Korean Undergraduate Students Research Articles

A Qualitative Study of Nunchi Experience in Adaptation and Development of Korean Undergraduate Students Using Grounded Theory

A Qualitative Study of Nunchi Experience in Adaptation and Development of Korean Undergraduate Students Using Grounded Theory

The Role of Integration in Understanding Differences in Satisfaction Among Chinese, Indian, and South Korean International Students

This study uses a quantitative approach drawing on data from the International Student Barometer ( N = 5,242) to investigate the relationship between integration, nationality, and self-reported satisfaction among Chinese, Indian, and South Korean undergraduate international students studying in the United Kingdom, the United States, and Australia. Results indicate that nationalities vary significantly in satisfaction levels, with Indian students more satisfied than Chinese or South Korean students. Furthermore, integration is predictive of satisfaction, and academic integration has a greater impact on satisfaction than does social integration. Compellingly, academic and social integration help explain the association between nationality and satisfaction. This study demonstrates that academic and social integration partly accounts for differences in satisfaction among nationalities, opening avenues for future research with practical implications for universities.

Validation of a Social Anxiety Questionnaire : Empirical Evidence from Korean Undergraduate Students

Validation of a Social Anxiety Questionnaire : Empirical Evidence from Korean Undergraduate Students

대인관계적 정서조절 질문지의 신뢰도와 타당도 : 한국 대학생 집단을 대상으로

대인관계적 정서조절 질문지의 신뢰도와 타당도 : 한국 대학생 집단을 대상으로

A comparison of NES and NNES assessment of Korean EFL undergraduate English Writing

This research compared 14 NES and another 14 NNES assessors’ holistic evaluation of 10 advanced Korean undergraduate students’ English writing and the reasons underpinning each score. The purpose was to ascertain whether the two groups of assessors assign analogous holistic scores (based on similar background reasons) when scoring writing, using evaluation criteria developed throughout their careers. Feedback and rankings were analyzed using keyword analysis (Shi, 2001). The findings demonstrate that both NES and NNES assessors assign similar holistic scores and place their assessment emphases on analogous aspects. Nonetheless, there are marked differences found in their comments and attitudes. The present research confirms findings from previous studies and may help both students and less experienced teachers of English writing to be mindful of the writing elements that their primary readership or experienced assessors are likely to focus on

Paths from core belief disruption to post-traumatic stress symptoms and post-traumatic growth among Korean undergraduates: The mediating role of rumination.

The post-traumatic growth (PTG) model proposes that cognitive processing is a key mechanism that leads to growth in the aftermath of traumatic events. Building upon the PTG model, the present study examined the paths from the disruption of core beliefs to post-traumatic stress symptoms (PTSS) and PTG via intrusive and deliberate rumination. The sample includes 370 Korean undergraduate students who reported at least one highly stressful experience in their lifetime. Structural equation modeling demonstrated that disruption of core beliefs predicted PTG both directly and indirectly through multiple pathways: via deliberate rumination, intrusive rumination, and the path from intrusive to deliberate rumination. The disruption of core beliefs positively predicted PTSS only through intrusive rumination. No bivariate relationship was found between PTSS and PTG. These findings support the different roles of intrusive rumination and deliberate rumination in mediating the paths from disruption of core beliefs to PTSS and PTG. Implications and limitations of this study were discussed.

Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings

This quantitative study examines whether and to what extent affective factors (i.e. motivation, self-confidence, risk-taking, L2 speaking anxiety, and grit) and virtual intercultural experiences are linked to willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Participants included 176 Korean undergraduate and graduate students of English as a foreign language (EFL). After adjusting for demographic factors, hierarchical regression analyses revealed three major results: first, those with higher levels of L2 motivation and grit as well as a lower level of L2 speaking anxiety had higher L2 WTC inside the classroom. Second, students who majored in English and had higher levels of L2 self-confidence and risk-taking had higher L2 WTC outside the classroom. Third, individuals who were younger, had a higher level of L2 self-confidence and engaged more frequently in virtual intercultural experiences had higher L2 WTC in digital settings. Results suggest that demographic and affective variables as well as involvement in virtual intercultural activities play distinct roles in influencing EFL students’ WTC in three different L2 communication contexts. Based on these findings, this study provides pedagogical suggestions for L2 practitioners.

Examining Mathematics Anxiety of Undergraduates Using a Brain-Based Measurement, EEG

This paper reports on an investigation of mathematics anxiety (MA) among 40 Korean undergraduate students, using cognitive neuroscience. In Spring 2015, we collected data on correct response rates and reaction times from computer-based activities related to quadratic functions. We also measured brain response through event related potentials (ERP). Results demonstrate that students with higher mathematics anxiety (HMA) took more time than students with lower mathematics anxiety (LMA), both in translating equations to graphs and in translating graphs to equations. Moreover, based on analysis of ERP, brain waves of the HMA group recorded higher amplitude. In specific, both groups showed higher amplitude in translation from graphs to equation than vice versa. Higher amplitudes indicate greater demands on working memory, which we discuss in the concluding section, especially with regard to MA.

Does Traditional Stereotyping of Career as Male Affect College Women’s, but Not College Men’s, Career Decision Self-Efficacy and Ultimately Their Career Adaptability?

In South Korea, strong beliefs about traditional gender roles in accordance with Confucian and patriarchic atmosphere still strongly influence daily life and the career development process. Cultural and contextual factors impact the development of gender role socialization, which influences an individual’s career decision self-efficacy (CDSE) and adaptability to manage the challenging career decision-making process. In our study, we recruited 291 South Korean undergraduate students (138 women, 153 men) and investigated how an implicit gender-career stereotyping impacts career adaptability via CDSE and whether there is a gender difference on the direct and indirect effects of implicit gender-career stereotyping on career adaptability. The Implicit Association Test (IAT) was implemented to measure implicit gender-career stereotyping. By testing a moderated mediation model, we found a mediated effect of CDSE in the link between implicit gender-career stereotyping and career adaptability in the female students. Moreover, the direct relationship between implicit gender-career stereotyping and CDSE was significant only for female students. Given the findings, practitioners and educators who work with South Korean women need to explore the degree of clients’ traditional gender role stereotyping and provide tailored interventions to increase their level of career adaptability by minimizing the negative impacts of gender role stereotyping and by increasing CDSE.

The Role of Reading Span in L2 Reading Comprehension and Eye Movements

The present study attempts to make a link between eye movement measures and reading comprehension (RC) to further examine how reading span (RS) differences contribute to differences in L2 reading performance. The variability of text processing was measured by duration and frequency of fixations using an eye tracker. Thus, it investigates the effects of RS in terms of processing as well as RC performance. To this end, forty-five Korean undergraduate students at an intermediate level participated in the experiment. Four types of eye movements were tracked: first-fixation time (FFT), total-fixation time (TFT), secondfixation time (SFT), and fixation count (FC). The results showed that the high-RS group received higher scores than the low-RS group on the RC test, suggesting a significant role of RS in RC performance. In addition, significant differences between the RS groups were found in TFT and SFT. RC performance is negatively correlated with the TFT and SFT. Due to their limited RS, the low-RS group needed more time for comprehension and left few resources available for integration of meaning in the text. The findings suggest that fast and efficient EMs are closely associated with a better RC performance. The present study shed light on how RS affects the students’ text processing and that, in turn, leads them to different outcomes from the L2 reading comprehension tests.

Study-Abroad Experiences of Two South Korean Undergraduate Students in an English-Speaking and a Non-English-Speaking Country

Benefits of the study-abroad (SA) experience have been reported in many studies. However, most prior studies on EFL students’ SA experiences track students in relatively short ESL programs during school vacation months. In addition, EFL learners’ SA experiences in non-English-speaking countries, where English is not the L1, remain underexplored. Applying case study methodology and gathering data from monthly reports during SA, and pre- and post-SA interviews, this study aimed to investigate SA experiences of two South Korean undergraduate students in two different SA environments with respect to the impact of the participants’ choice of SA destination on the SA experience and the participants’ interactions with the SA environment. The SA destination had a significant impact on the student in Finland. Dealing with a third language and failing the language course, the student in Finland had to leave the program earlier than planned. The student in Australia took great advantage of social networks she established through diverse venues, which enriched her SA experience and facilitated her learning. It is particularly meaningful that the present study broadened the scope of SA research, as it extended the context to “other” regions.

Effects of task complexity and working memory capacity on L2 reading comprehension

The present study investigated whether cognitive task complexity affects second language reading comprehension and whether working memory capacity moderates the influence of task complexity. Fifty-two Korean undergraduate students were randomly assigned to either simple or complex condition and read two TOEFL passages while answering multiple-choice reading comprehension questions. Unlike simple versions that included coherent texts, complex versions contained texts whose paragraphs were disarranged and additionally required participants to order them coherently. A forward digit span test and a nonword repetition test were used to measure the participants’ phonological short-term memory, and a backward digit span test and an operation span test were employed to assess their complex working memory. The results revealed that task complexity did not affect reading comprehension scores, although participants perceived the complex tasks significantly more demanding. Also, under the complex condition, participants benefited from higher nonword span scores when answering reading comprehension questions.

The Personality Traits of Korean Undergraduate Students and Their Participation in Classroom: The Use of Google Docs and TV Series The Office

The Personality Traits of Korean Undergraduate Students and Their Participation in Classroom: The Use of Google Docs and TV Series The Office

Relationships among Physical Activity Level, Health-promoting Behavior, and Physiological Variables in Korean University Students

Purpose: Many Korean college students suffer from physical inactivity and mental health problems. However, it has not been sufficiently reported how this lack of exercise and health-related behavior affect their health. The present study was performed to identify the relationships among physical activity level, health-promoting behavior, and physiological variables in Korean undergraduate and graduate students. Methods: Participants were 115 undergraduate and graduate students from one university in Seoul. The Pearson’s correlation analysis was performed using SPSS for Windows. Results: Physical activity level had significant positive correlations with health-promoting behavior (r=.32, p=.001) and exercise self-efficacy (r=.25, p=.008), and health-promoting behavior had a significant correlation with depression (r=-.33, p<.001) and exercise self-efficacy (r=.44, p<.001). Additionally, physical activity level had significant correlations with triglyceride (r=-.20, p=.034) and vitamin D (r=.20, p=.029) levels. The high density cholesterol level had significant negative correlations with systolic blood pressure (r=-.33, p<.001), diastolic blood pressure (r=-.29, p=.002), and vitamin D (r=-.20, p=.035) levels. Conclusion: Physical activity level or health-promoting behavior had significant relationships with the health status of college students. Strategies need to be developed to improve health-promoting behaviors among college students.

Understanding Language Learning Strategies, Language Learning Beliefs, and English Listening Achievement of Korean Undergraduate Students

Understanding Language Learning Strategies, Language Learning Beliefs, and English Listening Achievement of Korean Undergraduate Students

Validation of 4DS-Student Engagement Scale for Korean Undergraduate Students

Validation of 4DS-Student Engagement Scale for Korean Undergraduate Students

외상 후 스트레스 장애에 대한 외상 경험과 침습적 반추의 효과: 미래 인지와 성차의 조절된 조절된 매개

The purpose of the present study was to examine whether intrusive rumination mediated the relationship between trauma and Posttraumatic Stress Disorder (PTSD) symptoms and if negative prospective cognition moderated the mediating effect of intrusive rumination in the relationship between trauma and PTSD symptoms. In particular, we aimed to investigate whether there would be a gender difference in the aforementioned moderated mediation. A total of 440 Korean undergraduate students and graduate students were asked to complete the Life Event Checklist, Impact of the Event Scale-Revised, Event Related Rumination Inventory, and the Prospective Cognition Questionnaire for this research. The main findings were as follows: Firstly, intrusive rumination partially mediated the relationship between trauma and PTSD symptoms. Secondly, negative prospective cognition moderated the mediating effect of trauma on PTSD symptoms via intrusive rumination. Finally, there was a gender difference in the moderating effect, confirming a moderated moderated mediation. More specifically, the moderated mediating effect was observed in female students but not in male students. In conclusion, after trauma, female students who recognize the future negatively are more susceptible to PTSD symptoms through the intrusive rumination, while female students who recognize the future less negatively can be protected from PTSD symptoms under the same condition. Based on these results the implications and limitations of this study are discussed.

Validity of the Breakup Strategies Questionnaire in Korea: Exploratory Structural Equation Modeling and Rasch's Modeling.

This study examines the validity of the Korean implementation of the Breakup Strategies Questionnaire. In Study 1, the construct validity of the Breakup Strategies Questionnaire was explored with 292 Korean undergraduate students. Exploratory Structural Equation Modeling and Rasch's Modeling suggest 30 items with four factors (Avoidance/withdrawal, Positive tone/self-blame, Open confrontation, and Indirect manipulation) and five points in response. Study 2 with 174 Korean undergraduate students suggested potential gender differences in breakup strategy dimensions and provided support for concurrent validity with a measure of personal styles of coping as well as discriminant validity with social desirability. Cultural implications for the use of breakup strategies are discussed.

An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners

Despite the growing number of empirical studies on using students’ first language in target language (TL) teaching, an issue yet to be investigated is the relationship between students’ attitude toward classroom language choice and other personal variables, such as their motivation to learn the TL and their proficiency in that language. In this study, 366 Korean undergraduate students completed a questionnaire on their attitudes toward classroom language choice and language learning motivation. A subset of these participants also took a computerized speaking test (n = 127) and submitted their scores on TOEIC (n = 123). Our analyses revealed that the participants were in favor of codeswitching when compared to their neutral attitude toward English-only in EFL classrooms. The participants who obtained a high score on the ‘Ideal L2 Self’ scale of motivation and those who were more proficient were more in favor of an English-only learning approach. It was also found that ‘Ideal L2 Self’ was a stronger predictor of students’ attitudes toward classroom language choice than their L2 proficiency level. These findings point to the importance of understanding students’ different types of L2 learning motivation, particularly ‘Ideal L2 Self’, before determining how and when to use an English-only approach.

완벽주의적 자기제시가 사회불안에 미치는 영향: 자기효능감의 조절효과

The present study aimed to investigate the maladaptive effects of perfectionistic self-presentation on social anxiety. Additionally, social self-efficacy was examined as a moderator between perfectionistic self-presentation and social interaction anxiety. A total of 179 Korean undergraduate students participated in the study. Participants completed the Korean version of the Perfectionistic Self Presentation scale, Social Interaction Anxiety Scale, and Self Efficacy for Social Situation scale. A hierarchical regression analysis showed that when self-efficacy was low, the high perfectionistic self-presentational group showed a significantly higher social anxiety than the low perfectionistic self-presentational group. However, a significant difference in social anxiety was not observed in the case of high self-efficacy. That is, individual self-efficacy for interpersonal situations moderated the negative effect of perfectionistic self-presentation on social interaction anxiety. This study could be useful in implementing appropriate intervention plans for socially anxious people with concerns of perfection and competence. The potential implications for clinical applications and directions for future research were also discussed.