• Korean Journal of Childcare and Education
• /
• v.12 no.2
• /
• pp.113-125
• /
• 2016

This study examined the effects of constructivist educational beliefs and self-regulated learning skills of children on teacher professional development. The study was conducted by sampling 273 teachers. Three kinds of variables, which included constructivist educational beliefs, self-regulated learning ability, and professional development level were measured and analyzed for this study. The results were as follows. First, early childhood teachers beliefs of constructivist education, self-regulated learning ability and professional development were found to be higher than average. Second, the professional development of early childhood teachers is shown to be correlated with constructivist educational beliefs and self-regulated learning ability. When constructivist educational beliefs and self-regulated learning ability scores increases, the professional development score is high. Third, metacognitive strategies, cognitive strategies and constructivist educational beliefs are factors that predict the professional development of early childhood teachers. According to results of this study, it suggests that constructivist educational beliefs and self-regulated learning ability are important factors to be addressed.

• Journal of The Korean Society of Integrative Medicine
• /
• v.9 no.1
• /
• pp.141-150
• /
• 2021

Purpose : The purpose of this study was to investigate the effect of case-based learning application in human growth development classes on nursing students' problem-solving ability, self-directed learning ability, and academic self-efficacy. Methods : The research method was a self-report questionnaire before and after case-based learning for second-year nursing students who took the human growth development course at U University in K city. The collected data were statistically processed using SPSS WIN 21.0. Results : The results of the study showed that after case-based learning, problem-solving ability, self-directed learning ability, and academic self-efficacy were all significantly improved. In addition, as a result of examining the correlation between each variable after case-based learning, problem solving ability score and self-directed learning ability score (r=.54, ｐ<.01), and problem solving ability scores and academic self-efficacy scores (r=.44, ｐ<.01), were significantly correlated with self-directed learning ability scores and the academic self-efficacy reduction scores (r=.76, ｐ<.01). Conclusion : The results of this study suggested the need for various learning programs such as case-based learning to improve nursing students' problem-solving abilities and self-directed learning abilities and their application. In addition, to improve the learning self-efficacy of nursing students, a continuous and systematic study is suggested to develop and apply customized educational programs according to the learners' preferences. Since the sample group in this study was limited to one university, there were few cases and no control group, so there are limitations in generalizing the test effect, However, significant differences a were verified in the case-based learning pre-tests and post-tests.

• Journal of radiological science and technology
• /
• v.40 no.3
• /
• pp.493-499
• /
• 2017

In order to analyze the degree of self-learning development ability after the clinical training curriculum, the results of 121 questionnaires were analyzed for 3rd and 4th grade students in radiology in the metropolitan area. The overall average of self-learning ability according to gender was $3.07{\pm}0.85$, which was statistically significant according to gender. However, the results according to educational system showed that the overall average was $3.07{\pm}0.85$, which was higher than the average level of self-learning development ability. There was no statistically significant difference according to educational system. The results of the self-learning development ability according to the motivation for selecting the department showed that the students who have chosen their department due to their higher employment rate after graduation had high self-development ability level($3.58{\pm}0.85$) but the students who entered the school due to self-aptitude had relatively lower self-development ability level ($2.30{\pm}0.40$). The overall average of self-learning ability according to direction of career path was $3.08{\pm}0.76$, which was over-average of self-learning development ability. Thus, there was statistically significant difference according to career path. It is necessary to improve the self-learning ability in clinical practice. In addition, the lack of statistical significance suggests problems and diversity.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.2
• /
• pp.146-165
• /
• 2012

The purpose of this study is development of learning coaching program that is grafted onto advantage of Self-directed learning and coaching intended for Youth-After-School-Academy children and analysis the effect on self-efficacy and Self-directed learning ability from this program. The program of this study is developed on the base of Seels & Richey's 'ADDIE Model'. In order to verify the effect of this study, two times tests were carried out on 14 persons of the experimental group and the control group respectively, before and after the program was performed. The MANCOVA & ANCOVA was done on the difference between the post-test results of the experimental group and the control group. Findings of this study might be summarized as follows: First, the post-test result in the experimental group on self-efficacy was meaningfully higher than in the control group. Second, on Self-directed learning ability the result in the experimental group was also higher than in the control group. Therefore, learning coaching program impacted on self-efficacy and Self-directed learning ability of Youth-After-School-Academy children. This program that aim to discover the potential on learning, expect to be effective for children education of today when pursue Self-directed learning ability and creativity.

• Journal of Agricultural Extension & Community Development
• /
• v.28 no.4
• /
• pp.175-190
• /
• 2021

Self-efficacy and social supports are important variable influencing adjustment to college life. This study aims to identify the factors influencing adjustment to college life. Data were collected from 265 usable questionnaires among college students in Pyeongtek University. Results of a factor analysis yielded three dimensions of self-efficacy which were ability to start promotion/ social ability/ ability to carry out activities/ability to overcome hate experiences/ social sustainability. And results of factor analysis also yielded three dimensions of social supports which were family, friends, and professor supports. Hierarchical regression analysis revealed that social ability/ ability to carry out activities/ability to overcome hate experiences and all of social support factors affected significantly for adjustment to college life. And female and attitude for students' major had a positive affect on adjustment to college life. Results suggested that self-efficacy, social supports, and aptitude for students' major should be considered in college management policy.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.17 no.3
• /
• pp.355-364
• /
• 2011

Purpose: This study was designed to explore the influencing factors on self-directed learning ability of nursing students and to investigate the relationship between learning style, learning attitude, and self-directed learning ability. Methods: The study sample was composed of 263 nursing students. Data were collected from March 8th to April 7th, 2011 using a questionnaire which included Kolb's learning style inventory, learning attitude inventory, and self-directed learning ability inventory. Results: Learning styles of the subjects were assimilator 33.8%, converger 31.9%, accommodator 24.7%, and diverger 9.5%. There was no significant difference in learning styles among grades. However, the total mean score of learning attitude (F=8.30, p<.001) and self-directed learning ability (F=2.85, p=.038) significantly differed among grades. Learning attitude positively correlated to self-directed learning ability (r=.62, p<.001). Learning attitude was the most significant predictor and accounted for 36.5% of the variance in self-directed leaning ability in nursing students. Conclusion: It is important for students to use all four learning styles rather than to rely solely on one style. There should be more emphasis placed on the development of positive learning attitude and self-directed learning ability of nursing students.

• Journal of Families and Better Life
• /
• v.22 no.6 s.72
• /
• pp.243-258
• /
• 2004

Adolescents motivation and ability to participate in leisure activities were investigated in this study. Relevant variables were also explored. The participants were middle and high school students.'rho data were collected by using a survey questionnaire. Seven hundred and forty one cases were used for data analysis. Major findings were as follows: 1 Adolescents 'motivation to participate in leisure activities was classified into four subcategories: self-development','sociality training', 'relaxation', and 'fun'. 1. The 'relaxation motivation' was the highest among the adolescents, and' sociality training motivation 'was lowest. High school students had relatively stronger motivation than middle school students. B. Adolescents 'ability to perform leisure activities consisted of 'control' 'enjoyment', and 'self-confidence'. 4. Male students had a higher leisure activity performance ability than female students. The score for' enjoyment ability 'was the highest, followed by 'self-confidence', and then 'control ability' 5. Major variables that influenced the leisure performance ability were gender, leisure attitudes, self-development motivation, sociality training motivation, and relaxation motivation.

• The Transactions of the Korean Institute of Electrical Engineers P
• /
• v.60 no.1
• /
• pp.1-5
• /
• 2011

The main purpose of this study was to examine the learning abilities of college electrical students, especially self-regulated learning abilities and problem solving ability. In addition, this study was to explore the effects of self-regulated learning abilities and problem solving ability of the college students on academic achievement. For this purpose, a total of 58 college freshmen was chosen to conduct a survey. The results of this study showed that self-regulated learning abilities and problem solving ability significantly influenced on the college engineering students' academic achievement. Based on these study results, the above variables investigated in this study should sufficiently considered in the design and development of the college engineering courses that enable students to become self-regulated learners and improve their academic achievement.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.26 no.2
• /
• pp.117-126
• /
• 2019

Purpose: This study was conducted to develop a handoff education program for nursing students and examine the effects of it on nursing students' self-efficacy, communication ability, and clinical performance ability. Methods: A quasi-experimental design was used with a nonequivalent control group pretest-posttest method. The experimental group (n=31) received handoff education using SBAR; the control group (n=31) received non-SBAR handoff education. Self-efficacy, communication ability, clinical performance ability were measured to evaluate the effects of the program. Results: The experimental group showed significant improvements in self-efficacy (p<.001), and communication ability (p=.025) compared to the control group. However, there was no significant difference in the clinical performance ability between the groups (p=.618). Conclusion: The results indicate that the handoff education program using SBAR is effective in improving nursing students'self-efficacy and communication ability.

• The Journal of the Korea Contents Association
• /
• v.16 no.6
• /
• pp.1-8
• /
• 2016

Strengthening self-directed learning ability is established as one of the goals of gifted education in Korea. In addition, it should be noted that self-directed learning can be realized in variety of ways as favorable conditions and environments are fostered to provide gifted education utilizing program. in the recent days. But, gifted learning programs for programming are programmed for information gifted student. Therefore, we have analyzed in this study the effects of improvement on self-directed learning ability of mathematically gifted student through class utilizing app inventor program for self-directed learning ability. Built up from the 4th and 5th grade to elementary math one class for gifted children complete by making math quiz, we use the app inventor to activity. The result of experiment showed very significant difference in the post-survey to less than .002 in the pre-survey in terms of three domains, which are intrinsic motivation, the openness of learning opportunities and autonomy which corresponds to sub-elements of self-directed learning ability. We could verify from the result of the study that mathematically gifted student learning program utilizing app development activity have positive effects on self-directed learning ability of mathematically gifted students.