勉學雰圍氣造成을 위한 學生問題의 心理 社會的 硏究 : 釜産大學校學生을 中心으로 = Study on Psychosocial Factors Affecting Academic Achievement

다국어 초록 (Multilingual Abstract)

The present survey is purported to investigate the factors contributing to the academic atmosphere.
The areas to be surveyed are as follows;
Family situation, socioeconomic status, attitude toward campus and academic activitives, personality variables and, value system etc.
The method used was the questionnaire technique to find the factors related to the academic atmoshpere.
The subjects are B.N.U college students.
The number of subjects were 460 in total, consisting of higher achievers(230)(those students with an average grade of 3.5 or higher) and low achievers(230)(those students with an average grade of 2.2 or lower)
The results of the study are summarized as follows:
1. There is no special relationship between academic achievement and such factors as birth order and the absence of parents.
High achievers tend to be more satisfied with their family life in comparison with low achievers.
2. Socioeconomic status.
There are no significant differences between high-achievers and low-achievers with regard to the socioeconomic status.
The educational level of higher achieving group's fathers are found to be a little higher than those of lower achieving group's fathers.
3. Attitudes towards campus and academic activities.
Higher achievers tend to have a more positive attitude towards compus life and their academic activities and their specialities.
The most discouraging factor in campus life is reported to be the inappopriatness of their major field.
The particulars of that dissatisfying fact are as follows:the expected information is quite different from the current curriculum.
Furthermore, the prospect of getting a job after graduation does not seem to be bright.
Cultural backwardness of the provincial areas is pointed out as another factor hindering academic achievement.
The inadequacy of curriculum was also pointed out by low achievrs as an important factor of achievement, while the high-achievers complained about the insufficient educational facilities and reference books available at the library.
Most of all students tend to attribuute their learning difficulties to their lack of effort. This tendency is especially noticed in the higher achieving group.
The financial difficulties are pointed out by many students regardless of their achievement level.
4. Personality factors.
As the achieving level becomes higher, the personality structure seems to be more stable and the level of test anxiety is lower.
Highachiever tend to have a more optimistic outlook in the future and tend to be more self-confident compared to those lower achievers.
5. Value System
While higher achievers tend to give highest value to friendship, love and altruism, the low achievers tend to value money as an important factor in life.
6. Other variables
The happiness at home life seems to be related to the satisfaction in school and subsequently to academic success.
The high achievers insist that the needs of family and society must be taken into consideration in choosing a professional career. In contrast, low achievers tend to with for a job that gurantees security and that reflects their aptitude and interest.

목차 (Table of Contents)

• Ⅰ. 序言
• Ⅱ. 硏究方法 및 對象
• Ⅲ. 結果分析 및 論議
• 1)家族狀況
• 2)社會經濟的 背景
• 3)學校 및 學習에 대한 態度
• 4)性格的 要因
• 5) 價値觀
• 6)其他要因
• Ⅳ. 結論