Dual Mediating Effects of Academic Self-Efficacy and Hope in the Link Between Conscientiousness and Academic Performance in College Students

Jianan Li,이창식 사단법인 한국융합기술연구학회 2023 아시아태평양융합연구교류논문지 Vol.9 No.11

As the higher education scale is continuously growing, academic competition among students is fierce and how to improve their academic performance efficiently is a heated problem. This study intended to solve this problem and aimed to uncover factors that influenced the academic performance of college students. Through dual mediating analysis, whether academic self-efficacy and hope double mediate the path via conscientiousness and academic performance will be tested. The study subjects were sampled using a purposive approach from two colleges in Guangzhou city of China, and data were collected with a questionnaire survey. The questionnaires was designed to collect data regarding conscientiousness, academic self-efficacy, hope, and academic performance and 400 results were collected. For research tools, SPSS ver.25 and PROCESS macro ver.4.2 were used. And frequency analysis, reliability analysis, correlation analysis, and dual mediation effect analysis were applied for analyzing data. Model number 6 of SPSS PROCESS macro was utilized to figure out the dual mediating effect. As the result of current study, firstly, there were positive correlations between conscientiousness, academic self-efficacy, hope, and academic performance. Secondly, the dual mediating effect analysis indicated that academic self-efficacy and hope double mediated the path via conscientiousness and academic performance, which showed a full mediation effect. It was assured that conscientiousness positively affected academic performance through academic self-efficacy and hope. This result was vital as it not only confirmed the dual mediation effect of academic self-efficacy and hope in the link between conscientiousness and academic performance, but also implied that it was significant to improve academic performance by designing effective intervention programs. These programs should make well use the findings that academic self-efficacy and hope combined contributed to better academic performance.

학업성적을 이유로 한 차별과 교육의 불평등

김지혜 ( Jihye Kim ) 법과사회이론학회 2016 법과 사회 Vol.0 No.53

한국청소년정책연구원의 2014년 연구에 따르면, `학업성적을 이유로 한 차별`은 연구에 참여한 초중고등학생의 30.5%가 경험했다고 보고한 가장 주요한 차별의 유형이었다. 하지만 국내 법령에서는 이를 명시적으로 규율하지 않고 있고, 국가인권위원회에 진정된 소수의 사건을 통해 그 구체적인 양상이 일부 드러나는 상황이다. 헌법은 `능력에 따른 균등한 교육기회`를 보장하며 교육권에서의 평등을 특별히 강조하고 있는데, 교육현장에서 대표적으로 보고되는 이 차별에 대해서는 적극적인 조치가 취해지지 못했다. 그 이유 중 하나로 학업성적을 이유로 한 차별이 헌법이 용인하는 `능력에 따른` 합리적 차별로 오해되어 간과되는 측면도 있어 보인다. 이 글에서는 초중고등학생 9,823명의 데이터를 분석하여 학교환경에서 학업성적을 이유로 한 차별이 발현되는 양상을 탐색한다. 학업성적이 우수한 학생에 비해 학업성적이 낮은 학생이 학교에서 덜 존중받고 교육의 기회를 덜 제공받으며 차별의 결과 정신적 건강에 해를 입는 구조적 경향이 있음을 발견한다. 학업성적이 교육적 도구의 기능을 넘어, 마치 하나의 사회적 신분처럼 사람을 달리 대우하는 기준이 되고 있으며, 이것이 헌법에 위배되는 교육의 불평등을 초래하는 현실을 지적한다. 따라서 국내의 일부 조례들에서 `학업성적`을 차별금지사유로 명시한 바와 같이 국내 교육 관련 법령에서 학업성적을 차별금지사유로 명시하며, 학업성적에 따른 차별의 철폐를 교육정책 안에서 하나의 주요한 의제로 적극적으로 다루어야 한다고 주장한다. According to a study by the Korea Youth Policy Institute in 2014, `academic performance` was the type of discrimination most widely suffered by elementary and secondary school students. Although a few relevant cases decided by the National Human Rights Commission allude it, however, `discrimination on the basis of academic performance` has not been explicitly stated or seriously considered as a type of discrimination in law and policy. The Constitution of the Republic of Korea guarantees “equal right to receive education corresponding to their abilities,” reiterating the principle of equality in the context of education, but no active measures have been taken to address this type of discrimination. One of the reasons seems to be that the discrimination based on academic performance is often erroneously legitimatized as a rational discrimination according to one`s abilities, which the Constitution permits. This article analyzes the data of 9,823 elementary and secondary school students and explores the features and effects of discrimination based on the academic performance. It reveals that `discrimination based on academic performance` in Korean society is characterized as one that favors students with excellent academic performance over those with poor academic performance in broad context of school life. The problem is that the meaning of `academic performance` in schools goes beyond a measure for educational purposes and becomes a standard that determines status or class in schools by which students are treated differently. Therefore, as a few local governments have adopted `academic performance` as a prohibited ground for discrimination in their ordinances, this article argues that legislators should consider explicitly stipulating academic performance as a prohibited ground for discrimination and that educational authorities should take positive measures to combat this type of discrimination.

A Study on the Influence of Chinese University Students' Psychological Capital on Academic Performance

정흠,허기,고흥 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.15

Objectives The purpose of this study was to investigate the impact of psychological capital on academic performance among Chinese university students. By examining the relationship between psychological capital and academic performance, we will understand the specific impact of psychological capital on students' academic performance. This study aims to provide insights for universities, students, and relevant stakeholders to develop effective interventions and policies to help students enhance their psychological capital, improve their academic performance, and promote overall development. Through this study, we try to contribute valuable empirical research evidence to the field of understanding the impact of psychological capital on academic performance among Chinese university students. Methods This study used SPSS 25.0 statistical software to analyze the relationship between psychological capital and academic performance in 475 university students using descriptive analysis, independent samples t-test, one-way ANOVA, Pearson correlation and regression analysis. Results There was variability in psychological capital and academic performance among university students on different demographic variables, and there was a significant positive correlation between the two, and university students' psychological capital was predictive of academic performance. Conclusions From the results, it is clear that university students' psychological capital is closely related to their academic performance. Universities should take appropriate measures to enhance the psychological capital of university students so as to promote academic performance.

사교육비 지출이 자녀의 학업성취도에 미치는 영향: 자녀양육유형의 조절효과를 중심으로

이성림 ( Lee Seonglim ),한윤선 ( Han Yoonsun ) 한국소비자학회 2018 소비자학연구 Vol.29 No.4

성공적인 성인기 삶을 영위하는 토대로서 자녀를 좋은 대학에 보내기 위해 사교육에 막대한 자금을 투입하는 부모들에게 사교육비 지출이 과연 성적을 증진하는 효과가 있는가는 매우 중요한 관심사이다. 교육고용패널 4차년도 고등학생 3학년 표본을 사용하여 부모의 사교육비 지출과 자녀양육 유형이 자녀의 대학수학능력시험 성적에 미치는 영향을 분석한 결과는 다음과 같다. 첫째, 군집분석 결과, 부모의 자녀양육 유형은 간섭형, 민주형, 방관형, 권위형, 양가형의 5가지로 구분되었으며, 양육유형에 따라 사교육비 지출 수준과 자녀의 수능성적에 유의한 차이가 있다. 양가형 양육유형에서 자녀에 대한 사교육비 지출 수준이 가장 높고, 자녀의 수능성적도 가장 우수하다. 간섭형의 수능성적은 다른 양육유형에 비해 유의하게 낮다. 둘째, 분위회귀분석을 실행한 결과, 간섭형은 모든 성적분포에서 사교육비 지출이 자녀의 학업성취도에 미치는 긍정적인 효과가 민주형 보다 낮은 조절효과가 나타났고, 양가형은 60~90% 중상위 성적 분포에서 사교육비 지출이 성적을 향상시키는 효과가 민주형에 비해 낮은 부정적인 조절효과가 유의하게 나타났다. 본 연구는 사교육비 지출이 자녀의 학업성취도에 긍정적인 영향을 미치지만, 부모의 자녀양육방식에 따라서 간섭형과 양가형은 사교육비 지출이 성적을 향상시키는 효과가 민주형보다 작고, 자녀가 위치한 성적분포에 따라서도 사교육비 지출이 성적에 미치는 영향이 다름을 규명함으로써 오늘날 과열 향상을 보이는 가계의 사교육비 지출의 합리성을 점검하고, 희소한 가계 소득의 효과적인 사용을 도모하는 시사점을 제안하였다. Using a sample of third grade high school students from the 2007 forth wave of Korean Education and Employment Panel Survey, we investigated the impact of expenditure in private education and parenting style on academic performance of children. The major results were as follows. First, cluster analysis categorized parenting style into five types: Interfering, Democratic, Indulgent, Authoritative, and Ambivalent. Parents with ambivalent parenting style spent significantly more on their children’s private education, and their children showed best academic performance among the five parenting styles, while children’s academic performance was worst with the interfering parenting style. Second, the results of regression analysis showed that private educational expenditure and parenting styles were significantly associated with children’s academic performance, and the effect of private educational expenditure on children’s academic performance was moderated by parenting style. Third, the results of interaction effects between parenting styles and private educational expenditure on children’s academic performance indicated that, compared to democratic parenting, interfering parenting style lowered the regression coefficient of private educational expenditure on children’s academic performance. The quantile regression analysis of 60~90 percentiles showed that ambivalent parenting style had two opposing effects on children’s academic performance: a positive direct effect but a negative moderating effect which curtailed the marginal effect of private educational expenditure on children’s academic performance compared to those of democratic parenting. Finding the moderating role of parenting style for the effect of private educational expenditure on children’s academic performance, we provided a persuasive explanation for the inconsistent results from previous research on the impact of private education, and confirmed the importance of parenting style, noneconomic support, to children’s successful school performance.

A Study on the Influence of Chinese University Students' Psychological Capital on Academic Performance

정흠(Xin Zheng),허기(Qi Xu),고흥(Heung Kou) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.15

목적 본 연구의 목적은 중국 대학생들의 심리적 자본이 학업성취에 미치는 영향을 조사하는 것이다. 심리적 자본과 학업성취도의 관계를 살펴봄으로써 심리적 자본이 학생들의 학업성취도에 미치는 구체적인 영향을 이해할 것이다. 본 연구는 대학, 학생 및 관련 이해관계자들이 학생들의 심리적 자본을 향상시키고, 학업 성과를 향상시키며, 전반적인 발전을 촉진하는 데 도움이 되는 효과적인 개입과 정책을 개발할 수 있는 통찰력을 제공하는 것을 목표로 한다. 본 연구를 통해 중국 대학생들의 심리적 자본이 학업성취도에 미치는 영향을 이해하는 분야에 귀중한 경험적 연구 증거를 제공하고자 한다. 방법 본 연구는 SPSS 25.0 통계 소프트웨어를 이용하여 475명의 대학생을 대상으로 심리적 자본과 학업성취도의 관계를 기술분석, 독립표본 t-test, 일원분산분석, Pearson 상관분석 및 회귀분석을 통해 분석하였다. 결과 대학생들은 서로 다른 인구통계학적 변수에 대하여 심리적 자본과 학업성취도의 변동성이 있었으며, 둘 사이에는 유의한 양의 상관관계가 있었고, 대학생들의 심리적 자본은 학업성취도를 예측하였다. 결론 그 결과를 보면 대학생의 심리적 자본은 학업성취도와 밀접한 관련이 있음을 알 수 있다. 대학들은 학업 성취도를 높이기 위해 대학생들의 심리적 자본을 향상시키기 위한 적절한 조치를 취해야 한다. Objectives The purpose of this study was to investigate the impact of psychological capital on academic performance among Chinese university students. By examining the relationship between psychological capital and academic performance, we will understand the specific impact of psychological capital on students' academic performance. This study aims to provide insights for universities, students, and relevant stakeholders to develop effective interventions and policies to help students enhance their psychological capital, improve their academic performance, and promote overall development. Through this study, we try to contribute valuable empirical research evidence to the field of understanding the impact of psychological capital on academic performance among Chinese university students. Methods This study used SPSS 25.0 statistical software to analyze the relationship between psychological capital and academic performance in 475 university students using descriptive analysis, independent samples t-test, one-way ANOVA, Pearson correlation and regression analysis. Results There was variability in psychological capital and academic performance among university students on different demographic variables, and there was a significant positive correlation between the two, and university students' psychological capital was predictive of academic performance. Conclusions From the results, it is clear that university students' psychological capital is closely related to their academic performance. Universities should take appropriate measures to enhance the psychological capital of university students so as to promote academic performance.

회계교육에 있어 학생특성과 학교환경특성이 학업성과에 미치는 영향에 관한 연구

김동률 한국회계정보학회 2009 재무와회계정보저널 Vol.9 No.2

This study examines the extent to which personal characteristics of students and environmental characteristics of school affect the academic performance in accounting education. Previous literature documents conflicting evidence depending upon research design or sample selection. Specifically, we examine individual factors including gender, major, prior learning experience, as well as psychological factors (i.e., internal motivation and self-efficiency). Also, we take into account environmental characteristics of institutions such as reputations and prospects of accounting as a major, physical capacity, and adaptive environments to explore their impact on the academic performance. First, results indicate that the academic performance of female students is superior to that of male students, which is statistically significant and consistent with Hypothesis 1. Unexpectedly, the performance of non-accounting major students is better than that of accounting major students, which is inconsistent with Hypothesis 2. In addition, students who have background knowledge in accounting perform better than those who have not, which is consistent with Hypothesis 3. For psychological factors being considered in Hypothesis 4, we document that internal motivation is significantly associated with the high academic performance. However, self-efficiency is not significantly related to the performance. Next, prospects of accounting and future job opportunities are significantly associated with the high academic performance. Finally, although adaptive environments have a significant impact on the performance of students, physical facility is insignificantly related to the performance (Hypothesis 5). It is through this study that we identify various components such as gender, psychological factors (internal motivation), and prospects and reputation of accounting as a major that potentially improve the academic performance of students. One obvious implication from this study is that students’ individual characteristics should be taken into account for the purpose of helping them perform better in accounting courses. At the same time, it is also important to provide students with a better learning environment. In sum, this study suggests empirical evidence for a notion that students’ individual and environmental characteristics are significantly associated with the academic performance of students, which provides justification for an effort to provide better accounting education. 본 연구는 회계교육에 있어 학생특성과 학교환경특성이 학업성과에 미치는 영향을 알아보고자 한다. 선행연구들의 결과는 연구자의 연구설계와 표본의 특성에 따라 상이한 결과를 나타내고 있는 실정이다. 본 연구는 학생특성요인으로 선정한 성별, 전공여부, 사전 학습경험, 심리적 요인(내재적 동기, 자기효능감)과 학교환경특성으로 선정한 회계학전공의 평가 및 비전, 물리적 환경, 작용적 환경이 학업성과에 미치는 영향을 분석하고자 한다. 실증분석결과는 다음과 같다. 먼저, 학생의 특성 중 여학생의 성적은 남학생의 성적보다 높을 것이라는 가설 1은 예측대로 유의한 결과가 나타났으며(가설 1), 비회계전공 학생의 성적이 회계전공학생의 성적보다 높게 나타나 가설 2는 예측과 상반된 결과이며, 과목 수강이전에 학습경험이 있는 학생의 성적이 그렇지 못한 학생보다 높은 성적을 나타냈다(가설 3). 학생의 심리적 요인(내재적 동기, 자기효능감)이 향상된 학업성적을 나타낼 것이라는 가설 4는 내재적 동기가 높을수록 높은 성적이 나타났으며 자기효능감은 유의성을 확인할 수 없었다. 학교의 환경특성 중 회계학에 대한 비전과 사회진출에의 기회가 클수록 학업성적이 높은 결과가 나타났으며, 물리적 환경은 학업성적에 유의한 영향을 미치질 못했고, 작용적 환경은 학업성적에 양의 영향을 미치는 것으로 나타났다(가설 5). 이러한 연구결과를 통해서 성별, 심리적 요인(내재적 동기), 회계학전공의 평가 및 비전, 작용적 환경이 학업성적을 더욱 향상시키는 요인임을 인지할 수 있었다. 따라서 보다 바람직한 학습자의 학업성과를 도모하기 위해서는 이와 같은 학생의 특성 및 학교환경의 개선활동이 바람직하다. 본 연구는 학업성적과 학생특성 및 학교환경특성 사이의 관련성을 규명함과 아울러 이러한 특성들이 학업성과로 연결되는지를 확인함으로써 회계교육에 의미있는 근거를 제공한다.

중학생의 내부통제성이 학업지연행동에 미치는 영향: 자율적 동기와 부모의 학업성취압력의 조절효과

서승희,박주희 대한가정학회 2023 Human Ecology Research(HER) Vol.61 No.3

The purpose of this study was to investigate whether internal control, autonomous motivation of middle school students, and perceived parental pressure on academic performance affect academic procrastination, while verifying the moderating roles of autonomous motivation and parental pressure on academic performance. The participants were a total of 371 middle school students. Academic procrastination, internal control, autonomous motivation, and parental pressure on academic performance were measured using the Procrastination Inventory (Aitken, 1982) revised by Jeon and Park (2014), the Internal-External Control Scale (Ko, 2014), the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) revised by Kim (2002), and the Scale of Kang (2003), respectively. The collected data was analyzed using SPSS 26.0 and a Process Macro Model 2 (multiple additional modulation effect). The results of the study are summarized as follows. First, middle school students' internal control, autonomous motivation, and perceived parental pressure on academic performance directly affected the students’s academic procrastination. Second, the moderating role of parental pressure on academic performance was significant. On the other hand, the moderating role of autonomous motivation was not significant. In conclusion, the results of this study suggest that in order to reduce and prevent academic procrastination it is important to improve internal control by helping middle school students become confident enough to believe that they have the ability to change their behavior and achieve their aims. At the same time, parents need to be interested in the process rather than only the academic performance of their children and support their autonomy.

자기결정이론을 토대로 한 학습상담 전략 탐색

이민희 한국상담심리학회 2009 한국심리학회지 상담 및 심리치료 Vol.21 No.3

The goal of this paper is to find counseling strategies to improve adolescents' academic performance, based on self-determination theory. Academic performance processes assumed in this study i.e.,learning motivation →self-efficacy of academic performance → intention to study → academic achievement was examined through regression analyses with data from 481 middle or high school students. Based on the results, the following implications and counseling strategies should be employed: Enhance students’identified regulations but inhibit their introjected, external and non-regulationsHelp them to know values and meanings of learning, to reduce their guilty, shame, pressure, competition and anxiety related academic performance, and to prevent their amotivation and helplessnessself-management was a less important variable than self-confidence and intrinsic motivation for improving academic performance. 본 연구의 목적은 자기결정이론을 토대로 한국 청소년들에게 알맞은 힉습상담 전략을 탐색하는 것이다. 이를 위해 본 연구에서는 481명의 중고등학생을 대상으로 학습동기, 학업적 효능감, 학업의도, 학업성취도를 측정하고 회귀분석을 통하여 각 변인들 간의 관계와 영향력을 살펴보았다. 연구 결과, 본 연구에서 가정한 “학습동기 → 학업적 효능감 → 학업의도 → 학업성취도”라는 학업수행경로의 직접적인 경로와 “학습동기 → 학업의도”, “학업성취도 → 학업적 효능감”이라는 간접적인 경로 모두 유의미하였다. 연구의 시사점을 살펴보면, 우리나라 청소년들에게는 공부의 필요성과 중요성을 깨닫도록 도와주고, 자율성과 자기관리능력을 길러주고, 공부와 관련된 불안감, 죄책감, 수치심, 경쟁심을 완화시키고, 무동기의 상태를 예방하는 전략이 필요하지만, 내재적 동기와 공부에 대한 자신감을 길러주는 것은 학업성취도를 향상시키는데 도움이 되지 않았다.

산학협력단 인적자원 핵심역량과 기술이전 성과와의 관련성 연구

김용민 大田大學校 社會科學硏究所 2020 社會科學論文集 Vol.- No.-

The paradigm of today's economy has shifted from physical labor to knowledge and technology labor. Knowledge and technology are the starting points of competition and have become social and national competitiveness, not just individual and corporate competitiveness. In this change, universities have both knowledge and skills and are transferring them to companies through industry-academic cooperation groups. Universities generate profits through industry-academic cooperation groups and use them as momentum for development and growth. However, as such efforts are still lacking in terms of performance, many universities are moving to find, improve, and reform the cause, and competency-based performance creation is at the center of them. The university's industry-academic cooperation group has three main competencies: organizational capabilities, personal capabilities and system capabilities, of which personal capabilities form the foundation for competency (Gangjeonghwa, 2011). In this study, we would like to analyze the core capabilities of human resources of the Industrial-Academic Cooperation Group through literature research and demonstrate the relevance of these factors to the performance of technology transfer through empirical analysis. This is because technology transfer can be seen as a starting point for the industry-academic cooperation group's profit generation in terms of performance. To achieve this research objective, a survey was conducted on 150 stakeholders of the Industrial-Academic Cooperation Group and 145 copies were used for the study. The statistical analysis of the study used SPSS 23.0 and AMOS 23.0. Through literature research, five factors of individual competence, including industry-academic cooperation group's human resources, industry-academic network composition, communication and collaboration capabilities, industry-academic professionalism, personality, and passion, were selected and analyzed. As a result, all of the components were having a significant impact on technology transfer. Therefore, I think this study will be able to present meaningful directions for industry-academic cooperation to university officials, industry-academic cooperation heads, and related companies in managing and managing human resources for industry-academic cooperation.

의대생의 학업성적에 심리적 요인이 미치는 영향

김명훈(Myung-Hoon Kim),정인성(In-Sung Chung),정철호(Chul-Ho Jung),정성원(Sung-Won Jung) 대한생물치료정신의학회 2016 생물치료정신의학 Vol.22 No.3

Objectives:The purpose of this study is to assess the relationship between the psychological characteristics and academic performance of medical students and investigate the factors that can predict academic performance. Methods:We analyzed the mental health survey of medical students data conducted by one medical school in June 2013. Three-hundred thirty students were examined sociodemographic backgrounds and the Minnesota Multiphasic Personality Inventory–2(MMPI-2) questionnaire. Then, we compared it with grade point average of the same year. Unlike previous studies, academic performance was converted to T-score in order to correct the different grades. Results:The results showed that gender had the most powerful predictor of academic performance, where female students showed higher academic performance than male students. We used two different set of MMPI-2 scales; clinical scale measuring psychopathology and personality psychopathology five(PSY-5) scale measuring dimensional traits of personality disorders. At the MMPI-2, schizophrenia of the clinical scale and neuroticism of the personality pychopathology five scale were significantly correlated with academic performance. Among six clinical subscales of schizophrenia clinical scale, only motivation and social isolation had significant correlation with academic performance. Conclusion:Gender, inner and external motivation, social isolation, and neuroticism are found to impact the academic performance.