대학생들의 병영생활적응과 대학생활적응 간의 관계: 투지 및 셀프리더십의 매개효과

주지향,정구철 한국콘텐츠학회 2019 한국콘텐츠학회논문지 Vol.19 No.8

This study was conducted to analyze the mediating effect of grit and self-leadership on the relationship between military life adaptation and college life adaptation among male college students. The subjects of this study were 233 male college students who returned to college after military duty and the average age was 25(SD=1.7). The main results of the study were as follows: First, significant positive relationships were seen between military life adaptation, grit, self-leadership, and college life adaptation. Second, military life adaptation had a significant positive impact on grit, self-leadership, and college life adaptation. Third, grit had a significant mediating effect on the relationship between military life adaptation and college life adaptation. Fourth, self-leadership had a significant mediating effect on the relationship between military life adaptation and college life adaptation. This study showed that military life adaptation improved the grit and self-leadership of college students and that this personal growth had a significant effect on college life adaptation after returning from military duty. Based on these results, the relationship between military life and college life was discussed. 본 연구에서는 대학생들의 병영생활적응 경험이 대학생활적응에 미치는 영향에서 투지와 셀프리더십의 매개효과를 분석하였다. 본 연구의 대상자는 군 제대 후 복학한 남자 대학생 233명이었고, 평균 연령은 25세(SD=1.7)였다. 주요 연구 결과를 요약하면 다음과 같다. 첫째, 병영생활적응과 투지, 셀프리더십 그리고 대학생활적응은 모두 유의한 정적 상관관계가 있었다. 둘째, 병영생활적응은 투지와 셀프리더십 및 대학생활적응에 유의한 정적 영향을 미쳤다. 셋째, 병영생활적응과 대학생활적응 간의 관계에서 투지는 유의한 매개효과가 있었다. 넷째, 병영생활적응과 대학생활적응 간의 관계에서 셀프리더십은 유의한 매개효과가 있었다. 본 연구를 통해 병영생활적응이 대학생들의 투지와 셀프리더십을 향상시키고, 이러한 개인의 성장이 복학 후 대학생활적응에 유의한 영향을 미친다는 것을 검증하였다. 이러한 연구결과를 바탕으로 병영생활과 대학생활에 대한 관계에 대해 논의하였다.

DEU-GRIT을 활용한 군집화된 대학 신입생의 대학 생활 적응 (학업, 사회, 정서 및 진로 적응) 특성 분석 연구: D 대학을 중심으로

이정희,강창완,박애영,고미나,강정임,신지영,최서현,이진현,함수민,김보성 한국감성과학회 2020 감성과학 Vol.23 No.3

This study is aimed at analyzing the characteristics of adaptation to college life among freshmen of D University by utilizing the DEU-GRIT test. To achieve this, we examined differences in level of college life adaptation according to gender and major, and explored the characteristics of college life adaptation among college freshmen who were clustered based on their level of academic, social, emotional, and career adaptation, which is an important factor in adaptation to college life. Moreover, based on the DEU-GRIT test standards, we also explored the characteristics of their college life adaptation by sorting out low level groups of freshmen with difficulties adapting. The results demonstrated that male students had a higher level of emotional adaptation than female students, and that science and technology majors had higher levels of academic and emotional adaptation than students in the humanities and society majors. Furthermore, a cluster analysis based on 4 factor levels of college life adaptation showed that cluster 1 had a high level of adaptability to all factors, but cluster 3 had a low level of adaptability to all factors. Moreover, while cluster 2 showed a high level of emotional adaptation, cluster 4 showed a low level of emotional adaptation. On the other hand, a lower-standard group of DEU-GRIT tests showed that the level of academic adaptation and social adaptation was higher among female students than among male students. However, the overall level of college life, academic, and emotional adaptation were higher among science and technology students than among those majoring in humanities and social studies. In addition, a cluster analysis based on the level of 4 factors of college life adaptation of lower-standard groups showed that cluster 1 of the lower-standard groups had a high level of emotional adaptation, while cluster 2 of the lower-standard groups had a low level of emotional and career adaptation and a high level of academic and social adaptation. Also, cluster 3 of the lower-standard groups was found to have low levels of all factors, and cluster 4 of the lower-standard groups showed low levels of social and emotional adaptation and high levels of academic and career adaptation. This indicates that, in terms of social and emotional adaptation among freshmen, participation in psychological counseling programs tailored according to gender is necessary and, regarding the major, relative emotional intervention is required due to the high and low expectations of job prospects. In conclusion, the emotional and social adaptation to college life among the lower-level groups is likely to serve as a protective factor for college life adaptation, suggesting that specific intervention should be contemplated.

The Relationship between Empathy and Self-Acceptance of College Students and Adaptation to College Life

Hyunjae Cho(Hyunjae Cho) J-INSTITUTE 2022 Public Value Vol.7 No.2

Purpose: The successful adaptation of students to college life is an important factor that significantly influ-ences success or failure in life after college as well and it also correlates with the success or failure of important periods of life. Therefore, although many researchers have studied adaptation to college, so far studies have mainly focused on academic adaptation. However, as adaptation to college life includes not only academics but also various factors such as interpersonal relationships and emotional adaptation, it is also important to shed light on the relationship between variables other than academics and college life adaptation. This study aims to reveal important information that helps college students adapt to school by examining in detail how empathy and self-acceptance affect adaptation to college life. Method: Questionnaires about empathy, self-acceptance, and adaptation to college life were administered to 345 college students, and the analyses were performed based on the data of 318 students who answered faithfully. First, a correlation analysis was conducted to confirm the relationship between each variable, and a variance analysis was conducted to see if there were any differences in empathy, self-acceptance, and adaptation to college life according to school year and gender. Finally, in order to comprehensively confirm the relationship between the three variables, AMOS 22.0 was used to analyze the structural equations. Results: The results of the analysis indicated there was a significant correlation between empathy and self-acceptance and adaptation to college life. The results of examining whether there were any significant differ-ences among the three variables according to gender and school year, showed that, in the case of empathy, female students' empathy was higher than that of male students, and there was no difference in self-acceptance according to gender. In the case of adaptation to college life, male students showed higher rates. In terms of differences by school year, there was no difference in empathy and self-acceptance, and there was a significant difference in college life adaptation by school year. Post-hoc analysis(Scheffe method) was performed to confirm specific differences by school year, but no significant differences were found. Examining the relationship between empathy, self-acceptance, and adaptation to college life, empathy had a positive effect on adaptation to college life and self-acceptance. Self-acceptance also had a positive effect on adaptation to college life. Conclusion: This study is intended to specifically elucidate the effect of empathy and self-acceptance on ad-aptation to college life. It was found that empathy and self-acceptance had a positive effect on adaptation to college life as predicted in this study. Also, it was confirmed that self-acceptance had a mediating influence on the effect of empathy on adaptation to college life. The results will be used as important data for various activities to improve adaptation to college life. This suggests that improving empathy and self-acceptance abilities should be included as an important factor in the process of developing a future program for college life adaptation.

긍정심리자본, 감성지능, 소통능력이 대학생활적응에 미치는 영향

장해순,이만제 한국소통학회 2023 한국소통학보 Vol.22 No.1

The main purpose of this study is to find out how positive psychological capital, emotional intelligence, and communication competence affect adaptation to a college life in Korean college students. The summary of the main analysis results is as follows. First, it is found that college students with high positive psychological capital are good at adaptation to college life. In particular, among positive psychological capital, the resilience factor is found to have the greatest influence on social adaptation, emotional adaptation, physical adaptation, and attachment to a college, and the hope factor on academic adaptation. Second, college students with higher emotional intelligence tend to better adaptation to college life. Particularly among emotional intelligence, it is analyzed that the factor of emotional regulation has the greatest influence on social adaptation and academic adaptation, and the factor of emotional use has the greatest influence on emotional adaptation, physical adaptation, and attachment to college. Third, it is found that college students with higher communication competence are better at adaptation to college life. In particular, among the communication skills, it is found that the factor of reducing social tension has the greatest effect on emotional adaptation, physical adaptation and academic adaptation, and interaction management on social adaptation, and cooperation/support on attachment to a college. Finally, as a result of examining the relative influence of communication competence, positive psychological capital, and emotional intelligence on college life adaptation, it is found that the factor of emotional use, which is a sub-factor of emotional intelligence, and resilience, a sub-factor of positive psychological capital, have the greatest influence. 본 연구는 긍정심리자본, 감성지능, 소통능력이 대학생활적응에 어떠한 영향을 미치 는가를 밝혀내고자 하였다. 분석결과를 요약해보면 다음과 같다. 첫째, 긍정심리자본이 높은 대학생일수록 대학생활적응을 잘하는 것으로 나타났다. 특히 긍정심리자본 중 회 복탄력성 요인은 사회적 적응, 정서적 적응, 신체적 적응, 대학에 대한 애착에, 희망 요 인은 학업적 적응에 가장 큰 영향력을 미치는 것으로 밝혀졌다. 둘째, 감성지능이 높은 대학생일수록 대학생활적응을 잘하는 것으로 나타났다. 특히 감성지능 중 감성조절 요 인이 사회적 적응, 학업적 적응에, 감성활용 요인이 정서적 적응, 신체적 적응, 대학에 대한 애착에 가장 큰 영향력을 미치는 것으로 분석되었다. 셋째, 소통능력이 높은 대학 생일수록 대학생활적응을 잘하는 것으로 나타났다. 특히 소통능력 중 사회적 긴장완화 요인이 정서적 적응, 학업적 적응, 신체적 적응에, 상호작용관리는 사회적 적응에, 협력 /지지는 대학에 대한 애착에 가장 큰 영향을 미치는 것으로 밝혀졌다. 넷째, 소통능력, 긍정심리자본, 감성지능이 대학생활적응에 미치는 상대적 영향력을 살펴본 결과 감성지 능의 하위요인인 감성활용과 긍정심리자본의 하위요인인 회복탄력성이 가장 큰 영향을 미치는 것으로 나타났다.

성별에 따른 성격5요인과 대학생활적응 간의 관계 연구

권은진 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.23

The aim of this study is to clarify the affect of Big 5 factors on College adaptation considering the subfactors of College adaptation and sex. For this we analyzed the samples with two groups, male and female, and we considered the subfactors of college adaptation like academic adaptation, social adaptation, emotional adaptation and college attachment. The major results of this study likes below. First male group is higher than female group in college adaptation and its subfactors social adaptation, emotional adaptation and college attachment. Second the affects of Big 5 on college adaptation were different according to sex. In male group neuroticism, extroversion, and agreeableness were confirmed rather in female group neuroticism and extroversion confirmed. The affects of Big 5 to academic adaptation, neuroticism, consciousness and openness were confirmed to male, but in female group neuroticism and consciousness were confirmed. In the affects of Big 5 on social adaptation, extroversion, agreeableness, neuroticism and openness were confirmed in male group, but in female group extroversion and agreeableness were confirmed. In the affect of Big 5 on emotional adaptation, neuroticism was confirmed in male group and in female group neuroticism and consciousness were confirmed. In the affects on Big 5 on college attachment, neuroticism and agreeableness were confirmed in male group and for female neuroticism and extroversion were confirmed. Third one factor of Big 5 has both affects- positive and negative- according to subfactor of College adaptation. This study suggests that it is necessary to consider sex and to analyze college adaption into its subfactors for clarifying the affects of Big 5 on College adaptation. 본 연구는 성격5요인과 대학생활적응 간의 관계를 규명함에 있어 성별 및 대학생활적응의 다차원성을 고려함으로써 성격5요인이 대학생활적응에 미치는 영향을 면밀하게 규명하는 것이다. 이를 위해 서울, 경기도, 충청도 및 전라도의 대학생 457명을 대상으로 성격5요인 및 대학생활적응검사를 실시하였으며, 남·여 집단으로 구분하여 성격5요인을 독립변수로 대학생활적응 및 하위요인인 학업적응, 사회적응, 정서적응 및 대학애착을 종속변인으로 하여 중다회귀분석을 실시하였다. 주요 연구결과는 첫째, 남학생은 여학생에 비해 대학생활적응과 그 하위영역인 사회적응, 개인-정서적응 및 대학애착에서 높게 나타났다. 둘째 성격5요인이 대학생활적응 및 그 하위요인에 미치는 영향력을 확인한 결과 성별에 따른 차이가 확인되었다. 셋째, 하나의 성격요인이 대학생활적응의 영역에 따라 정적인 영향과 부적인 영향을 나타냄을 확인하였다. 이러한 연구결과를 바탕으로 성격5요인이 대학생활적응에 미치는 영향을 정확하게 규명하기 위해서는 성별을 고려하고, 대학생활적응 및 그 하위영역별로 나누어 살펴보는 것이 필요함을 시사하였다.

항공서비스 전공 대학생들이 지각하는 교수 학업성취압력이 대학생활적응에 미치는 영향 : 학업소진의 매개효과를 중심으로

신우단 ( Shin Wu-dan ),김영현 ( Kim Young-hyun ) 한국관광산업학회 2020 Tourism Research Vol.45 No.4

대학생활의 시기는 큰 변화의 과정을 경험하는 중요한 시기이며 성인기 적응을 준비한다는 점에서 중요하다고 볼 수 있다. 이에 본 연구에서는 항공서비스를 전공하는 대학생들을 대상으로 그들이 지각하는 교수 학업성취압력이 대학생활적응에 미치는 영향과 이들 관계에서 학업소진의 매개효과를 실증적으로 분석하였다. 첫째, 교수 학업성취압력과 대학생활적응의 영향관계를 검증한 결과, 교수 학업 성취압력 중 교수 행동관련 변인에 대해 높게 지각할수록 개인·정서적 적응, 학업적 적응, 대학환경적 적응, 사회적 적응이 모두 낮은 것으로 나타났으며, 교수 태도관련 변인은 대학생활적응의 모든 하위 요인에 통계적으로 유의하지 않은 것으로 나타났다. 둘째, 교수 학업성취압력과 대학생활적응에 미치는 영향에 있어서 학업 소진의 매개효과를 분석한 결과, 교수 학업성취압력 중 교수 태도관련 변인은 매개검증에 통계적으로 유의하지 못한 반면, 교수 행동관련 변인은 대학생활적응에 미치는 영향에 있어서 학업 소진의 매개효과가 있는 것으로 나타났다. 그 중에서도 완전매개 효과를 보이는 변인들이 있었다. 교수행동이 탈진과 냉담을 거쳐 개인·정서적 적응과 학업적 적응을 낮추는 것으로 나타났으며, 교수행동이 냉담을 거쳐 대학환경적 적응을 낮추는 것으로 나타났다. 이러한 연구결과를 바탕으로 대학에서는 학생들을 가르치고 지도함에 있어 학업의 중요성을 강조하는 태도를 갖되 이에 대한 긍정적·부정적 보상을 매개로 하여 통제하는 행동은 억압으로 느껴져 학생들이 대학에 적응하는 데에 있어서 부정적인 영향을 미칠 수 있음을 유념해야 한다. The period of college life is important period that the students can experience the process of great change and it is very significant in that they can prepare for the adulthood adaptation. Accordingly, as an object of the college students majoring in the airline service, this study was to empirically analyze the effect of the academic achievement pressure by professor perceived by the students on the college life adaptation, and the mediating effect of academic burnout. From the result of this research above, it may be summed up as follows. First, as a result of verifying the influence relation between the academic achievement pressure by professor and college life adaptation, the higher the students perceived the teaching behavior-related variables from the academic achievement pressure by professor, the lower the whole individual emotional adaptation, academic adaptation, college environmental adaptation, and social adaptation was. The teaching attitude-related variables were not statistically significant in all sub-factors of college life adaptation. Second, as a result of verifying the mediating effect of academic burnout in the impacts of academic achievement pressure by professor and college life adaptation, the teaching attitude-related variables from the academic achievement pressure by professor were not statistically significant in the mediation verification. In contrast, this study has found out that the teaching behavior-related variables had mediating effect on the academic burnout in the impact of college life adaptation. Among them, there were variables which showed full mediating effect. This study has shown that the teaching behavior lowered the individual emotional adaptation and academic adaptation through the exhaustion and indifference, and that the teaching behavior lowered the college environmental adaptation through the indifference. To conclude, the professor should emphasize the importance of learning in teaching the students, and it needs to take note that the control mediated by the positive and negative compensation can have negative effect on adaptation to the college.

Relationship Between Academic Stress and College Life Adaptation for Dental Hygiene Students: Focus on Self-efficacy, Burnout, Social Support

( Ji-yeon Oh ),( Jong-hwa Jang ) 융합연구학회 2018 융합연구학회지 Vol.2 No.1

The purpose of this study is to investigate the academic stress, self efficacy, burn out, social support and college life adaptation of dental hygiene students and their correlations with related factors influencing college life adaptation. A total of 265 students were selected as stratified sampling methods at the universities in which the department of dental hygiene was established nationwide. From September 1, 2015 to October 22, 2015, the self report questionnaire was used. The main variables were college life adaptation, academic stress, self efficacy, burn out, social support, and analyzed using SPSS 21.0. College life adaptation was 5.17 out of 9 points, academic stress was 2.88 points out of 6 points, self efficacy, burn out, and social support were 3.35, 2.60, and 3.54 out of 5, each respectively. Self efficacy and stress due to task and class were significant influences on individual-emotional adaptation in college life adaptation. In the case of college environment adaptation, exhaustion, self efficacy and social support were significant influencing factors. In the case of social adaptation, self efficacy and social support were significant influencing factors. Overall, academic stress and college life adaptation were closely related, and social psychological factors such as burn out, self efficacy and social support were mediated. Therefore, it is suggested that it should be applied to college education in order to increase adaptation of dental hygiene students, to reduce academic stress and burn out, and to develop intervention strategies that can enhance self efficacy and social support.

대학 신입생의 대학생활적응과 학습태도간의 관계 : 입학전형의 차이분석

강성배,김광현 한국교양교육학회 2019 교양교육연구 Vol.13 No.6

This study analyzed the effects of university life adaptation on learning attitudes for college freshmen. To this end, this study analyzed the relationship between university adaptation and learning attitude, and empirically analyzed the differences between college admission system. The analytical subjects were collected and analyzed through a questionnaire survey of 294 freshmen from provincial universities. As a method of analysis, multiple regression analysis was conducted to analyze the relationship between adaptation to college and learning attitude. And a multi-group analysis approach was used to verify the differences among the groups according to college admission system. The major findings of the study are as follows: First, as a result of analyzing the relationship between adaptation to college and learning attitude, career adaptation has the most influence on learning attitude. And environmental adaptation, emotional adaptation, and social adaptation were found in this order. Second, as a result of the difference analysis according to the college admission system, the selection for high school GPA group has a high impact on the learning attitude of environmental adaptation and emotional adaptation. Third, the selection for national academic aptitude test scores group showed that career adaptation and social adaptation had more influence on learning attitudes. Finally, the difference between the adaptation to college and learning attitudes of the two groups was found to be statistically significant. In college life, first grade has a great influence on the success of four years of college life. Based on these results, it is necessary to have a flexible academic system considering the type of admission and the timing of admission system, various educational programs, and long-term policy plans. 본 연구는 대학 신입생을 대상으로 대학생활적응이 학습태도에 미치는 영향관계를 분석하고 대학입학전형에 따라 어떤 차이가 있는지를 실증적으로 분석하였다. 이를 위해 대학입학전형을 수시, 정시전형으로 집단을 구분하여 영향관계와 차이 검증을 실시하였다. 이를 위해 지방 사립대 신입생 294명을 대상으로 설문조사를 실시하여 자료를 수집, 분석하였다. 분석방법으로 대학생활적응과 학습태도 간의 영향관계를 분석하기 위해 다중회귀분석을 실시하였으며 입학전형에 따른 집단 간 차이를 검증하기 위해 다집단 분석 접근법을 이용하였다. 연구의 주요 결과는 첫째, 대학생활적응과 학습태도 간의 영향관계 분석 결과 진로적응이 학습태도에 가장 많은 영향을 미치는 것으로 나타났으며 환경적응, 정서적응, 사회적응 순으로 나타났다. 둘째, 입학전형에 따른 차이분석 결과 수시 입학전형 그룹은 환경적응과 정서적응이 학습태도에 미치는 영향이 높은 것으로 나타났다. 셋째, 정시 입학전형 그룹은 진로적응, 사회적응이 학습태도에 더 많은 영향을 미치는 것으로 타났다. 마지막으로 수시, 정시 두 집단 간의 대학생활적응과 학습태도 간의 차이검증 결과 통계적으로 유의미한 결과가 있는 것으로 나타났다. 대학생활에서 1학년 시기는 4년 대학생활의 성패에 많은 영향을 미친다. 이와 같은 결과를 바탕으로 입학유형 및 입학 시기를 고려한 유연한 학사시스템과 다양한 교육 프로그램과 장기적 관점에서의 정책방안이 필요할 것으로 판단된다.

대학생의 숙달목표지향성과 진로적응성과의 관계에서 대학생활적응의 매개효과

배성아(Sung Ah Bae),김수영(Sooyoung Kim) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.5

본 연구는 대학생의 진로적응성에 숙달목표지향성과 대학생활적응이 어떤 영향을 미치는지 살피고, 대학생활적응이 숙달목표지향성과 진로적응성과의 관계에서 매개효 과를 보이는지를 알아보고자 하였다. 본 연구는 C지역의 4년제 대학교에서 2014학년도 1학기에 운영한 교양과목을 수강 중인 445명을 대상으로 하였다. 완료된 설문지 420개로 위계적 회귀분석을 한 결과, 숙달목표지향성과 대학생활적응이 진로적응성에 유의미한 영향을 미치고 있었고, 대학생활적응이 숙달목표지향성과 진로적응성과의 관계에서 부분적인 매개효과를 보이는 것으로 나타났다. 이로써, 본 연구를 통하여 대학생의 숙달목표지향성이 높을수록 대학생의 대학생활적응과 진로적응성이 높아지고, 숙달목표를 추구하면서 대학생활적응력이 높은 학생이 숙달목표지향성만 높은 학생보다 진로적응성이 높음을 알 수 있다. 이는 대학생의 숙달목표지향성이 진로적응성에 직접 영향을 주고, 대학생활적응을 매개로하여 진로적응성에 간접적 영향을 미치고 있음을 의미하는 것이다. 본 연구결과를 바탕으로, 대학당국은 진로상담이나 취업 프로 그램을 운영할 때, 학생들의 숙달목표지향성을 고려하여 프로그램을 설계 및 개발하 고, 대학생활적응력을 함께 증진시키는 방안을 마련할 필요가 있다. This purpose of the current study is to examine the relationships among college students mastery goals, their perceived adaptation to college life study, and career adaptability. In particular, this study attempts to explore the mechanism beyond the relation between college students mastery goals and their perceived career adaptability by investigating the mediating role of their adaptation to college life. In the first semester of 2014, we collected data from 445 students at a private college based in C region, and 420 responses were included for the analysis for the study. Hierarchical regression analysis has shown that college students mastery goals are positively related to their adaptation to college life and to their career adaptability. In addition, the adaptation to college life was found as a partial mediator between college students mastery goals and their perceived career adaptability. Based on these findings, the study proposes that college administration need to not only consider students’ mastery goals when designing and developing career counseling or coaching programs, but also find ways to promote students adaptability to college life.

코로나19로 인한 비대면학습환경에서 간호대학생의 학업적 자기효능감과 학업성취도간의 관계 : 대학생활적응의 매개효과 중심으로

서형은(Seo, Hyung-Eun),김혜진(Kim, Hye-Jin) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.7

Objectives The purposes of this study were to examine whether the link between academic self-efficacy and academic achievement would be mediated by college life adaptation among nursing students in a non-face to face learning environment during COVID-19. Methods A cross-sectional study was conducted with 122 nursing students. The data was collected in February 2021. College life adaptation was assessed by the college life adaptation scale, subdomains were social adaptation and academic adaptation. Academic self-efficacy was measured by an academic self-efficacy scale. Academic achievement was measured with an academic achievement scale. A multiple regression analysis and Sobel s test were performed. Results In the correlations among college life adaptation, academic self-efficacy, and academic achievement, social adaptation in college life adaptation indicated significant positive correlations with academic adaptation (ρ=.42, p<.001) and academic achievement (ρ=.29, p=.001); academic adaptation in college life adaptation indicated significant positive correlations with academic self-efficacy (ρ=.66, p<.001) and academic achievement (ρ=.58, p<.001). Academic self-efficacy and academic achievement displayed a significant positive correlation (ρ=.41, p<.001). The association between academic self-efficacy and academic achievement showed significantly full mediating effects by college life adaptation in the Sobel s test (z=5.86, p<.001). Conclusions Social adaptation in college life adaptation showed a significant positive correlation with academic achievement, and academic adaptation showed a significant positive correlation respectively with academic self-efficacy and academic achievement. Nursing students’ adaptation to college life, high academic self-efficacy, and excellent academic achievement are very likely to have a tremendous impact on their career or future after graduation. Therefore, it is necessary to develop a program that improves academic achievement through academic adaptation and academic self-efficacy in nursing students’ non-face-to-face learning environment. 목적 본 연구에서는 코로나19로 인해 변화된 비대면학습환경에서 간호대학생들의 학업적 자기효능감과 학업성취도간의 관계에서 대학생활적응의 역할을 파악하기 위해 수행되었다. 방법 본 연구는 서술적 상관관계연구로 2021년 2월 25일부터 2월 26일까지 수집된 자료로 분석하였으며, 연구대상자는 간호대학생 122명이었다. 대학생활적응은 대학생활적응 도구로 측정하였고, 하위영역은 사회적응과 학업적응이며, 학업적 자기효능감은 학업적 자기효능감 척도로 측정하였으며, 학업성취도는 학업성취도 도구로 측정하였다. 자료분석은 SPSS 26.0 프로그램을 이용하여 분석하였다. 결과 대학생활적응, 학업적 자기효능감, 학업성취도간의 상관관계에서 대학생활적응 중 사회적응은 학업적응(ρ=.42, p<.001), 학업성취도(ρ=.29, p=.001)와 유의한 양적 상관관계가 나타났으며, 대학생활적응 중 학업적응은 학업적 자기효능감(ρ=.66, p<.001), 학업성취도(ρ=.58, p<.001)와 유의한 양적 상관관계를 나타났다. 학업적 자기효능감과 학업성취도간은 유의한 양적 상관관계를 보였다(ρ=.41, p<.001). 학업적 자기효능감과 학업성취도간의 관계에서 대학생활적응 중 학업적응은 매개변수로 작용하였다(Z=5.86, p<.001). 결론 간호대학생의 원만한 대학생활의 적응과 높은 자기효능감, 그리고 우수한 학업성취도는 졸업 후의 자신의 진로나 미래에 큰 영향을 줄 가능성이 높다. 따라서 간호대학생의 비대면학습환경에서는 대학생활적응을 통한 학업성취도를 향상시키는 프로그램 개발이 필요하겠다.