Four-year Colleges Research Articles

상담전공 학부생의 자기자비가 우울 및 주관적 행복감에 미치는 영향: 타전공과 비교하여

This study aims to examine how self-compassion affects depression, subjective happiness and whether counseling majors differ from students in other majors in the effects of self-compassion on depression and subjective happiness. For the analysis, 148 students majoring in counseling, 187 students majoring in other majors at four-year universities in Busan and Jeolla Province were surveyed on depression, subjective happiness, self-compassion. Descriptive statistics, correlations, t-tests, hierarchical regressions were performed. First, the results showed that higher self-compassion was associated with lower depression and higher subjective happiness in college students. Second, the effects of self-kindness and over-identification on depression were significantly higher for counseling majors than for undergraduates in other majors. Third, the impact of self-judgment and over-identification on subjective happiness was significantly higher for counseling majors than for non-counseling majors. Based on these findings, the importance of self-compassion and ways to improve it for the mental health of counseling majors were discussed.

Study on the Need for Beauty Convergence Education through Analyzing Learners' Perceptions of Micro Degree

The purpose of this study is to analyze learner perceptions based on the experience of operating a Micro Degree curriculum for the first time and to use it as a reference for more effective operation of future courses, as well as to explore the possibility of using Micro Degree as a competency-based education for beauty-related majors in four-year universities in Korea and to propose the need for beauty convergence education. We analyzed the background of the establishment of the ‘Digital Healthcare Consultant’ major and the trends of related industries in order to foster human resources tailored to the needs of society. We also conducted an FGI with students who took the first course, ‘Personalized Healthcare’. The results show that in the era of digital transformation and new normal, the global beauty and health industry structure is changing and the paradigm and system of beauty and health convergence education are being reorganized. In conclusion, we would like to suggest the need for beauty convergence education as follows. First, it is necessary to innovate and operate the curriculum flexibly by continuously monitoring the changing beauty industry scene. Second, in the era of digital transformation, it is necessary to cultivate digital beauty convergence talents. Third, the digital healthcare industry also requires manpower that can collaborate to provide customized services to customers, so it is necessary to pay attention to fostering convergent talents that can combine beauty and healthcare.

A Case Study of Utilizing ChatGPT as an Assistant Writing Partner in a PBL College Writing Course

Objectives This study presents a case study of utilizing ChatGPT in a project-based writing course, and explores its applicability and effectiveness. Through the course, an examination was conducted on the roles, strengths, and weaknesses of ChatGPT as a writing assistant tool by investigating students’ vivid responses, evaluations, and their perception of the effectiveness and satisfaction with the use of ChatGPT in the course.
 Methods To achieve this, a project-based writing course model utilizing ChatGPT was designed and implemented for 227 students enrolled in a “Basic College Writing” course at a four-year university, quantitative and qualitative data were collected through online surveys, weekly reflective journals uploaded by students to the LMS, course evaluations, and descriptive responses. A mixed-methods research approach was employed to analyze the data, allowing for an examination of the effectiveness and benefits and limitations of utilizing ChatGPT as an assistant writing partner.
 Results The findings revealed that students perceived knowledge utilization as the most effective aspect in the project-based writing course using ChatGPT, followed by communication and social skills, self-directed learning abilities, writing self-efficacy and problem-solving skills. While students recognized ChatGPT as a useful tool for idea generation and improving writing depth, they encountered difficulties in verifying its information, highlighting the need for fact-checking and responsible use. Additionally, the instant feedback feature of ChatGPT was highly valued for creating a psychologically safe writing environment.
 Conclusions This study exhibited that the project-based writing course utilizing ChatGPT has a positive impact on students’ overall writing learning experience. It was found to be effective in providing personalized support, timely feedback, and access to wide range of knowledge, thereby fostering creative and critical thinking in a college writing course, However, both instructors and students should remain attentive to the limitations of ChatGPT and ensure its ethical and responsible use through ongoing vigilance.

Analyzing the Experience of Participating in a Mentoring Program for Academic Alert College Students Through Text Network Analysis

The purpose of this study is to identify the effect of personal participation and interaction through activity sheets created in a course called <i>Mentoring Program for Graders</i>. In doing so, this study provides educational implications by examining the experiences of all students who participated in the programs operated in the university through the visualization of text network analysis methods and network analysis. The target audience is a total of 86 teams and 176 participants in the mentoring program for merit credits at a four-year university in G City. The program consisted of a total of 5 sessions, and participants wrote an activity report after each session. After obtaining consent for data collection and use, the contents of the activity sheets and impressions were collected, and data analysis was carried out using MAXQDA. As a result of the study, 456 codes were coded in the mentee experience, and the main keywords according to the frequency of the codes were ‘improvement of learning attitude’ and ‘enhancement of self-efficacy’. In the mentor experience, there were 411 codes, and as a result of the coding, ‘growing by helping the mentee’ and ‘pace maker’ were derived as the main keywords. Finally, a total of 1,483 codes were coded in the interaction experience, and the main keywords were ‘companionship’ and ‘steady communication’. Finally, based on the results of the code system analysis of each experience, network analysis was carried out to visually confirm Code map, and the structural analysis according to the cluster was presented. Based on these results, we proposed a plan to increase the effectiveness of the mentoring program for graders.

대학입학전형 사례 연구

Today, integrative thinking and problem-solving skills are paramount. Yet, current college admissions remain anchored to traditional pedagogy. As global emphasis on tertiary education intensifies, it's essential to recalibrate admissions to align with universities' goals and standards. This study examined the documentation review of comprehensive student record admissions at four-year universities in Seoul and its metropolitan area. Using data from the “A” Christian university a correlation between document evaluation scores and student grades was identified. Candidates from the “Coram Deo Talent Selection” consistently showed exemplary academic performance. Furthermore, the document scores and academic capability factors significantly influenced student outcomes. Universities, as advanced academia pillars, must integrate admissions with primary to secondary education, endorsing judicious benchmarks. The student admission should evaluate candidates' comprehensive competencies beyond mere numbers. This research offers insights for a refined collegiate admissions strategy, fostering growth for institutions and students.

실용음악 전공자의 웹리터러시 역량 필요성 연구

Based on surveys of students majoring in applied music at a four-year university and consultations with professors engaged in applied music, this study was conducted to understand the demand and necessity of 'web literacy' education in 'applied music major education'. This study examined how much 'web media/platform' such as music streaming platform, YouTube, and SNS actually play a role in music learning and listening to college students majoring in applied music, and also explored the awareness of the web's status as a 'music presentation and distribution' media as a production subject of music content. Additionally, the study investigated how applied music professors understand the necessity and demand of education related to 'web literacy' of students in the educational field. As a result of the study, it was confirmed that both the educational providers and recipients recognize the proactive role of web media throughout the entire process, including music education, listening, presentation, and distribution, that education related to these aspects of web media should be introduced and expanded to keep pace with the evolving landscape. This study reveals that there is a widely shared recognition of the substantial need for the expansion of education and the introduction of curriculum related to 'web literacy'.

이공계 신입생의 대학타협 유형이 학업중단의도에 미치는 영향

This study aimed to analyze the effect of university compromise types on the dropout intention of freshmen majoring in STEM. To this end, this study utilized data from 782 freshmen in STEM majors at four-year universities from the 7th year of the Korean Educational Longitudinal Study in 2005 and conducted a one-way ANOVA and multiple regression analysis. Conceptually, the types of academic dropout were divided into transfer/re-entry and change of major, and the types of university compromise were defined as no compromise, university compromise, department compromise, and total compromise depending on whether the student compromised with the reputation or preference of the university and department. In summary, the results of this study are as follows: First, there were differences in dropout intentions depending on the type of compromise in university admission. Overall, students who made total compromises were more likely to transfer, re-enter, or change their majors than those who made no compromises. Second, university compromise affected transfer or re-entry, whereas department compromise affected change of major. Third, total compromise, which compromised both the university and department, had a significant impact on transfer, re-entry, and change of majors. Based on these results, implications for fostering STEM talent are suggested.

예비교사를 위한 AI 활용 수업 사례 및 효과성 분석

The purpose of this study was to examine a instructional case and effectiveness in order to derive implications for designing AI education courses for pre-service teachers. To this end, we conducted a preliminary survey of 50 elementary and secondary pre-service teachers at a four-year university in the Seoul, and found that perceived usefulness had a significant effect on the intention to adopt AI technology, and based on this, we designed a class that considered the usefulness of AI. The designed AI utilization class was validated by two pedagogical experts, and the final design was derived and applied to the class. To verify the effectiveness of the program, we conducted a paired t-test and found that AI class was effective. The post-test showed that perceived usefulness and social influence were positively related to the intention to use of AI. Therefore, AI utilization education for pre-service teachers should focus primarily on the usefulness of AI in teaching and learning, but should also consider various independent variables that affect technology acceptance.

일부 대학생의 스트레스와 주관적 구강건강 상태의 관계에서 심리적 요인의 매개효과 검증

Objectives: This study aimed to determine the relationship between stress and psychological factors in relation to the subjective oral health status of college students. Methods: The study analyzed 406 questionnaires targeting fourth-year college students. Symptoms of anxiety, depression, and insomnia were investigated as psychological factors. Results: Depression and anxiety were found to partially mediate the relationship between stress and subjective oral health status. Additionally, depression and anxiety partially influenced subjective oral health status among college students. Conclusions: The findings from this study indicated that it is necessary to control the stress, depression, and anxiety levels of college students to improve their oral health-related quality of life.

Comparative Analysis of Brain Activity during Performing Number Sense and Mental Rotational Tasks: An EEG Study Using sLORETA

This study attempted to find out what differences of the signal sources of brain waves that occurred during performing number sense tasks and mental rotation tasks using sLORETA technology. Twenty students (10 men and 10 women) attending a four-year university in Gyeongsangnam-do were asked to perform six tasks (3 number sense tasks and 3 mental rotation tasks). The EEG brain waves were measured during performing each task and were analyzed by applying to the sLORETA with t-test: paired group test, A-A2=B-B2. The result showed that there were statistically significant differences in theta, alpha, and beta bands between NS1 and NS2, which brain areas included the superior frontal gyrus, the middle frontal gyrus, the inferior frontal gyrus, the superior temporal, the anterior cingulate, the extra-nuclear, and the insula. The anterior cingulate and the superior frontal gyrus were the areas that showed a statistically significant difference between SP2 and SP3 in the gamma band. This study examined the difference in brain activity while performing two different types of tasks by applying sLORETA. It will be expected to deepen the cognitive neuroscience understanding of the mathematics learning process for students.

랜덤포레스트 기법 활용 대학 중도탈락 기관변인 탐색

This study analyzed institutional factors affecting college student retention rates using a machine learning predictive model. The data of 2022, 2021, and 2022 university information disclosure data consisting of all four-year universities, capital region, and non-capital region were analyzed with the randomForest algorithm in R. First, the study findings indicate that the randomForest model demonstrated an accuracy rate of approximately 70%. Second, 10 key variables were identified in the overall university data set and 9 key variables in the capital region and non-capital region university data sets. However, there were some differences in the composition and ranking of the key factors in the data sets. Third, the partial dependence plots reveal the value ranges of the variables where the retention rate either decreased or remained stable. Institutions may apply these results by utilizing randomForest machine learning techniques for data-driven decision-making in formulating university retention policies.

A Study on Information Gathering in Caregiving Process: Targeting Students at a Four-Year University in Japan

A Study on Information Gathering in Caregiving Process: Targeting Students at a Four-Year University in Japan

Food Insecurity among Division I Student-athletes at a California State University: A mixed methods study

According to the 2020 Hope Survey, 38% of two-year college students and 29% of four-year college students experienced food insecurity. The distinct lifestyle of student-athletes may place them at an even greater risk for experiencing food insecurity and its consequences as compared to non-student-athletes. Therefore, this study assessed the prevalence of food insecurity among 98 student-athletes at California State University, Northridge (CSUN) and explored its impact on their athletic and academic performance, and emotional well-being. The current study utilized a mixed-methods, cross sectional design. An online survey was used to assess food security status, fruit and vegetable intake, reliance on athletic department fueling stations, and other sociodemographic variables. Semi-structured interviews were conducted to explore the impact of food insecurity on athletic performance, academic performance, and emotional well-being. Of the 98 student-athletes, 34.7% were food insecure. Reliance on the fueling station as a primary source of food for the day and reduced fruit and vegetable intake were identified as significant predictors of food insecurity. Eight semi-structured interviews were conducted and revealed that food intake impacts energy levels during athletic events and overall quality of athletic performance, as well as energy levels in class and ability to focus during class. Additionally, unequal access to resources within the fueling station were seen as a barrier to their success. Future research should investigate the prevalence of food insecurity among student-athletes and assess the use of the athletic department fueling station as an intervention to mitigate food insecurity among this population.

Insights on Learning-Related Emotions from Hispanic Undergraduates at an Urban University Transitioning from In-Person to Online Instruction at the Start of the COVID-19 Pandemic

ABSTRACT The COVID-19 pandemic caused an unprecedented educational disruption in institutions throughout the United States and the world. Research shows that such disruptions have a disproportionately negative impact on ethnic minorities. Researchers at a federally designated Minority- and Hispanic-serving four-year university deployed the Achievement Emotions Questionnaire (AEQ) during the Spring 2020 semester to measure undergraduates’ (n = 144) learning-related emotions immediately following the rapid shift and reorientation from face-to-face to online learning. Compared to published instrument norms, data revealed that respondents (74% Latinx) experienced lower negative and higher positive emotions than pre-COVID peers. This research sheds light on the academic experiences and emotions of undergraduate students, mostly ethnic minorities, during the early months of the pandemic.

Profile of Black Women Presidents at Four-Year Colleges and Universities

While women represent the majority of college students, they are underrepresented in positions of leadership in higher education. The presence of Black women in positions of leadership is even less. This article sought to identify how many Black women are presidents of four-year colleges and universities, what types of institutions these women lead, and their path to the presidency. This research identified 83 Black women college presidents, 55 of which represent some type of first for their institution and, in some cases, even the system or state. Their pathway to the presidency was consistent with the literature finding that women’s path to the presidency is most often through academic leadership.

유아교사교육과정에서의 인공지능 관련 교과목 개설현황 및 현직교사의 경험

Objectives This study analyzed the current status of AI-related curriculum offered in early childhood teacher edu-cation programs and explored the experiments of current teachers regarding AI education.
 Methods To achieve this, the study analyzed the websites of 61 universities with departments of early childhood education that had established AI-related curriculum, frequency and percentages were calculated. Additionally, in-depth interviews were conducted with seven current teachers who had experience with AI education, using a qualitative data analysis approach to examine their experiences.
 Results The results of the study are as follows: Firstly, in terms of the current status of AI-related curriculum in early childhood teacher education programs, 49 courses were offered in four-year universities, and 45 courses were offered in three-year(or two-year) colleges. Both four-year universities and three-year(or two-year) col-leges offered the highest number of courses in the first semester of the first year. While four-year universities offered courses with major studies worth three credits, three-year(or two-year) colleges had more courses with general education worth two credits. Secondly, from the perspective of current teachers' experiences with AI ed-ucation, the study identified how current teachers get rid of a sense of vague apprehension, anxiety and negative perceptions, and specified the experiences of engaging with AI education through play.
 Conclusions This study contributes foundational data for the implementation of AI education in pre-service early childhood teacher education programs.

대학생의 학점에 의한 심리적 영향

Objectives This study is to analyze the psychological effects of college students' grades. The psychological ef-fects are the satisfaction of college life and happiness after graduation. This verifies the difference in satisfaction of college life and happiness after graduation according to the level of college students' grades and it is to verify the effect on satisfaction of college life and happiness after graduation according to grades.
 Methods In order to secure the stable effect of the method study results, 26,691 four-year college students (6,521 in 2017, 6,980 in 2018, 7,075 in 2019, and 6,115 in 2020) were surveyed using the GOMS 2017-2020. ANOVA and post-verification was conducted to verify the change in satisfaction with college life and happiness according to the grades of college students. And Regression analysis was conducted to analyze the effects.
 Results The study results can be summarized as follows. First, the higher the grade of college students, the high-er the satisfaction of college life and happiness after graduation. Second it was found that college students' grades have positive (+) effects on academic satisfaction and school support satisfaction of satisfaction of college life satisfaction. Third, it was found that college students' grades have positive (+) effects on happiness life sat-isfaction and positive emotions of happiness but college students' grades have an negative (-) effect on negative emotions of happiness. This effects are consistent from 2017 to 2020.
 Conclusions It was confirmed that college students' grades had a positive effect on satisfaction of college life and happiness after graduation. As a result college students' grades are not just academic achievements, but have psychological effects that positively leads to college students' quality of life. Through these results, college stu-dents should understand the psychological meaning of their grades and focus more faithfully on their studies. And professors should give grades carefully and fairly. Also universities should make up for the shortcomings of the grading system and it needs to be improved.

대학생의 평가염려 완벽주의와 학업지연행동의 관계

Objectives This study was conducted to find out whether university students’ internalized shame mediates the relationship between evaluative concerns perfectionism and academic procrastination, and whether self-en-couragement moderates the mediating effect of internalized shame, the present study analyzed the moderated mediating model.
 Methods To this end, a total of 475 male and female students (male: 118, female: 357) attending four-year uni-versities and community colleges located in G Area were measured in terms of evaluative concerns perfection-ism, internalized shame, academic procrastination, and self-encouragement. Also this study followed the proce-dures proposed by Preacher, Rucker, and Hayes (2007) to sequentially analyze mediation effects, moderation ef-fects, and moderated mediation models.
 Results First, internalized shame was shown to mediate the relationship between evaluative concerns perfec-tionism and academic procrastination. Second, self-encouragement was shown to moderate the relationship be-tween evaluative concerns perfectionism and internalized shame. Third, the relationship between evaluative con-cerns perfectionism and internalized shame was shown to be moderated by self-encouragement and thus the moderated mediating effect of self-encouragement was found.
 Conclusions The present study promotes an integrated understanding of university students’ academic pro-crastination by verifying a comprehensive path where evaluative concerns perfectionism affects academic procrastination. Further, it presents implications for the possibility of positive intervention by identifying the role of self-encouragement as a coping strategy to reduce academic procrastination. This will serve as an important empirical basis to understand and provide effective intervention for the occurrence path of academic pro-crastination in the career and academic counseling process of university students.

Moving the needle for ever-ELs?: advanced math course taking and college enrollment

ABSTRACT STEM preparation – especially high school math course-taking – is a key predictor of college entrance. Previous research suggests that high school English learners (ELs) not only take fewer advanced math courses but also enroll in college at much lower rates than non-ELs – a group that includes former ELs. In the present study, we alter the analytic lens to examine whether ever-EL status, i.e. ever being identified for and receiving EL services, moderates the relationship between advanced math and college enrollment. Essentially, do ever-EL students experience the same boost to college enrollment from advanced math as their peers? We employ multilevel models to analyze statewide, longitudinal, administrative K–12 and higher education data to examine how ever-EL status and advanced math – and the interaction between the two – predict high school graduation, college application and enrollment, and level of college attended. Results show that both measures are associated with a greater likelihood of graduating from high school, applying to a four-year college, and enrolling in any college. We also find that ever-EL status moderates the relationship between advanced math and college enrollment, with important implications for students’ access to four-year colleges. Ultimately, ever-EL students experience different returns on advanced math relative to never-ELs.

음악과 유아음악 교수자로서의 자신에 대한 예비유아교사의 인식 탐색: 은유 분석을 중심으로

In this study, through metaphor analysis, we investigated pre-service early childhood teachers' perceptions of music and perceptions of themselves as music teachers. The subjects of the study were 142 preschool early childhood teachers enrolled in four-year university in cities B and C. The collected data were analyzed qualitatively for context and quantitatively for tendency. As a result of the research, it was found that pre-service early childhood teachers recognize music as ‘vitality, essential, influential, challenge’ and as a music teacher, it was found that they had the perception of ‘conductor, supporter, devotee, loser’. It is expected that this will provide pre-service early childhood teachers with an opportunity to reflect on music and contribute to the provision of basic materials to promote pre-service early childhood teachers' efficacies in music teaching. There is a need for a comparative study on how the grade or music class affects the perception of music in the future and developing comparative and educational programs.