• Korea Science and Art Forum
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• v.21
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• pp.437-449
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• 2015

The research aims to verify the effects of preference for science and self-directed learning ability of the science puppet show program that the researcher has developed as a STEAM education model. The results for conducting the survey with the same questionnaire before and after the program targeting the students showed that the science puppet show had effects on increasing the science related assignment performance will of the behavioral will among the three sub-dimensions including emotional respond, value cognition and behavioral will, but there was no effect on overall aspects of science preference. It can be interpreted as reflecting the characteristics of the scientific talents who already have a high level of preference for science. In addition, the three sub-dimensions including the cognitive regulation, motivational regulation and behavioral regulation had effects on the self-directed learning ability. Especially it had great effects on the directed learning ability of cognitive regulation, learning motivation of motivational regulation, tool application of behavioral regulation, and cooperation capacity which were greater for female students than male students. It is judged that the three-staged science puppet show program including the 'content integrating stage' that the students integrate the curriculum contents, 'integrated mission stage' of solving the visualization, auralization and performance missions by themselves, and 'process integration stage' of making the stage piece all together.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.135-152
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• 2008

The purpose of this study is to research psychological and social devices to foster self-regulated learning of Korean adolescents. This study investigated metacognitive, motivational, and behavioral factors of self-regulated learning through current research. In terms of metacognitive factors, we reviewed the importance of cognitive and metacognitive learning strategies of adolescents for better self-regulated learning. Especially we gave a great emphasis on the role of comprehension monitoring metacognitive strategy for the learning to read in this review. For motivational factors, recent research of self-regulated learning has tended to focus on self-efficacy and goal orientation. The current research examining behavioral factors of self-regulated learning has tended to focus on time management and academic procrastination. Research findings in the motivational aspect suggest that we need to develop the program to improve adolescents' self-efficacy and recognize new re-conceptualization of the goal theory. Research findings in the behavioral aspect recommend practical tips and strategies to improve time management skills and to overcome academic procrastination. Finally, future directions for research are discussed.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.65-80
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• 2003

The purpose of this study was to investigate the Asynchronous development of young gifted children by parents' perception. Total 3 groups of 145 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows: (1) The mean developmental characteristics was at a high average level. The developmental subscales tended to be high. The level of verbal understanding/expression tended to be high. It reared as followed; intellectual capacity, emotional maturity, visual-motor coordination, morality, self-behavior control, emotion control, physical development, social development, peer relationship, leadership ability. (2) There were significant differences between intellectual capacity, verbal understanding /expression and physical, social development, self-behavior control, emotion control. There were significant differences between physical development, self-behavior control and emotion control as children got lower. There were significant differences between verbal understanding/expression and visual-motor coordination as children got older. There were significant differences between social development, peer relationship and self-behavior control, emotion control as children got older. Also, there were significant differences between leadership ability and self-behavior control, emotion control as children got older. There were significant differences between morality and self-behavior control as children got older. These findings suggested that young gifted children were in the special needs because of the developmental differences.

• Journal of Families and Better Life
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• v.32 no.6
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• pp.47-58
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• 2014

The purpose of this study was to examine the effects of mothers' parenting behavior, preschool children's language ability and emotion regulation on peer competence and aggressive behavior. The subjects were 100 preschool children (49 girls and 51 boys; mean age, 70.30 months), their mothers and teachers, recruited from five daycare centers located in Gyeonggi-do area. Each child's language ability was assessed individually with the standardized measure, the Preschool Receptive-Expressive Language Scale and their teachers reported on the children's peer competence and aggressive behavior. Their mothers also reported on parenting behavior and their child's emotion regulation by questionnaire. The collected data was analyzed by correlation analysis and hierarchical regression. The main results of this study were as follows. First, preschool children's peer competence was positively related to maternal warmth and children's language ability. Their aggressive behavior was positively related to harsh maternal parenting but negatively related to emotion regulation. Second, hierarchical regression analyses revealed that children's language ability and maternal warmth predicted peer competence. Third, children's gender, emotion regulation, and harsh maternal parenting predicted aggressive behavior. These findings could provide basic information for programs and services to promote peer competence in preschool children.

• 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 Digital Convergence
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• v.20 no.4
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• pp.301-308
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• 2022

The current paper not only investigates the intermediating process of the association between servant leadership and safety behavior, but also tries to find a factor which enhances the positive influence of servant leadership. To do that, this study tried to identify the mediating effect of employee's psychological safety between servant leadership and safety behavior, as well as the moderating influence of perspective taking ability in the servant leadership-psychological safety link. By utilizing 3 wave survey data from 235 employees in Korean companies with conducting structural equation modeling(SEM), this paper found that servant leadership had a positive influence on safety behavior through mediating effect of employee's psychological safety. In addition, the perspective taking ability positively moderated the positive impact of servant leadership on psychological safety.

• Proceedings of the KHMA Conference
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• 2008.11a
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• pp.268-268
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• 2008

• Proceedings of the KHMA Conference
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• 2010.11a
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• pp.201-201
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• 2010

• Proceedings of the KHMA Conference
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• 2013.05a
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• pp.267-278
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• 2013

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.6
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• pp.99-109
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• 2017

University learning for innovation places great importance on maximizing the creation of new opportunities. In other words, universities are carrying out a new meaning that entrepreneurship education should enable students to discover potential opportunities and play an important role in the development of new society and industry. However, current entrepreneurship education programs are being developed and are being developed from diverse perspectives on rapidly changing environments. However, there is a growing awareness of the necessity of developing more professional and systematic entrepreneurship education programs, and it is argued that the emphasis on necessity is not enough have. This study empirically analyzed the cognitive abilities that influence innovative behavior to create and realize innovative ideas and the usefulness of team-based learning that influences these factors. The results of empirical research showed that self-directed learning ability and problem solving ability had a positive effect on innovation behavior and problem solving ability had a positive effect on innovation behavior as a part of self-directed learning ability. Team-based learning in entrepreneurship education has been shown to be beneficial as a moderating effect on the relationship between problem-solving ability and self-directed learning ability and innovation behavior. In the case of four factors of team-based learning, Respectively. This study suggests the effectiveness and application of team-based learning method in entrepreneurship education.