Citations
This study aimed to evaluate the perceived male friendliness in nursing programs and to identify the relationship of this with gender role stereotype and major satisfaction.
A convenience sample of 193 male nursing students was recruited for the cross-sectional survey design. Data were analyzed using descriptive statistics, Pearson’s correlation coefficients, independent t-test, and one-way ANOVA with the SPSS/WIN 21.0.
The mean scores of male friendliness, major satisfaction, and gender role stereotype were 2.94±0.35, 3.72±0.81, and 2.58±0.53, respectively. Perceived male friendliness in nursing programs was found to be correlated with gender role stereotype (r=−.215, p<.001). Participants who completed maternal nursing courses showed lower male friendliness (t=−4.53, p<.001).
Improving the male friendliness of maternal nursing courses and flexible gender role stereotyping should be considered when developing effective strategies to improve male friendliness in nursing programs.
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This study is a qualitative research conducted to identify the core theme and essence of the North Korean defector youths by intensively exploring the experience of adapting to school life in South Korea.
The participants were 11 young people of 20∼25 year olds who had attended middle and high school in South Korea. The data was collected through focus group interviews and analyzed by content analysis.
The results found 5 clusters of theme, 14 themes, 34 categories. The 5 clusters of theme were ‘Astonishment in a new country’, ‘Hard to bear existential pain’, ‘Desperate struggles to survive’, ‘Two-facedness of support inside and outside of school’, ‘Unfinished burden of reality’.
This research suggest that practical ways to help the youths such as authentic approaches, necessary information and material support, support for making friends and friendship, providing college admission information and support, parent training and mentoring.
The purpose of present study was to examine a relation between internalized shame and adaption to college life of Chinese international students and to identify a moderating role of adaptive cognitive emotion regulation on this relation.
A sample of 173 Chinese international students in Seoul was recruited to answer the questionnaires of internalized shame, adaptive cognitive emotion regulation (acceptance & positive reappraisal) and adaption to college.
Internalized shame showed a significant negative correlation with adaption to college. So, the higher internalized shame was, the lower adaption to college showed. And the internalized shame was negative effect on level of adaption to college when level of acceptance was high, but the effect of internalized shame on adaptation to college was disappeared when level of acceptance was low. The similar result was also found in positive reappraisal. So, the moderating effect of acceptance and positive reappraisal on the relation between internalized shame and adaption to college was confirmed.
These results suggest that during clinical intervention, practitioners should consider internalized shame as a risk factor and cognitive emotion regulation as a protective factor when dealing with foreign students’ adaption in college.
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The purpose of this study was to identify the mediating effects of emotional stability and social support in the relationship between major satisfaction and academic adjustment of college freshmen majoring in nursing and health science. Data were collected from 291 college freshmen majoring in nursing and health science using a self-reported questionnaire, which included a major satisfaction, emotional stability, social support, and academic adjustment. A Descriptive, t-test, ANOVA, Pearson correlation, hierarchical regression, and Sobel test were used for data analysis. The result showed that major satisfaction was positively related to emotional stability, social support, and academic adjustment. Emotional stability and social support was positively related to academic adjustment. Hierarchical regression analysis showed that emotional stability partially mediated the relationship between major satisfaction and academic adjustment. Also, social support partially mediated the relationship between major satisfaction and academic adjustment. These results suggest that emotional stability and social support can be effective variables in improving academic adjustment of freshmen majoring in nursing and health science. Overall, it is necessary to develop mental health interventions and networking system including strategies to improve emotional stability and social support in order to facilitate their academic adjustment.