대학생들의 병영생활적응과 대학생활적응 간의 관계: 투지 및 셀프리더십의 매개효과

주지향,정구철 한국콘텐츠학회 2019 한국콘텐츠학회논문지 Vol.19 No.8

This study was conducted to analyze the mediating effect of grit and self-leadership on the relationship between military life adaptation and college life adaptation among male college students. The subjects of this study were 233 male college students who returned to college after military duty and the average age was 25(SD=1.7). The main results of the study were as follows: First, significant positive relationships were seen between military life adaptation, grit, self-leadership, and college life adaptation. Second, military life adaptation had a significant positive impact on grit, self-leadership, and college life adaptation. Third, grit had a significant mediating effect on the relationship between military life adaptation and college life adaptation. Fourth, self-leadership had a significant mediating effect on the relationship between military life adaptation and college life adaptation. This study showed that military life adaptation improved the grit and self-leadership of college students and that this personal growth had a significant effect on college life adaptation after returning from military duty. Based on these results, the relationship between military life and college life was discussed. 본 연구에서는 대학생들의 병영생활적응 경험이 대학생활적응에 미치는 영향에서 투지와 셀프리더십의 매개효과를 분석하였다. 본 연구의 대상자는 군 제대 후 복학한 남자 대학생 233명이었고, 평균 연령은 25세(SD=1.7)였다. 주요 연구 결과를 요약하면 다음과 같다. 첫째, 병영생활적응과 투지, 셀프리더십 그리고 대학생활적응은 모두 유의한 정적 상관관계가 있었다. 둘째, 병영생활적응은 투지와 셀프리더십 및 대학생활적응에 유의한 정적 영향을 미쳤다. 셋째, 병영생활적응과 대학생활적응 간의 관계에서 투지는 유의한 매개효과가 있었다. 넷째, 병영생활적응과 대학생활적응 간의 관계에서 셀프리더십은 유의한 매개효과가 있었다. 본 연구를 통해 병영생활적응이 대학생들의 투지와 셀프리더십을 향상시키고, 이러한 개인의 성장이 복학 후 대학생활적응에 유의한 영향을 미친다는 것을 검증하였다. 이러한 연구결과를 바탕으로 병영생활과 대학생활에 대한 관계에 대해 논의하였다.

The Relationship between Empathy and Self-Acceptance of College Students and Adaptation to College Life

Hyunjae Cho(Hyunjae Cho) J-INSTITUTE 2022 Public Value Vol.7 No.2

Purpose: The successful adaptation of students to college life is an important factor that significantly influ-ences success or failure in life after college as well and it also correlates with the success or failure of important periods of life. Therefore, although many researchers have studied adaptation to college, so far studies have mainly focused on academic adaptation. However, as adaptation to college life includes not only academics but also various factors such as interpersonal relationships and emotional adaptation, it is also important to shed light on the relationship between variables other than academics and college life adaptation. This study aims to reveal important information that helps college students adapt to school by examining in detail how empathy and self-acceptance affect adaptation to college life. Method: Questionnaires about empathy, self-acceptance, and adaptation to college life were administered to 345 college students, and the analyses were performed based on the data of 318 students who answered faithfully. First, a correlation analysis was conducted to confirm the relationship between each variable, and a variance analysis was conducted to see if there were any differences in empathy, self-acceptance, and adaptation to college life according to school year and gender. Finally, in order to comprehensively confirm the relationship between the three variables, AMOS 22.0 was used to analyze the structural equations. Results: The results of the analysis indicated there was a significant correlation between empathy and self-acceptance and adaptation to college life. The results of examining whether there were any significant differ-ences among the three variables according to gender and school year, showed that, in the case of empathy, female students' empathy was higher than that of male students, and there was no difference in self-acceptance according to gender. In the case of adaptation to college life, male students showed higher rates. In terms of differences by school year, there was no difference in empathy and self-acceptance, and there was a significant difference in college life adaptation by school year. Post-hoc analysis(Scheffe method) was performed to confirm specific differences by school year, but no significant differences were found. Examining the relationship between empathy, self-acceptance, and adaptation to college life, empathy had a positive effect on adaptation to college life and self-acceptance. Self-acceptance also had a positive effect on adaptation to college life. Conclusion: This study is intended to specifically elucidate the effect of empathy and self-acceptance on ad-aptation to college life. It was found that empathy and self-acceptance had a positive effect on adaptation to college life as predicted in this study. Also, it was confirmed that self-acceptance had a mediating influence on the effect of empathy on adaptation to college life. The results will be used as important data for various activities to improve adaptation to college life. This suggests that improving empathy and self-acceptance abilities should be included as an important factor in the process of developing a future program for college life adaptation.

The Effect of LEARNED HELPLESSNESS on the Adaptation to College Life

Hyunjae Cho J-INSTITUTE 2021 Regulations Vol.6 No.2

Purpose: College life is perhaps the largest task of college students during the late period of their youth in their developmental phase, which is also a crucial task directly leading to their future satisfaction of life. However, college students in Korea are admitted without a proper preparation due to their academic centric education and blind focus on grades and scores, thereby undergoing much confusion in the process. This paper presents data of importance to help a successful adaptation to college life by clarifying the effect of the learned helplessness formed through the repeated failures on the adaptation to college life in detail. While previous studies have been limited on the effect of the learned helplessness on the learning process, this study seeks to specifically verify the effect on the adaptation to college life. Method: By undertaking reference research, the factors impeding the successful adaptation to college life are identified, while the concept, characteristics, and the basic aspects of the factors are summarized, and how the factors cause a negative effect on the adaptation to college life is clarified in detail. Result: Learned helplessness brings about negative predictions even under new circumstances even while re-peated failures are experienced. The negative expectations formed as such cause the loss of new attempts or practical behaviors, thereby gravely impeding the behavioral practice required for the adaptation to college life. This further causes a serious negative impact on the formation of self identity and career path development. To form the self identity and develop an appropriate career path, one needs to have a positive attitude and find and practice various activities, yet being trapped in the learned helplessness causes passive attitude, negatively im-pacting the achievement of any developmental task. Moreover, learned helplessness causes negative emotions including dpression and anxiety, while impeding the emotional adaptation to college life. Conclusion: As examined throughout this study, it was discovered that the learned helplessness causes a neg-ative impact on the adaptation to college life across various areas. Therefore, colleges and universities ought to actively make efforts for the successful adaptation to college life by rolling out various programs which can help their students address the learned helplessness.

DEU-GRIT을 활용한 군집화된 대학 신입생의 대학 생활 적응 (학업, 사회, 정서 및 진로 적응) 특성 분석 연구: D 대학을 중심으로

이정희,강창완,박애영,고미나,강정임,신지영,최서현,이진현,함수민,김보성 한국감성과학회 2020 감성과학 Vol.23 No.3

This study is aimed at analyzing the characteristics of adaptation to college life among freshmen of D University by utilizing the DEU-GRIT test. To achieve this, we examined differences in level of college life adaptation according to gender and major, and explored the characteristics of college life adaptation among college freshmen who were clustered based on their level of academic, social, emotional, and career adaptation, which is an important factor in adaptation to college life. Moreover, based on the DEU-GRIT test standards, we also explored the characteristics of their college life adaptation by sorting out low level groups of freshmen with difficulties adapting. The results demonstrated that male students had a higher level of emotional adaptation than female students, and that science and technology majors had higher levels of academic and emotional adaptation than students in the humanities and society majors. Furthermore, a cluster analysis based on 4 factor levels of college life adaptation showed that cluster 1 had a high level of adaptability to all factors, but cluster 3 had a low level of adaptability to all factors. Moreover, while cluster 2 showed a high level of emotional adaptation, cluster 4 showed a low level of emotional adaptation. On the other hand, a lower-standard group of DEU-GRIT tests showed that the level of academic adaptation and social adaptation was higher among female students than among male students. However, the overall level of college life, academic, and emotional adaptation were higher among science and technology students than among those majoring in humanities and social studies. In addition, a cluster analysis based on the level of 4 factors of college life adaptation of lower-standard groups showed that cluster 1 of the lower-standard groups had a high level of emotional adaptation, while cluster 2 of the lower-standard groups had a low level of emotional and career adaptation and a high level of academic and social adaptation. Also, cluster 3 of the lower-standard groups was found to have low levels of all factors, and cluster 4 of the lower-standard groups showed low levels of social and emotional adaptation and high levels of academic and career adaptation. This indicates that, in terms of social and emotional adaptation among freshmen, participation in psychological counseling programs tailored according to gender is necessary and, regarding the major, relative emotional intervention is required due to the high and low expectations of job prospects. In conclusion, the emotional and social adaptation to college life among the lower-level groups is likely to serve as a protective factor for college life adaptation, suggesting that specific intervention should be contemplated.

취업스트레스가 대학생활적응에 미치는 영향에 있어 회복탄력성의 조절효과에 대한 연구: 관광관련전공 대학생을 중심으로

방한승 ( Bang Han-seung ),최우성 ( Choi Woo-sung ),나상문 ( Na Sang-moon ),조형규 ( Cho Hyeong-gyu ) 한국관광산업학회 2017 Tourism Research Vol.42 No.2

현대사회 속에서 사람들은 수많은 급격한 변화를 경험하고, 그러한 환경에 적응하면서 살아가야 한다. 특히, 적응의 문제는 인생의 발달 단계에서 어느 시기나 중요하지만, 대학생의 시기는 과도기적시점이며, 특히 현재의 적응이 이후의 적응체계에까지 중요한 영향을 미치기 때문에 대학생 시기의 적응은 더욱 더 고려되어야 할 필요가 있다. 이에 본 연구에서는 진로장벽과 취업스트레스의 결과 대학생활적응에 어떠한 영향을 미치는지를 연구하였다. 또한 이들 관계에서 대학생활적응에 정적인 영향을 미치는 변인으로 회복탄력성을 설정하여 취업스트레스와 대학생활적응의 관계에서 어떠한 조절효과를 보이는지를 연구하였다. 연구결과 다음과 같은 결과가 도출되었다. 첫째, 취업스트레스는 대학생활적응을 낮게 하는 것으로 나타났다. 특히 학교환경과 학업스트레스가 대학생활적응을 낮게 하는 것으로 나타났다. 이에 학교환경과 관련하여 대학의 인지도는 취업과 관련하여 사회에서 매우 중요한 역할을 한다. 하지만 현대에는 직무능력중심과 같이 스펙보다는 직무와 관련된 어떠한 능력을 가지고 있느냐가 취업의 성공과 관련성이 높다, 이에 자신이 다니고 있는 대학의 인지도보다는 자신의 원하는 취업처에서 요구하는 직무와 관련된 기술이나 자격이 무엇인지를 파악하여 이에 적합한 노력을 해야 할 것이다. 둘째, 취업스트레스와 대학생활적응에서 회복탄력성이 조절효과를 보이는 것으로 나타났다. 이에 학생들의 회복탄력성 강화를 통한 대학생활적응을 잘 할 수 있도록 해야 할 것이다. In modern society, people have to experience a lot of radical changes and have to live adapting to such environments. In particular, the adaptation issue is important at any stage in the developmental stages of life, but the stage of college students is a transitional period, and the adaptation to college student period should be considered further, especially since current adaptation has important impact on subsequent adaptation systems. Therefore, in this research, the effect of employment stress on college life adaptation was studied. In addition, resilience as a variable which buffers the effect of employment stress in the relationship between employment stress and college life adaptation. The results of the research were generated as follows. First, employment stress was shown to lower adaptation to college life. Especially, college environment and academic stress were found to lower adaptability to college life. Therefore, the college recognition in relation to the school environment plays a very important role in society in relation to employment. However, in modern age, it is highly relevant to the success of employment what ability they have in relation to the relevant jobs such as performance ability rather than `spec`s. Therefore, it is necessary to identify what skills and qualifications are required related to the job by the desired organization and to make efforts fit for it, rather than the recognition of the college that they attend. Second, resilience was shown to have moderating effect on employment stress and college life adaptation. In other words, it is found that, though the perception about employment stress is high, if the perception about resilience is also high, the adaptation to college life gets high. Therefore, students will have to be able to adapt well to college life by strengthening their resilience.

코로나19로 인한 비대면학습환경에서 간호대학생의 학업적 자기효능감과 학업성취도간의 관계 : 대학생활적응의 매개효과 중심으로

서형은(Seo, Hyung-Eun),김혜진(Kim, Hye-Jin) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.7

Objectives The purposes of this study were to examine whether the link between academic self-efficacy and academic achievement would be mediated by college life adaptation among nursing students in a non-face to face learning environment during COVID-19. Methods A cross-sectional study was conducted with 122 nursing students. The data was collected in February 2021. College life adaptation was assessed by the college life adaptation scale, subdomains were social adaptation and academic adaptation. Academic self-efficacy was measured by an academic self-efficacy scale. Academic achievement was measured with an academic achievement scale. A multiple regression analysis and Sobel s test were performed. Results In the correlations among college life adaptation, academic self-efficacy, and academic achievement, social adaptation in college life adaptation indicated significant positive correlations with academic adaptation (ρ=.42, p<.001) and academic achievement (ρ=.29, p=.001); academic adaptation in college life adaptation indicated significant positive correlations with academic self-efficacy (ρ=.66, p<.001) and academic achievement (ρ=.58, p<.001). Academic self-efficacy and academic achievement displayed a significant positive correlation (ρ=.41, p<.001). The association between academic self-efficacy and academic achievement showed significantly full mediating effects by college life adaptation in the Sobel s test (z=5.86, p<.001). Conclusions Social adaptation in college life adaptation showed a significant positive correlation with academic achievement, and academic adaptation showed a significant positive correlation respectively with academic self-efficacy and academic achievement. Nursing students’ adaptation to college life, high academic self-efficacy, and excellent academic achievement are very likely to have a tremendous impact on their career or future after graduation. Therefore, it is necessary to develop a program that improves academic achievement through academic adaptation and academic self-efficacy in nursing students’ non-face-to-face learning environment. 목적 본 연구에서는 코로나19로 인해 변화된 비대면학습환경에서 간호대학생들의 학업적 자기효능감과 학업성취도간의 관계에서 대학생활적응의 역할을 파악하기 위해 수행되었다. 방법 본 연구는 서술적 상관관계연구로 2021년 2월 25일부터 2월 26일까지 수집된 자료로 분석하였으며, 연구대상자는 간호대학생 122명이었다. 대학생활적응은 대학생활적응 도구로 측정하였고, 하위영역은 사회적응과 학업적응이며, 학업적 자기효능감은 학업적 자기효능감 척도로 측정하였으며, 학업성취도는 학업성취도 도구로 측정하였다. 자료분석은 SPSS 26.0 프로그램을 이용하여 분석하였다. 결과 대학생활적응, 학업적 자기효능감, 학업성취도간의 상관관계에서 대학생활적응 중 사회적응은 학업적응(ρ=.42, p<.001), 학업성취도(ρ=.29, p=.001)와 유의한 양적 상관관계가 나타났으며, 대학생활적응 중 학업적응은 학업적 자기효능감(ρ=.66, p<.001), 학업성취도(ρ=.58, p<.001)와 유의한 양적 상관관계를 나타났다. 학업적 자기효능감과 학업성취도간은 유의한 양적 상관관계를 보였다(ρ=.41, p<.001). 학업적 자기효능감과 학업성취도간의 관계에서 대학생활적응 중 학업적응은 매개변수로 작용하였다(Z=5.86, p<.001). 결론 간호대학생의 원만한 대학생활의 적응과 높은 자기효능감, 그리고 우수한 학업성취도는 졸업 후의 자신의 진로나 미래에 큰 영향을 줄 가능성이 높다. 따라서 간호대학생의 비대면학습환경에서는 대학생활적응을 통한 학업성취도를 향상시키는 프로그램 개발이 필요하겠다.

긍정심리자본, 감성지능, 소통능력이 대학생활적응에 미치는 영향

장해순,이만제 한국소통학회 2023 한국소통학보 Vol.22 No.1

The main purpose of this study is to find out how positive psychological capital, emotional intelligence, and communication competence affect adaptation to a college life in Korean college students. The summary of the main analysis results is as follows. First, it is found that college students with high positive psychological capital are good at adaptation to college life. In particular, among positive psychological capital, the resilience factor is found to have the greatest influence on social adaptation, emotional adaptation, physical adaptation, and attachment to a college, and the hope factor on academic adaptation. Second, college students with higher emotional intelligence tend to better adaptation to college life. Particularly among emotional intelligence, it is analyzed that the factor of emotional regulation has the greatest influence on social adaptation and academic adaptation, and the factor of emotional use has the greatest influence on emotional adaptation, physical adaptation, and attachment to college. Third, it is found that college students with higher communication competence are better at adaptation to college life. In particular, among the communication skills, it is found that the factor of reducing social tension has the greatest effect on emotional adaptation, physical adaptation and academic adaptation, and interaction management on social adaptation, and cooperation/support on attachment to a college. Finally, as a result of examining the relative influence of communication competence, positive psychological capital, and emotional intelligence on college life adaptation, it is found that the factor of emotional use, which is a sub-factor of emotional intelligence, and resilience, a sub-factor of positive psychological capital, have the greatest influence. 본 연구는 긍정심리자본, 감성지능, 소통능력이 대학생활적응에 어떠한 영향을 미치 는가를 밝혀내고자 하였다. 분석결과를 요약해보면 다음과 같다. 첫째, 긍정심리자본이 높은 대학생일수록 대학생활적응을 잘하는 것으로 나타났다. 특히 긍정심리자본 중 회 복탄력성 요인은 사회적 적응, 정서적 적응, 신체적 적응, 대학에 대한 애착에, 희망 요 인은 학업적 적응에 가장 큰 영향력을 미치는 것으로 밝혀졌다. 둘째, 감성지능이 높은 대학생일수록 대학생활적응을 잘하는 것으로 나타났다. 특히 감성지능 중 감성조절 요 인이 사회적 적응, 학업적 적응에, 감성활용 요인이 정서적 적응, 신체적 적응, 대학에 대한 애착에 가장 큰 영향력을 미치는 것으로 분석되었다. 셋째, 소통능력이 높은 대학 생일수록 대학생활적응을 잘하는 것으로 나타났다. 특히 소통능력 중 사회적 긴장완화 요인이 정서적 적응, 학업적 적응, 신체적 적응에, 상호작용관리는 사회적 적응에, 협력 /지지는 대학에 대한 애착에 가장 큰 영향을 미치는 것으로 밝혀졌다. 넷째, 소통능력, 긍정심리자본, 감성지능이 대학생활적응에 미치는 상대적 영향력을 살펴본 결과 감성지 능의 하위요인인 감성활용과 긍정심리자본의 하위요인인 회복탄력성이 가장 큰 영향을 미치는 것으로 나타났다.

항공서비스 전공 대학생들이 지각하는 교수 학업성취압력이 대학생활적응에 미치는 영향 : 학업소진의 매개효과를 중심으로

신우단 ( Shin Wu-dan ),김영현 ( Kim Young-hyun ) 한국관광산업학회 2020 Tourism Research Vol.45 No.4

대학생활의 시기는 큰 변화의 과정을 경험하는 중요한 시기이며 성인기 적응을 준비한다는 점에서 중요하다고 볼 수 있다. 이에 본 연구에서는 항공서비스를 전공하는 대학생들을 대상으로 그들이 지각하는 교수 학업성취압력이 대학생활적응에 미치는 영향과 이들 관계에서 학업소진의 매개효과를 실증적으로 분석하였다. 첫째, 교수 학업성취압력과 대학생활적응의 영향관계를 검증한 결과, 교수 학업 성취압력 중 교수 행동관련 변인에 대해 높게 지각할수록 개인·정서적 적응, 학업적 적응, 대학환경적 적응, 사회적 적응이 모두 낮은 것으로 나타났으며, 교수 태도관련 변인은 대학생활적응의 모든 하위 요인에 통계적으로 유의하지 않은 것으로 나타났다. 둘째, 교수 학업성취압력과 대학생활적응에 미치는 영향에 있어서 학업 소진의 매개효과를 분석한 결과, 교수 학업성취압력 중 교수 태도관련 변인은 매개검증에 통계적으로 유의하지 못한 반면, 교수 행동관련 변인은 대학생활적응에 미치는 영향에 있어서 학업 소진의 매개효과가 있는 것으로 나타났다. 그 중에서도 완전매개 효과를 보이는 변인들이 있었다. 교수행동이 탈진과 냉담을 거쳐 개인·정서적 적응과 학업적 적응을 낮추는 것으로 나타났으며, 교수행동이 냉담을 거쳐 대학환경적 적응을 낮추는 것으로 나타났다. 이러한 연구결과를 바탕으로 대학에서는 학생들을 가르치고 지도함에 있어 학업의 중요성을 강조하는 태도를 갖되 이에 대한 긍정적·부정적 보상을 매개로 하여 통제하는 행동은 억압으로 느껴져 학생들이 대학에 적응하는 데에 있어서 부정적인 영향을 미칠 수 있음을 유념해야 한다. The period of college life is important period that the students can experience the process of great change and it is very significant in that they can prepare for the adulthood adaptation. Accordingly, as an object of the college students majoring in the airline service, this study was to empirically analyze the effect of the academic achievement pressure by professor perceived by the students on the college life adaptation, and the mediating effect of academic burnout. From the result of this research above, it may be summed up as follows. First, as a result of verifying the influence relation between the academic achievement pressure by professor and college life adaptation, the higher the students perceived the teaching behavior-related variables from the academic achievement pressure by professor, the lower the whole individual emotional adaptation, academic adaptation, college environmental adaptation, and social adaptation was. The teaching attitude-related variables were not statistically significant in all sub-factors of college life adaptation. Second, as a result of verifying the mediating effect of academic burnout in the impacts of academic achievement pressure by professor and college life adaptation, the teaching attitude-related variables from the academic achievement pressure by professor were not statistically significant in the mediation verification. In contrast, this study has found out that the teaching behavior-related variables had mediating effect on the academic burnout in the impact of college life adaptation. Among them, there were variables which showed full mediating effect. This study has shown that the teaching behavior lowered the individual emotional adaptation and academic adaptation through the exhaustion and indifference, and that the teaching behavior lowered the college environmental adaptation through the indifference. To conclude, the professor should emphasize the importance of learning in teaching the students, and it needs to take note that the control mediated by the positive and negative compensation can have negative effect on adaptation to the college.

간호대학생의 대인관계, 자아탄력성, 셀프리더십이 대학생활 적응에 미치는 영향

이영옥(Young Ok Lee),전윤화(Yun Hwa Joen),김미선(Mi Sun Kim) 한국생활환경학회 2018 한국생활환경학회지 Vol.25 No.3

The purpose of this study was to investigate the interpersonal relation, ego resilience and self-leadership on nursing student’s adaptation to college life and to present the basic data to assist in adaptation of college life. The study included 130 students from three university in B city, K-namdo and K-bukdo. A questionnaire survey was conducted on the subjects to determine their interpersonal relation, ego resilience, self-leadership and adaptation to college life with nursing as a major. The data were collected from 1, september, 2015 to 30, september using selfreport, questionnaires and analyzed through descriptive statistics, percentage, mean, standard deviation, t-test, ANOVA, Pearson’s correlation coefficients and stepwise multiple regression using SPSS 21.0. The mean score of the adaptation to college life was 5.27(±0.75), interpersonal relation 2.16(±0.43), ego resilience was 3.15(±0.65), self-leadership was 2.61(±0.47). There were positive correlations between adaptation to college life and interpersonal relation(r=.44, p<.001), ego resilience(r=.48, p<.001) and self-leadership(r=.72, p<.001). The significant factors influencing the adaptation to college life were self-resilience(β=.25, p<.001) and self-leadership(β=.31, p<.001), which explained 54% of variance in the adaptation college life. These results indicated that it is necessary to determine factors affecting adaptation to college life and increase adaptations to college among nursing students.

The Mediation Effect of College Freshmen’s Communication Ability between SNS Addiction Tendency and College Life Adaptation

이영림,차민영,임희주 한국산학기술학회 2024 한국산학기술학회논문지 Vol.25 No.3

The purpose of the study was to examine whether the relationship between SNS addiction tendency and adaptation to college life is mediated by communication ability. A total of 225 college freshmen participated in the study and completed the survey including adaption to college life, SNS addition tendency, and communication ability. As a result of the study, SNS addiction showed a negative correlation with communication skills and adaptation to college life, but communication skills were positively associated with adaptation to college life. In addition, there was the mediation effect only for females by performing Bayesian independent samples t-test to compare each variable by gender. Hence, a mediation analysis was conducted for female students using SNS addiction as an independent variable, communication ability as a mediator, and adaptation to college life as a dependent variable. So, the communication ability's goal-setting influences the relationship between control failure/daily life difficulties and the various factors of adapting to college life. In addition, the message switching of communication ability serves as a mediating factor in the correlation between control failure/daily life disorders and personal mentality. Lastly, virtual world orientation and withdrawal of SNS addiction directly influence interpersonal relationship of adaption to college life. Therefore, it is necessary to develop SNS addition prevention program for college students.