중국 유학생의 여가활동 참여가 학업스트레스 및 학교생활적응에 미치는 영향

전준범 ( Jun Beom Jeon ),이세형 ( Sea Heung Lee ) 제주대학교 체육진흥센터(구 제주대학교 체육과학연구소) 2016 체육과학연구 Vol.22 No.-

First, as to differences in leisure activity time of Chinese students in Korea between mental activity and social activity, leisure activity time of female students was longer than that of male; male students spent more leisure time than female on physical activity and amusement activity. As for differences in the academic stress of Chinese students in Korea according to sex, female students were under higher stress than mele on average; as for differences in the academic stress according to the length of their stay, students staying for over 3 years were under lower stress. As for differences in school life adaptation of Chinese students in Korea according to sex, female students were higher in the academic adaptation and personal emotion adaptation, while male students were higher in social adaptation and campus life adaptation. As for differences in the academic stress according to the length of stay in Korea, students of one or two years` stay were higher in social adaptation and campus life adaptation, while students of over three years` stay were smooth in school life adaptation. Second, the influence of participation in leisure activities of Chinese students in Korea on the academic stress, mental and physical activities had a significant influence on expectation. In the influence on expectation, physical and amusement activities had a significant influence on it. In the influence on the inner side, physical activity had a significant influence. In the influence on expression, physical and social activities had a significant influence. Third, as for the influence of participation in leisure activities of Chinese students in Korea on school life adaptation, in the influence on the academic adaptation, mental and social activities had an influence on it; in the influence on social adaptation, amusement activity had an influence; in the influence on persona1 emotion adaptation, amusement and social activities had a significant influence; in the influence on campus life adaptation, amusement and social activities had a significant influence. Fourth, to study the relations between academic stress and school life adaptation: as seen above, the academic stress had a great influence on satisfaction of school 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.

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.

대학생의 성장마인드셋과 학업 적응 간의 관계: 그릿과 진로 적응의순차적 매개 효과

전향신 한국실천공학교육학회 2023 실천공학교육논문지 Vol.15 No.3

This study is based on the relationship between college students’ growth mindset and academic adaptation, by sequentiallyverifying the mediating effect of grit and career adaptation, it was intended to present implications for college students’ academicadaptation. This study was conducted with 366 students from three four-year universities in Jeonlanamdo. The findings are as follows. First, it was found that the growth mindset of college students had a direct impact on academic adaptation. Second, grit andcareer adaptation showed mediating effects in the relationship between college students’ growth mindset and academic adaptation,respectively. Third, the relationship between college students’ growth mindset and academic adaptation showed a sequential mediatingeffect of grit and career adaptation. This study found that growth mindset, grit, and career adaptation affect the improvement ofcollege students’ academic adaptation. To this end, implications for educational programs and counseling intervention measures thathelp college students adapt to their studies were discussed of products and services possible.

미용전공생의 인성에 따른 학교생활적응의 차이

김효림 ( Hyo Lim Kim ),장미숙 ( Mee Sook Chang ) 한국미용학회 2016 한국미용학회지 Vol.22 No.2

This study aimed to determine differences in adaptation to school life depending on personality in students majoring in cosmetology. The study results found the following: A statistically significant difference was found by academic major in good manners. Makeup was relatively high. Adaptation to school life was 3.29 on average. Social adaptation(M=3.62) was the highest. A statistically significant difference was found by age in affective adaptation. It was relatively high at 26 or older. According to an analysis of differences in school adaptation by personality, (social) responsibility and citizenship had a statistically significant effect on academic adaptation. In terms of differences in social adaptation by personality, self-esteem, caring & good communication, (social) responsibility and honesty & courage had a statistically significant effect on social adaptation. In terms of differences in affective adaptation by personality, caring & good communication and (social) responsibility had a statistically significant effect on affective adaptation. As the study results found that personality has a positive effect on adaptation to school life, personality would also be important for students in fitting into the working world. Therefore, it would be a key for developing and fostering future leaders in the beauty industry to establish a good personality as a member of a community to help students to adapt to their school lives based on active, responsible and friendly attitudes.

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.

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.

아동의 자아탄력성이 학업스트레스와 학교생활적응에 미치는 영향

이쌍이(Ssang-Lee Lee),이수진(SuJin Lee) 국민대학교 교육연구소 2011 교육논총 Vol.30 No.-

본 연구는 초등학교 아동의 자아탄력성이 학업스트레스와 학교생활적응에 미치는 영향을 알아봄으로써 아동의 자아탄력성의 중요성을 확인하고자 하는데 목적이 있다. 본 연구는 경기도에 위치한 초등학교 6개교에 재학 중인 초등학생 6학년 300명을 대상으로 하였다. 본 연구의 결과는 다음과 같다. 첫째, 성별에 따른 자아탄력성, 학업스트레스, 학교생활적응 정도를 비교해 보면, 자아탄력성과 학업스트레스는 성별에 따른 차이가 없었으며, 학교생활적응에서는 여학생이 높게 나타났다. 둘째, 자아탄력성의 상하 수준에 따른 학업스트레스 정도를 비교해 보면, 자아탄력성이 높은 집단의 전체 학업스트레스가 낮았으며 이는 통계적으로 유의하였고(t=-3.47, p<.001), 학업스트레스 하위요인들 역시 자아탄력성이 높은 집단의 점수가 낮게 나타났다. 셋째, 자아탄력성 상하 수준에 따른 학교생활적응 정도를 비교해보면, 자아탄력성이 높은 집단의 전체 학교생활적응 점수가 높았으며 이는 통계적으로 유의하였고(t=13.31, p<.001) 학교생활적응의 하위 요인들 역시 자아탄력성이 높은 집단의 점수가 높게 나타났다. 넷째, 아동의 자아탄력성은 학업스트레스와 전체적으로 유의하게 높은 부적 상관(r=-.24, p<.01)을 보여 자아탄력성이 높을수록 학업스트레스가 낮은 것으로 나타났으며 아동의 자아탄력성은 학교생활적응과 매우 높은 정적 상관(r=.68, p<.01)을 보여 자아탄력성이 높을수록 학교생활적응을 잘하는 것으로 나타났다. 본 연구에서는 학업스트레스에 대처하고 학교생활적응을 돕기 위한 예방적 차원에서 자아탄력성 증진 프로그램 계발이 필요하고, 자아탄력성에 영향을 미치는 다양한 변인들에 대한 후속 연구가 이루어져야 할 것이다. This article aims to verify the importance of self-resilience by examining the effect of elementary school students self-resilience upon academic stress and school life adaptation. To achieve the goal, this study selected 300 elementary school sixth graders attending six elementary schools located in Gyeonggi-do. Thereby, this paper gained the following results. First, in the comparison of self-resilience, academic stress, and school life adaptation by sex, it was shown that self-resilience and academic stress did not differ by sex and girls indicated higher school life adaptation. Second, in the comparison of academic stress according to the degree of self-resilience, it was found that the group showing high self-resilience indicated lower overall academic stress, which was statistically significant (t=-3.47, p<.001), and the group with high self-resilience also gained lower scores in the subfactors of academic stress. Third, in the comparison of school life adaptation according to the degree of self-resilience, it was shown that the group with high self-resilience received a high score in overall school life adaptation, which was statistically significant (t=13.31, p<.001), and the group with high self-resilience also gained high scores in the subfactors of school life adaptation. Fourth, since children’s self-resilience had a significantly high negative correlation (r=-.24, p<.01) with academic stress in general, as self-resilience is higher, academic stress gets lower. And children’s self-resilience exhibited a very high positive correlation (r=.68, p<.01) with school life adaptation, so as self-resilience is higher, school life adaptation becomes better. Lastly, this study suggests that it is necessary to develop programs to improve self-resilience in the preventive dimension to relieve academic stress and support school life adaptation and also conduct follow-up researches on various variables affecting self-resilience.

중국의 한국유학생의 대학생활적응에 대한 연구

김상욱 ( Kim Sangwook ),윤지원 ( Yoon Jiwon ) 한국외국어대학교 중국연구소 2018 中國硏究 Vol.74 No.-

This paper research the Korean foreign student college life adaptation in China. The foreign student college life adaptation index includes the academical adaptation, the emotional adaptation, the cultural adaptation, and the social adaptation. The each four adaptation include four second degree index, the sum of the second degree index is sixteen. And we use AHP, try consistency test, and establish the weight structure. This paper finds as follow. First, the average of the foreign student college life adaptation index is 0.813, the average of the academical adaptation is 0.828, the average of the emotional adaptation is 0.808, the average of the cultural adaptation is 0.795, and the average of the social adaptation is 0.789. Second, the male student’s foreign student college life adaptation index is higher than the female student. Third, the foreign student college life adaptation index of the second year class is 0.781, is respectively lowest, the third year class is 0.818, is middle level, the fourth year class is 0.846, is the highest. Fourth, the studying abroad period affect the foreign student college life adaptation index. The foreign student college life adaptation index is lowest under six month, and is highest above one year. Fifth, to compare the regional cultural difference, we divide the south region and the north region, the result finds that the north region’s foreign student college life adaptation index is respectively higher than the south region.

유학생의 대학생활적응에 대한 연구

윤지원(Yoon, Jiwon),김상욱(Kim, Sangwook) 영남대학교 중국연구센터 2017 중국과 중국학 Vol.- No.32

본 논문은 유학생대학생활적응지수에 대해 연구하고 있다. 유학생대학생활적응지수는 학업적 적응, 정서적 적응, 문화적 적응, 그리고 사회적 적응으로 구성된다. 배재대학교의 유학생을 대상으로 분석한 결과는 아래와 같다. 첫째, 중국인이 아닌 유학생의 유학생대학생활적응지수가 중국인 유학생보다 상대적으로 높다. 둘째, 중국인 여학생의 유학생대학생활적응지수가 남학생보다 상대적으로 높다. 셋째, 학년별로 보면 1학년이 유학생대학생활적응지수가 가장 높으며 2학년과 3학년으로 학년이 올라갈수록 점차 낮아지다가 4학년이 되면 다시 높아지고 있다. 넷째, 유학기간별로 보면 2년-3년 기간의 유학생대학생활적응지수가 가장 높으며 유학기간이 길어질수록 유학생대학생활적응지수는 낮아지고 있다. 다섯째, 거주형태별로는 학교기숙사에서 생활하는 경우에 유학생대학생활적응지수가 상대적으로 높게 나타나고 있으며, 학교 밖에서 혼자 자취하는 경우가 가장 낮은 수준이다. 이와 같은 발견은 향후 외국인 유학생에 대한 교육정책에 있어서 중요한 시사점을 제공하고 있다. 특히 학년별로 나타나는 유학생대학생활적응지수의 U자 형태는 전공 수업에 대한 만족도를 높이기 위한 정책적인 노력이 필요함을 시사하고 있다. This paper studies the foreign student college life adaptation index. The foreign student college life adaptation index includes the academical adaptation, the emotional adaptation, the cultural adaptation, and the social adaptation. We research the foreign student in PaiChai university. The results as follows. First, the foreign student college life adaptation index of the non-Chinese foreign student respectively higher than the Chinese foreign student. Second, the foreign student college life adaptation index of the female respectively higher than the male. Third, the foreign student college life adaptation index of the first year class is highest, the second year class and the third year class more and more low, and the fourth year class higher than the third year class. Fourth, the foreign student college life adaptation index of the second-third year is highest by the study abroad period, the study abroad period more longer, the foreign student college life adaptation index more low. Fifth, the foreign student college life adaptation index of the school dormitory respectively higher than the outside residence by the residence type.