• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.149-160
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• 2022

Comparative studies using large-scale data such as TIMSS, PIRLS, and PISA inform us of the effectiveness of each educational system. Even though samples in the large-scale studies were representative, admitting potential discrepancy when applying the findings of the large-scale studies to local educational system is still needed. This study examines the structural relationship among students' attitude towards science, learning support from teachers, school life, and science academic achievement with both large-scale data and local comparative study data utilizing same variables. Responses on the TIMSS 2019 of 5,554 Korean seventh-grade students and National Assessment of Educational Achievement (NAEA) 2019 of 6,365 third-grade middle school students were used. The results indicate that: a) school life did not affect the science achievements in both data. However, in NAEA 2019, students' attitude mediated the relationship between school life and science achievement; b) learning support from teachers had a significant impact on TIMSS science achievements, and also had positive effect on achievement through students' attitude in TIMSS. On the other hand, learning support had a positive effect on achievement only when student's attitude mediated the relationship in NAEA; c) students 'attitude toward science had positive effect on science achievement on both data; d) the impact of gender was different on school life, academic achievement, students 'attitude towards science, and learning support from teachers on both data; and e) the impact of the number of books differed as well. There were differences in results between the international and domestic research, which inform us that we need to pay attention when interpreting the domestic environment through the results of international research.

• Journal of agricultural medicine and community health
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• v.47 no.2
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• pp.78-89
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• 2022

목적: 이 연구는 2019학년도 역학조사관 입문교육 과정에 참여한 29명의 수습과정생에게 참여형 자기주도 학습 역학조사관 연수 프로그램(FETP)의 효과와 만족도 등 역량 변화를 분석해 그 결과를 향후 과정 개발의 참고 자료로 활용하고자 하였다. 방법: 교육 프로그램의 만족도와 교육 후 모듈에 대한 역량 변화를 평가하는 연구가 수행되었다. 만족도와 역량의 차이 비교는 크루스칼 왈리스 검정(Kruskal-Wallis test)를 실시하였고, 역량의 차이는 윌콕슨 부호순위검정(Wilcoxon signed rank test)에 의해 이루어 졌다. 결과: 2019년 FETP에 참여한 역학조사관 중 여성은 48.3% 였으며, 40세 미만은 9.4% 였다. 역학조사관 입문교육과정 모듈(역학조사, 보건통계 및 정보통계, 감염병 국가 체계, 감염병 질환 감시 체계, 진단 및 실험실 검사, 생물 안전 및 관리, 주요 감염성질환 관리와 조사, 커뮤니케이션, 협동과 리더십, 일반과정)별 만족도는 실무적 도움, 전문성, 기능, 태도 등에서 4점(5점 만점)을 초과하였고, 전체 4.2±0.21(5점 만점)점으로 높은 수준이였다, 모듈의 교육훈련 전후 평균 점수는 2.25±0.91, 3.68±0.63점 등으로 유의한 향상이 있었으며, 모든 모듈 및 하위 주제들도 유의한 향상이 있었다(p<0.001). 그 중에서 현장역학조사 경험이 가장 높은 변화가 있었고, 표본 수집과 실무가 가장 낮은 역량 변화가 있었다. 결론: 2019년 진행된 입문교육 과정은 수료 후 학생들의 역량은 개선되었고, 만족도는 높은 편이었다. 참여형 자기주도학습의 촉진은 역량을 향상시킬 뿐만 아니라 보건 종사자들의 자신감을 높일 수 있었다.

• The Korean Journal of Coaching Psychology
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• v.6 no.2
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• pp.75-92
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• 2022

There are many studies that intrinsic learning motivation and social support play an important role in the study of children and adolescents. However, studies examining the effects of intrinsic learning motivation and social support by measuring the actual academic performance of elementary school students are rare. This study attempted to verify the effect of intrinsic learning motivation on Korean language performance and moderating effect of social support in 5th and 6th graders in elementary school. 122 elementary school students in local county-level areas participated in this study. The Korean language test was conducted about 5 months after intrinsic learning motivation and social support of families and teachers were measured. The results revealed that Korean language performance showed a significant positive correlation with intrinsic learning motivation and social support, and also showed a significant correlation between learning motivation and social support. In the regression analysis with control variables, it was found that intrinsic learning motivation had a significant effect on Korean language performance. The moderating effect of social support was analyzed by dividing it into family support and teacher support. The interaction effect of learning motivation and social support was significant only in teacher support, not in family support. In specific, when teacher support was high, Korean language performance was high regardless of the student's learning motivation level, but when teacher support was low, the student's learning motivation mattered in the performance. Based on the results of this study, implications and limitations were discussed.

• Journal of Industrial Convergence
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• v.20 no.12
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• pp.107-115
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• 2022

The study attempted to identify the factors affecting the image of nurses in health and non-health university students after COVID-19. The study was collected from November 15, 2021 to 2011 and 28th, 2021, from 133 health-related and 123 non-health-related students in four universities. This data was analyzed by descriptive statistics, correlation, and multiple regression analysis using the SPSS 22.0 program. As a result of the study, whether the nurse image according to general characteristics is in the first grade of health-related college students(t=2.82, p=.006) showed a statistically significant difference. The nurse image of college students showed a positive correlation with the mass media image and major satisfaction in both health and non-health fields. For health-related college students, the image of mass media, major satisfaction, and first grade influence the image of nurses (F=40.42, p<.001)In the case of university students in non-health departments, it was found that only the media image affects the nurse image. (F=20.13, p<.001). In order to improve the image of nurses, it is necessary to have continuous interest in contact with the media through new media and to approach it systematically.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.391-398
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• 2022

The aim of this study was to identify the factors affecting the mental health of high school students. The participants comprised 216 students in general high school. Data collection was conducted from May 1, 2020 to May 20, 2020. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient and a multiple regression analysis. The average score for self-esteem was 3.75±0.64(1-5), perceived stress was 2.86±0.58(1-5), emotional regulation ability was 3.43±0.65(1-5) and mental health was 1.91±0.71(1-5). Mental health had a statistically significant relationship with self-esteem(r=-.64, p<.001), emotional regulation ability(r=-.61, p<.001) and perceived stress(r=.54, p<.001). The factors affecting mental health were self-esteem(β=.46, p<.001), emotional regulation ability(β=-.37, p<.001), negative perceived stress(β=.17, p=.001) ; the explanatory power of the model was 60.0%. Therefore, it will be necessary to develop a program that can help high school students improve their self-esteem and control their negative emotions in order to promote their mental health.

• The Mathematical Education
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• v.61 no.1
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• pp.109-126
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• 2022

The purpose of this study is to explore how well teachers anticipate students to understand and solve equations. For this purpose, a questionnaire of the equal sign was developed, and 20 fourth-grade classes were selected as research participants. Teachers in each class were asked to predict various strategies on how their own students would respond to the questionnaire, and a total of 450 students from the 20 classes solved the questionnaire. As a result of the analysis, the teachers could predict students' computational strategies and relational strategies easily but did not fully understand that some students used both strategies or employed incorrect computational or relational strategies. The students tended to use relational strategies better than the teachers expected. They also employed operational strategies more often than the teachers expected. The teachers predicted that students' strategies would be influenced by the types of the problems such as equation-structure items and equation-solving items, whereas the students were more influenced by the forms of equations in the problems. Based on these results, several implications for the knowledge to which teachers needed to attend were discussed so that elementary school students could enhance the relational understanding of the equal sign.

• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.437-445
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• 2022

This study is a descriptive research to investigate the effects of nursing college students in graduation year, self-management competency and grit on employment preparation behavior. The data were analyzed using SPSS 26.0 program, frequency analysis, t-test, ANOVA, Pearson's correlation, and multiple regression. Self-management competency(r=.41, p<.001) and persistence of effort(r=.44, p<.001) of the grit sub-factor showed a positive correlation with employment preparation behavior. Interest consistency(r=-34, p<.001) of the grit sub-factor and employment preparation behavior showed a negative correlation. Self-management competency(β=.27, p<.01) and persistence of effort of the grit sub-factor(β=.22, p<.01) had a positive effect on employment preparation behavior. Interest consistency of grit sub-factor(β=-.32, p<.001) showed a negative effect on employment preparation behavior. In order to promote the employmentt preparation behavior of nursing students, it is necessary to improve self-management competency and persistence in effort. It also suggests that a strategy to suggest various nursing-related employment fields is needed to reduce interest consistency.

• Journal of Science Education
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• v.46 no.2
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• pp.151-164
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• 2022

The 2015 revised science curriculum textbook of 6th graders describes 'day and night' as an astronomical phenomenon observed on a daily basis. Textbooks use only visual materials from a space-based perspective to explain the causes of day and night. This study aims to investigate what changes in spatial representations of 5th graders when additional visual materials of the Earth-based perspective were presented to them. It also shows that the Space and the Earth-based perspectives appear to be interconnected. The following are found in this study. First, when students were presented with a visual material of an Earth-based perspective, their spatial representations of both the Earth and the Space-based perspectives changed. Second, the visual material of an Earth-based perspective confirmed the possibility that students' spatial representation types could be different in many ways. Third, the effect on the spatial representation of each perspective is different depending on gender and the level of spatial representation.

• Journal of the Korean Applied Science and Technology
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• v.39 no.6
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• pp.892-905
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• 2022

This study attempted to derive high-risk groups of adolescent status delinquency(ASD) and to identify related factors. This study was conducted with 1,979 adolescents enrolled in the first year of high school, data from the 7th year of the 4th grade panel of the Korean Children and Youth Panel Survey. Classification and regression tree analysis method was used. The ASD group was 264, which was 13.3% of the total. The high-risk group for ASD is that is male who has a low perception of positive parenting style. Positive parenting style was found to be the most important influencing factor in ASD, followed by gender, emotional problems, relationship with teacher, and achievement value. In order to prevent ASD, it is necessary to develop a parenting education program and an intervention program specialized for male adolescents. In addition, interventions that comprehensively deal with emotional problems such as depression and social withdrawal are required, going beyond the previous interventions that focused on aggression. In particular, it has been found that relationship with teachers is the most important influencing factor in the school environment. Through education on the causes and consequences of ASD and training on counseling techniques, the promotion of relationships with teachers will act as a protective factor to prevent ASD.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.2
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• pp.81-95
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• 2022

The core of this study is to develop an edutech utilization program to be applied to 5th grade students by utilizing school curriculum time, and the conclusions based on the results of the study are as follows. First, for the development of future educational programs using edutech, a content preference survey was conducted and significant responses were confirmed from 27 teachers and 216 students, excluding missing values. In the future education implementation, UCC (video shooting, editing, etc.) and work activities (3D pen, 3D printer, etc.) were selected based on the need for separate edtech devices. Second, in order to develop a future education program using edutech, the future education class module was set in 4 stages based on previous research. First of all, in Make a foundation, theories by subject are developed, and in Open an activity, future education experience activities using key edutech are developed. In Organize evaluation, individual self-evaluation was conducted, and based on this, customized in-depth supplementary activities were conducted in Act individually. Third, in order for future education programs using edutech to be organized in the regular curriculum, sufficient connectivity with the curriculum must be secured. The basis for systematic and stable research was prepared by analyzing the curriculum of the 5th grade subject of the study and securing hours in connection with creative experiential activities. The data developed through this process were modified and supplemented based on the content validity test. The fact that the program application and verification steps were not performed is a limitation of this study, but it is expected that this program will expand the possibility of future education practice in the school field.