• Journal of Families and Better Life
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• v.27 no.6
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• pp.21-29
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• 2009

This study investigated the effects of three factors-mothers' parenting beliefs; child care-home involvement; and the home learning environment - on the school readiness of 3- to 5-year-olds. The subjects were 366 children who were enrolled in child care centers located in Seoul and the Kyoungki area, and their mothers. The Structural Equation Modeling (SEM) technique was employed to test the pathways to children's school readiness as indicated by the child's abilities in vocabulary, math and reading. The results showed that mothers' stronger beliefs in their responsibilities in their children's academic and behavioral development predicted greater involvement in child care and better quality in the home learning environment. Likewise, the quality of the learning environment predicted the extent of the child's readiness for school. No direct relation was found between child care involvement and the child's school readiness. The results imply that multiple factors - parental, child-care-related, and home environmental- explain the extent to which the child is prepared to adjust to scholastic life.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.353-360
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• 2020

This study was executed to be used as the basic data for the improvement of Korean Chinese undergraduates' English proficiency. Descriptive statistics and t-tests were used for data analysis on the differences between Korean Chinese and Han Chinese students' preparedness and learning outcomes of 203 undergraduates at a four-year college in China. Results showed that Korean Chinese students were significantly less prepared and had weaker learning outcomes than Han Chinese students. Analysis on the factors that affected learning outcomes showed significant differences in oral English skills, attitudes toward curriculum, beliefs in their own fluency, and learning strategies. On the other hand, no group difference was shown in learning interests. Based on these findings, implications for the improvement of Korean Chinese undergraduates' preparedness and learning outcomes in EFL class were described.

• Journal of Korean Library and Information Science Society
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• v.43 no.4
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• pp.139-159
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• 2012

The purpose of this research is to increase understanding about 'an attitude' and to develop the contents of the reading attitude survey questionnaire through the analysis and comparison of reading attitude models. An attitude has an individual's perception and feeling about events, problems, people or things, and it also includes the state prepared for reaction. An attitude consists of emotion, cognition and behavior and it is formed by experience, learning or value judgment. Reading attitudes are composed of cognitive factors that represent beliefs or opinions about reading, emotional factors that represent evaluation and emotion about reading, and behavioral factors that represent intentions or behavior to reading. The analysis of the components of the reading attitude models shows the fact that the influencing factors of reading attitude formation are the reading experience, beliefs of reading results, beliefs about others' expectations and reading environments. Thus, the contents of reading attitude survey questionnaires should include such contents as reading experience, beliefs of reading results, beliefs about others' expectations, and reading environments.

• Journal of the Korean Home Economics Association
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• v.43 no.10 s.212
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• pp.39-53
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• 2005

The present study tested a multivariate model of direct and indirect influences of family Socioeconomic Status (SES) on children's early reading skills at kindergarten entry. The data used here are from one of the largest national databases in the USA, the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K). Utilizing structural equation modeling, the results revealed that a number of factors within parental characteristics, home practices, and SES come together to influence children's early reading skills. SES operated primarily indirectly through home literacy activities and also directly in influencing reading. In addition, parental beliefs about kindergarten readiness mediated the relation between SES and home literacy activities. Thus, SES influenced early reading directly and indirectly, through home literacy activities, and simultaneously, through parental beliefs, which in turn, were associated with home literacy activities that were directly associated with children's reading. The findings emphasized the multiple pathways through which SES is associated with children's reading and the need to search for other mediators of SES influence.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.243-254
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• 2016

The purpose of this study was to examine the effects of collaborative learning and explore the learners' experiences in three dimensions: cognition, emotion and motivation. Another purpose of this study was to make an in-depth examination of learners' experiences during collaborative learning. Data were collected from 44 students at N university who participated in collaborative learning for 7 weeks. The results were as follows: First, collaborative learning had significant effects on the higher group of collaborative tendencies on academic achievements. Second, collaborative learning had no significant effects on their epistemological beliefs, the higher group of collaborative tendencies and the lower beliefs involving simple knowledge and tentative knowing. Finally, learners amassed cognitive, emotional, and motivational experience during collaborative learning. We suggest that the for the effective implementation of collaborative learning.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.459-469
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• 2022

This study aims to provide basic data for the development of teaching methods to improve the performance confidence of performing core basic nursing skills in nursing students while availing of online education owing to COVID-19. Data were collected from 146 students in the Department of Nursing at N University located in C city. The collected data was analyzed using descriptive statistics, difference, correlation analysis, and multiple regression by using SPSS 23.0 program.. The subjects' performance confidence of core basic nursing skills was dependent on self-directed learning readiness (r=.368, p<.001), intrinsic goal motivation (r=.232, p=.005), extrinsic goal motivation (r=.344, p<.001), task value (r=.237, p=<.001), control of learning beliefs (r=.262, p=<.001), and self-efficacy for learning and performance (r=.443), p<.001) with a significant positive correlation. The results indicate that the factors influencing the subjects' performance confidence of core basic nursing skills were the 4th grade (β=0.413, p<.001), extrinsic goal motivation (β=0.307, p<.001), and self-efficacy for learning and performance (β=0.316, p=.005), and the explanatory power was 35.8% (F=8.354, p<.001). The research results showed that it is necessary to develop and apply various online-centered teaching and learning methods to increase the extrinsic goal motivation and self-efficacy for learning and performance of nursing students to enhance their performance confidence of core basic nursing skills. This will serve as a basis for preparing effective online centered nursing education strategies to improve performance confidence of core basic nursing skills.

• Journal of Internet Computing and Services
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• v.8 no.2
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• pp.117-135
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• 2007

There are two purposes of this study; 1) to identify the perception about Web accessibility of students with disabilities and their Web-based Instructional personnel (WBI personnel) in higher education, and 2) to find out effective WBI design strategies actually used by WBI personnel to design and develop accessible Web-Based instruction for students with disabilites. Sixteen students with disabilites and their WBI personnel at a mid-western university in US were recruited for individual interviews. The results showed that WBI personnel did not know about Web accessibility and were not well prepared to make their WBI accessible. They have to provide the equality and quality of life to students with disabilites by making their instruction accessible. They felt that they could not guarantee whether their WBI was accessible even after meeting current standards and guidelines. WBI personnel also suggested that they had to provide students with disabilites with various methods and use appropriate instructional design strategies in order to address their needs. Finally, some effective instructional design used by WBI personnel in order to make WBI accessible were listed.

• The Korean Journal of Community Living Science
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• v.28 no.1
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• pp.115-130
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• 2017

This study was conducted to examine the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness. The sample included 308 early childhood education major students, and the data were collected using the Modified Orientation to Teach Survey (MOTS), Teaching-belief type scale, and self-directed learning readiness scale. A statistical analysis included correlation analysis and stepwise multiple regression analysis. The results were as follows: 1) analysis of the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness conveys that intellectual stimulation and self-directed learning had the strongest relationships while nature of work had the weakest. For educational belief and self-directed learning readiness, maturationism and interactionism showed significantly positive correlations while behaviorism displayed a negative correlation. Behaviorism had a significantly negative correlation with openness for challenge, a sub-factor of self-directed learning. 2) Analysis of the effect of pre-service early childhood teacher's motivations of choosing a teaching profession and educational belief on self-directed learning readiness indicates that pre-service early childhood teacher's motivations of choosing a teaching profession had a stronger effect on self-directed learning. These results suggest the following: successful performance as an early childhood teacher not only requires receiving institutionalized education but also self-directed learning while working as an early childhood teacher.

• Journal of Science Education
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• v.36 no.2
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• pp.279-292
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• 2012

The purpose of this study is to find the concept of life, the categories of living things and the systems of categorizing them contained in Buddhism, a sort of metaphysical philosophy. For this, monks who devotes themselves to Buddhism were interviewed, and the differences of the definition of life, the categorizing of living creatures and categorizing systems between biology and other subject teachers and students who are Buddhist and ones who are not were inquired. The result shows that in Buddhism, they use 'being' and 'sentience being' as the terms for creatures and they believe creatures are not individual ones but one collective existence connected with each other, which is very different from the biological definition of creatures. Buddhist include metaphysical beings in categories of living things rather than plants. Buddhist criteria for categorizing things which have life, that is living beings, are how they are born, whether they have a certain form and, lastly, whether they are conscious or not. Through this research results we could expect to identify the misconceptions about concept of life and the categories of living things.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.31-47
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• 2008

In this study the interpretive perspective means a point of view on educational curriculum in which in order to reach the understanding of the meaning of the behaviors and beliefs of human beings, and the historical and cultural products, the process of discussing on the basis of historical and cultural knowledge is very important. The developed curriculum means the one that consists of the goal of the curriculum, the contents of the curriculum, lesson plans, and the instruction-learning materials. This study has been carried out in four steps: conceptualization, development, application and evaluation. This study has tried to propose some changes in the contents of clothing life education on the basis of the interpretive perspective by firstly, assuming some core concepts that were related to clothing life education in Home Economics and secondly, organizing the contents of the clothing life culture area based upon historical and cultural materials. The results of the application of the developed curriculum came out positive. The strong points of the developed curriculum showed that for the students the curriculum was helpful in seeking answers to such questions as 'who I am' and 'what kind of being I am' through the perception of traditional culture and clothing life. In addition, the developed learning contents were recognized as new knowledge. It also showed that teaching contents with a focus on the interpretive perspective could play a role as reflection for the practice and for the arrival at the final perception. A weak point of the developed curriculum is that the Home Economics teachers themselves might find difficulty preparation for teaching this material because of their limited understanding and knowledge of the historical and cultural materials about clothing life.