• Journal of Convergence for Information Technology
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• v.8 no.5
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• pp.51-58
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• 2018

This study aimed to find the related factors of nursing students' self-efficacy(including general self-efficacy and social self-efficacy), self-leadership and academic performance. Collected data were analyzed using SPSS 19.0. The general self-efficacy scores of the subjects in who're admitted according to aptitude, higher school grades, extroverts, and higher leadership were significantly higher than those who weren't. The social self-efficacy scores were significantly higher in younger ages, extroverts and higher leadership. Self-leadership was higher in those who're admitted according to aptitude. Academic performance was significantly higher in the females and higher school grades. Social self-efficacy was positively correlated with self-leadership, and negatively with academic performance. Explanation rate of sex, general self-efficacy and social self-efficacy on academic performance was 10.5%. These results can be applied as a basis for developing guidelines of nursing students' self-efficacy, self-leadership and academic performance after repeated studies.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.81-99
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• 2021

The purpose of this study was to examine the effect of parent-child interactions on children's academic performance focusing on the mediating effect of children's executive function difficulty. The data for this study were drawn from the Panel Study on Korean Children(PSKC). The participants were 559 children of elementary school and their families from 8th wave(1^st graders), 9th wave(2^nd graders), and 10th wave(3^rd graders) of PSKC. The data were analyzed with structural equation modeling. The results of this study were as follows. First, mother-child interaction and father-child interaction didn't have a significant direct effect on children's academic performance. Second, mother-child interaction had a significant positive indirect influences on academic performance through children's executive function difficulty. The results of this study indicated that mother-child interaction and children's executive function difficulty are important for children's academic performance.

• 대한공업교육학회지
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• v.42 no.2
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• pp.89-107
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• 2017

The purpose of this study was to analyze the perception of academic difficulties of middle school students and their influences variables in technology subject. The subjects of this study were middle school students in the whole country. A total of 420 students were selected considering the grade and area for the survey. The data were collected by mail and analyzed using SPSS 22.0K. The results of this study were as follows : First, The academic difficulties perceived by middle school students in the technology subject were recognized as normal. Second, Middle school students perceived it as a lack of experience (opportunity) in the technology domain as a cause of academic difficulties. Third, In the learning process, the female students were more difficult to understand the related terms and theories than the male students. In the problem solving activities, the female students were more difficult than the male students in identifying problems, designing solutions, selecting solutions, modeling, testing solutions, and correcting improvements. Fourth, the academic difficulty in learning technology lesson was difficult in terms of terminology, theory, and practice activities in the order of Second, Third, and 1st grade. Fifth, lack of understanding knowledge, confusion of contents knowledge, lack of technical interest, shortage of class hours, lack of understanding of evaluation criteria were all influenced by the difficulty of technical subject learning. Sixth, the academic difficulty influencing the problem solving process was explained by understanding comprehension, content knowledge confusion, technical interest, class time, understanding of evaluation criteria.

• Proceedings of the IEEK Conference
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• 2008.06a
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• pp.677-678
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• 2008

이 연구는 프로그래밍 교과의 수행평가에서 자기주도적 학습능력 촉진을 위하여 학업성취도를 분석 및 예측하는 시스템을 목적으로 하였다. 이 연구에서 학업성취도의 평가는 루브릭을 적용하여 프로그래밍 수행평가의 채점을 논리력, 문제해결력, 창의력으로 측정하였으며 학업성취도를 분석하기 위해 학습자별 학업성취도를 측정 준거 별로 그래프로 표현하며 이동평균법을 적용하여 향후 점수를 예측하였다. 이로 인해 학습자는 평가 결과 그래프로 현재 자신의 학습상태를 파악하고 예측 결과로 자신의 학습의 준거 별 장 단점을 분석하여 학습 방향 및 학습시간에 대한 자기 성찰에 도움을 주어 자기주도적 학습능력을 촉진시킬 수 있도록 하였다.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.67-76
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• 2017

To conduct research using small group learning with advanced technology in school, small group collaborative learning was conducted in virtual reality called Second Life for high school history class to verify the effects of the role of group members (leader, group member) in collaborative learning activities in this study. Two classes of the second grade of high school were selected randomly and 20 groups were also randomly assigned, and each group was consisted of three members (1 leader and two group members). Academic achievement and satisfaction with academic activities were used to verify the effect of the role as measurement tools, and collected quantitative data were tested by independent sample t. As a result, it was found that performing the role of leader in collaborative learning activities in virtual reality was effective in promoting enhancing students' academic achievement and increasing satisfaction level. Lastly, utilization and improvement of small group collaborative learning using virtual reality in the field of education were discussed.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.313-323
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• 2009

The objective of this paper is an implementation of analysing and predicting functions to promote self-directed learning for student's performance assessment system in programming subjects. By adapting Rubric model, the proposed functions inform a student of the assessment criteria and level to be carried out with respects to two-way specifications such as rational ability, problem solving ability and creativity. The proposed system also provides a graphical results of each ability instead of assessment result, for better understanding and analyzing himself/herself based on to the performance assessment and the result. Moreover, the proposed system contains a method to predict future achievement result with moving average technique. Therefore, an academic achievement can be precisely determined by himself/herself to estimate self-directed learning. The teacher can provide different level of educational resources such as supplement learning, problem explains and private instructor etc., in order to maximize efficiency of education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.38-47
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• 2019

The purpose of this study was to identify latent classes in executive function difficulty of first graders depends on evaluations from their mother and teacher and to investigate how its related with their school adaption and academic performance in second grade. Based on the model of the latent profile analysis, the 8th and 9th wave data from Korean Children and Youth Panel Survey were analyzed. The results of this study were as following. First, results showed that there were three types of latent classes in the executive function difficulty depend on evaluations from their mother and teacher: 'low executive function,' 'students who were highly evaluated by mother,' and 'students who were highly evaluated by teacher.' Second, students' executive function difficulty had a direct effect on the students' school adaption and academic performance in their second year of school. Especially students who were evaluated as having the lowest executive function difficulty showed significant higher means than students who were evaluated higher by mother and teacher. This study emphasized the importance of multiple evaluation in students' executive function difficulty to provide an educational intervention.

• 대한공업교육학회지
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• v.34 no.2
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• pp.248-266
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• 2009

The purpose of the research was to find out the difference in students' academic achievement in Technology Education between students with a lecture, those who perform a content-related project after a lecture, and those who carry out a content-related project without a lecture. The results of this study are as follows. First, taking advantage of both a lecture and project-based lesson led to better achievement than using only a project in Technology Education subject of an academic high school in academic achievement in 'knowledge' area. I infer that it is because they reviewed what they had learned in a lecture and the preparation and practice of the project caused them to memorize it. Second, there was not a meaningful difference in academic achievement in 'understanding' area among the group with a lecture, the one with both a lecture and a project, and the one with only a project. However, considering the comparison of averages and the p-value of F-test, I can deduce that the test outcome influences students with a lecture and a project positively in terms of academic achievement. Third, there was not a meaningful difference in the academic achievement in 'adaptation' area among the group with a lecture, the one with a lecture and a project, and the one with a project. I can conclude that those results are because the difficulty level of evaluation was high and they produced a model just by copying textbook contents.

• Korean Journal of Social Welfare
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• v.69 no.4
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• pp.177-202
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• 2017

We usually expect that children in residential care are not able to have excellent academic achievement, even though their school achievement in adolescence is crucial as a part of whole lifespan development. The purpose of this study is to carefully understand characteristics and experiences of only a few academically talented children in residential care and to find out the practical suggestion to support the academic performance of children in residential care. For this purpose, we had interviewed eight children in depth and analyzed the data using a qualitative case study method. As a result, we found a total of 21 subcategories and 5 categories. The categories included that 'always being faithful despite being not fast', 'believing myself when I face limitations', 'conflict in high support and high expectation', 'sometimes refusing to support on me, but I am leaning on my mind', 'relieving anxiety by studying'. In conclusion, we found that the central theme of 'running to change prejudice into hope' were found through the cases with excellent academic achievement. Based on the results, we suggested the guidelines to consider when developing and providing the academic support services for children in residential care.

• 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.