최근 대학의 입시전형의 다양화로 인하여 학생들의 학업 역량과 성취 수준에 편차가 점차 커지고 있기 때문에 대학공부를 수행하는 데 필요한 기초학력의 부족 등으로 인하여 대학공부의 부적응한 사례가 점차 증가하고 있다. 본 연구는 학부생이 겪는 학업 문제를 해결하고 자신이 가진 학업 잠재력을 극대 화하여 성공적인 대학공부 수행할 수 있도록 지원하고자 집단 학습상담 프로그램을 개발하였다. 10명의 학생을 대상으로 시범 프로그램을 운영하고, 사전사후 검사를 실시하여 교육적 성과를 분석하였다. 프 로그램 참여자들은 인지적 정의적 영역에서 상대적으로 향상되는 변화를 도출하였다. 본 연구 결과는 집단 학습상담이 학생들의 학업 편차를 해소하고 자기 주도적 학습자로 자신의 학업 역량을 향상시키 는데 효과적임을 확인하였다.

목 적: 안경광학과 재학생들의 진로정체감, 전공만족도, 대학생활적응과 자아존중감이 학업성취도에 미 치는 영향을 알아보고자 한다. 방 법: D대학교 안경광학과 재학생 108명을 대상으로 설문조사를 실시하였으며, 학업성취도는 대학 입 학 후 2015학년도 1학기까지의 평균평점을 사용하였다. 수집된 자료는 IBM SPSS Statistics 22를 이용하여 신뢰도분석, 요인분석, 빈도분석, 기술통계량, t-검정과 분산분석, 다중회귀분석을 실시하였다. 결 과: 진로정체감, 전공만족도, 대학생활적응, 자아존중감과 학업성취도 간에는 모두 유의한 정적인 상 관관계를 보였고, 학업성취도와 가장 상관관계가 높은 것은 대학생활적응(ｒ=.320)이었다. 학업성취도에 영향을 미치는 요인은 진로정체감의 요인 중 흥미와 재능(β=.356, ｐ=.012)이었고, 전공만족도는 교과만족을 제외한 모든 변인이 유의미했으며, 대학생활적응 요인 중에서는 학업적응(β=.367, ｐ=.032)만이 유의한 영향을 미쳤고, 자아존중감의 하위요인 중 학업성취도에 영향을 미치는 요인은 자기존중(β=.292, ｐ=.047)이었다. 유의미한 변수들을 동시에 투입하여 학업성취도에 영향을 미치는 요인은 일반적인 전공만족도(β =.465, ｐ=.002)와 전공에 대한 인식만족도(β=-.415, ｐ=.003)가 유의한 영향을 미치는 것으로 나타났다. 결 론: 안경광학과 재학생의 학업성적을 높이기 위해서는 대학생활적응과 전공만족도 증진에 필요한 안 경광학과 특성에 맞는 구체적인 프로그램이 필요할 것으로 사료된다.

본 연구는 성격 유형과 연령별, 유행혁신성에 따른 구두 스타일 선호와 감성에 대해 연구한 것으로 실증적 연 구를 통해 이를 규명하고자 하였다. 본 연구는 편의표본 추출방식의 설문조사를 통한 연구를 하였으며 여대생 224명을 대상으로 조사하였다. 구두 스타일을 선정하기 위하여 구두 종류를 사전적 분류와 인터넷 검색을 이용 하여 현 여대생들에게 착용이 적합한 총 8개 구두를 선정하였다. 성격유형은 MBTI 간략척도를 본 연구에 맞게 수정하여 사용하였다. 감성척도는 선행연구를 통해 검증된 감성척도를 수정 보완하였으며 SPSS통계분석 결과는 다음과 같았다. 첫째, 구두 스타일에 따라 선호와 감성에는 유의한 차가 있었으며 대응분석 결과, 구두의 감성은 4~5가지로 묶일 수 있었다. 둘째, 여대생의 성격유형별로 몇 가지 구두에서 선호와 감성의 유의한 차가 있었다. 셋째, 유행 혁신성에 따른 구두의 선호와 감성의 유의한 차가 있었으며 구매횟수에 따른 구두의 선호도에 유의한 차가 있었다. 본 연구결과를 통하여 소비자의 특성 및 유행이 급격하게 변화하는 구두시장에서 생산자, 소비자 모두에게 유용한 효과적인 정보 자료로 사용될 수 있을 것으로 기대한다.

The purpose of this study was to determine the effects of awareness and knowledge of the efficacy of carbonated water on consumption patterns and satisfaction for college students, who are the principal consumers of carbonated water. A survey was conducted with 502 college students in the Metropolitan area from May 13 to 18, 2015 and 455 questionnaires were analyzed. As for the differences in awareness and knowledge of the efficacy of carbonated water according to gender, females (14.60 and 0.76) had better awareness and knowledge than males (13.40 and 0.58) (p=0.000 and p=0.036). The more positive the awareness of carbonated water, the greater the knowledge (p=0.000); the greater the knowledge of carbonated water, the higher level of consumption satisfaction (p=0.006). The odds ratio of awareness for carbonated water was 11.98; that is, positive awareness led to higher levels of satisfaction than negative awareness (p=0.003). Since awareness of the efficacy of carbonated water was found to affect carbonated water drinking and satisfaction, it is necessary to provide correct information about the efficacy of carbonated water.

The purpose of menu labeling is to offer eating environments with improved healthy food selection. Similar to U.S. policies, the Korea government enforces the Special Act on Children’s Food Safety and Nutrition for provision of nutritional labeling in chain restaurants. Considering the importance of dining services for college students and their interests in health, this study examined college students’ perception toward nutrition information provided by university dining services. A survey was conducted for university students. Students' recognition of nutrition information for university dining services was lower than recognition of nutrition information for commercial food services. The most common reason cited by students for considering nutrition information of university dining services was customer rights, followed by health maintenance. Students showed a high tendency to use nutrition information of university dining services. College students’ motivation for knowing nutrition information of university dining services included health and value interests. Students’ knowledge of nutrition had a positive effect on their intention to know nutrition information. The findings of this study offer university administrators and contract food service management companies directions for developing menu labeling for university dining services.

Recent L2 motivation research has paid attention to the dynamic nature of motivation and to the process of motivational changes in L2 learning. While studies have mostly focused on the factors positively influencing L2 motivation, relatively little research has been conducted on the factors that influence learner demotivation. In this light, the study examined the factors affecting Korean college students’ demotivation and their reaction to demotivation by drawing on the notions of ideal L2 self and ought-to L2 self in Dörnyei (2005, 2009). Based on interviews with twenty-nine Korean college students, three factors were identified as demotivating factors: lack of meaningful purpose, lack of improvement and success experiences, and lack of self-determination. It was noted that the conflict between the students’ desire to use English for communication and the immediate need to gain good scores on standardized tests was the main source of learner demotivation. However, the students with a strong ideal L2 self were more successful in setting personalized goals and participating in personally meaningful activities when demotivating factors were present. The findings indicate the importance of learners’ ability to visualize their ideal L2 self in overcoming demotivation and remotivating themselves.

Relationship between lipid intake and obesity has been well-addressed but recent findings indicated that the type of lipid or composition of lipid in the diet also contributes to body fat accumulation and consequential health outcome. The purpose of this study was to investigate the status of nutrition intake including fatty acids, lipids and lipid soluble nutrients between the obese and lean college students and to analyze the relationship between the intake of certain fatty acids and body fat accumulation. Anthropometric elements including body weight, height, body fat and composition were measured, and dietary recall was conducted on a total of 114 college students. Data showed that total calorie intake and total lipid intake were not significantly different between the obese and lean subjects, in both male and female students. However, male obese subjects ate more amount of plant lipids and palmitic acids (C16:0) from their diet (p<0.05), while female obese subjects consumed more linoleic acids (18:2) and linolenic acids (C18:3) compared to normal subjects (p<0.01). Correlation analysis revealed that the consumption of palmitoleic acid (C16:1) and lipid soluble vitamin D were negatively (p<0.05) correlated with body fat accumulation in all subjects and these findings were supported by simple linear regression analyses for those variables. These results implicate that rather than only considering the amount of lipids, suggesting a proper type of lipids or lipid metabolites can be considered in nutrition counseling or education.

The purpose of this study was to investigate the health status and food habits of male college students in Seoul according to drinking habits. In order to identify risk factors, health surveys were conducted from October 2013 to December 2013. Average height, weight, and BMI of subjects were 175.47±5.27 cm, 67.93±9.28 kg, and 22.04±2.67 kg/m2, respectively. Weight and BMI were higher in the non-drinking groups compared to the drinking groups (p<0.05). Frequency of drinking was 2~3 times per month, and 52.4% of subjects started drinking when starting university. The motivation to start drinking was cited as “From necessity”. Reason for drinking was “Social relations”. The favorite kind of drink was beer. Rate of taking supplements was 24.4% of the subjects. Vitamin preparations were highest in drinking groups and non-drinking groups (p<0.05). The reasons for skipping meal were “too busy” in the drinking groups, and “oversleep” in the non-drinking groups (p<0.05). The preference for snacking in drinking groups were milk, milk products, and fast food, with the highest being listed first. The non-drinking groups preferred carbonated drinks and ice cream. The drinking groups need more education about their drinking habits. Drinking groups also need an increased intake of vegetables and fruits.

This study examines the effects of the integrated reading-writing tasks (e.g., writing summaries or reflective essays) on college students’ writing performance. A pre-test and a post-test which consisted of reading comprehension questions and a writing task were administered to 207 EFL college students at the beginning and end of a semester. The data was analyzed both quantitatively using ANOVA and post-hoc test, and qualitatively using a questionnaire survey and interviews. The mean scores of the posttest for the classes which utilized the integrated reading-writing tasks were higher than that of the control group. Also, higher level students in the two experimental groups and a control group showed that there were improvements between the pre-test and post-test, specifically in the treatment groups. The analyses of the questionnaire survey and interviews revealed that the treatment groups which integrated reading-writing in class perceived writing summaries and reflective essays as helpful and effective tools for enhancing their writing ability. The overall results of the study indicated that implementing the integrative approaches to language instruction in the EFL classroom is beneficial in improving learners’ writing performance regardless of the learners’ proficiency level.

본 연구는 전문대학생의 스마트폰 사용과 가족의사소통, 자기통제력에 대한 연구로 스마트폰 사용과 가족관계 및 스스로에 대한 통제력 및 스트레스를 살펴봄으로 이 연구를 통해서 스마트폰 사용으로 인한 가족과 대인관계 및 스스로에 대한 통제력과 스트레스를 살펴보고 이와 관련된 문제에 대해 나아가야할 방향에 대해 모색하고자한다. 연구결과 전문대학생의 스마트폰 중독에 미치는 영향은 일상생활에서 스마트폰이 차지하는 비중, 가치관 스트레스, 즉각적 만족추구, 부모님과의 대화시간순이었다. 부모님 과의 대화시간이 적을수록, 일상생활에서 스마트폰이 차지하는 비중이 높을수록, 경제적 문제와 가치관으로 인한 스트레스가 높을수록, 즉각적인 만족을 추구할수록 중독위험이 높다고 하겠다. 이러한 연구결과는 전문대학생의 가족과 학교관계 및 대인관계와 스스로에 따른 지원전략과 프로그램이 필요하다고 할 수 있겠다.

본 연구의 목적은 사회복지적 원조방안의 기초자료를 제공하기 위하여 여자대학생 115명의 건강증진행위에 대한 자기애적 성격성향과 다이어트 행위의 관계를 규명하는데 있다. 건강증진행위에 관련된 요인들이 다양하지만 본 연구에서는 자기애적 성격성향과 다이어트 행위요인이 어떻게 관련되어 있는지를 밝히고자 하였다. 조사 대상자들은 임의 표집하여 건강증진 생활양식 척도, 자기애적 성격검사 척도, 다차원적 섭식태도 검사 척도를 사용한 자기보고질문지로 응답하였다. 조사 자료의 분석은 SPSS 15.0을 이용하여 기술통계분석, t-검정, 분산분석, 상관관계분석, 단계적 회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 조사 대상자들의 건강증진행위의 평균점수는 129.51점으로 높게 나타났다. 세부 영역으로 실천 정도가 가장 높은 영역은 스트레스 관리이며, 가장 낮은 영역은 자아실현으로 나타났다. 둘째, 건강증진행위와 자기애적 성격성향, 다이어트 행위간에는 유의한 관계가 있는 것으로 밝혀졌다. 셋째, 자기애적 성격성향과 다이어트 행위는 여자대학생의 건강증진행위 예측 요인으로 나타났다. 그러므로 자기애적 성격성향과 다이어트행위의 고려를 반영하는 복지서비스 투입이 사회복지 실천에 있어서 여자 대학생을 위한 효과적인 개입으로 제안되었다.

The purpose of this study was to investigate the effects of vocabulary learning activity types via smart-phones on vocabulary learning and the attitude of Korean college students. The participants were 56 college students, who were divided into 4 groups: a competitive and self-paced group (Group 1), a competitive and controlled-paced group (Group 2), an individual and self-paced group (Group 3), and an individual and controlled-paced group (Group 4). Vocabulary tests were administered before and after the experiment. The analyses of the post-test results showed that Group 3 had improved most and Group 1 earned the second highest score, indicating that competition can make a positive effect on vocabulary learning via smart-phone applications. The results also revealed that there was no statistically significant difference in the post-test scores between self-paced and controlled-paced groups. In addition, vocabulary learning via smart-phone applications improved the participants’ attitudes toward vocabulary learning.

The purpose of the current study was to explore the effects of background knowledge, time pressure, and involvement on reading comprehension. One hundred and twenty college students read three passages and answered comprehension questions in eight different experimental conditions: activated vs inactivated background knowledge, with vs without time pressure, and high vs low involvement. The results showed main effects of background knowledge and involvement on reading comprehension, indicating essential roles of background knowledge in facilitating the processes of reading comprehension in Korea’s EFL educational contexts. In addition, the study found an interaction effect of background knowledge and time pressure on reading comprehension. Pedagogical implications are suggested.

The purpose of this study was to estimate the relationships between dietary factors and the stress perception levels of College students. A survey was conducted in June, 2010, targeting 332 college students in Gwangju. General environmental factors, stress perception levels, dietary behaviors, and dietary action guide performance of the subjects were evaluated by questionnaire, and food intakes was determined by the 24-hour recall method. The results are summarized as follows.: The score of frequency experiencing was 45.1±16.9 for male students, and 47.0±16.7 for female students. The importance scores were 50.8±18.5 for males, and 53.3±18.7 for females. The total score for dietary action guide performance was 39.6±7.2 for males and 40.6±6.5 for females. Nutrient intake levels were evaluated based on dietary reference intake (DRI), revealing energy intakes to be 68.5% EER in males and 73.9% in females. The mean intakes of nutrient were 54.2% RI for calcium, 73.6% RI for riboflavin, and 51.2% RI for vitamin C but 203.6% AI for sodium, which indicates an imbalance in nutrient intake. Analysis of the correlations between stress perception levels and dietary factors, scholarship achievements, financial problems, future problems, value senses, and family relationships revealed significant correlations with general environment factors, dietary behaviors, Dietary action guide performance, and nutrient intakes (p＜0.05). The higher the stress perception levels of the students, the higher the energy, coffee and alcohol intake, which predicts that appropriate stress control in college students will lead to better dietary habits. It is expected that the results above will be used as basic data for the development of proper nutrition education programs and stress control strategies.

This study examined how Chinese college students react to their writing teachers’ corrective feedback (CF). A total of 1,077 students completed a survey questionnaire consisting of two parts: participants’ general information and their reactions to teachers’ CF. It was found that students had positive feelings towards CF, and that they gave the most attention to the problems at the micro-level. They believed that teacher CF could help them greatly with revision in organization, vocabulary, and grammar, but that it was not so helpful with problems in content. Failure to comprehend or make corrections based on their teacher CF was reported. In such cases, some students tended to employ very limited strategies, or they responded to CF in a passive manner. Accordingly, it is suggested that further qualitative research also be conducted to obtain a fuller and finer picture of students’ reactions to their teacher’s CF on their writings.

The skill of argumentation is problematic for EFL students who are linguistically and rhetorically deficient in expressing academically appropriate forms in English. In fact, many EFL students struggle to write highly elaborate arguments. In this study, we investigated whether EFL students’ skills for argumentation improved after receiving peer feedback. We also investigated which elements of argumentation were related to the quality of argumentative writing. To this end, we used the Toulmin model of argumentation. We collected 34 EFL students’ first drafts and revisions as well as reviewers’ written feedback, and analyzed their drafts and revisions with a range of quantitative and qualitative approaches. We found that peer feedback had a positive effect upon overall writing quality. Peer feedback made meaningful contributions to the development of students’ argumentative strategies they employ. It seems apparent that peer response prompted the students to reflect on whether the logic of their argumentation made sense to the readers.

This study used focus group transcripts and blog entries to explore the experiences of five Korean community college students in a course designed to promote second language (L2) writing development. To provide an in-depth look at this experience from the learner’s perspective, the author was “embedded” in this writing course, taking on the role of participant-researcher. Through multiple readings and coding of data from focus groups and students’ shared blogs, five relevant themes emerged from the students’ discourse: internalization; depersonalization; simplification; bonding; and approbation. From consideration of the students’ perspectives on their experiences in the writing class, suggestions for improving the experience of Korean and other L2 writing students are proposed, including use of relevant and accessible writing topics. The cohesiveness established through the discussion activities in the current study may have benefited participants’ motivational and strategic adaptation, suggesting that such sharing of experiences could be helpful for L2 writing students.

Since the notion of World Englishes attracted growing attention, the dichotomy between native speakers (NS) and nonnative speakers (NNS) has been challenged. Nonetheless, the belief that NS teachers are superior to NNS teachers still persists. Against this background, this study investigated how Korean college students perceived NNS English instructors and whether students' experiences with NNS teachers and English proficiency level influenced their perception. Data were collected from 472 students enrolled in communication-oriented English courses through questionnaires. Data analysis revealed that Korean college students generally had favorable perceptions of NNS instructors. Moreover, findings revealed that students perceived grammar teaching to be NNS instructors' greatest strength while culture teaching to be their biggest weakness. The study also found that the students who had learned from NNS instructors, had more positive views of NNS than the students who had not had any relevant NNS teaching-learning experiences. Similarly, lower level learners' perception was found to be more positive than higher level learners' perception.