Purpose The purpose of this study was to examine the mediating effect of major satisfaction in the relationship between academic self-efficacy and academic achievement among nursing students.
Methods Data were collected from 142 nursing students from March 5 to March 9, 2018, and the collected data were analyzed using SPSS version 21.0 for Windows.
Results Academic self-efficacy had a significant effect on both major satisfaction (β=.31, p<.001), and academic achievement (β=.43, p<.001). The parameter of major satisfaction was found to have a significant effect on the dependent variable, academic achievement (β=.22, p=.007), and the independent variable, academic self-efficacy, also had a significant effect on academic achievement (β=.39, p<.001). Thus, major satisfaction was found to have a partial mediating effect on the relationship between academic self efficacy and academic achievement. The Sobel test showed that the path of the academic achievement and academic self efficacy variables was significantly mediated by major satisfaction (Z=2.99, p=.003).
Conclusion Academic self-efficacy was found to affect academic achievement, and major satisfaction was found to play a partial mediating role in the relationship between academic self efficacy and academic achievement.
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Purpose This study was conducted to characterize the influence of achievement motivation and the parent-child relationship on ego identity in Korean nursing students.
Methods The participants were 217 Korean nursing students in the first and fourth year of university. Data were collected through self-report questionnaires composed of items assessing ego identity, achievement motivation, the parent-child relationship, and demographic characteristics. The data were analyzed using descriptive statistics, one-way analysis of variance, the x2 test, and multinomial logistic regression analysis.
Results Ego identity was related to achievement motivation; moreover, the achievement motivation of students with moratorium and achieved identity status was significantly higher than that of students with low-profile moratorium and diffused identity statuses. Ego identity was not related to the mother-child relationship, but the father-child relationship of students in foreclosure was significantly higher than that of students with diffused identity status. The factors influencing achieved identity compared to diffused identity were achievement motivation, year in school, satisfaction with school, and having religious beliefs.
Conclusion These findings indicate that nursing students’ ego identity attainment was more influenced by achievement motivation than by the parent-child relationship. It emphasizes that highly motivated students can develop their own identities regardless of the parent-child relationship.
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This study is the descriptive survey for the purpose of providing the basic data that establishes the strategy to promote adolescent's hope by the examining of self-esteem, academic achievement, family functioning and hope of adolescents and the investigating of the factors influencing the hope in adolescents.
The subjects for this study were 456 students of the first and second year of man's senior high school that located in Seoul. The data were gathered from 16th to 31st of the October 2000. For the survey tool, it was used that the Family Assessment Device(FAD) of Epstein, Baldwin & Bishop(1983), the Self-Esteem Inventory(SEI) of Coopersmith(1975), the class record order and Hinds & Gatusso(1991)'s Hopefulness Scale for Adolescents(HSA). The collected data was analyzed by statistics methods as the descriptive and frequency analysis, t-test, ANOVA, Pearson and Spearman correlation coefficients and Stepwise multiple regression of SAS program.
The results of this study were following : 1. The mean score of self-esteem of young people was 51.06 +/- 6.83 and the mean grade was 2.04. The high academic achievement was 29.2%, middle grade was 52.7%, and low grade was 18.1%. The mean score of the family functioning was 38.30 +/- 6.98 and the mean grade was 2.25. The mean score of hope was 84.26 +/- 16.45 and the mean grade was 3.51. 2. The hope in adolescents was significantly different according to their father's school career. The mean score of the group that the father's school career was below junior high school was 77.32. That was significantly lower than the mean score 84.59 of the group that the father's school career was above college and the mean score 85.18 of senior high school group(F=4.04, P= 0.0183). 3. The self-esteem was represented the positive correlation with family functioning(r=0.43) and the all of the 4 subscales(r=0.31, 0.41, 0.39, 0.30). And, it was highly ranked as much as family functioning was good.
The academic achievement was represented the positive correlation with self-esteem(r= 0.15). Also, the positive correlation was shown between the affective responsiveness, role recognition and emotional support as the subscales of family functioning and academic achievement(r=0.11, 0.12).
And so, academic achievement was high as much as self- esteem was high and affective responsiveness and role recognition and emotional support were good. The hope was represented positive correlation with self-esteem and academic achievement(r=0.42, 0.26), and with the whole of family functioning(r=0.15) and the 4 subscales(r=0.13, 0.16, 0.11, 0.13). So, hope was high as much as self-esteem was high, academic achievement was high and family functioning was good. 4. The influencing factors on the hope of adolescents were self-esteem(17.63%), academic achievement(3.41%), father's school career(0.84%). These factors made it possible to explain 21.88% of hope.
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