Earticle

The purpose of this paper is to present a potentially useful interview template for longitudinal, qualitative ESL motivation research. For this purpose, I recruited 10 Korean ESL learners in Toronto, Canada to investigate the differential effects of three types of interviews (i.e., open-ended, semi-structured, and structured interviews) for eliciting learners’ comments on ESL learning motivation. Each participant was interviewed two or three times over four months. The interviews were audio-taped and transcribed. Thematic analyses based on Ratner’s (2002) meaning unit indicated that for initial exploratory purposes, open-ended formats are the most appropriate; whereas for subsequent investigations, semi-structured formats are the most effective. The beneficial washback experienced as a result of the interviews strongly supports the use of these methods, not only as research tools but as learning tools for enhancing learners’ metacognitive awareness of their own ESL learning and for their emotional stabilization.

Recently, as diversity has been emphasized throughout society, interest in and need for barrier-free spaces has also increased. In Japan, the HeartBuild Act (Act for Promoting Easily Accessible Public Transportation and Facilities for the Aged and the Disabled) has been implemented since 1994, and the revised Barrier-Free Act (Act on Promotion of Smooth Transportation, etc. of Elderly Persons, Disabled Persons, etc.) has been implemented since 2006. Although installation is not mandatory for all buildings, installation is recommended for many building uses. In particular, in buildings with much daily use, barrier-free measures such as eliminating steps or installing handrails are often introduced out of user consideration. Such barrier-free measures are often arbitrary barrier-free measures that do not follow guidelines. The general perception of barrier-free measures in society is centered on wheelchair users, and in such cases, people with visual impairments may have difficulty using them. This study organizes the characteristics of barrier-free use implemented in society from the perspective of the visually impaired. As a research method, interviews are conducted with various types of visually impaired people to investigate the contents of information collection necessary for finding directions or living in daily life and comparative analysis of cases of spaces used in daily life. The purpose is to derive the current status of barrier-free and necessary tasks from the perspective of the visually impaired.

본 연구는 고령자 법교육의 구체적 실행을 위해 교육 내용과 실행 방안을 도출하는 데 목적이 있다. 고령사회에서 고령자는 여러 가지 문제상황에 놓이고 있는데, 대부분 의 문제는 법적 내용과 관련이 있다. 최근 고령자를 대상으로 하는 교육이 확산되고 있 는데, 이와 유사하게 고령자를 대상으로 하는 법교육이 고령자의 권리를 보호하는 데 도움이 될 것으로 생각한다. 다만 이에 대한 연구가 부족하여 구체화된 실행 방안을 도 출하고자 한다. FGI를 통해 도출한 연구 결과는 다음과 같다. 첫째, 고령자의 법지식 수준은 대체로 낮아 여러 가지 문제 상황의 원인이 되는 것으로 파악된다. 둘째, 법교육 내용 구성에 서의 우선순위 설정에 세심한 접근이 요구되며, 공통 영역과 선택 영역을 구분하여 접 근할 필요도 있어 보인다. 셋째, 경제, 재산 영역에 관한 법교육이 우선적으로 이루어 지는 것이 바람직하며, 고령자의 여건을 고려한 맞춤형 교육이 이루어질 필요도 있다. 넷째, 고령자 법교육의 체계를 확립하고, 이를 바탕으로 대면과 비대면 방식을 모두 활 용하여 법교육의 효과를 극대화할 필요가 있다. 이상의 내용을 바탕으로 논의 내용과 시사점을 제안하였다.

The purpose of this study is to derive educational content and implementation methods for Law-related Education(LRE) for the elderly. In an aged society, the elderly experience various problematic situations. Most of the problems experienced by the elderly are related to legal situations. We believe that LRE for the elderly will help to protect their rights. Therefore, to implement LRE for the elderly concretely, we explore the contents of the education and methods of implementation. To explore these contents, we examined the opinions of an expert group through a Focus Group Interview(FGI). The results are as follows: First, the overall legal knowledge level of the elderly did not reach the average. We believe this low level of legal knowledge can cause various problems. Second, when organizing the content of LRE for the elderly, a careful approach is needed to determine content priorities. It would also be desirable to divide the educational content into essential and optional sections. Third, it seems desirable to prioritize LRE for the elderly in the economic field. Additionally, providing customized education that takes into account the individual conditions of the elderly is necessary. Fourth, it is necessary to clearly establish a system of subjects, objects, and procedures for LRE for the elderly. Moreover, utilizing both face-to-face and non-face-to-face educational methods is necessary. Based on the above, we propose some discussions and implications.

본 연구는 고령자 법교육의 구체적 실행을 위해 교육 내용과 실행 방안을 도출하는 데 목적이 있다. 고령사회에서 고령자는 여러 가지 문제상황에 놓이고 있는데, 대부분 의 문제는 법적 내용과 관련이 있다. 최근 고령자를 대상으로 하는 교육이 확산되고 있 는데, 이와 유사하게 고령자를 대상으로 하는 법교육이 고령자의 권리를 보호하는 데 도움이 될 것으로 생각한다. 다만 이에 대한 연구가 부족하여 구체화된 실행 방안을 도 출하고자 한다. FGI를 통해 도출한 연구 결과는 다음과 같다. 첫째, 고령자의 법지식 수준은 대체로 낮아 여러 가지 문제 상황의 원인이 되는 것으로 파악된다. 둘째, 법교육 내용 구성에 서의 우선순위 설정에 세심한 접근이 요구되며, 공통 영역과 선택 영역을 구분하여 접 근할 필요도 있어 보인다. 셋째, 경제, 재산 영역에 관한 법교육이 우선적으로 이루어 지는 것이 바람직하며, 고령자의 여건을 고려한 맞춤형 교육이 이루어질 필요도 있다. 넷째, 고령자 법교육의 체계를 확립하고, 이를 바탕으로 대면과 비대면 방식을 모두 활 용하여 법교육의 효과를 극대화할 필요가 있다. 이상의 내용을 바탕으로 논의 내용과 시사점을 제안하였다.

The purpose of this study is to derive educational content and implementation methods for Law-related Education(LRE) for the elderly. In an aged society, the elderly experience various problematic situations. Most of the problems experienced by the elderly are related to legal situations. We believe that LRE for the elderly will help to protect their rights. Therefore, to implement LRE for the elderly concretely, we explore the contents of the education and methods of implementation. To explore these contents, we examined the opinions of an expert group through a Focus Group Interview(FGI). The results are as follows: First, the overall legal knowledge level of the elderly did not reach the average. We believe this low level of legal knowledge can cause various problems. Second, when organizing the content of LRE for the elderly, a careful approach is needed to determine content priorities. It would also be desirable to divide the educational content into essential and optional sections. Third, it seems desirable to prioritize LRE for the elderly in the economic field. Additionally, providing customized education that takes into account the individual conditions of the elderly is necessary. Fourth, it is necessary to clearly establish a system of subjects, objects, and procedures for LRE for the elderly. Moreover, utilizing both face-to-face and non-face-to-face educational methods is necessary. Based on the above, we propose some discussions and implications.

이러닝은 전통적인 주입식 교육에서 벗어나 언제 어디서나 원하는 학습을 가능하게 하여 교육 효과를 높였다. 그러나 효과적으로 정보시스템을 활용하기 위해서는 사용자의 만족을 평가하여 피드백을 반영하는 것이 중요하다. 학습은 유무형의 요소를 많이 포함하기 때문에 이러닝의 만족 요인을 명확하게 규명할 필요가 있다. 따라서 본 연구는 혼합방법론을 사용하여 이러닝 학습 만족도 증진 방안을 도출하고 이러닝 만족도 모델 제안을 목적으로 한다. 따라서 본 연구는 실제 학습자 대상으로 1:1 심층 인터뷰를 하고, Udemy 사이트의 온라인 학습자 후기를 텍스트 마이닝하여 상위평점 강의와 하위평점 강의를 분지한 것을 바탕으로 토픽 모델링을 하였다. 분석 결과 학습자들이 이러닝 학습에 대하여 어떠한 부분을 긍정 혹은 부정적으로 느끼고 이용하는지 파악하고자 한다. 기존에는 설문 기반의 연구가 주로 이루어졌던 것에 반해 본 연구는 학습자가 직접 작성한 실제 데이터를 수집하였다. 이것을 정보시스템 성공 모델을 기반으로 토픽 모델링을 통해 도출된 결과와 접목하였다는 것에서 학술적 의의가 있다고 할 수 있다.

E-learning has improved the educational effect by making it possible to learn anytime and anywhere by escaping the traditional infusion education. As the use of e-learning system increases with the increasing popularity of e-learning, it has become important to measure e-learning satisfaction. In this study, we used the mixed research method to identify satisfaction factors of e-learning. The mixed research method is to perform both qualitative research and quantitative research at the same time. As a quantitative research, we collected reviews in Udemy.com by text mining. Then we classified high and low rated lectures and applied topic modeling technique to derive factors from reviews. Also, this study conducted an in-depth 1:1 interview on e-learning learners as a qualitative research. By combining these results, we were able to derive factors of e-learning satisfaction and dissatisfaction. Based on these factors, we suggested ways to improve e-learning satisfaction. In contrast to the fact that survey- based research was mainly conducted in the past, this study collects actual data by text mining. The academic significance of this study is that the results of the topic modeling are combined with the factor based on the information system success model.

Objectives This study compared the psychological autopsies of suicide victims through interviews of the bereaved family members and investigations of the police death records. Methods A psychological autopsy was performed using both the Korea Psychological Autopsy Checklist (K-PAC) through an interview of the bereaved family members and the Korea Psychological Autopsy Checklist for Police Record (K-PAC-PR) from the police death records at the same suicide victims. The frequency and percentage of each analysis item were checked, and the information collected was compared. Results Of 129 victims, information from two methods showed no significant differences in marital status, employment status, cohabitation status and relationship, location of suicide, method of suicide, and main cause. Among the stress information at the time of death, interpersonal and mental health problems were consistent, but the occupational, economy, family-related, physical health problems were estimated to have greater impact according to the interview methods. The estimates of depression, schizophrenia, bipolar disorder, and dementia were consistent, but the investigation method estimated more sleep disorders and anxiety disorders, and the interview methods estimated more drug use disorders. Conclusion Based on the analysis results, the two methods of a psychological autopsy should be properly utilized, and effective suicide prevention using the psychological autopsy information was discussed.

이 연구에서는 결정표(decision table)를 활용하여 수십 명의 연구 참여자를 대상으로 집단면담을 실시한 후 결정표를 축약하여 통합적으로 분석하는 방법과 이 분석결과를 토대로 설문조사 문항을 만드는 방법을 개발하였다. 또한 생활주변 상황에 이 분석방법을 적용하는 사례 중심으로 연구방법을 소개할 수 있는 강의용 교재를 개발하였다. 이렇게 개발한 교재를 필자의 연구방법 수업(2회)과 일반인 대상의 연구방법 코스(2회) 및 워크숍 (3회)에서 2년에 걸쳐 적용하면서 계속 개선해나가는 실행연구(action research)를 실시하였다. 다양한 주제로 집단면담 형태의 실습을 실시하면서 모든 참가자의 실습결과를 통합적으로 분석한 결과를 얻었으며. 이 분석결과는 다시 교재(예시자료)로 활용되었다. 또한 결정표가 포함된 설문지 초안으로 3회의 예비조사를 실시하면서 수집한 응답자들의 피드백을 반영하여 결정표 형식의 설문조사 문항(조사표)을 개선, 완성하였다. 마지막으로는 이 문항이 포함된 설문지로 온라인 설문조사를 실시하여, 응답자들이 결정표 형식의 설문 문항에 응답하는데 어려움이 없음을 확인하였다.

Decision tables can be used as an effective in-depth interview tool and for the analysis of ethnographic data because it helps to collect and analyze data systematically. However, few ethnographic researchers are using decision tables as a research method. To increase the use of decision tables, this study developed a research method to use decision tables for group interviews and questionnaire surveys. A research manual to synthesize many informants' abbreviated decision table was developed. Through action research, this study also developed educational material which uses various kinds of decision tables for the analysis of people's decisions in everyday life. The educational material has been used in 2 undergraduate research method courses, 2 research method courses for continuing education and 3 workshops organized by the researcher. To improve and refine the educational material, participant observation was conducted during these courses and workshops and feedback from participants was collected through interviews and questionnaire surveys. As a result, a set of power point lecture slides, training materials for practice and a questionnaire table for a real survey were developed. Seven group interviews using decision tables and a questionnaire survey were conducted to confirm that a questionnaire table in the form of a decision table can be answered without difficulty by hundreds of respondents. The contents of this educational material are presented in this paper, together with examples of decision tables used for the experimental research.

In this paper, the author highlights Korean EFL learners’ L2 self and its relationship withEnglish learning motivation. To date, most research on L2 learning motivation has adopted alarge scale survey method, which resulted in the lack of in-depth qualitative analysis of it. Byanalyzing six Korean elementary and secondary school students and two English teachers, thispaper investigates their perceptions of English learning motivation: its origin, maintenance, andpotential challenges of maintaining it. Particularly, Dornyei’s (2009) concepts of the ideal L2self and the ought-to L2 self are closely compared with the participants’ comments on theirmotivation. The interview results indicated that Korean students created the ought-to L2 self andamotivation more than the ideal L2 self, and this reflects the parental and societal pressure onthe English learners in Korea. This means that students have not internalized the necessity tolearn English at a personal level yet, and their comments on motivation are in fact a motive or aless-internalized psychological construct dissociated from concrete learning goals and from theirsense of participation in L2 communities. Teacher interview results showed that Englishteachers in Korea acquiesce to the determining power of College Scholastic Ability Test (CSAT)and they are not active in supporting students’ creating long-term, future L2 self.

The purpose of this study was to compare the difference of two survey methods for health services research. Data were collected by means of two types of household survey conducted from March 11 to September 19, 1985. A probability sample of 30,613 persons was taken from 180 Enumerated Districts designated by the Economic Planning Board. The sample was divided into two groups systematically. One group was surveyed by the self-administered questionnaire and the other group was interviewed. Response rates were 81.4% and 90.6% respectively. The data were analysed by the ratio of the results of the self-administered survey to those of the interview survey. No difference was observed in sex, age, residence, or occupation between the two groups. However the respondents' characteristics were statistically different between the two groups. The major findings of this study are as follows : 1. The morbidity rate was 142.5 per 1,000 persons during the two week period by the self-administered questionnaire survey and 74.3 per 1,000 persons with the interview survey method. The ratio of the morbidity rate by the self-administered questionnaire to that by the interview was 1.92, and the difference between the two rates were due to the personal characteristics. 2. The out-patient utilization rate was 10.2 visits per person per year by the self-administered questionnaire survey and 5.4 by the interview survey, and the ratio was 1.89; the admission rate was 3.2 times per 100 persons per year by the self-administered questionnaire survey and 1.9 times by the interview survey, and the ratio was 1.68. Differences due to the sociodemographic characteristics were greater in the out-patient utilization rates than in the adimssion rates. 3. Percentages of effective medical care demand were 90.2% in the self-administered survey and 92.3% in the interview survey; the ratio was 0.98 which was less than that of the morbidity rate and medical care utilization. But, differences of effective medical care demand occurred in persons with no occupation, and aged or low educated respondents. 4. Respiratory illness had the highest frequency in the two survey methods. But there was a slight difference between the two survey methods in morbidity composition. 5. It was concluded that data collected by the interview survey were inclined to be underestimated and this problem can be corrected by a modified self-administered survey.

정신분석학적 관점에서 의사소통은 끊임없는 누빔점을 형성하는 과정으로 재정의될 수 있다. 이 누빔점 설정은 상징계적 의사소통을 성공적으로 이끌어낸다. 그러나 이 소통의 성공은 실재계적 차원을 억압하면서 이루어진다. 이 논문에서는 이러한 소통의 한계를 보완하는 실천적 차원으로 ‘말걸기’를 제시하고, 이 말걸기의 경험을 인터뷰 다큐멘터리 제작이 줄 수 있음을 논증하였다. 말걸기로서의 인터뷰 다큐멘터리는 인터뷰어와 인터뷰이 사이에서 이루어지는 이자간 대화가 아니다. 여기에는 또 다른 ‘시선’ 주체인 (잠재적) 시청자와 ‘응시’의 주체인 실재계의 ‘무엇’이 공존한다. ‘시선’은 자아이상과 완벽한 소통을 지향하게 만들지만, ‘응시’는 실재계적 징후를 환기시키며 대타자로부터 분리될 수 있는 가능성을 열어 준다. 이 때문에 인터뷰는 매끄럽고 원활하게 진행되지는 않지만 바로 이 점이 ‘말걸기’를 가능하게 하는 원동력이 된다. 말걸기는 실패할 수밖에 없기 때문에 더욱 윤리적 신중함과 재맥락화를 필요로 하는 소통방식이기 때문이다. 참여자들은 인터뷰 다큐멘터리 제작을 통해 말걸기의 태도를 내면화할 수 있게 되는 것이다. 이 연구를 통해 소통의 실재계적 측면이 환기됨과 동시에, 여러 교육과 소통의 장에서 학생이나 일반인이 인터뷰 다큐멘터리를 제작해 봄으로써 ‘말걸기’로서의 소통의 중요성이 더 확대되기를 기대하는 바이다.

From a psychoanalytical perspective, communication can be redefined as a process of forming constant quilting points. This quilting point setting leads to successful Symbolic communication. And the success of this communication is achieved by suppressing the Real. In this paper, the goal was to present ‘address’ as a practical dimension to complement these limitations of communication, and to demonstrate that this address can be achieved through the production of an interview documentary. An interview documentary is not a conversation between an interviewer and an interviewee. Here, it is a place where the (potential) viewer, another subject of ‘eye’, and the ‘something’ of the Real, the subject of ‘gaze’, coexist. ‘Eye(Looking)’ makes us aim for perfect communication with the ego-ideal, but ‘gaze’ evokes the Real symptom and opens the possibility of separation from the Other. Because of this, the interview does not proceed smoothly, but this is the driving force that makes ‘address’ possible. This is because address is a method of communication that requires more ethical caution and recontextualization because it is bound to fail. Participants will be able to internalize the attitude of address through the production of an interview documentary. Through this study, I hope that the Real aspect of communication will be evoked and that the importance of communication as ‘adress' will be further expanded by producing interview documentaries with students and the general public in various educational and communication venues.

본 연구는 학교폭력으로 인해 피해를 겪고 있는 청소년과 가족을 대상으로 지원현황을 분석하고, 이들을 위한 실천적 지원방안을 마련하는 것을 목적으로 하였다. 이를 위해 청소년 전문가 6명을 대상으로 포커스 인터뷰를 실시하고 그 내용을 분석하였다. 학교폭력 지원현황은 ‘피해자 지원보다 가해자에 대한 처벌중심의 지원’, ‘피해자의 심리적 고통에 대한 인식 부족’, ‘지속되는 후유증에 대한 지원 미흡’, ‘담당교사의 역랑에 의존’, ‘지역사회의 지원과 한계’로 나타났다. 피해청소년 가족에 대한 지원현황은 ‘피해보상에 대한 기준미흡으로 떠안아야 하는 부담’, ‘피해청소년 가족을 위한 지원 부족’으로 나타났다. 피해청소년을 위한 지원방향으로는 ‘피해자에 대한 초기 조치 필요’, ‘피해청소년의 심리적 고통완화를 위한 장기적 지원전략 마련’, ‘학교폭력 담당 교사들의 역량 강화’, ‘지역사회의 적극적 연계 및 교류’, ‘통합적 사례관리’ 등의 지원내용이 도출되었다. 피해청소년 가족을 위한 지원방향에는 ‘학교와 학부모의 의사소통 채널 구축’, ‘학교폭력 상황에 대한 부모의 대처방법 안내’, ‘피해자에 대한 기준 및 피해보상 제시’, ‘가족상담 지원’, ‘자조집단 필요’ 등이 제시되었다.

This study is aimed at finding practical methods to support school violence victims and their families through literature reviews and focus group interviews. As a result, the present conditions of supporting school violence victims are identified to be ‘focus on bullies punishment rather than victims,’ ‘lack of victims’ psychological support,’ ‘poor support for continuous aftereffect of school violence,’ ‘dependency on individual teacher’s competence,’ and ‘community support and limit.’ Second, the present conditions of supporting victims’ families are identified to be ‘economic burden caused by inadequate standard,’ ‘all family member’s hurt,’ and ‘lack of family support.’ To resolve those problems, this study proposes strategies as follows. First, strategies for school violence victims are ‘early intervention for school violence victims,’ ‘long-term strategies for relieving psychological pain,’ ‘empowering competence of teacher in charge,’ ‘necessity of community network and exchange,’ ‘integrated case management.’ Second, intervention strategies for victims family are ‘necessity of communication channel between school and parents,’ ‘guidance of how to cope with school violence,’ ‘suggestion for standard rule to identify school violence victim and compensation,’ ‘support for family counseling’ and ‘necessity of self-help group.’

이 글에서는 Werner ＆ Schoepfle(1987)이 소개한 문화기술적 연구에서의 결정표 활용 방법이 더 많은 연구자들에 의해서 사용될 수 있도록, 구체적인 적용방법과 유의사항을 실제 연구 사례와 함께 제시하였다. 이 글의 내용은 원저자들이 소개한 분석방법들을 필자가 실제로 자료수집과 자료분석에 활용하면서 더 사용하기 쉬운 활용방법이나 적용과정에서의 고려사항과 유의점 등을 찾아 나간 실행연구(action research)의 결과다.이 글에서는 우선 결정표 분석의 기본적 절차를 1) 결정표의 요소들, 2) 결정표 만들기, 3) 축약된 결정표 만들기, 4) 결정표에서 흐름표로의 4단계로 나누어서 소개하였다. 이 부분은 원저자들의 분석방법을 소개하되, 지나치게 복잡하게 느껴지는 설명은 단순화시키면서 우리나라 교육현장의 사례를 사용하고, 표를 더 이해하기 편하게 약간 수정하였다.결정표의 실제 활용 방법에 대해서는 이미 수집된 자료의 분석을 목적으로 할 때와, 자료수집 단계에서의 활용을 목적으로 할 때의 두 가지로 나누어서, 필자의 실험적 연구 사례를 가지고 구체적인 방법을 소개하였다. 마지막으로는 이러한 실험적 연구 결과 발견한 결정표 활용시의 고려사항과 유의점들을 논의하였다.

Decision table can be used as an effective in-depth interview tool and for the analysis of ethnographic data. However, few researchers are using decision table as research methods though the use of decision table as data collection and data analysis methods was first introduced to anthropologists and educational ethnographers in the middle of 1980's in the United States of America and in Korea. The lack of easy looking detailed manual of using decision table as research methods may be one of the major reasons. Through trials and errors in an experimental research which uses various kinds of decision tables for the analysis of Korean parents' decisions for their children to succeed in the entrance examination of universities, the researcher develops a research manual for the use of decision table as research methods. The contents of this manual is presented in this article, together with examples of decision tables used for the experimental research.

목적 본 연구는 대학생이 가지고 있는 무기력의 경험과 학교에 대한 요구를 ‘그들의 목소리와 언어’로 들어봄으로써, 무기력 학생을위한 대학 공동체의 이해 및 지원에 필요한 시사점을 탐색하고자 하였다. 방법 이를 위하여 W대 학생 6명을 대상으로 초점집단면담(Focus Group Interview)을 실시하였다. 질문지 작성 및 배포, 면담실시 및 기록의 과정으로 자료를 수집하고, 현상학적 분석 절차에 따라 자료를 분석하였다. 결과 연구 결과, 1) 무기력의 모습은 신체영역, 학교영역, 인간관계영역에서 다양하게 나타나고 있었고, 2) 무기력의 원인은 사회적분위기, 가족(수용해 주지 않는 부모님), 학교(소통하지 않는 교수), 인간관계(단절되거나 충족되지 못하는 관계), 실패 경험이나 느낌, 진로 목표의 부재, 지방대 인식과 관련되어 있었다. 3) 무기력을 완화하기 위한 노력으로는 자신에게 집중하기, 주변 지인들과함께 하기가 있었고, 4) 무기력 완화를 위한 학교 지원 요구는 수업, 비교과프로그램, 무기력 극복 지원 프로그램의 개선 또는 개발과관련되어 있었다. 결론 무기력 대학생을 지원할 수 있는 대학교 차원의 노력 및 개입과 관련한 시사점으로, 1) 대학 공동체가 학생 무기력에 대하여관심을 가질 수 있는 ‘학생 중심’의 패러다임 전환, 2) 대학생의 무기력 완화 및 극복을 위한 지원 방안으로 교과 및 비교과 영역을통합적으로 고려, 3) 무기력 학생에 대한 개입 시 부정적 변인을 약화시키고 회복탄력성을 강화시킬 수 있는 긍정정서 형성 지원을제시하였다.

Objectives By listening to university students’ “voice and words” of lethargy and their academic needs, this study aims to identify the ways through which higher educational communities can help these students. Methods A focus group interview was conducted with six students studying at W University. Results The students experienced lethargy in different aspects of life, including physical, academic, and interpersonal aspects. They experienced lethargy due to social pressure, unsupportive parents, lack of communication with professors, disjointed or unfulfilling relationships, the experience and/or feeling of failure, the lack of career goals, and the social prejudice of local universities. They endeavored to overcome lethargy by focusing on themselves and spending time with the people in their inner circle. Further, they needed the academic body to focus on curricula, extra-curricular programs, and improving and/or developing programs to help them recover from lethargy. Conclusions The results suggest that higher educational institutions should shift towards a “student-oriented” paradigm so that they can focus on students’ lethargy. They should comprehensively consider curricula and extra-curricular programs to mitigate and help recover students’ lethargy. Furthermore, they should foster the development of positive emotions for the students to strengthen their resilience and abate the effects of negative factors during the intervention.