• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.69-83
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• 2013

This study aims towards developing design guidelines for teachers' professional development programs (PDP) that help to improve self-regulated learning skills through OER (Open Educational Resources). To achieve the research objective, first, literature review and case studies about famous OER collections were conducted, and from these reviews, twenty-six guidelines according to ten categories suggested by Zimmerman & Martinez-Pons were derived and finalized into fifteen items in nine categories through review of five experts. Based on the guidelines, a prototype of a teacher's PDP was implemented and evaluated by seven teachers. Results of the usability evaluation proved that the design strategies implemented in the prototype might contribute to improving teacher's self-regulated learning skills and helped to find the teacher's needs based on their PDP.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.491-497
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• 2014

The purpose of this study is to investigate the structural relationships among the attitude toward science and science motivation such as affective characteristics, and self-regulated learning strategy such as cognitive factor of science achievement. 853 middle school students residing in Seoul completed questionnaires about attitude toward science, science motivation, and self-regulated learning strategy. The sample variance-covariance matrix was analysed using AMOS 20.0, and a maximum likelihood minimization function. The results are as follows: First, attitude toward science, science motivation and self-regulated learning strategy of middle school students were all found to have a significant direct effect on science achievement. Second, attitude toward science and science motivation in middle school students has a direct effect on the self-regulated learning strategy. Third, attitude toward science in middle school students has a substantial indirect effect on science achievement mediated by their self-regulated learning strategy. Forth, science motivation in middle school students has indirect effect on science achievement mediated by their self-regulated learning strategy. Therefore, in order to improve science achievement among middle school students, teachers should consider synthetically the affective characteristics such as attitude toward science and science motivation, and cognitive factor such as self-regulated learning strategy.

• The Journal of the Korea Contents Association
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• v.13 no.3
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• pp.456-467
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• 2013

The purpose of this study is to increase the level of learning achievement by on-line learning instruments and self-regulated learning. The study were to investigate the 3 learning instrument-lecture, homework, participation-self related learning strategy, learning achievement. This Survey was conducted 226 responses of e-learning social welfare education learners. For this research, Amos 18 is used. The research findings can be summarized as the following. Lecture, homework and participation is indicated significantly affecting self-regulated learning and self-regulated learning is indicated significantly affecting learning achievement. And learning instruments has not statically significant direct effect on the learning achievement but learning instruments has statically significant indirect effect on the learning achievemen and the self-regulated.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.905-926
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• 2015

This study examined differences among high, medium, and low achievers' motivation, self-regulation strategy, and learning style in an online gifted program. The sample included 788 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly completed 60 questions on their motivation, self-regulation strategy use, and learning style. Multivariate analysis of variance(MANOVA) was conducted for data analysis using SPSS 19.0. The results of this study showed that (1) as levels of students' achievement increased, levels of intrinsic motivation increased as well; (2) statistically significant differences also existed on the levels of elaboration strategy, effort management, and time management strategy use among three levels of achievement and (3) no significant differences in students' learning style preference were found between competitive or cooperative learning style. To sum up, high achieving students' levels of intrinsic motivation, elaboration strategy, effort management strategy, and time management strategy use were the highest compared to medium and low achieving students.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.611-630
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• 2011

The purpose of the study was to investigate which psychological factors influence on the gifted students' achievement. As a psychological factor, self-determination, learning goal-orientation, self-efficacy, belief of intelligence, and self-regulated learning strategy were examined. The difference in psychological factors between the gifted with high achievement and the gifted with low achievement was to explored. For the study 128 gifted students' data from second-year data of Korean Education Longitudinal Study (KELS) were selected and analyzed. The findings indicate that the predictors of gifted students' achievement are extrinsic regulation, identified regulation, mastery-approach goal, self-efficacy, elaboration, and meta-cognition factor. Especially, the factor of elaboration and identified regulation are the strongest predictors. The findings from t-test analysis indicate that the gifted with low achievement show the low level in self-determination, mastery-approach, self-efficacy, elaboration, meta-cognition, place management and seeking social assistance from teacher. Therefore the developing elaboration, one of regulation learning strategy, is essential to improve the achievement of the gifted students with low scores.

• Korean Journal of Culture and Social Issue
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• v.21 no.3
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• pp.377-394
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• 2015

The purpose of this research was to identify the relationship between specific personality characteristics and maladaptive social behaviors in order to contribute to development of a pragmatic intervention for the prevention of sexual aggression. This was accomplished by examining the mediating effects of entitlement rage (K-PNI) or sociosexuality (K-MSAS) on sexual aggression, and moderating effects of cognitive emotion regulation strategies (K-CERQ) or state empathy (K-CMEM) on sexual aggression in narcissistic men. Data were obtained from male college students (n = 264) who completed self-report questionnaires, such as K-NPI and K-CMEM, and hierarchical regression analysis was applied to examine these relationships. Both entitlement rage and cognitive emotion regulation strategies were found to be unassociated with sexual aggression. Rather, sociosexuality was the mediating factor between narcissism and sexual aggression, Whereas state empathy was a moderating factor between narcissism and sexual aggression. These findings indicate a tendency for sociosexuality to increase sexual aggression in males. However, individuals with low state empathy are more likely to show sexual aggression than those with high state empathy, indicating that intervention for increased state empathy may be a more effective treatment than cognitive emotion regulation strategies.

• Journal of the Korean Chemical Society
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• v.58 no.5
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• pp.463-477
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• 2014

The purpose of this study is to investigate the teaching-learning effects in the experimental classes for the 'Redox' unit of science textbook of 11th grade using self-regulated learning strategy. Simultaneously, the effects of teaching-learning through the student's characteristics of the scientific high school were also included. The experimental and the controlled groups were selected by the teaching-learning method established on self-regulated learning strategy and regular laboratory activity based on the teacher' instruction, respectively. The questionaries of the scientific inquiry and scientific attitude were examined by the student. For their achievement, the total score which was obtained from the formative evaluation and performance assessment was utilized. After the laboratory activity for the unit grounded on the self-regulated learning strategy, the mean values of the scientific inquiry, scientific attitude, and achievement by the experimental group were higher than those of the controlled group. There was significant difference between the two groups in the post-test. By the results of the post-test for the experimental group, there has been somewhat relationship between the self-regulated learning strategy and the scientific inquiry, the scientific attitude, and the scientific achievement.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.233-239
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• 2007

최근 정보통신기술의 발달로 학교 교육 현장에서는 미래형 교육을 위한 새로운 노력들이 시도되고 있다. u-러닝 (Ubiquitous Learning)으로 일컬어지는 이러한 교육을 이끌어가는 도구로서 UMPC (Ultra Mobile Personal Computer)는 기존 PC로 할 수 있는 모든 것을 가능케 하면서 나아가 휴대성과 이동성의 장점까지 겸비해 최근 급부상하고 있다. 본 연구에서는 이러한 동향을 반영하여 평생학습 사회에서 누적된 학습을 효과적으로 관리할 수 있도록 UMPC를 기반으로 한 학습 관리 시스템을 설계하였다. 본 시스템의 장점은 다음과 같다. 첫째, 자기조절학습 이론의 자기조절학습 전략을 적용함으로써 학습자가 능동적이고 자기주도적으로 학습을 점검하고 관리할 수 있도록 하였다. 둘째, 복잡하고 불필요한 기능을 배제하고 기존의 학습 자원과 도구를 최대한 활용하여 시스템의 편의성을 높임으로써 바쁜 일상에서도 간단하게 사용할 수 있는 학습 관리 및 생활 관리 도우미의 역할을 할 수 있도록 하였다. 셋째, 자기 학습에 대한 피드백을 지속적으로 할 수 있도록 도와줌으로써 궁극적으로 학업 성취 향상에 기여할 수 있도록 하였다.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.558-576
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• 2020

The purpose of the research was to verify the mediating effect of social support and cognitive emotional regulation strategy when office worker's emotional expressive ambivalence influences on interpersonal stress. A survey was conducted with 422 office workers from August to September of 2018. SPSS, AMOS and Mplus were used for descriptive statistics, correlation analysis, verification of structural equation modeling and mediated effect. There was a partial mediating effect in emotional expressive ambivalence of self-defense model, a complete mediating effect in relational emotional expressive ambivalence model. In both self-defense and relational emotional expressive ambivalence model, double mediation effect of passing through support and cognitive emotional regulation strategy in the relationship between emotional expressive ambivalence and interpersonal stress was significant. This study sought ways to reduce interpersonal stress by increasing the level of perception of social support and using adaptive cognitive emotional control strategies for office workers.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.487-495
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• 2021

Using self-regulation learning strategies that can cultivate the creative and critical thinking required in the era of the Fourth Industrial Revolution, it was applied to the exploration experimental class of the section 'quantitative relationship in chemical reactions' in high school chemistry and the effects on academic performance and scientific attitudes were analyzed. In case of academic achievement, although there was no meaningful difference between the two groups in the pre-test, the average value of the experimental group was significantly higher in the post-test. In the case of scientific attitudes, the difference in average points between the two groups was the greatest in readiness and curiosity. In the post-test of the experimental group, academic achievement showed the highest correlation with meta-cognition and scientific attitude with behavioral regulation, respectively. Considering the effectiveness of metacognition and scientific attitudes, self-regulation learning strategies are the most suitable teaching-learning forms for creativity and personality education in this era.