• Korean Journal of Childcare and Education
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• v.17 no.2
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• pp.47-68
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• 2021

Objective: This study investigated direct and indirect influences of fathers' parenting involvement on maternal parenting competence by exploring pathways between fathers' parenting involvement, maternal inner strength, and maternal parenting competence. Methods: A total of 329 mothers with 3-year-old children responded to online survey questionnaires, which included questions about fathers' parenting involvement, maternal inner strength, and maternal parenting competence. The data was analyzed by Pearson's correlation coefficients and Structural Equation Modeling. Results: It was observed that maternal inner strength perfectly mediated the association between father's parenting involvement and maternal parenting competence. More concretely, a direct effect of fathers' parenting involvement on maternal parenting competence was not found. It was also found that fathers' parenting involvement effects maternal parenting competence indirectly. The effect of fathers' parenting involvement on maternal inner strength was the greatest among all associations between fathers' parenting involvement, maternal inner strength, and maternal parenting competence. Conclusion/Implications: These findings have insights for research and practice, which emphasize the important considerations that enhancing maternal inner strength and the power of fathers' parenting involvement on maternal inner strength should be emphasized in order to improve maternal parenting competence.

• Journal of Engineering Education Research
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• v.25 no.5
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• pp.20-32
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• 2022

This research sought to investigate the relationships among self-leadership, social support and interpersonal competence of women engineering students. First, women undergraduate students' differences respecting self-leadership, social support and interpersonal competence were examined. Second, the relationships among self-leadership, social support and interpersonal competence were identified in terms of sub-factors of those three variables. Third, the effects of social support and interpersonal competence, as perceived by women undergraduate students, on self-leadership were explored. A total of 398 women undergraduate students from three universities in Korea responded to survey based on a three-variables scale. The findings were that, firstly, women engineering students scored lower in all of the three variables including self-leadership, social support and interpersonal competence, and that these major differences were statistically significant. Secondly, a positive correlation among self-leadership, social support and interpersonal competence was identified. Thirdly, it was determined that self-leadership was affected significantly by social support and interpersonal competence. The practical implications of these findings are discussed herein, with particular attention on education for promotion of self-leadership, social support and interpersonal competence.

• Korean Journal of Human Ecology
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• v.22 no.4
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• pp.511-524
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• 2013

The purpose of this study was to examine the impact of the communicative competence of early childhood teachers on their teaching efficacy and job satisfaction in an attempt to provide some information on the development of the communicative competence of early childhood teachers. Study results show that, first, the teaching efficacy of early childhood teachers differed according to their age, education and career level and their communicative competence differed according to their career level. Second, communicative competence had a statistically significant positive correlation with teaching efficacy and job satisfaction. Third, among the sub-factors of communicative competence, focusing attention and responding exerted a statistically significant positive influence on teaching efficacy. Among the sub-factors of communicative competence, focusing attention, analyzing and evaluating exerted a statistically significant positive influence on job satisfaction.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.139-151
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• 1999

This study examined the factor structure of social competence and the relationship between social competence and emotional intelligence in preschool children. The subjects were 503 3- to 6-year-old children. Instruments were the Emotional Intelligence Rating Scale for Preschool Children and The Social Competence Scale. The validity and reliability of the factor structures of The Social Competence Scale were confirmed. These factors were initiative, ability, and sociability. The relationship between The Social Competence Scale and the emotional intelligence scale was highly significant (r=.29, p<.001). Three sub-factors of The Social Competence Scale were significantly related to the total emotional intelligence score. Among the six sub-factors of emotional intelligence, 5 were related to the total score of social competence. These were utilization of emotion, empathy, appraisal and expression of self emotion, relationship with teacher, and relationship with peers.

• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.659-668
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• 2003

The purpose of this study was to investigate the effect of children's peer-relationship and teacher-child relationship on the social competence. The subject of this study consisted of 115 children aged $4{\sim}5$ attending child care centers in Jeon-ju. Peer-relationship was assessed by the peer nomination measure. The teacher-child relationship and the social competence were evaluated by teacher's questionnaire. The results of this study were as follows : There were significant differences according to sex in teacher-child relationship and social competence. Social competences differed among popular, rejected and neglected children's groups. Teacher-child relationship significantly related with the social competence : The intimacy was positively and the conflict negatively related with the social competence. Intimacy, conflict, anxiety of teacher-child relationship accounted for 58% of the social competence variance. Intimacy of teacher-child relationship appeared to be the most important variable.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.45-57
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• 2000

This study investigated the effects of personal (gender, school grade and causal attribution for success and failure) and environmental (mother's evaluation of their children and mother's efficacy) variables on children's perceived competence. The subjects were 595 fourth and sixth graders and their mothers selected from 3 elementary schools in Pusan. Children's perceived competence was studied under 3 categories : scholastic, social, and athletic competence. Data were analyzed by SAS/PC+ program. Internal attribution for the success had a positive influence on perceived competence while internal attribution for failure had a negative influence on perceived competence. Mother's evaluation of their children had a stronger influence on perceived competence than mother's efficacy. Mother's evaluation of their children was the most influential variable in all 3 categories of competence while secondary and tertiary variables varied by internal attribution for success or failure and by gender.

• Journal of the Korean Home Economics Association
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• v.47 no.1
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• pp.93-103
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• 2009

This study analyzed variables associated with peer competence of negelcted children. Participants were made up of 180 preschoolers and their mothers. Neglected children's peer competence was measured by the Peer Competence Scale(Park & Rhee, 2001) and data were subjected to descriptive analysis, Pearson's correlation, and multiple regression analysis. Results showed that neglected children's peer competence was partly associated with the child's temperament and emotional regulation, parenting styles and involvement strategy, and teacher-child relationship. In particular, closeness in teacher-child relationship was the strongest predictor for both children's peer competence in leadership and sociability. Furthermore, a child's ability to regulate emotion was the strongest predictor of their peer competence in prosocial environments.

• Journal of Korean Academy of Nursing Administration
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• v.13 no.3
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• pp.302-310
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• 2007

Purpose: This study was designed to identify clinical competence and education needs of hospital nurses. Method: A questionnaire was used for data collection which was done form July 1 to July 30, 2005. The respondents were 165 staff nurses in a university hospital. The study instrument were clinical education need scale and Lee(2002)'s clinical competence scale. The data were analyzed using percentages, means, t-test, ANOVA with SPSS-WIN 10.0 program. Result: The results of this study are summarized as follows: The total mean score for clinical competence was 2.57 and education need was 3.30 on a 4 point scale. There was a significant difference in clinical competence according to individual factors of age, marital status, preceptorship experience, present ward, job satisfaction, and total clinical experience. also there was a significant difference in education needs according to preceptorship experience and present ward. Conclusions: Conducting a education needs and clinical competence assessment can provide valuable information that will plan education program and improve staff competence.

• Journal of Korean Academy of Nursing Administration
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• v.19 no.4
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• pp.462-469
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• 2013

Purpose: This study was performed to identify the effects of self-leadership and job involvement on clinical competence in general hospital nurses. Methods: The participants in this study were 443 staff nurses working in general hospitals and having more than 6 months of nursing experience. Data were collected using self-administered questionnaires. Results: There were significant positive correlations between nurses' self-leadership and job involvement, and between nurses' self-leadership and clinical competence. In the multiple regression analysis, clinical career, type of department and self-leadership were significant predictors in explaining nurses' clinical competence and accounted for 28% of the variance in nurses' clinical competence. Conclusion: Study findings suggest that nurses' self-leadership is defined as having an important influence on nurses' clinical competence. In order to strengthen nurses' clinical competence, there is a need to develop education programs to increase nurses' self-leadership.

• Journal of the Korean Home Economics Association
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• v.39 no.11
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• pp.63-72
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• 2001

The purpose of this study was to examine the relationship of adolescents'social network and their self-perceived competence. In this study 207 seventh and ninth grade adolescents completed Social Network of Relationships Inventory(NRI) and Self-Perception Profile For Children(SPPC). The data were analyzed by Frequencies, Percentiles, t-test, Cronbach's $\alpha$, Pearson's correlation. Major findings were as follows: 1) Social network of relationships with various social agents made different contributions to the prediction of adolescents'self-perceived competence. 2) In social network of relationships, boys perceived significantly higher than girls for the social support from teacher. In Competence, boys perceived significantly higher than girls for the social acceptance and athletic competence. 3) In social network of relationships, the seventh grader perceived significantly higher than the ninth grader for the social support from mother, father and teacher. In scholastic competence, athletic competence, physical appearance and global self-worth, the seventh grader perceived significantly higher than the ninth grader.