This study was conducted to identify the relationship between metacognition, self-efficacy and self-leadership among nursing students, and to investigate the factors influencing self-leadership. The subjects of this study consisted of 445 nursing students of S university in S city. Data were collected using self-reported questionnaires from May 23 to June 10 and analyzed based on frequencies, t-tests, ANOVA, Scheffe's test, Pearson's correlation, and multiple regression, which were conducted using the IBM SPSS 21.0 program. The mean value of self-leadership was 3.54, which was significantly positively correlated with metacognition (r=0.670, p<0.001) and self-efficacy (r=0.742, p<0.001) in nursing students. Self-efficacy, metacognition, religion and satisfaction of their major explained 62.2% of the total variance in self-leadership among nursing students (R 2 =0.622, p<0.001). Overall, self leadership should be strengthened by increasing the self-efficacy and metacognition of nursing students.
PURPOSE :The purpose of the this study was to build an understanding of school violence experiences among students with high functioning autism spectrum disorders(HF-ASD) in inclusive education environment and provide basic data to prevent and intervene it.
METHOD :Sixteen mothers having a son with HF-ASD were interviewed in-depth and shared their son's experiences. The qualitative research method are used in the collection and analysis of data.
RESULT :As a result of this research, 4 categories, 11 sub-categories and 80 concepts are identified. 4 categories are as follows: characteristics of school violence experience, results of school violence experience, the context of school violence occurs, and coping to school violence.
CONCLUSION :The result of this study should have a microscopic viewpoint of their suffering and help to identify the needs for school violence prevention and support. It is also to be utilized as a successful coping strategies for HF-ASD and their parent education.
This study aims to testify the effect of self-esteem improvement program for elementary school children from single-parent families on their self-esteem and depression. Methods: The research design used in this study was a non-equivalent control group pretest-posttest research design. The participants were divided into two groups, an experimental group(n=11) and a control group(n=13). Data were analysed by using Mann-Whinety U test, Wilcoxon Signed ■ keyword :|Self-esteem Improvement Program|Self-esteem|Depression|
The purpose of this study is to find out whether parental abuse affects elementary school students' anxiety, depression, aggression, self-esteem, and smartphone overindulgence, and to find out what factors affect them most. This study has been conducted based on self-reporting questionnaires collected from elementary school students who are in between 4th and 6th grades throughout the Seoul, Gyeonggi, and South Chungcheong Provinces and used correlation and multiple regression to check the demographic characteristics of subjects surveyed through frequency analysis using SPSS for Win.24.0 The results of this study have shown that parental physical abuse, emotional abuse, and neglect have affected elementary school students' anxiety, depression, aggression, self-esteem, and smartphone overindulgence, and therefore have had enough meaningness as a prior study, on which various therapeutic and preventive programs have been develpoed. The limitation of this study are that there are no significant results for sexual abuse, so subsequent studies have been required for the further study of children with sexual abuse.
The study was conducted to identify the influence of depression and eating disorder on college adjustment in female freshmen. Two hundred twenty one subjects completed a structured questionnaire in March to April 2016. Data were analyzed using IBM SPSS 21.0 program. The results of this study were as follows: college adjustment in female freshmen was 106.14, depression was 10.22, bulimia nervosa was 61.84, anorexia nervosa was 10.46. Depression (r=-0.409, p<.001) and bulimia nervosa(r=-0.133, p<.048) were negatively related with college adjustment and bulimia nervosa(r=0.391, p<.001) and anorexia nervosa(r=0.302, p<.001) were positively related with depression. Female freshmen with high depression and eating disorder had lower college adjustment. The results of this study suggest that it needs to do a screening test for depression and eating disorders, predict maladaptation and help their college adjustment in freshmen.■ keyword :|College Adjustment|Depression|Eating Disorder|
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