• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.3
• /
• pp.223-231
• /
• 2017

The purpose of this study was to determine the relationships among sexual attitudes, autonomy, and harassment experience and to find out how each factor affects the sexual attitudes of college students. The subjects were 236 college students in D city. The data were collected from September 3 - 8, in 2015 using a structured questionnaire. The data were analyzed using the SPSS WIN 18.0 program. For data analysis, a Mann-Whitney U-test, Kruskal-Wallis test, Pearson's correlation coefficients, and multiple regression analysis were carried out. The results are as follows. First, the average scores of sexual attitude, sexual autonomy, and sexual harassment experience were 4.01, 1.95, and 0.95 points, respectively. Second, the individual characteristics in sexual attitude were significantly different in gender (U=2124.50, p=0.000) and department (U=5741.00, p=0.026), sexual autonomy were considerably different in gender (U=2529.50, p=0.001) and satisfaction with personal relationships ($X^2=9.46$, p=0.009), and sexual harassment experience were significantly different in the department (U=5604.00, p=0.007). Third, a positive relationship was observed between the sexual attitudes and sexual autonomy (r=0.517, p<0.01). Sexual autonomy was found to influence the sexual attitudes (${\beta}=0.46$, p<.001). These results highlight the need to develop sex education programs in various situations for college students and that sex education should be implemented constantly.

• Korean Journal of Childcare and Education
• /
• v.10 no.5
• /
• pp.229-248
• /
• 2014

The purpose of this study is to draw guidelines on how to select traditional games that would efficiently help and develop multiple intelligences in children. Guidelines standard of section inquiries were prepared through a Delphi survey targeting twenty experts in early childhood education and traditional games. As a result, linguistic intelligence questions regarding writing, listening, speaking and vocabulary acquisition were selected. logical-mathematical intelligence questions regarding strategy, counting, patterns, hypothesis, verification, and comparing, contrasting, calculating ability were selected. Spatial intelligence questions regarding drawing, coloring, representation activities, operating and creating were selected, physical performance intelligence questions regarding global muscles, eye-hand coordination, flexibility, accommodation force, balance, agility and muscular strength were selected. Musical intelligence included questions about singing, and playing musical instruments. Interpersonal intelligence included perspective-taking, role-sharing, cooperation and discussion. For intrapersonal intelligence questions regarding personal significance-ties, planning-decision making, emotional expression and problem solving were selected. Finally, in relation to naturalist intelligence, questions regarding living organisms, inanimate objects and seasons were selected. In addition, traditional games were analyzed based on the finalized guidelines, and the results showed that each of the traditional games would not only work with one intelligence at a time but with other different intelligence as well. In the light of that, the study confirmed the validity of the guidelines on how to select traditional games that would develop multiple intelligences in children.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.14 no.6
• /
• pp.189-197
• /
• 2014

This study analyzed the characteristics of multiple intelligence and the levels of academic adjustment for the department and the major among undergraduate students majoring in IT. Seventy freshmen majoring in IT at the department of M, H University participated in this study and the basic major subject required for the department was Computer Language: I-C Language. Eight intelligence areas less controversial in Gardner's multiple intelligence theory were used; academic adjustment was manipulatively defined as the degree of adjustment for the department and the major among undergraduate students; and pleasure, flow, familiarity and relevance to the major, academic achievement, and major satisfaction were selected as variables through literature review. The undergraduate students majoring in IT showed high levels of interpersonal intelligence and intrapersonal intelligence, with insignificant gender differences. Significant correlations were found between multiple intelligence and academic adjustment. In particular, while pleasure and flow in C programming were found to be at low levels in academic adjustment, the significant correlation between linguistic intelligence in multiple intelligence and flow in C language was a very interesting finding. While significant correlation was not found between multiple intelligence and academic achievement, students who were more highly aware of the relevance to the major and who were more familiar with C language showed higher academic achievement. Lastly, limitations of this study were discussed; on the basis of the results, suggestions were made about prescriptive strategies to improve academic achievement for undergraduate students majoring in IT.

• Korean Journal of Social Welfare
• /
• v.62 no.1
• /
• pp.291-316
• /
• 2010

This study aimed to look for the possibility of dissolving social exclusion about the social vulnerable classes through the culture welfare programs. For this purpose, we analyzed interview records focused on the culture welfare practitioners applying the Modified Grounded Theory Approach worked out by Kinosita. The results showed that the culture welfare programs functionated of dissolving social exclusion about the social weaks by enhancing latent faculties and the sense of self-respect of them through providing various opportunities of culture fruition. It was appeared that the culture welfare programs promoted creative competence and the sense of self-respect, and strengthened the sense of solidarity of the participants by using the approaching strategies of offering various opportunities of creational experience, atypical operating programs centered on the process, establishing of the participants' subjecthood, and communal activities. That is, it was proved that actually the social weaks experienced the change of life with feeling emotional satisfaction, promoting family and human relationship, establishing positive identity, empowerment, participating communal activities, and so on, through the culture welfare programs. From these results we can know that if we provide the programs mixing the culture welfare programs with social welfare services which traditionally reinforced social exclusion about the social vulnerable classes by stigma, the social exclusion about them can be dissolved.

• Journal of Digital Convergence
• /
• v.14 no.8
• /
• pp.69-80
• /
• 2016

The purpose of this study is to analyze the difference of career barriers, career attitude maturity, and career competency based on gender, grade, and major fields of university students. 320 students responded the survey and the data were analyzed through MANOVA. There were significant differences in a sub-components of career barriers and career attitude maturity according to gender. Female students were higher in 'lack of self-clarity' and 'interpersonal difficulty' while male students were higher in the 'independency'. Lastly, there were significant differences in sub-components of career competencies according to gender, grades, and fields of majors. Female students were higher in 'career exploration'. Also, sophomore students showed the lowest scores and senior year students showed highest scores in 'career exploration' and 'career performance'. Students in the field of the social science showed highest scores in the 'career design' and 'career performance'. Suggestions and ideas to develop employability of students were discussed.

• Journal of Convergence for Information Technology
• /
• v.10 no.11
• /
• pp.107-116
• /
• 2020

The purpose of this study was to identify the degree of self-leadership, academic self-efficacy, and learning flow of nursing college students to took both online and offline lectures, and to identify the factors that influence learning flow. Data were collected by using questionnaires from 152 students who were in 2nd year of the nursing college in G city, from September 7 to September 29, 2020. Data were analyzed by t-test, ANOVA, Pearson's correlation, and stepwise multiple regression using SPSS WIN 25.0 program. As a result of the study, Learning flow according to general characteristics showed significant differences in perceived health status, interpersonal relationship, major satisfaction, and grades. Statistically, learning flow showed a significantly positive correlation with self-leadership and academic self-efficacy. Influencing factors on learning flow were academic self-efficacy(β=.44, p<.001), self-leadership(β=.35, p<.001), and major satisfaction(β=-.14, p=.031) accounting for 57% of the total change. Based on this study, strategies to enhance academic self-efficacy and self-leadership are required to improve the learning flow of nursing students.

• Journal of Digital Convergence
• /
• v.15 no.4
• /
• pp.295-307
• /
• 2017

The purpose of this study was to investigate convergent factors which influence nursing students' problem solving abilities. Participants were 224 nursing students selected by convenience sampling at universities in Seoul, Chungnam-do, and Ulsan. Data were collected using a questionnaire from 6 March to 20 April, 2013. The SPSS/WIN 21.0 program was used for data analysis. There were positive correlations between problem solving abilities and critical thinking, empathy, nursing professionalism, self leadership. Participants who had good GPA(Grade point average) and interpersonal relationship more likely to have better problem solving abilities than those who did not. The influencing factors on problem solving abilities of nursing students were critical thinking, empathy, nursing professionalism, self leadership, grade point average, and satisfaction for practicum. These findings imply that we need to develop and apply new instruction strategies on fostering critical thinking, empathy, nursing professionalism, self leadership to improve nursing students' problem solving abilities.

• 대한공업교육학회지
• /
• v.31 no.2
• /
• pp.64-82
• /
• 2006

This study investigated what effects multiple intelligence, through which the diverse intelligence abilities of a learner are identified, has on technological problem solving ability according to sex. And it was carried out to present a way to reduce the gap between boys and girls in technological problem solving ability. The subject was 833 middle school students in the third grade (boys: 423, girls: 410) whose schools are located in a megalopolis or more large area. And the instruments developed by Yong-Lyn Moon(2001) and in CRESST(1998) were used. The results of this study are as follows. First, it appeared that there were statistically meaningful differences at six items in multiple intelligence between boys and girls. The six items were bodily-kinesthetic intelligence, logical-mathematical intelligence, naturalistic intelligence, musical intelligence, interpersonal intelligence, and introspective intelligence. Second, in technological problem solving ability, it appeared that boys and girls showed statistically meaningful differences at self-regulation and problem solving strategy. Third, it appeared that logical-mathematical intelligence, linguistic intelligence, introspective intelligence, and natural intelligence had an effect on boys in the way of self-regulation and logic-mathematical intelligence, introspective intelligence, naturalistic intelligence, and linguistic intelligence did on girls. Fourth, it appeared that logical-mathematical intelligence, musical intelligence, and bodily-kinesthetic intelligence had an effect on boys in the way of problem solving ability and linguistic intelligence and musical intelligence had on girls. Fifth, it appeared that logical-mathematical intelligence did an effect on both sexes in drawing up the understanding of contents. On the basis of the results of this study, the area related to multiple intelligence directly or indirectly should be developed in the course of designing the primary and secondary curriculums to reduce the gap between boys and girls in multiple intelligence. With these efforts, the scholastic attainments gap caused by the difference of multiple intelligence will be overcome.

• Journal of Digital Convergence
• /
• v.17 no.4
• /
• pp.1-11
• /
• 2019

The purpose of this study is to investigate the effects of stress, social support, and resilience on the university life as predictors of college life adjustment. For this purpose, the questionnaires were administered to 145 college students in Busan, and correlation analysis, multiple regression analysis, and mediation analysis were conducted using SPSS 18.0. The main results are as follows. First, the significant factors influencing college life adjustment were stress (B = -.351, p <.01), social support(B = -.210, p <.05) resilience (B = .355, p < .01), 30.6% explanatory power, and resilience was the most influential factor. Among the sub-factors of stress, interpersonal stress and academic stress has a negative effect. In addition, friendship support had a statistically significant effect on social support, and resilience subscale was life satisfaction and cause analysis ability. In addition, stress was found to be partly mediated in the relationship between social support and college life adjustment. Based on this study, the strategies for lowering the stress, improving the resilience of the university students in order to improve the college life adaptation were provided.

• The Journal of the Korea Contents Association
• /
• v.21 no.2
• /
• pp.262-270
• /
• 2021

The purpose of this study was to identify factors influencing the transfer of learning for nursing students in clinical practice. This study is a descriptive survey research conducted with 113 nursing students. Self-directed learning, motivation to transfer, and transfer of learning were measured. Data were analyzed by descriptive analysis, independent t-test, and ANOVA. The transfer of learning were significantly different according to the interpersonal relationship (t=10.43, p=.002), the satisfaction of nursing major (t=3.81, p=.006), satisfaction of nursing skills laboratory (t=4.61, p=.004). Transfer of learning had a correlation with self-directed learning, motivation (r=.46, p=<.001), and motivation to transfer (r=.60, p=<.001). In addition, motivation to transfer, the satisfaction of nursing skills laboratory, and learning evaluation were significant predictors of transfer of learning. Finally, in order to increase the transfer of learning for nursing students, nursing instructors need to encourage motivation to transfer, and to apply educational strategies that increase self-directed learning, as well as the satisfaction of the nursing skills laboratory.