• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.248-261
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• 2018

This study, the Fear of Missing Out Scale (FoMO Scale) developed by Przybylski et al. (2013) was adapted and validated to the Korean culture. 3-factors were constructed through EFA and item content analysis. In the CFA, 3 models were constructed to verify the fit of the model. Compared the goodness of fit, 3-factors model with 8 items proved to be the most appropriate. Sub-factors extracted through the characteristic context and rationale of Korean culture are 'belonging needs', 'extrinsic motivation', and 'relative deprivation'. K-FoMO scale and the reliability level of each sub-factor were good. Convergent validity was assessed by significant correlation the K-FoMO scores with life satisfaction, positive emotions, negative emotions, and SNS addiction proneness. Discriminant validity was assessed by low correlation with gratitude. At the end, limitation and suggestions for the future research were discussed.

• Journal of Convergence for Information Technology
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• v.8 no.2
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• pp.67-75
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• 2018

We sought to develop a multi-dimensional tool for measuring and understanding nurse fatigue. The participants were 301 nurses working in four hospitals in Seoul, South Korea. Basic items were developed after a preliminary literature review, and content validity was verified by a group of experts. The first 52 items from which the fatigue measurement tool was to be developed were tested for construct validity and were reduced via factor analysis to 31 items. Following a confirmatory factor analysis, the items were further reduced to 23 items in three categories: physical, mental, and emotional. A confirmatory factor analysis found the items to be adequate. The fatigue scale was found to have high construct validity and reliability. This scale is expected to serve as a preliminary data-gathering tool to assess the level of nurse fatigue and to develop interventions to alleviate it.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.149-152
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• 2013

이 연구는 스마트교육환경에서의 교육용 앱을 평가하기 위한 신뢰롭고 타당한 도구를 개발하는데 있다. 기존 선행연구에 기초해서 교육용 앱의 평가를 위한 평가모형을 도출했으며, 이 모형은 4개의 평가영역(교수 학습측면, 화면디자인측면, 기술측면, 경제 윤리측면)과 13개 평가요소들로 구성되었다. 이 잠재모형의 통계적 타당성 검증을 위한 자료수집을 하고자, 경기도 소재 중학교 1곳과 고등학교 2곳의 학생 156명을 대상으로 교육용 앱을 평가하는데 있어서 각 평가문항이 갖는 중요도를 평가하였다. 수집된 자료를 탐색적 요인분석한 결과, 교육용 앱을 평가하는 영역으로 교수 학습(흥미성 자기주도성 실용성, 인지발달성), 화면디자인(디자인의 적합성, 어휘의 정확성), 기술(호환성, 안정성), 경제 윤리(경제성, 윤리성) 등 4개 영역이 제안되었다. 또한 문항내적일관성을 확인하고자 신뢰도 분석한 결과, 각 평가영역 별 Cronbach ${\alpha}$는 .88, .85, .82, .80으로 모두 적합한 수준을 보였다. 따라서, 이 연구를 통해 도출된 교육용 앱 평가도구는 통계적으로나 타당성과 신뢰성 측면에서 의미 있는 것으로 판단할 수 있다.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.31-40
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• 2009

In the Cyber Home Learning Service (CHLS) for primary and secondary level students, Cyber Teachers are in charge of providing learning assistance and guidance to students through various activities. Thus, improving the Cyber Teachers' satisfaction level could contribute to increased effectiveness of the CHLS. In this study, we developed the evaluation criteria to assess the satisfaction level of teachers participating in the CHLS, and analyzed factors influencing the satisfaction level. We verified the content validity of the evaluation criteria. We also analyzed the evaluation criteria model by conducting an item characteristic analysis and a goodness of fit test using the SPSS and AMOS. Finally, we developed 20 items from five factors based on the analysis results.

• Journal of the Korea Convergence Society
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• v.11 no.2
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• pp.331-339
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• 2020

The purpose of this study was to develop and validate future teacher competencies diagnosis tools required for pre-service teachers. In this study, the hypothesis model was established by hierarchizing basic competency and job competency in three dimensions such as knowledge, practice, and personality as teachers' competencies required in future society. Based on this hypothesis model, 54 preliminary questions were developed, and competencies diagnosis test was conducted for 237 pre-service teachers in J area, Korea. The results of this study are as follows: First, as a result of this study, a total of 53 questions were extracted, including 18 questions with 6 factors in the knowledge dimension, 17 questions with 6 factors in the practice dimension, and 18 questions with 6 factors in the personality dimension. Second, the goodness-of-fit of future teacher competencies diagnosis model required was verified, and convergence and discriminant validity were verified. The results of this study were discussed. Finally, the implications and suggestions for further research were presented.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.100-113
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• 2016

Purpose: This study was performed to investigate the influence of children's hospital nurses' job characteristics and job stress on turnover intention. Method: The subjects were 148 nurses who have been working in 6 children's hospitals located in G city. Measurement tools used for this study included job characteristics were created by Lee, and modified by Hong, and job stress tool developed Kim & Ku and modified by Choi. And the tools used for assessing turnover intention were created by Mobley and Becker and modified by Kim. The collected data was analyzed using descriptive statistics, the independent t-test, one-way ANOVA, Pearson' Correlation and regression on SPSS 21.0 program. Result: Job challenge and job fitness among the sub-areas of job characteristics, job stress and salary were identified as factors influencing turnover intention. These factors explained 36.5% of variance of turnover intention. Conclusion: In conclusion, this results can be used to help the children's hospitals creates an environment where nurses can enhance Job challenge and job fitness also, reduce job stress which lead to turnover rate and turnover intention.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.10
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• pp.611-623
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• 2017

The purpose of this study is to develop and validate the Korean Job Crafting Scale. First, previous studies on the concept and measurement of job crafting were reviewed, and items were developed based on this review. The content validity of the scale was examined using a focus group interview consisting of 10 HRM professionals. Following modification of the items, the measurements were administered to 305 employees from 8 Korean firms, and exploratory factor analysis was conducted in order to examine the factorial validity of the scale. Subsequently, confirmatory factor analysis was implemented concerning data collected from 295 employees who work in 7 Korean firms. Results indicated that the measurement model sufficiently explained the data at an appropriate level, and the subscales featured convergent and discriminant validity. If the scale developed in this study is validated in further studies, it can be employed to conduct research regarding job crafting in Korean organizations.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.469-489
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• 2020

Middle school students are known to have high levels of math anxiety. According to the need for test tools that reflect the characteristics of today's middle school students, it was intended to develop a mathematical anxiety test for middle school students. Sub-factors of mathematical anxiety were established based on prior research and questions corresponding to each factor were produced. The suitability and validity of the questions were analyzed through two pilot tests. Then some of the questions were revised. This test was conducted on 255 middle school students using the revised questions, and the validity and reliability of the test tools were analyzed on 246 student responses. The final developed test tool consisted of 6 sub-factors and a total of 36 questions, and was intended to provide students, teachers, and parents with information about students' mathematical anxiety by providing criteria for the degree of anxiety.

• Journal of the Korea Society of Computer and Information
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• v.28 no.11
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• pp.227-234
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• 2023

The evaluation of students' computational thinking begins with the evaluation of knowledge about the concepts and principles of computing. In this study, we analyzed the differences in teachers' perceptions depending on the description method of the bebras challenge questions to evaluate computer science knowledge. First, we classified the questions into two types depending on whether computer science terms were included or not. Also we made a computational thinking questionnaire with two types of questions and surveyed 72 major teachers. As a result, teachers expressed the opinion that the evaluation questions that revealed computer science terms were appropriate as evaluation questions for information subjects. They also perceived it as more helpful in assessing computational thinking and coding skills. Through the results of this study, we suggested that the way the questions are worded is important in the process of assessing students' understanding of computer science concepts and computational thinking skills.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.129-143
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• 2005

The purpose of this study was to verify the validity of Ohio State Teacher Efficacy Scale(OSTES: Tschannen-Moran, 2000) when used with Korean home economics teachers. To achieve this purposes, the surveys with 263 secondary school home economics teachers was conducted by the prime investigator. Statistical procedures included descriptive statistics, factor analysis, internal consistency. Cronbach's a was calculated to test the reliability of items and their internal consistency and Exploratory Factor Analysis(EFA) was conducted to test the structure of each factors with principal analysis and varimax rotation. Confirmatory Factor Analysis(CFA) was conducted to test the factor validity of this scale with AMOS program. The reliability test result of 20 items appeared Cronbach's a=.86. The factor analysis on teacher efficacy with 263 survey of secondary school home economics teachers produced 5 factors including efficacy in classroom management. efficacy in needs assistance, efficacy in instructional strategies, efficacy in environmental assistance and efficacy in teaming assistance. The validity of teacher efficacy scale was moderately verified by the confirmatory factor analyses(GFI=.87, AGFI=.84. CFI=.86. PNFI=.72, RMR=.05. RMSEA=.07). The results lend a support to the teacher efficacy scale as a valid instrument.