity, achievement goal, learning attitude and academic achievement relation with subjects-related career education in middle school students. The results are as follows. First, experience relation with subjects-related career education were influenced on career maturity with career cognition. Second, experience relation with subjects-related career education were influenced on achievement goal, learning attitude, and larger than career maturity and academic achievement. Third, experience relation with subjects-related career education were influenced on middle school students more than inexperienced relation with subjects-related career education.

• Industry Promotion Research
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• v.8 no.3
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• pp.221-230
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• 2023

With the continuous development of higher education, the academic satisfaction of college students has become one of the important indicators to evaluate the quality of education and student development. Therefore, this study aims to explore the role of gender in academic attitude, sincerity, and academic satisfaction of college students in China. The subject of the study was selected by using the purposive sampling method, and data were collected using the survey method. 400 questionnaires were distributed to college students in Guangzhou, China, and 388 questionnaires were used for the final analysis. For statistical analysis, SPSS PC+ Win. ver. 26.0 and SPSS PROCESS macro ver. 4.2 were used, and frequency analysis, reliability analysis, correlation analysis, and conditional indirect effect analysis were performed. The research results are as follows. First, academic attitude had a significant positive correlation with sincerity, gender, and academic satisfaction. Second, gender moderated the intermediary role of academic attitude on academic satisfaction through sincerity. This study indicated that different strategies are needed according to gender to improve academic satisfaction using academic attitude and sincerity of college students. Based on the results, plans to improve the academic satisfaction of college students were suggested.

• Human Ecology Research
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• v.59 no.2
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• pp.215-231
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• 2021

The study set out to identify the number of types of parental attitude profiles and their characteristics, as perceived by adolescents. The study also examined whether predictor variables (parent life satisfaction and self-esteem) influence parenting attitude profiles and whether these profiles, in turn, influence adolescent academic engagement and academic helplessness. The sample consisted of data on 2,590 adolescents and their parents from the 2018 Korean Children and Youths Panel Survey (KCYPS). The adolescents were in the first grade of middle school. Using Mplus, the author applied latent profile analysis to identify the parenting attitude profiles and predictor and outcome variables associated with these profiles. Three profiles were identified based on major features: (1) coercion-inconsistency (8.3%), (2) general (47.3%), and (3) warmth-autonomy support (44.4%). Parent life satisfaction and self-esteem predicted the classification of the profiles. Also, the parental profiles identified the level of adolescent academic engagement and academic helplessness. The findings have important implications for family policies and practices given the significance of parent psychological status, particularly life satisfaction and self-esteem, on their adolescent children's academic engagement and academic helplessness.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.111-122
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• 2008

This study is to evaluate the effect of roleplaying-centered STS program on the science-related attitude, the academic achievement, and the problem solving ability in "Environment" unit of high school Science. 90 students in grade 10 were divided into two groups, the experimental group applied the roleplaying-centered STS program and the control group applied the traditional lecture-centered class. The pretest was implemented to measure the science-related attitude, and the posttest was implemented to measure the science-related attitude, the academic achievement, and problem solving ability. The collected data were analyzed by ANCOVA and Correlation Analysis with SPSS program. The results are as follows: First, the experimental group was not significantly different from the control group in the science-related attitude and in the academic achievement(p>.05). Second, the experimental group significantly showed much better problem solving ability than the control group(p<.05). Third, a significant correlation was recognized between the academic achievement and the problem solving ability(p<.01).

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.219-227
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• 2010

The purpose of this study was to investigate the effect of science journal writing on science-related attitude and science academic achievement of elementary school students in order to find out the value of science journal writing. For this purpose, one class of 6th graders was tested. The result of this study were as follows: First, Science journal are classfied by forms and content. The most frequently used types are prose and organizing concept. Second, Science journal writing brought positive effects on science - related attitude, especially cognition of science. Third, Science journal writing has positive effect on science academic achievement. Therefore Science Journal Writing can be useful method in Science education.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.113-123
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• 2017

The purpose of this study is to investigate engineering students' attitude toward convergence and relevance with engineering education accreditation, gender, and academic year and attitude toward convergence. To be specific, fist, we examined whether the instrument for measuring attitudes toward convergence were reliable and valid for engineering students. Second, we compared levels of attitudes toward convergence in terms of engineering education accreditation, gender and academic year. Third, latent classes, which were distinguished in terms of attitudes toward convergence, were identified. Participants were 2076 engineering students. By using factor analysis and Rasch analysis, validity and reliability of instrument measuring attitudes toward convergence were confirmed. The differences in attitude toward convergence in terms of engineering education accreditation experience, gender, and academic year were examined by independent t-test and ANOVA. There were significant differences in attitude towards convergence in terms of engineering education accreditation, gender, and academic year. Students who experience engineering education accreditation program and male and high academic year have higher levels of attitude toward convergence than others. Lastly latent class analysis (LCA) was conducted to identify subgroups underlying engineering students in terms of attitude toward convergence and five latent classes were identified. In addition, the chi-square results showed that there were significant relationships between identified latent classes and engineering education accreditation, gender, and academic year. Based on these results, engineering education considering students' characteristics and diversity in attitude toward convergence were discussed.