• Journal of Korean language education
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• v.29 no.3
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• pp.145-163
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• 2018

The purpose of this study was to identify the necessity of research for increasing French language learners and to examine their use of listening strategies according to their proficiency as a basic study for their continuous learning and communication skills. In the case of French language Korean learners, both the beginner and intermediate learners used the upper cognitive strategy most frequently. However, the cognitive strategy, which has been mentioned as a frequently used strategy in previous studies, was found to be the least used in this study. This finding can be attributed to differences in mores and mastery of prior studies and research subjects. The cognitive strategy was lower in both the beginner and intermediate levels, but the level of use increased significantly in the intermediate level compared to the beginner level, showing only statistically significant differences in the usage patterns according to the proficiency level among the four listening strategies.

• The Magazine for Energy Service Companies
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• s.19
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• pp.32-33
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• 2002

ESCO사업에서 중요한 점은 자기 자신의 마음가짐이라고 생각합니다. 기본을 중시하는 기술의 접목과 숙달로 비전문가도 알 수 있도록 간단명료하게 자료화해야하며, 그러기 위해서는 철저한 사전준비와 시행착오를 겪지 않도록 직원간의 철저한 협의와 신뢰가 필요합니다.

• The Monthly Diabetes
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• s.129
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• pp.56-57
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• 2000

이달에는 중급 수련법 중 뇌 만지기에 대하여 알아보자. 뇌 만지기에 숙달되면 정서적인 여유가 생기고 아울러 몸도 아주 건강해진다. 뇌 만지기는 먼저 도인체조를 통해 몸을 이완시키고 저감수련을 하고 난 뒤에 한는 것이 더 좋다.

• Journal of the Speleological Society of Korea
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• no.48
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• pp.47-62
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• 1996

초보자는 어떻게 동굴 탐사를 시작해야 하는가 \ulcorner 본 장에서는 초보자와 중급수준의 수평굴 탐사에 필요한 기술에 대해 다룬다. 이런 기술은 걷기, 기기, 좁은 지역을 통과하는 기술을 포함하며, 기초적인 자일 조작과 하강은 쉬운 동굴에서도 필요한 것이므로 반드시 숙달하여야만 된다.(중략)

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.6
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• pp.2138-2143
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• 2010

The purpose of this study was to investigate the relationship of academic achievement and the achievement goal of students of Department of occupational therapy in Gyeongnam Province. 106 students in the department of occupational therapy filled out a questionnaire. For this study, Elliot & Church's Achievement Goal and GPA were used. The achievement goal was subdivided into the mastery goal, the performance approach goal, and the performance avoidance goal. The GPA from the previous semester was used. The results of this study were as follows. Female students received higher grades on all of the Achievement Goals than male. The results of the performance approach goal decreased as the students' class seniority increased. The performance approach goal showed academic achievement correlated positively with performance approach, but correlated negatively with the performance avoidance goal. The negative achievement goal got lower as the seniority of students increased. On the basis of these results, an educational approach is necessary for the positive achievement goal where an understanding of the students' individual characteristics are account for in the achievement goal.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.2
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• pp.137-144
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• 2016

The purpose of this study is to investigate the structural relationships among goal orientation, teaching presence, approaches to leaning, satisfaction and academic achievement. For this study, the web survey was administered to 235 learners who participated in distance lifelong education centers of A, B, and C university in South Korea. Structural equation modeling (SEM) analysis was conducted in order to examine the causal relationships among the variables. The results indicated that first, mastery-approach goal and teaching presence had positive effects on deep approach. Second, mastery-approach goal showed negative effects on surface approach, while teaching presence did not. Third, deep approach had positive effects on satisfaction, Fourth, surface approach had negative effects on satisfaction. Fifth, deep approach showed positive effects. Last, surface approach showed negative effects on academic achievement. Based on the result of the research, the study propose the constructive foundation for providing strategies raising the satisfaction and academic achievement in distance life-long education.

• Journal of the Korean Geographical Society
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• v.44 no.3
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• pp.410-427
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• 2009

This study aims to rethink the meaning of graphicacy, discuss the possible criteria to evaluate the level of graphicacy, and show how the graphicacy differs through different grades. First, it finds that as school grades advance, implicit information processing abilities, and conceptual information processing abilities were more required comparing to explicit information processing abilities, when interpreting graphic data. Secondly, the percentage of items which examinee showed a proficient level, decreased as school grades advanced. Thirdly, the graphicacy level of sixth graders was the status of being able to derive explicit information from pictorial maps and read implicit information in simple contour map or line graphs. Ninth graders were able to infer causal relationship between geographic phenomenons by utilizing graphic materials. Tenth graders could read graphic materials by utilizing simple knowledge and experience.

• 대한공업교육학회지
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• v.43 no.2
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• pp.79-96
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• 2018

In this study, we look at the effect that the achievement goal of specialized high school students has on academic self-efficacy and the difference in academic self-efficacy depending on achievement goal orientation. The purpose of this research is to help students to efficiently increase their academic self-efficacy, develop research and study life guidance measures to improve negative factors, and select professors and learning methods. To achieve the purpose, survey was conducted with achievement goal orientation measurement tools(26 questions) and academic self-efficacy measurement tools(28 questions) for 745 students of 18 specialized technical high school students in 5 districts. The results of this study are as follows. First, preference to task difficulty and self-controlling efficacy have highly positive correlations with mastery goal orientation and confidence and mastery avoidance goal orientation have highly negative correlations each other. Second, achievement goal orientation form of specialized high school students were divided into 5 forms; 'execution avoidance(34.8%)', 'mastery orientation(20.8%)', 'approach(17%)', 'avoidance competition(14.9%)', and'mastery avoidance(12.5%)'. In preference to task difficulty, 'approach'group showed the highest average point and 'mastery avoidance'showed the lowest average point. The average point of 'approach' group was higher than other groups in confidence, but 'mastery orientation' group showed the highest average point. Through the results of this study, academic self-efficacy makes an effect by a certain direction in accordance with achievement goal orientation and it's necessary to access academic problems differently according to student's goal directivity. Therefore, it's necessary to provide educational method by student type based on explanation about academic self-efficacy of achievement goal orientation of specialized high school students and analysis on achievement goal orientation form.

• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.257-263
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• 2018

The purpose of this study is to identify the factors affecting creativity and personality of students in dental hygiene department. From 14 May 2018 to 1 June 2018, 114 dental hygienists were enrolled at S University in Gwangju. The overall average of meta-cognition was 3.26. There was a significant difference between satisfaction and satisfaction of the major 3.36. The overall average of the mastery approach goals was 3.26. There was a significant difference in the satisfaction of the major satisfaction by 3.38. The overall average of autonomous educational climate was 3.08. According to the study variables, there was a significant difference in the satisfaction of major majors 3.17. The overall average of creativity and personality was 3.37. There was a significant difference between satisfaction and satisfaction of the majors. The factors affecting creativity and personality of college students were meta cognition and mastery approach goal. Metacognition and mastery approach goal score showed higher creativity and personality.

• (The)Korea Educational Review
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• v.22 no.3
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• pp.301-327
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• 2016

This study was to examine the differences of Korean and Chinese high school students on classroom goal structure(i.e., mastery, performance-approach, and performance-avoidance), help-seeking behavior(i.e., help-seeking, and help-seeking avoidance), and school engagement(i.e., behavioral, cognitive, and emotional), and to identify the mediating role of help-seeking behavior in the links between classroom goal structure and school engagement. The final samples consisted of 290 Korean and 294 Chinese students in high school. Results were as followed. Firstly, Chinese students had a higher classroom mastery goal structure, classroom performance-avoidance goal structure, help-seeking and emotional engagement than Korean students, whereas Korean students had a higher behavioral engagement than Chinese students. Secondly, for Korean students, help-seeking and help-seeking avoidance mediated between classroom mastery goal structure and school engagement. Moreover, for Korean students, help-seeking avoidance mediated between classroom performance-avoidance goal structure and school engagement. While, for Chinese students, help-seeking and help-seeking avoidance mediated between classroom performance-avoidance goal structure and school engagement. Also, for Chinese students, help-seeking avoidance mediated between classroom mastery goal structure and school engagement. Therefore, help-seeking should be promoted in order to improve students' school engagement, and classroom mastery goal structure need to be created in order to encourage students' help-seeking.