선택한 단어 수는 입니다.
최소 단어 이상 선택하여야 합니다.
최소 단어 이상 선택하여야 합니다.
선택한 단어 수는 30입니다.
최대 10 단어까지만 선택 가능합니다.
최대 10 단어까지만 선택 가능합니다.
제안 방법
- For these reasons, this study aimed to examine academic burnout associated with self-worth, self-competence, self-efficacy, economic stress, job-seeking stress, school adaptation resilience, academic control, test anxiety, and study immersion. Additionally, by analyzing the converging relationship and influence of these factors with academic burnout, this study aimed to provide data that can be used to develop TOEIC courses, a curriculum and a instructional method that reduces academic burnout in students in health majors.
- Further, to determine the influence of each independent variable on academic burnout, a multiple regression analysis was conducted with variables that showed a significant difference in the univariate analysis. Categorical variables were changed into dummy variables, which included gender, Body Mass Index (BMI; kg/m2), communication with parents, grades, relationship with professor, relationship with friends, satisfaction with school life, regular exercise, sleeping hours, hobbies, and subjective health status. The level of significance for all statistics was set at p<0.
- As mentioned earlier, there are many studies on increasing demands for international service toward the students in health majors as well as related factors to academic burnout; however, there is little research on the relative importance and influence of these factors on academic burnout in terms of studying for the TOEIC in health majors. For these reasons, this study aimed to examine academic burnout associated with self-worth, self-competence, self-efficacy, economic stress, job-seeking stress, school adaptation resilience, academic control, test anxiety, and study immersion. Additionally, by analyzing the converging relationship and influence of these factors with academic burnout, this study aimed to provide data that can be used to develop TOEIC courses, a curriculum and a instructional method that reduces academic burnout in students in health majors.
- The purpose of this study was to understand the converging relationship and influence of self-worth, self-competence, self-efficacy, economic stress, job-seeking stress, school adaptation resilience, academic control, test anxiety, and study immersion on academic burnout. The specific purposes were as follows:
- The questionnaire was administered to 400 random students enrolled in a health major, who were involved in studying for the TOEIC at a university in the J region and who agreed to participate in the study. The survey was performed by researcher who were familiarized with research ethics. The structured anonymous self-administered questionnaire was collected from 322 individuals (80.
- With scores ranging from 15 to 75, higher scores indicate higher academic burnout. This investigation comprised 3 subordinate domains of burnout, including 5 questions about exhaustion, 4 about indifference, and 6 about a sense of inadequacy. The Cronbach’s α value of this tool was .
- This study collected preliminary data through questionnaires that were administered over a two-week period from April 3 to 14, 2017. To determine an appropriate sample size for the statistical analysis, the G power 3.
대상 데이터
- The present study examined the correlation between academic burnout and self-worth, self-competence, self-efficacy, economic stress, job-seeking stress, school adaptation resilience, academic control, test anxiety, and study immersion in students in health majors preparing for the TOEIC. An analysis was conducted on data collected using structured, anonymous, self-administered questionnaires that were administered from April 3 to April 14, 2017, with 291 randomly selected students in health majors from a TOEIC class located in the J region. The results of a multiple regression analysis showed higher academic burnout in females, groups with shorter sleeping hours, lower self-worth, higher self-competence, lower self-efficacy, higher job-seeking stress, lower school adaptation resilience, higher test-anxiety, and lower study immersion.
- Allowing for dropouts, the sample size was determined at 400. The questionnaire was administered to 400 random students enrolled in a health major, who were involved in studying for the TOEIC at a university in the J region and who agreed to participate in the study. The survey was performed by researcher who were familiarized with research ethics.
- 15. When analyzing the test power, the F critical region was 1.50, and minimum sample size was 264 individuals. Allowing for dropouts, the sample size was determined at 400.
데이터처리
- 0) program was used for statistical analyses. Differences in academic burnout based on sociodemographic characteristics, school life characteristics, health-related behavioral characteristics, self-worth, self-competence, self-control, economic stress, job-seeking stress, school adaptation resilience, academic control, test anxiety, and study immersion were examined with a t-test and an ANOVA. Since there was no cutoff point to divide score levels, the independent variables were divided into 4 groups by quartiles (Q1, Q2, Q3, and Q4) in order to compare academic burnout based on the scores on each variable.
- This study conducted a t-test, an ANOVA, and a regression analysis to investigate the relative importance, influence, and correlation of academic burnout related to studying for the TOEIC in students in health majors, with reference to their self-worth, self-efficacy, self-competence, economic stress, job-seeking stress, school adaptation resilience, academic control, test anxiety, and study immersion, which have been only partially examined in existing studies. The present study also intended to provide foundational data that can be used for the design and operation of an effective education program for TOEIC preparation.
- This study collected preliminary data through questionnaires that were administered over a two-week period from April 3 to 14, 2017. To determine an appropriate sample size for the statistical analysis, the G power 3.1 program was used with a t-test, an ANOVA, a correlation analysis, and a multiple regression analysis, a significance level of .05, test power of .95, and an effect size of .15. When analyzing the test power, the F critical region was 1.
이론/모형
- Economic stress was assessed using O Seung-hwan’s 8-item tool [33] that was based on Conger’s scale [32].
- Finally, study immersion was measured using Kim A-young’s [40] adaptation of Csikszentmihalyi’s [39] measurement tool.
- For assessing self-worth, which was used as an independent variable, Jeon Byeong-jae’s [28] 10-item tool that was adapted from Rosenburg’s [27] self-esteem scale was used, with scores ranging from 10 to 40, and higher scores indicating higher self-worth.
- For self-competence, Park Hyeon-seon’s 6-item scale[21] that was based on Hemandez’s [29] assessment tool [21] was used, with scores ranging from 6 to 24, and higher scores indicating higher self-competence.
- Self-efficacy was assessed using Yang Sook-mi’s 18-item tool [31] that was based on Tipton and Worthington’s measurement tool [30].
- Test anxiety was assessed using Cho Yong-rai’s [38] adaptation of Benson’s [37] measurement tool.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.