• Journal of the Korea Convergence Society
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• v.10 no.4
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• pp.73-80
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• 2019

The purpose of this study was to examine how flipped learning strategy affects learners' self-regulating ability in both general English and Spanish, based on the study hypothesis that self-regulating learning ability of general English learners will make a meaningful difference in comparison to that of traditional learning. The study was also focused on how flipped learning was related to learners' self-regulating ability. From September 10, 2018 to December 10, 2018, a total of 81 students in general English and Spanish were surveyed in which three sub areas of self-regulating learning (cognitive, motivational, and behavioral control) were considered, and which were divided into six sub-domains, a total of 65 items were composed. Although not very significant results were shown in the case of motivational control, both English and Spanish classes have statistically significant differences in cognitive and behavioral self-regulating learning abilities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.11
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• pp.4161-4166
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• 2010

This study was to examine the effectiveness of neurofeedback training by observing the pre and post brainwave measurement results of about 52 (experimental group 26. comparative group 26) subjects who have shown self regulation ability. The study took place at neuro-training center B, in between the months of Jan. 2008 and Dec. 2008. As the brainwaves are adjusted by timeseries linear analysis, the tool used to measure the self regulation ability was 5 Likert Scale questionnaire. The result confirmed the differences of both self regulation quotient, training protocol, upper deviation and questionnaire. The result of the study suggest prefrontal lobe neurofeedback technique's possibility in positively affecting the subjects' self regulation ability. This result suggested that follow-up researches should be figuring out more detailed explanations for journal of adolescent welfare.

• Journal of Science Education
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• v.35 no.2
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• pp.307-323
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• 2011

The study aims to investigate self-regulated learning ability (SRLA) of students and analyze its relationship to their science inquiry skill and affective domain of science in middle schools in Korea. For this end, the research questions include the followings: First, what level is SRLA of middle school students? Second, how does the relationship between SRLA and science inquiry skill look like? Third, how does the relationship between SRLA and affective domain of science look like? A research method employed in the study is the survey utilizing three questionnaires: a) a questionnaire of SRLA (Jung et al., 2004); b) a questionnaire of problem finding ability of the science inquiry skill (Jung et al., 2004); and c) a questionnaire of science affective domain (Seo et al., 2008, adopted from 2006 PISA Student Questionnaire). Responses to three questionnaires by 704 students from seven middle schools in Busan, Ulsan, and Gyeongnam in Korea were analyzed. The research findings were as follows: First, mean average scores of SRLA is 3.02 (${\pm}0.63$) in 5 Likert scale (1 = strongly disagree; 5 = strongly agree). Second, students with higher scores in science inquiry skill showed significantly (p<.05) higher scores in SRLA than others. Third, boys scored higher on self-efficacy scale than girls. As students advance their grade level, their affective domain levels of science significantly (p=.048) decreases, in particular, their self-efficacy level most significantly (p=.002) decreases. Fourth, SRLA was significantly (p=.000) correlated with science inquiry skill and affective domain of science. In conclusions, it appeared that the higher SRLA level of students in middle schools is, the higher level of science inquiry skill and affective domain of science is.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.877-892
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• 2014

This Study was to examine whether high school students' autonomy support and beliefs of intelligence ability influence their self-regulated strategies. Of the 600 high school students surveyed from 3 high schools in two metropolitan cities, Korea, 478 completed and returned the questionnaires yielding a total response rate of 79.7%. Among the final sample consisted of 109 gifted students (22.8%), 190 high-achieving non-gifted students (39.7%), and low-achieving non-gifted students (37.4%). Measures of students' perceived autonomy support (i.e. from parents, teacher, peer), beliefs of intelligence ability (i.e. incremental, entity) and self-regulated strategies (i.e. managing environment and behavior, seeking and learning information, maladaptive regulatory behavior). Spearman's rho(${\rho}$) indicated that students' achieving level was positively associated with autonomy support (i.e. parents, teacher), beliefs of intelligence ability (i.e. incremental) and self-regulated strategies (i.e. managing environment and behavior, seeking and learning information). However, students' achieving level was negatively associated with beliefs of intelligence ability (i.e. entity) and self-regulated strategies (i.e. maladaptive regulatory behavior). Hierarchical multiple regression analyses showed that students' perceived autonomy support (i.e. from teacher) and beliefs of intelligence ability (i.e. incremental) were the crucial contributors for enhancing students' self-regulated strategies. Results are discussed in relation to theoretical implications and school settings.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.84-92
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• 2009

The purpose of this study was to investigate the level of self-regulated learning ability for engineering students. Self-regulated learning theory has been studied as the theoretical background and assessment framework explaining life-long ability. A survey was conducted to engineering students from an engineering-centered university, located in Seoul. The research findings were as follows. First, each mean of cognitive regulation, motivation regulation, and behavior regulation was 3.041, 3.051, and 2.996 respectively, indicating that the scores were not high. Second, there was no significant difference in the mean score of self-regulated learning ability between female and male students. Third, students in ABEEK accredited program scored meaningfully higher than students in non-accredited program on only 3 sub-components of organization strategy, metacognition, and task value. Fourth, senior students scored meaningfully higher than 1st year students on only 3 sub-components of metacognition, intrinsic motivation, learning environment management. The results revealed that instructional interventions should be provided for engineering students to develop self-regulated learning ability.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.77-84
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• 2016

This study is intended to identify the impacts the Brain Education Meditation Program have on elementary school students' self-regulated learning ability and the academic self-efficacy, This study aims to answer these three questions: First, is the Brain Education Meditation Program effective in improving self-regulated learning abilities of elementary school students? Second, is the Brain Education Meditation Program effective in improving the academic self-efficacy of elementary school students? Third, is there any positive correlation between the Self-Regulated learning ability and the academic self-efficacy of elementary school students? The data analysis results showed as follows: The Program thereby changes the self-regulated learning ability of the students. Second, it has improved the self-confidence, which is a sublevel factor of academic self-efficacy, of the elementary school students who participated in the Brain Education Meditation Program. Third, there exists the positive correlation between self-regulated learning ability and academic self-efficacy.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.347-355
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• 2013

The purpose of this study was to investigate the mediating effect which may operate within peer attachment as well as any links which may exist ego-resilience and life satisfaction and self-regulation learning ability in adolescence. The participants in this research consisted of 2,351 middle school students. the main result were as follows: first, each of three ego-resilience and peer attachment had an influence upon life satisfaction and self-regulation learning ability albeit in different ways. second, life satisfaction had a direct influence on self-regulation learning ability. third, the mediating effect of life satisfaction between ego-resilience and peer attachment upon and self-regulation learning ability were significant. finally, the limitation of this study were discussed along with suggestion for further research.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1268-1284
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• 2020

The purpose of this study was to examine mediating effect of emotional intelligence on relationship between nursing students' learning engagement and academic resilience, find whether self-regulation would moderating the relationship between learning engagement and emotional intelligence. The data were collected from 277 nursing students from three colleges in J province and were analyzed with a regression analysis and bootstrapping. As a result of the study, first, the fit of the causal model between learning engagement, emotional intelligence, academic resilience and self-regulation of nursing students was found to be good, and the causal relationship between variables was predicted appropriately. Second, partially mediating effect of emotional intelligence on the path of nursing students' learning engagement affecting academic resilience. Third, self-regulation had moderating effect on learning engagement affecting emotional intelligence. Finally, the significance of this study is that the influence of various variables that can affect the academic resilience of nursing college students was verified, and in order to improve academic resilience, a strategy that considers the subjects' learning engagement, emotional intelligence, and self-regulation.

• Journal of the Korea Convergence Society
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• v.8 no.6
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• pp.291-297
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• 2017

As part of the target-specific convergence study of welfare focusing on the relationships between emotional labor, burnout, and goal-focused self-regulation, this study was designed to examine whether goal-focused self-regulation of the early childhood teachers buffers in the relation between emotional labor and burnout. A total of 231 childcare teachers participated in this study and by responding to a questionnaire including measures of emotional labor, burnout, and goal-focused self-regulation. Moderated multiple regression through simultaneously entry was performed for analysis using SPSS (PASW) 18.0 and PROCESS Macro for SPSS. First, the results indicated that the level of emotional labor increase, burnout of the early childhood teachers also increase. Second, goal-focused self-regulation was found to have a protective function in terms of buffering the negative effect of emotional labor on burnout. Based on the results, this study suggests the importance of mental healthcare and the need for internal resources development such as self-regulation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.1
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• pp.170-180
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• 2011

The purposes of this study are to find out the effectiveness of the tutoring program and the level of self-regulated learning ability in tutoring program attending students. This study has been performed for team-tutoring program attending students(n=183) who are in 15 department, D college in Daegu. Following results were drawn thought correlation analyses of variables obtained during the survey period. The results were as follows; There was statistically significant difference among perception controlling ability, purpose controlling ability, and action controlling ability. In over 20 ages, organization, meta-perception stratagem, arrangement, self-effectiveness, controlling learning time ability were higher than of lower 20 ages(p<0.05). In tutors, demonstration, organization, meta-perception stratagem, arrangement, checking, purpose intentions, self- effectiveness, achievement, controlling action, help requirement ability were higher than tutees(p<0.05). As results, the tutoring program was effective for both tutors and tutees in college students. Further studies in an education program for students in all years should be implemented to examine tutoring effects. Implementation of tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.