• Journal of Home Health Care Nursing
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• v.29 no.3
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• pp.339-352
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• 2022

Purpose: This study explored the attitudes and characteristics of nurse turnover using Q-method. Method: The Q-population was organized through in-depth interviews with nine nurses. A total of 43 Q-samples were selected from the 126 Q-population, and 30 nurses sorted the 43 statements using the principle of forced normal distribution. The PC-QUNAL program was used for Q-factor analysis. Result: Eight turnover attitude types of nurses were found: Professional pride-oriented, Seeking recognition within the organization, Perseverance, Egocentric calculation, Reality complacency, Seeking Work-life-balance, Interpersonal dependence, and Seeking justification. Conclusion: The findings of this study can serve as the basis to understand nurses' turnover attitudes and can aid in developing nursing management strategies to increase nurse retention.

• Asia-Pacific Journal of Business
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• v.12 no.3
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• pp.295-328
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• 2021

Purpose - This study reviewed domestic empirical studies on abusive supervision published from 2009 to 2020 and summarized the accumulated results. In particular, this study classified previous studies on abusive supervision as antecedents (supervisor characteristics, subordinate characteristics, and contextual factors) and outcome variables (cognition/awareness, affection/emotion, attitude, behavior, and others). Based on the results, this study suggested potential issues of previous studies and future directions for abusive supervision. In addition, this study proposed the academic and practical implications and limitations. Design/methodology/approach - The domestic studies on abusive supervision can be divided into antecedents and outcome variables, and each study was organized into the characteristics of the supervisor, subordinate, and situational characteristics, and the resultant variables were divided into cognition/awareness, affection/emotion, attitude, behavior, and others. Finding - Prior studies on abusive supervision had several limitations in obtaining clear results with individual characteristics or fragmented approaches at the organizational level. In the future, more comprehensive approaches will be needed. Research implications or Originality - This study will provide academic and practical implications for future research on abusive supervision by deepening an understanding of the negative consequences of abusive supervision.

• Journal of Science Education
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• v.37 no.3
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• pp.550-561
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• 2013

The purpose of this study was to explore the effect of science academic achievement, inquiry ability, scientific attitude of students using the STEAM Learning Program. To verify about the effects of science-based STEAM program, a teaching plan and worksheet for students based on STEAM has been constructed and applied. The subjects of this program were the first grade students of both an experimental class(34 students) and a comparative class (34 students) located in Kyonggi Province. The results of this study were as follows: First, there is a significant difference in inquiry ability between two groups. STEAM Learning program accomplished higher achievement than traditional science instruction. Second, STEAM Learning program influenced science academic achievement positively. Third, there is a statistically significant effect on scientific attitude of students than traditional instruction. In conclusion, the STEAM Learning Program was useful to develop the elementary school student's inquiry ability, scientific attitude.

• 대한공업교육학회지
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• v.35 no.2
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• pp.124-139
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• 2010

This study has its purpose of researching on the relevant variables which affect the attitude toward engineering science and brain dominance for the department of engineering students. The results of this study are as follows: First, the department of engineering students' attitude toward engineering science has shown the order of cognitive element (3.73), definitional element (3.05) and behavioral element (2.86), and in the actual context it is considered that it is necessary to establish a teaching-learning strategy which can reinforce the behavioral elements such as experiments and practices as well as can improve engineering-related cognitive ability. Second, the attitudes toward engineering science according to their brain dominance thinking (Type A: analyst, Type B: Administrator, Type C: Cooperator, and Type D: Jointer) have no significant difference, but the students of Type A who have the characteristics of 7 analyzing thinking have shown high academic accomplishment. Based on these results of study, it is necessary to make a change of the current teaching-learning stratery in accordance with the types of thinking of the students from the teaching-learning perspective. In particular, in order to develop the weak dominance properties and thinking type of individual learners, the change in teacher's recognition that the teacher's teaching-learning strategy and practice is important has to take precedence.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.23-41
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• 2010

This research applies the climbing learning method that, a Japanese professor, Saito Noboru established and practiced, to fourth and sixth graders in an elementary school in order to analyze its effect on mathematical creativity, attitude toward mathematical creativity, so called CAS(Creative Attitude Scale) and academic achievement of the subject. The goal is to explore methods that can enhance students' mathematical creativity. To address these tasks, the research developed a teaching-learning scheme and learning structure chart that applies the climbing learning method. Next, the research organized two homogeneous groups among 124 students in fourth and sixth grades in S elementary school, located in the city of Busan. The experiment group went through classes that applied climbing learning method, while the control group received regular teaching. The following describes the research findings. After the experiment, the research conducted t-test for the independent sample based on the test result in terms of mathematical creativity, CAS and academic achievement of the subject. For mathematical creativity, all four constructing factor showed statistically significant differences at significance level of 5%. For CAS, statistically significant difference was revealed at significance level of 0.1%. However, in regard to a test of academic achievement for fourth and sixth graders, statistically significant difference was not detected at significance level of 5% even though the average score of the students in the experiment group was higher by 6 points. The research drew the following conclusion. Firstly, classes that apply climbing learning method can be more effective than regular classes in enhancing mathematical creativity of elementary school students. Secondly, the climbing learning method has positive impact on inclination for mathematical creativity of elementary school students. The research suggests that the climbing learning method can be an effective teaching-learning tool to improve students' mathematical creativity and inclination for mathematical creativity.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.481-489
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• 2019

In order to explore the learning attitude of the learners and the effects of conscious learning attitudes on academic achievement in On-line education system of open high school, we analyze the log data of 2,965 first graders who studied English, Math, Integrated Society and Integrated Science during the first semester of 2018. This study examines the learning status according to the learner's background variables, and analyzes the number of lessons per hour, learning progress rate, learning period, learning start month, and formative evaluation results for each class. In addition, to verify the effects of conscious learning attitude on academic achievement, skewness and kurtosis are calculated by using learning frequency values for each class. As a result, in almost all fields, the average number of lessons per class, study duration, progress rate, and grades, women are higher than men. In addition, the older ones are, the higher they are and the Seoul area is higher than the other area. The average learning period is 2~3 months, and the longer the learning period, the higher the formative evaluation score. Lastly, even though the number of learning is lower than that of learners who concentrate on a certain period of time, the formation scores of learners who learn consciously are higher.

• Journal of Engineering Education Research
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• v.15 no.2
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• pp.20-29
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• 2012

The purpose of this study was to explore the academic achievements, learning attitudes, and career compromising processes for successful undergraduate students in the College of Engineering. To achieve this goal, research was conducted to analyze whether there was a strong major-career connection among Engineering students of Seoul National University. Afterwards, differences in levels of academic achievement, learning attitude, and academic aspiration were analyzed between students who had achieved a major-career match and students who had not. As a result, it was found that the level of major-career connection was highly correlated to the level of academic achievement; furthermore, learning attitudes were strongly related to the level of motivation towards a high academic achievement, and influenced future learning attitudes as well. These findings suggest that further academic support, career guidance, and major switching policies are needed for undergraduate students in Colleges of Engineering.

• The Journal of Korean Academic Society of Nursing Education
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• v.3 no.2
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• pp.255-275
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• 1997

This study was conducted to find out the effect of sexual education for knowledge and attitude toward sex are elementary school students. Therefore, the present study aims to understand the changes of the knowledge are the attitude toward sex before and after the sex education, in elementary school students and then finally to provide some basic data to suggest directions for sex education. The subjects were 500 male and female elementary students from the fifth and sixth grades of 4 public elementary schools in Pusan. The subjects were assigned to a experimental (250) and a control (250) group. The research tools were sex education program and consists of physiology(menache, ejaculation), psycological(pleasure of growth), sociological(hetero sexual relationship) are about set The sex education program was given to experimental group for 6 hours by the trained school nurse's lecture using slide film and OHP film. The data were obtained before and after the sex education. Data collection was done during the period betwen Feb. 3. 1997. to Feb. 20. 1997. The collected data were analyed using frequency, percentages, $X^2$-test, means, standard deviation, t-test, ANOVA, MANCOVA with SPSS program. The results were obtained as follows : 1. The first hypotheses attained that the experimental group(19.72) is higher than the control group(12.12) on the knowledge toward sex(F=467.30, P=.000). At the physical area, the experimental group(8.84) is higher than the control group(3.96) (F=687.39, P=.000). At the psychological area the experimental group (5.18) is higher than the control group(2.63) (F=411.66, P=.000). At the social area, the experimental group (5.70) is higher than the control group (5.54), this is not significant difference (F=.67, P=.413). 2. The second hypotheses attained that the experimental group(60.42) is higher than the control group(52.48) on the attitude toward sex(F=215.70, P=.000). At the physical area, the experimental group(23.10) is higher than the control group(20.68) (F=128.68, P=.000), At the psychological area, the experimental group(20.11) is higher than the control group(16.40) (F=108.64, P=.000). At the social area, the experimental group(17.22) is higher than the control group(16.00), this is area are significant differences (F=70.37, P=.000). 3. Knowledge toward sex according to sex, religon, atmosphere of family, mother age and educational background are significant differance (P<0.05). Attitude toward sex according to sex is significant differance (P<0.05).

• Journal of Science Education
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• v.37 no.1
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• pp.1-10
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• 2013

The purpose of this study was to examine the effect of multiple intelligences-specific observation strategy on observation skills, achievement and scientific attitude in elementary science class For this study, the observation learning for the multiple intelligences-specific observation strategy was applied to elementary science class. The results of this study were as follows: To examine this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at elementary school J located in Incheon. The results of this study were as follows.: 1. this study was found statistically significant difference in the pupil's enhancement of the observation ability(p<.05). Specifically, analysis of elements of the observation abilities, it was effective to increase abilities of classification of statements, qualitative observation and quantitative observation. 2. science academic achievement of the group using this developed program was significantly higher compared with a control group. 3. there weren't differences between the comparison and experimental groups in term of the scientific attitude. But the experimental group showed greater increases in the openness, spontaneity and creativity that are the elements of scientific attitude. In conclusion, the Multiple Intelligences Observation Training was useful to develop the elementary school student's the observation ability, science academic achievement, scientific attitude(openness, spontaneity and creativity) and better be widely applied to science education.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.239-249
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• 2017

The purpose of this exploratory study was to investigate the influence of pre-service science teachers' selection of earth science I, II in the high school and their college major on their self-perceived attitude and academic achievement in general earth science lecture at university. The participants in the study were 273 who enrolled in the division of science education, college of education and took the general earth science lecture from 2012 to 2015. The data was analyzed with two-way ANOVA by using SPSS 23.0. The results indicated that there was no significant difference of students' attitude and examination difficulty in general earth science lecture between earth science major and other subject major. However, students who took earth science I and/or II in high school showed positive attitude toward the lecture and higher achievement scores than students who didn't take earth science I, II in their high school. The results of the study imply that it is essential to consider students' attitude toward science and achievement in pre-service science teacher education.