• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.523-531
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• 2018

The purpose of this study based on descriptive research is to examine the influences on the self-regulated learning ability due to nursing students' achievement-goal and to make sure mediating effect of autonomous support of professor. A convenience sample of 294 nursing students were recruited from a college in C province from April to May, 2018. Data are analyzed using SPSS/WIN 21.0 program. As a result, it is turned out that there are positive correlation between mastery goal, performance approach goal, self-regulated learning ability and autonomous support of professor. In the Sobel test results, autonomous support of professor had a partial mediating effect between mastery goal and self-regulated learning ability(Z=3.922, p<.001). So, a new teaching method should be developed through the convergence of related factors of self - regulated learning ability.

• Journal of the Korean Applied Science and Technology
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• v.38 no.4
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• pp.1183-1194
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• 2021

The purpose of this study is to examine the relationship between grit, self-determination, self-determination, positive psychological capital, and relational support of adolescents participating in physical education classes, and to determine whether the positive influence of teachers' autonomy support and enthusiasm for them is confirmed. In this study, the results of the subjects based on the judgment sampling method of 541 adolescents were conducted. The results of the study are as follows. It was found that grit had a statistically significant positive (+) effect on autonomy support. Relationship support was found to have a statistically significant positive (+) effect on autonomy support. Support for autonomy was found to have a statistically significant positive (+) effect on teachers' enthusiasm.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.45-52
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• 2016

The purpose of this study was to investigate the meaning of conflict experience in cooperative learning activities of pre-service early childhood teachers. The subjects were 85 pre-service early childhood teachers in W university. The data were collected through unstructured interviews and journal writings of the participants. The study results were as follow. First, pre-service early childhood teacher's conflict experiences in cooperative activity are team meeting, fair participation and evaluation, and conflict of the personal relations. Second, pre-service early childhood teacher's conflict resolution experiences in cooperative activity are autonomy of the team meeting time, reflective thinking, sentimental support, recognition of others, and solving problems by the time spending together. Third, the meanings of conflict experience in cooperative activity are formation of felt responsibility, self-growth through consideration of others, reciprocity, and recognition of the meaning of cooperation.