• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.

• East Asian mathematical journal
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• v.37 no.2
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• pp.169-196
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• 2021

The purpose of this study was to improve academic achievement and mathematics learning attitudes in the formative assessment using descriptive problems as an effective teaching method. In this paper we set the following research questions. First, how would you improve students' academic achievement utilizing descriptive evaluation? Second, how would improve students' mathematics learning attitudes utilizing descriptive evaluation? Third, what was the reaction utilizing the descriptive method to evaluate? The result of this study could be seen as follows. The experimental group than the control group on academic achievement shows a significant improvement. Second, the experimental group compared to the control group in mathematics learning attitude changes could be helpful and appreciated. Third, experimental group than in the control group indicates significance could be seen in the reaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.5
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• pp.2023-2029
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• 2012

The purpose of this study were to identify the effect of Learning Together(LT) on underachiever's academic achievement and learning attitudes. To solve above study purpose, the subject of this study were 20 second-grade underachiever selected from two classes of middle school. The subject classified into two group. In this study, the experimental group were participated in LT method and comparison group were participated lecture-centered instruction. Experimental period were 8 weeks. After the experimental treatment, underachiever's academic achievement and learning attitudes carried out post-test. And the results of the data were analyzed by t-test and MANOVA. The results were as follows: A academic achievement and learning attitude of underachiever's through LT method was significantly higher than those learning through lecture-centered instruction. Especially, a self-confidence, success-expect, attention, affection as subordinate variables of learning attitude was significantly higher than those learning through lecture-centered instruction. In conclusion, LT method effect on underachiever's academic achievement and learning attitudes. As observed by the above results, a LT method should be an applicable to underachiever's education program plan as an effective means of enhancing their academic achievement and learning attitudes.

• Korean Journal of Child Studies
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• v.32 no.2
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• pp.1-13
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• 2011

This research exercise was undertaken in order to examine whether academic achievement, academic attitudes, achievement goals, and family process had an influence on beliefs about intellectual ability. The subjects were 434 junior-high school students in Seoul and Incheon. The results of this study indicated that 162 students with incremental beliefs had higher scores in all five sub-factors of academic attitudes, two sub-factors in their achievement goals (namely their mastery goals and approach performance goals), and four sub-factors of family process (closeness, monitoring, communication, and approval) than 155 students with entity beliefs. The results of the binary logistic regression analysis revealed that academic self-perceptions, attitudes towards teachers, goal values, approach performance goals, closeness, and communication factors significantly affected beliefs about intellectual ability.

• Journal of the Korean Society for Library and Information Science
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• v.33 no.3
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• pp.5-21
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• 1999

This study assesses user attitudes towards electronic academic journals and suggests management issues for users and information managers. To reveal academic scholars' user attitudes, this paper is an attempt to survey the concepts of electronic journals, thoughts, perceptions and experiences of a sample of university faculty. Based upon various aspects of user attitudes, this study derives effective management techniques for electronic academic journals in library and information center.

• Korean Journal of School Psychology
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• v.16 no.2
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• pp.189-205
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• 2019

This study investigated the extent to which parental attitudes and the moderated mediation effect of academic failure tolerance and resilience affect their level of learned helplessness. The participants included 337 fifth and sixth graders in one elementary school in Chungju-si, Chungcheongbuk-do Province. A survey method was used and the research packet included measures of parenting attitudes, helplessness, academic failure tolerance, and resilience. The results are as follows. First, positive parental attitudes, academic failure tolerance, and resilience were positively correlated with each other whereas learned helplessness was negatively associated with the other three variables. Second, academic failure tolerance partially mediated the relationship between parental attitudes and learned helplessness. Third, resilience moderated the relationship between academic failure tolerance and learned helplessness. Lastly, there was a significant moderated mediation effect of resilience on the link between parental attitudes and learned helplessness through academic failure tolerance. The findings indicates the importance of parenting attitudes perceived by elementary school students, academic failure tolerance, and resilience when designing counseling interventions for those with learned helplessness. This study also discusses its limitations and suggestions for future studies.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.249-256
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• 2019

The purpose of this study was to inquire into the structural relations between teachers' attitudes, academic engagement, task-solving behavior which are perceived in a physical education class. To this end, this study selected a total of 434 copies of questionnaires as final valid samples using the convenience sampling method targeting middle school students at 5 schools located at a metropolitan area. For data processing, this study confirmed the goodness of fit test of the whole model using SPSS 20.0 and AMOS 20.0, and then did hypothesis testing; the study results are as follows: first, teachers' attitudes was to have influence on academic engagement. Second, academic engagement had positive influence on help-seeking, while self-handicapping had significantly negative influence. Third, teachers' attitudes had positive influence on help-seeking, while self-handicapping had significantly negative influence. Lastly, in the relationship between teachers' attitudes and task-solving behavior, academic engagement was found to play an intermediary role.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.140-154
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• 2021

This study examines the structural relationship between parents' positive and negative parenting attitudes, life satisfaction, and academic helplessness. To this end, 2,595 middle school students (1,405 boys and 1,185 girls) were used among the KCYPS 2018 panel materials. The model was validated using a structural equation model, and the verification of the mediated effects of life satisfaction was significant with bootstraps. The results of the study are as follows. First, the positive and negative parenting attitudes of parents have a significant impact on life satisfaction. These results can be interpreted as having an impact on the lives of adolescent children, depending on their parenting attitudes. Second, the positive and negative parenting attitudes of parents have a significant impact on academic helplessness. These results can be interpreted as having an effect on the academic performance of adolescent children depending on their parenting attitudes. Third, satisfaction in life has a significant adverse effect on academic helplessness. These results can be interpreted as having a positive impact on studies according to the satisfaction level of youth's life, and having a negative impact on studies if life satisfaction is high and life satisfaction is low. Fourth, the satisfaction of life is mediated between parents' positive and negative parenting attitudes and academic helplessness. Through this study, it is meaningful in that it allows parents to understand the process of life satisfaction affecting their academic helplessness according to their parenting attitudes.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.466-476
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• 2015

Purpose: This study investigates the relationship among nutrition knowledge, food habit problems and dietary attitudes in nursing students. Methods: A total of 856 nursing students participated in the study. Data was analyzed by frequencies, t-tests, ANOVA, Pearson correlation coefficients, and multiple stepwise regressions via SPSS WIN 21.0. Results: The mean scores for nutrition knowledge and dietary attitudes were above average and the score related to food habit problems was high. Dietary attitudes correlated positively with nutrition knowledge, but dietary attitudes correlated negatively with food habit problems. Significant predictors of dietary attitudes included: food habit problems, interest in nutrition and health, exercise, and drinking. The regression model explained 16.4% of perceived dietary attitudes. Conclusion: To improve dietary attitudes among nursing students, nursing educators should develop nutritional educational intervention programs in order to promote nutrition knowledge and identify food habit problems.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.2
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• pp.582-595
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• 2016

Effects of learning variables on academic achievement were major goal of this study. The differences of learning emotions, attitudes, flow and major satisfaction by grades of college students in medical school were proposed to conduct. Participants of this study consisted of 194 students of 1st and 2nd grade plus 121 students of 3rd and 4th grade in medical school. They completed the survey questionnaires composed of learning emotions, attitudes, flow and major satisfaction. Collected data were analyzed by t-test and stepwise multiple regression. Two kinds of results achieved as follows: First, there were differences of negative and positive emotions, and learning attitudes but were found no differences of learning flow and major satisfaction by grades. Second, there were significant effects of learning emotions and attitudes on academic achievement and also found differences of variables that affect academic achievement by grades. Based on these results, we think necessitate of considering learning emotions and behaviors in developing training programs and students support systems for medical school are obliged.