Earticle

본 연구는 건강사정 교과목의 사례기반 실습교육이 간호대학생의 수업 참여도, 문제해결과정, 학업적 자기효능 감, 학업성취에 미치는 효과를 파악하기 위해 수행되었다. 연구대상자는 C도에 소재한 종합대학 간호학과 2학년 학생 69명이었으며, 연구설계는 비 동등성 대조군 전-후 실험설계이다. 자료수집은 2021년 2월에서 2021년 7월까지 프로그 램 적용 전·후 2차례 실시하였으며, 자료 분석은 SPSS/WIN 23.0 Program을 이용하여 기술적 통계, χ² test와 independent t-test, ANCOVA로 분석하였다. 연구 결과 사례기반 실습교육 전·후 수업참여도(F=15.003, p <.001), 학업적 자기효능감(F=13.288, p =.001), 학업성취도(F=19.755, p <.001)가 실험군이 대조군보다 유의미하게 높았다. 또 한 문제해결과정의 의사결정(F=6.948, p =.010), 수행(F=6.232, p =.015), 평가 및 반영(F=5.364, p =.024)에서 실험군 이 대조군 보다 유의미하게 높았다. 따라서 간호학생의 문제해결과정, 수업참여도, 학업적 자기효능감, 학업성취도를 높이기 위해서는 전공교과목의 학습내용에 따라 사례기반학습을 확대할 필요가 있다.

This study was conducted to understand the effect of health assessment practical education on class participation, problem-solving process, academic self-efficacy, and academic achievement of nursing students. This study used a nonequivalent control group pretest-posttest design. The participants were 69 nursing university students located in C city. Data were collected on two separate occasions before and after the application of the program from February 2021 to July 2021. Data were analyzed by chi-square test, independent t-test, and ANCOVA using SPSS WIN 23.0. There were significant differences in class participation(F=15.003, p <.001), academic self-efficacy(F=13.288, p =.001) and academic achievement(F=19.755, p<.001) between the experimental group and the control group. In the problem-solving process, the experimental group was significantly higher than the control group in decision-making(F=6.948, p=.010), applying the solution(F=6.232, p=.015) and evaluation-reflection(F=5.364, p =.024). It is necessary to expand case-based learning to increase the problem-solving process, class participation, academic self-efficacy, and academic achievement of nursing students.

This study aimed to investigate the trajectories of academic achievement of male Korean high school students over a period of 3 years and the effects of perceived parental overprotection. 539 Participants completed the Korean Version of the Parental Bonding Instrument at the beginning of the study, and their language and mathematics scores from the National Achieve- ment Test were recorded every semester for 3 years (n = 494 for language and n = 493 for mathematics). Latent growth curve models, latent class growth analysis, and multinomial logistic regression analysis were conducted to evaluate the longitudinal data. The results showed an overall decline in academic scores in both subjects; in addition, three latent classes for language scores and four latent classes for mathematics scores were identified. For language, higher maternal overprotection was nega- tively associated only with Time 1 scores, collected at the beginning of the first year of high school, while higher paternal overprotection was negatively associated with Time 1 scores, as well as changes over time. Higher maternal or paternal over- protection increased the possibility of having lower language scores at Time 1. For mathematics, only higher paternal over- protection was negatively associated with Time 1 scores and changed over time, in addition to increased chances of having lower mathematics scores at Time 1. The results indicate that parental overprotection, especially that of the father, negatively affected male high school students’ academic achievement, suggesting a new perspective of interpreting fathers’ role in sons’ academic achievement in Korean culture, in which mothers’ roles have been emphasized.

Newly immigrant students have faced both challenges and opportunities that influence their academic achievement. This study investigated differences in academic achievement among newly immigrant students in the Republic of Korea. Using a multiple case studies approach, this study identified factors that impact the academic achievement levels of newly immigrant students from China, the Philippines, Angola, and Uzbekistan. The analysis of participants’ narrative voices from this study revealed that although some newcomer immigrant students performed academically at high levels with strong educational motivations, others demonstrated low academic achievement with a much fewer motivations. Consistent with prior research, the analysis suggested that family characteristics, students’ socio/culture perspective, and language proficiency, were related to the academic performance of these students. This case study was designed to identify areas of need, assist with the creation of multicultural and cultural education policies for school systems, and provide some suggestions for bilingual and cultural education programs.

대학생들은 졸업 후 각자 희망하는 분야에서 종사할 수 있는 기회를 갖기를 간절히 바라고 있다. 그 간절한 바람을 위해 반드시 갖추어야 할 필수 조건 중에 하나는 우수한 학문적 성취이다. 개인의 학업성취는 일반기업에서 신입사원 채용 시 중요하게 고려하는 사항들 중에 하나이다. 학업성취와 관련한 많은 조사들이 다양한 교육적 환경에서 연구되었다. 그러나 체육과 관련된 학문적 영역에서는 전혀 이루어지지 않았다. 특히, 이 연구는 체육계열 학과 학생들의 학업성취에 영향을 미치는 조직행동 요인들을 분석하였다. 폭넓은 이론적 배경과 선행연구를 통해 학업스트레스, 조직몰입, 조직시민행동을 학업성취에 영향을 미치는 조직행동 요인들로 선택하였다. 연구대상을 위해 서울, 경기, 충청지역에 소재하는 4년제 7개 대학교 체육계열 학과에 등록된 450명의 4학년 학생들이 선정되었다. 그 중 419명의 자료가 연구 분석에 사용되었다. 연구 목적에 부합한 결과를 알아내기 위해 SPSS 15.0과 AMOS 18.0을 이용하여 기술적 통계, 확인적 요인 분석, 그리고 경로분석을 실시하였다. 연구결과에 따르면 학생들의 학업성취에 영향을 미치는 요인은 학업스트레스였으며, 학업스트레스는 조직몰입과 조직시민행동에도 각각 유의한 영향을 미쳤다. 또한 조직몰입도 조직시민행동에 긍정적인 영향을 미쳤다. 더 나아가, 조직몰입은 학업스트레스와 조직시민행동사이에서 부분매개변인 역할을 하였다.

To explore effects on each friendship, family, romance, and community in sub-variables of loneliness on academic achievement in science for Y-middle school students, multiple regression analysis is carried out by stepwise method. As the results, I found the following facts. Academic achievement in science for the students was expressed by the following equation. Academic Achievement=48.765+4.012×[Family](t=2.082, p=.039)-3.957×[Romance](t=-3.147, p=.002) +5.281× [Community](t=2.965, p=.003). And each variable value of the explanatory power affecting academic achievement in science for the students is presented in order of community (12.0%), family (6.6%), and romance (6.3%). But the friendship variable is not significant in affecting academic achievement in science.

This meta-analysis examined academic self-efficacy in learning and its relationship to academic achievement. After an overview of the theoretical framework and current research, the results of selected studies are integrated in this paper. A PRISMA-guided systematic review was conducted in 2024 to examine the empirical evidence on the relationship between self-efficacy and academic achievement, investigate the underlying mechanisms, and assess the quality of the current evidence. Online databases were used to search for peer-reviewed articles that studied the relationship between self-efficacy and academic achievement in online courses. The results were organized into a narrative content synthesis and a meta-analysis. Twelve articles met the inclusion criteria. The overall quality of the study was quite good, with a pooled effect size of 0.36 [0.28; 0.44], indicating that self-efficacy has a moderate impact on student performance. Critical discussions based on the findings were conducted to understand methods for academic performance improvement, the implementation of educational activities, and their implications for future research.

본 연구의 목적은 교양 필수 수학 교과에서 수학 클리닉 프로그램 중 문제 풀이 방식을 새롭게 개선한 short VOD 프로그램이 학업성취도 향상에 효과가 있는지 분석하고, 대학 수학 클리닉 프로그램의 한 교수․학습 방법으로서의 대안이 될 수 있는지를 탐색하는데 있다. 본 연구는 최근 2년간 K 대학교의 운영 사례로부터 short VOD 프로그램이 학업성취도 향상에 도움이 되는지를 학과별 참여학생과 참여하지 않은 학생의 중간 및 기말고사 학업성취도의 평균을 검정하였으며, 그 결과는 short VOD 프로그램이 학생의 학업성취도 향상에 긍정적인 효과 가 있는 것으로 나타났다.

The purpose of this study is to analyze the effectiveness of a newly improved short VOD program implemented in the mathematics clinic as part of the compulsory liberal arts mathematics course. Additionally, it explores the program's potential as an alternative teaching and learning method in college mathematics clinics. This study examined the average academic achievement of participating and non-participating students based on their midterm and final exam results over the past two years at K University. The findings indicate that the short VOD program positively impacts students' academic achievement.

The purpose of this study is to investigate the emotion effects on academic achievement for university students. The results are as follows. Resulting on the each emotions difference by the statistical variables, anxiety scores by gender showed a significant difference in the p<.01 level(F=7.685). The males anxiety(2.478, standard deviation: 0.180) had significantly lower scores than females(3.076, standard deviation: 0.168). But fear, anger, activity, and sociability scores were not significantly different respectively between male and female students. To see the emotions effect of academic achievement, the analysis method of the linear regression line was used. As the result, anxiety, fear, anger, activity, and sociability did not significantly influence academic achievement. And so unlike previous methods, the analysis method of the quadratic regression curve was used. As the result, anxiety, fear, anger, activity, and sociability showed did significantly influence academic achievement respectively within 5% of statistical significance level, to more than F=3.06. Therefore, the values on academic achievement of the each anxiety, fear, anger, activity, and sociability showed a quadratic regression curve. That is, [Academic achievement]=-0.9685×[Anxiety]2+5.1342× [Anxiety]+8.2679,[Academic achievement]= -1.0638×[Fear]2+5.5694×[Fear]+7.5635,[Academic achievement]=-1.3497×[Anger]2+9.1284× [Anger]+0.6720,[Academic achievement]=-1.0589×[Activity]2+7.4386×[Activity]+1.8272,[Academic achievement]=-1.6830× [Sociability]2+11.2325× [Sociability]-3.8258. Therefore, we were able to determine the following conclusions. First, we were able to predict the degree of academic achievement by the each emotions scale. Second, when the each emotion scores of students was a moderate, the academic achievement was most excellent. So, in order for the students to become higher academic achievement, the maintenance of medium degree of the each emotions scores is required.

This study examined the relationship between the level of interest in maintaining heritage language/culture education and academic achievements of some 1.5 and 2nd generation Korean American high school students in Eugene, Springfield, Beaverton, and Portland, Oregon. Previous literature suggests that ethnic culture/heritage language acquisition and academic achievements are related. Through self-completion questionnaires, quantitative surveys, this study attempted to answer the following main research question: Is there a relationship in the sample group between exposure to Korean language/cultural education and academic achievement for 1.5 and 2nd generation Korean American students? The analysis of the survey data from this study revealed several ways in which ethnic identity and heritage language/culture influenced academic achievement for the Korean American students. The findings of this study could inform on aspects of multilingual and cultural education policies for school systems, providing some suggestions for vitalizing foreign language and culture education and expanding language immersion programs.

The purpose of this study was to examine the relationships among emotional intelligence, creativity, and academic achievement among adult learners in order to provide practical implications regarding how emotional intelligence can be utilized to enhance academic achievement in an era characterized by a declining school-age population and the growing importance of lifelong education. The study targeted adult learners enrolled in a four-year university located in Jeonbuk Province and adult education institutions located in Gyeonggi Province. Data were collected through a questionnaire survey, and the collected data were analyzed using SPSS 28.0. The results of the study are as follows. First, among the four dimensions of emotional intelligence, self-emotion appraisal and use of emotion had significant positive effects on creativity, whereas others’ emotion appraisal and regulation of emotion did not have significant effects on creativity. Second, creativity was found to have a significant positive effect on academic achievement. Third, self-emotion appraisal and use of emotion were found to have significant direct effects on academic achievement. These findings provide important implications for universities and lifelong education institutions, which have traditionally focused primarily on student recruitment while paying relatively little attention to the development of learners’ emotional intelligence and creativity after enrollment. Given the continuing decline in the number of prospective students and the increasing importance of lifelong education, the findings suggest that universities and adult education practitioners should devote greater efforts to fostering and managing the emotional intelligence of adult learners as a means of enhancing their academic achievement and strengthening institutional competitiveness.

본 연구는 가상 환경에서의 협력 학습에의 참여가 학생들의 학업 성취도와 만족도에 미치는 영향을 조사하고자 하였다. 세컨드라이프라는 가상현실 플랫폼에 고등학생이 국사 과목을 학습할 수 있는 공간을 만들고 이를 활용하였다. 총 119명의 참가자를 ‘협력학습 유형'이나 '개인학습 유형'에 무선 할당하였으며, 학생들의 학업 성취도와 만족도를 측 정 도구로 수집하였다. 가상공간에서의 협력학습의 효과를 검토하려 독립표본 t검증 및 대응표본 t검증을 실행하였고, 연구의 결과는 개인학습 유형에 참여한 경우보다 협력학습 유형에 참여한 경우가 학업성취도와 만족도에 유의미하게 긍정적 영향을 미치는 것으로 나타났다. 마지막으로 향후 가상현실을 기반으로 한 협력학습의 활용에 대한 제언이 논의 되었다.

This experimental study was to examine the impact of collaborative learning in a virtual environment on students' learning outcomes and satisfaction. The collaborative virtual learning environment was created for a Korean history class for high school students. A total of 119 participants were recruited and were randomly assigned to either "collaborative group" or an "individual group." Students’ academic achievements and satisfaction were collected as measurement tools to examine the effect of collaborative learning in the virtual learning environment and collected data were tested by independent sample t. The results showed that participation in collaborative groups had a significant positive effect on academic achievement and satisfaction than individual groups.

In the present study, attempt has been made to investigate the effect of note-taking strategy instruction individually and its interaction with gender on the students’ academic achievement. To double check the hypotheses, a true experimental method and a survey were employed. The experimental-side data were fed into SPSS and analyzed using ANCOVA. The results revealed that note-taking strategy instruction, but not its interaction with gender, had significant effects on the student achievement. Using t-test, the survey data results indicated that Iranian professors and students had high positive attitudes toward the benefits of note-taking; also, mean differences between male and female respondents were not significant. The findings both theoretically and practically provide hints for teachers, students and future researchers.

본 연구에서는 간호대학생의 디지털 리터러시가 학업성취도에 미치는 영향에서 메타인지의 매개효과를 파악하고자 하였다. 2025년 05월부터 06월까지 A시에 위치한 간호대학 재학생을 207명을 대상으로 자료를 수집하여 분석하였으며, 수집된 자료는 SPSS 29.0 Statistics Program을 이용하여 분석하였다. 연구결과 디지털 리터러시는 메타인지와 정적 상관관계(r=.554, p<.001)가 있었으며, 학업 성취도와도 정적 상관관계(r=.538, p<.001)가 있음을 확인하였다. 또한, 메타인지는 학업 성취도와 정적 상관관계 (r=.588, p<.001)가 있었으며, 디지털 리터러시와 학업 성취도와의 관계에서 메타인지가 부분매개함을 확인하였다(Z=5.340, p<.001). 본 연구는 디지털 리터러시와 학업 성취도의 관계에서 메타인지의 매개 역할을 실증적으로 규명하였으며, 미래 간호 전문직의 핵심 역량인 근거기반 실무 능력과 문제해결 능력을 함양하기 위해서는, 간호대학생의 디지털 리터러시와 메타인지를 통합적으로 강화하는 교육적 접근이 필요하다.

This study investigated the mediating effect of metacognition on the relationship between digital literacy and academic achievement among nursing students. A survey was conducted with 207 nursing students from a university in City A between May and June 2025. Data were analyzed using SPSS 29.0, revealing significant positive correlations between digital literacy and metacognition (r =.554, p<.001), digital literacy and academic achievement (r=.538, p<.001), and metacognition and academic achievement (r=.588, p<.001). Importantly, the study identified metacognition as a partial mediator linking digital literacy to academic performance (Z=5.340, p<.001). These findings empirically demonstrate the mediating role of metacognition. Therefore, to enhance core nursing competencies like evidence-based practice and problem-solving, it is essential to develop educational strategies that integratively strengthen both digital literacy and metacognition in nursing students.

This study aims to examine the effect of OA certificate and MS office application ability on the academic achievement and participation in the NCS communication college class. The acquisition of OA certificate and MS office application ability were identified with 187 participants who attended NCS communication skill class and academic achievement and class participation of NCS communication skill class were investigated. And the regression analysis was conducted to identify and confirm each influence. The result of research are shown as the higher MS office application ability, the more positive influence on the class participation.

본 연구의 목적은 해부학실습에서 의과대학 학생들의 설명을 도입하여 만족도, 전공과의 연계성, 운영의 적 절성, 언어적, 비언어적 의사소통을 포함한 자기평가요인과 학업성취도의 상관관계를 알아보고자 하였다. 의과대학 학생들은 보건관련학과 학생들에게 해부학 실습을 통해 시신의 구조를 설명과 토의를 하였다. 그 직후, 102명의 의 과대학 학생들은 자기 평가요인과 의사소통의 영향에 관한 자기기입식 설문을 작성하였다. 연구기간은 2012년 6월부 터 9월까지였다. 자료는 빈도 분석, t-test, 변량분석으로 처리되었다. 성별, 나이, 해부학 설명회의 경험에 관계없이 학생들은 자기평가요인의 모든 질문에서 높은 점수를 기록하였다. 그 중에서, 전공과의 연계성, 언어적 의사소통 요 인은 학업성취도와 밀접한 관계가 있었다 (p<0.05). 언어적, 비언어적 의사소통 요인 또한 0.580의 높은 상관관계를 보였다. (p<0.01). 해부학 설명 과정은 의과대학 학생들에게 긍정적인 태도로 더 배우려는 기회를 제공하였고, 학업 동기를 부여하였다.

This study aimed to evaluate correlation between self-evaluation factors and academic achievement of medical students according to introduction of explanation meeting in cadaveric dissection. The students explained cadaveric structure to health allied sciences students and discussed with each other. Just after the meeting, 102 medical students filled out a self-reported questionnaire on impact of self-evaluation factors and communication. The data were analyzed by frequency analysis, t-test and analysis of variance. Regardless of their gender, age, previous experience, the majority of the students gave high scores in all of self-evaluation factors. Among them, linkage with major and verbal communication factor were closely related to their academic achievement(p<0.05). The verbal and non-verbal communication factors also had a high correlation of 0.580(p<0.01). The explanation meeting provided a chance to learn further with positive attitude to medical students and motivated them academically.

이 연구는 중학생이 지각한 수업환경， 학업촉진자{academic enablers; 동기， 대인관계， 수업참여행동， 자기관리)， 학업기술(academic skills; 읽기， 쓰기， 수리적 기술， 정보처리기술)， 학업성취(국어， 영어， 수학， 사회， 과학 교과 목의 중간시험과 기말시험 성적)의 관계를 검증하기 위하여 수행되었다. 이를 위하여， 중학교 l 학년 295 명을 대상으로 지필식 질문지를 실시하였으며 학업성적 자료를 수집하였다. 지각된 수업환경， 학업촉진자， 학업기 술， 학업성취의 관계에 관한 세 가지 모형을 설정하고 적합도를 비교하였다. 선행연구의 결과에 근거하여 수 업환경， 학업촉진자， 학업기술， 학업성취의 각 잠재변인이 다른 잠재변인에 영향을 미치는 모든 경로를 가정 한 연구모형을 설정하였으며， 연구모형에서 유의하지 않은 경로를 제거하여 수정모형을 설정하였고， 수정모 형과 적합도를 비교하기 위해 수업환경이 학업성취에 직접 영향을 미치는 경로를 추가로 제거하여 경합모형 을 설정하였다. 수집된 경험적 자료에 대해 구조방정식모형 (structural equation modeling) 분석을 실시하였으며， 매개효과의 유의도 검증을 위해 Sobel 검증 중 Aroian 방정식을 적용하였다 연구모형에서 「수업환경 → 학업 기술」 경로와 「학업촉진자 → 학업성취」 경로를 제외한 모든 경로가 유의하였다. 두 경로를 제거한 수정모형 이 경합모형보다 경험적 자료에 더 적합한 것으로 판명되었다. 수업환경과 학업기술의 관계에서 학업촉진자 의 매개효과가 유의하였으며， 학업촉진자와 학업성취의 관계에서 학업기술의 매개효과도 유의하였다. 중학생 의 학업성취에 대한 수업환경의 직접 효과가 부적이었지만， 학업촉진자와 학업기술을 매개변인으로 설정한 경우에 수업환경이 학업성취에 미치는 부정적 영향이 억압된 것으로 밝혀졌다. 따라서 수업환경의 개선 노 력이 궁극적으로 학업성취의 향상으로 이어지려면 학업촉진적인 동기， 정서， 행동과 인지적 학업기술의 향상 을 병행해야 할 것이다. 마지막으로， 연구결과의 시사점과 후속연구를 위한 제언을 논하였다.

This study was conducted to examine the relations of middle school students' perceived instructional context, academic competence and academic achievement (i.e., mid-term and final exam scores in Korean, English, Math, Social Studies, and Science). Academic competence was construed as a multidimensional construct consisting of academic enablers (i.e., motivation, interpersonal relations, engagement, self-management) and academic skills (i.e., reading, writing, math, information processing). Paper-pencil questionnaires were administered to 295 seventh graders. The results of the structural equation modeling are summarized as follows. First, in the theoretical model with all the paths depicting the influences of each latent variable on the next, 'instructional context → academic skills J and 'academic enablers → academic achievement J paths were not significant. Second, the modified model with the two non-significant paths deleted fit the data better than the competitive model with the 'instructional context → academic achievement J path deleted besides the two paths. Third, in the modified model, both the mediating effect of academic enablers in the relation between instructional context and academic skills and that of academic skills in the relation between academic enablers and academic achievement were significant. Fourth, the direct effect of instructional context on academic achievement was negative; however, as academic enablers and academic skills were assumed as mediators, such negative effect was suppressed. These results imply that the positive influences of desirable instructional context upon students' academic achievement cannot be guaranteed without the mediation of academic enablers and academic skills. Therefore, efforts to enhance students' motivational, attitudinal and behavioral characteristics and use of academic skills are essential if teachers and other school personnel intend to increase students' academic achievement by altering instructional contexts.