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문제 정의
- This study aims to review the correlations between self factors, stress factors, resilience and control factors, test anxiety, learning flow and academic burnout experienced by Health major students who are under increasing pressure of TOEIC score. Due to the internationalization in medical service field, the students in Health majors are required to have ability of foreign language skills more and more in order to perform quality medical service [3].
제안 방법
- Health major students’ academic burnout in TOEIC study will be reduced by increasing self esteem, self competency and self efficacy, as well as economic and job seeking stress with proper degree of test anxiety. For development and management of curriculum and subject for TOEIC, this research suggests review and consideration on self factors, learning flow, test anxiety and stress factors. That means, the TOEIC curriculum for Health major students must manage these influential factors significantly.
- It is inevitable to have response bias in the process. However, this research about TOEIC studying of Health major students is significant to analyze the mutual impacts and convergence of the moderating variables such as self factors, stress factors, resilience and control factors, test anxiety and learning flow via covariance structural analysis. Future studies should perform sample survey in large scale for the danger factors against academic burnout of Health major students, as well as the mediated effect [47] between additional factors related.
- This study investigates the correlation of academic burnout with self factors, stress factors, adaptation and control factors, test anxiety, and learning flow with regard to Health major students’ English learning. It randomly selected a TOEIC class of a university located in J region and carried out an anonymous structured self administered survey from 3rd April, 2017 to 14th April, 2017 for about a month. 291 people in the class were randomly selected as participants.
- One exogenous concept (self factors) and five endogenous (economic stress, job seeking stress, school resilience, sense of academic control, test anxiety, learning flow and academic burnout) were theoretical variables to establish the model. The observed variables in self factors were from self esteem, self competence and self efficacy.
- School resilience and control category was modified and complemented by Park Hyeongsun into the scale with 22 items on the basis of Mastern and etc. [39] This test has three sub-domains; interest in school life (7 items), attitude toward study and grade (5 items), and compliance with school regulations (10 items).
- Self factors were included into the structural equation model as exogenous latent variable. The endogenous variables suggested by the theoretical model such as stress factors, resilience and control factors, test anxiety, learning flow, academic burnout and Y-observing variable were added to the structural equation model. Each path’s effect was divided into the route transforms from exogenous latent variable to endogenous latent variable, and the route between endogenous variables.
- Lack of time series does not allow to extend the interpretation since the cross-sectional result only indicates the causal relationship at the moment of the research. Third, the survey method was subjective self-administered questionnaire to measure desperation, stress factors, resilience and control factors, learning flow and academic burnout. It is inevitable to have response bias in the process.
- This study carried out covariance structure analysis with exogenous latent variable (self factors) and endogenous latent variables (stress factors, resilience and control factors, text anxiety, learning flow and academic burnout) in order to investigate the causal relationship between the influential factors on academic burnout. As a result, the general suitability of the model was confirmed fine as well as the model’s composition.
- This study investigates the correlation of academic burnout with self factors, stress factors, adaptation and control factors, test anxiety, and learning flow with regard to Health major students’ English learning.
- This study investigates the reciprocal relation between Health major students’ self factors, stress factors, resilience and control factors, test anxiety, learning flow, academic burnout, and convergence impacts of the relations.
- Learning flow was measured by the scale (29 items) validated by Kim Ayoung et al [45] based on the scale of Csikszentmihalyi [44]. This test consists of nine sub-domains; combination of challenges and skills (3 items), integration of behavior and consciousness (3 items), clear goals (3 items), specific feedback (3 items), focus on task (3 items), sense of control (3 items), loss of consciousness (3 items), distorted of time sense (3 items), and purposeful self-experience (5 items). The score is ranged from 29 to 145 and higher result indicates deeper learning flow.
- Job seeking stress utilizes the scale (22 items) modified and complemented based on CMI (Cornell Medical Index) [38]. This test has five sub-domains; personality stress (6 items), home environment stress (5 items), schoolwork stress (4 items), school environment stress (4 items), and unstable job stress (3 items). The score range is 22-110 and higher result means greater employment stress.
대상 데이터
- It randomly selected a TOEIC class of a university located in J region and carried out an anonymous structured self administered survey from 3rd April, 2017 to 14th April, 2017 for about a month. 291 people in the class were randomly selected as participants. The covariance structure analysis results confirmed the cause and effect relationship between academic burnout and self factors, stress factors, adaptation and control factors, test anxiety, and learning flow.
- 50 and necessary sample number as 264. Considering elimination rate, 400 people was determined as survey target. The survey randomly selected one college that has Health department at J region and randomized 400 students at the special course for TOEIC.
- Yang Sukmi [35] reconstructed Tipton and Worthington’s GSE (The Generalized Self-Efficacy scale) [34] for self efficacy. The 18 scale items were examined for validity. The score is ranged 18-126 and higher result identifies higher self efficacy.
- Considering elimination rate, 400 people was determined as survey target. The survey randomly selected one college that has Health department at J region and randomized 400 students at the special course for TOEIC. As a result of the survey, 322 students returned the questionnaires (recovery rate 80.
데이터처리
- The data was collected from April 3rd, 2017 to April 14th, 2017 for two weeks. The proper sample size was calculated by G power 3.1 program [30] for t-test, ANOVA, correlation analysis and multiple regression analysis. The result of analysis with significance level (0.
이론/모형
- The score is ranged 10-40 and higher result confirms higher self esteem. For self competence, it uses the scale (6 items) written by Park Hyeongsun [25] using Hemandez [33] scale and etc. The score is ranged 6-24 and higher result shows higher self competence.
- Learning flow was measured by the scale (29 items) validated by Kim Ayoung et al [45] based on the scale of Csikszentmihalyi [44]. This test consists of nine sub-domains; combination of challenges and skills (3 items), integration of behavior and consciousness (3 items), clear goals (3 items), specific feedback (3 items), focus on task (3 items), sense of control (3 items), loss of consciousness (3 items), distorted of time sense (3 items), and purposeful self-experience (5 items).
- The self-worth under self category utilizes the scale with 10 questions adapted by Jeon Byeongje [32] on the basis of Rosenberg [31] scale. The score is ranged 10-40 and higher result confirms higher self esteem.
- The structural equation model utilizes SPSS Amos(ver 22.0) and maximum-likelihood classification for estimation of parameter. The variables used for the equation consider each model components as latent variables and selected the variables corresponding to each component as observing variables.
- The text anxiety used the scale (20 items) adapted by Jo Youngrae [43] using the measuring scale of Benson et al. [42] This test has four sub-domains; tension (5 items), worry (6 items), bodily symptom (5 items) and test-irrelevant thinking (4 items).
성능/효과
- As a result, the general suitability of the model was confirmed fine as well as the model’s composition.
- The existing researches had investigated factors similar to academic burnout, self elements, stress elements, test anxiety and studying immersion respectively but the understanding on relations between the factors of Health major students, relative importance and convergence approach to the influences are highly desired. In conclusion, as demands for the implementation of international competency increase for Health major students, this study identifies academic burnout with self factors, stress factors, adaptation and control factors, test anxiety and studying immersion as well as general characteristics. Further, the variables are subject to the analysis of mutual relation and convergence.
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