• Journal of Korean Biological Nursing Science
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• 제15권1호
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• pp.24-32
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• 2013

Purpose: The purpose of this study was to investigate and compare human papillomavirus (HPV) vaccination status associated with HPV health belief and knowledge between male and female highschool students. Methods: In the winter of 2012, 183 students responded to self-administered questionnaires, and t-test, ${\chi}^2$-test, and ANOVA were used for data analysis. Results: There were significant differences in the experiences of hearing about HPV vaccination, source of HPV information, experience of being vaccinated with HPV vaccination, reason for HPV unvaccination and vaccination intention by gender. The mean scores for health belief of HPV vaccination were 1.72 (total score: 4) in men and 2.31 in women. There were significant differences in HPV health belief (t=-5.14, p<.001). The mean scores for knowledge of HPV vaccination were 0.08 (total score: 1) in men and 0.12 in women, but there were no significant differences in HPV knowledge (t=-1.62, p=.108). There were positive associations between HPV health belief and knowledge in women (p=.02). Conclusion: This study showed different HPV vaccination status, health belief and knowledge in gender. The results indicate a need to consider levels of health belief and knowledge of HPV vaccination in target populations of highschool students when planning a HPV related education program.

• 호스피스학술지
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• 제3권1호
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• pp.1-11
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• 2003

This study was designed to test the correlation among spiritual health, mental health and maturation of christian belief of nursing students and to provide baseline data for nursing education in college. The subject were 222 nursing students at one college in Incheon area. Min's(1996) spiritual health scale, Gou's(1989)mental health scale and Choe's(1987) maturation of christian belief scale were used in this research for data collection. The results of this study are as follows: 1.Nursing students who have belief in religion were 65.3% include Protestant(42.3%), Catholic(15.3%) and Buddhism(7.7%). 2.The mean score on the spiritual heath scale was 3.48±0.64, on the mental health scale was 3.67±0.54 and on the maturation of christian belief scale was 3.24±0.52. 3.Spiritual health between the nursing students who have belief in religion and who have not were noted statistically significant differences(F=65.33, P=0.000). 4.There were positively significant correlation between spiritual health and mental health(r=0.506, P=0.000), spiritual health and maturation of christian belief(r=0.599, P=0.000) and mental health and maturation of christian belief(r=0.280, P=0.003).

• 재활간호학회지
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• 제15권1호
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• pp.30-38
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• 2012

Purpose: The purpose of this study was to understand the degree of pain belief in musculoskeletal patients, and to identify the correlation with chronic pain, pain coping and pain disability. Methods: A total of 203 inpatients or outpatients with chronic pain in orthopedics agreed voluntarily to participate in this study and answer a questionnaire. Data were analyzed using SPSS/WIN 17.0 program with descriptive statistics, t-test, ANOVA, Scheffe test, Pearson's correlation coefficient, and simple linear regression. Results: The degree of pain belief in this study showed statistically significant differences depending on their age, education, job, health status, and pain duration. Among the variables correlating with pain belief in this study, there were positive correlations between pain and pain disability, pain and passive coping, pain belief and passive coping, pain belief and pain, pain belief and pain disability. The strongest correlation was passive coping and pain disability. Conclusion: From the results of this study, we concluded that it is necessary to develop the nursing intervention which can help reducing negative pain belief in patients with chronic musculoskeletal pain. Also we need to enhance the ways of coping to active or chronic pains for controlling them effectively.

• 한국과학교육학회지
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• 제32권7호
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• pp.1157-1168
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• 2012

본 연구는 구성주의에 기반한 모의수업 활동 후 예비 생물교사들의 인식론적 신념, 과학 교수 효능감, 그리고 교수동기에 미치는 영향을 조사하였다. 예비 생물교사들은 과학교수 개혁안의 목표를 반영하고 있는지 보기 위한 평가척도인 RTOP을 토대로 수업을 구상하고 시연하도록 하였으며, 동료평가의 기회를 가졌다. 수업처치 후 예비 생물교사들은 지식의 단순성 영역에서 인식론적 신념이 향상되었으며(p<.05), 과학 교수 효능감 또한 향상되었다(p<.01). 교수동기에 있어서 예비 생물교사들은 외재적 교수 동기는 감소하였으나(p<.05) 내재적 교수 동기는 증가하지 않았다(p>.05). 또한 피어슨 상관관계 결과, 과학 교수 자기 효능감과 외재적 동기는 부적 상관 관계를 나타냈다(p<.05). 구성주의를 강조한 모의수업 활동 후 학생들은 이상적인 과학수업과 과학교사의 자질로 탐구, 토론 및 참여라는 단어를 선택하여, 본 연구에서의 수업처치를 통해 예비 교사들은 구성주의가 지향하는 교수학습 방법을 인식하는데 도움이 되었다고 판단된다.

• 치위생과학회지
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• 제15권5호
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• pp.542-550
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• 2015

본 연구는 구강건강신념모형을 이용하여 택시운수종사자의 구강보건행태를 파악하고 분석하여 택시운송종사자의 구강건강증진과 지역구강보건사업 방안 마련에 필요한 기초자료로 활용하고자 실시하였다. 수집된 자료를 분석하여 다음과 같은 결론을 얻을 수 있었다. 일반적 특성 및 구강 건강신념이 구강보건교육 경험 여부에 미치는 영향을 확인한 결과 구강건강신념 중 유익성은 구강보건교육경험 여부와 연관성이 있는 것으로 나타났다. 구강건강신념이 치석제거에 미치는 영향에는 유익성, 감수성, 장애성이 영향을 미치는 요인으로 나타났다. 구강건강신념에 영향을 미치는 요인을 분석한 결과 감수성에 영향을 주는 요인은 성별, 월 평균 소득, 주관적 구강건강상태, 연령, 1주일 근무일수, 치과의료기관 이용여부로 나타났다. 심각성에 영향을 준 요인은 주관적 구강건강상태, 최종학력, 1주일 근무일수로 나타났다. 또한 유익성에 영향을 준 요인은 치석제거 경험 여부, 하루 평균 근무시간으로 나타났고, 장애성에 영향을 주는 요인은 월 평균 소득, 주관적 구강건강상태, 치석제거 경험 여부, 구강보건교육 경험 여부, 1주일 근무일수로 나타났다. 이상의 결과들을 종합해 보면 택시운수종사자의 특성에 따라 구강건강신념에 영향을 주는 요인이 다르긴 하나 구강건강신념과 구강건강행동 간에는 연관성이 있는 것으로 보인다. 따라서 택시운수종사자의 구강건강증진방안을 마련할 때에는 구강건강신념과 구강보건행태를 고려하여야 할 것으로 생각된다.

• 한국수학교육학회지시리즈A:수학교육
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• 제24권2호
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• pp.105-116
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• 1986

For any thought and knowledge, its growth and development has close relation with the society where it is developed and grow. As Feuerbach says, the birth of spirit needs an existence of two human beings, i. e. the social background, as well as the birth of body does. But, at the educational viewpoint, the spread and the growth of such a thought or knowledge that influence favorably the development of a society must be also considered. We would discuss the goal and the function of mathematics education in relation with the prosperity of a technological civilization. But, the goal and the function are not unrelated with the spiritual culture which is basis of the technological civilization. Most societies of today can be called open democratic societies or societies which are at least standing such. The concept of rationality in such societies is a methodological principle which completes the democratic society. At the same time, it is asserted as an educational value concept which explains comprehensively the standpoint and the attitude of one who is educated in such a society. Especially, we can considered the cultivation of a mathematical thinking or a logical thinking in the goal of mathematics education as a concept which is included in such an educational value concept. The use of the concept of rationality depends on various viewpoints and criterions. We can analyze the concept of rationality at two aspects, one is the aspect of human behavior and the other is that of human belief or knowledge. Generally speaking, the rationality in human behavior means a problem solving power or a reasoning power as an instrument, i. e. the human economical cast of mind. But, the conceptual condition like this cannot include value concept. On the other hand, the rationality in human knowledge is related with the problem of rationality in human belief. For any statement which represents a certain sort of knowledge, its universal validity cannot be assured. The statements of value judgment which represent the philosophical knowledge cannot but relate to the argument on the rationality in human belief, because their finality do not easily turn out to be true or false. The positive statements in science also relate to the argument on the rationality in human belief, because there are no necessary relations between the proposition which states the all-pervasive rule and the proposition which is induced from the results of observation. Especially, the logical statement in logic or mathematics resolves itself into a question of the rationality in human belief after all, because all the logical proposition have their logical propriety in a certain deductive system which must start from some axioms, and the selection and construction of an axiomatic system cannot but depend on the belief of a man himself. Thus, we can conclude that a question of the rationality in knowledge or belief is a question of the rationality both in the content of belief or knowledge and in the process where one holds his own belief. And the rationality of both the content and the process is namely an deal form of a human ability and attitude in one's rational behavior. Considering the advancement of mathematical knowledge, we can say that mathematics is a good example which reflects such a human rationality, i. e. the human ability and attitude. By this property of mathematics itself, mathematics is deeply rooted as a good. subject which as needed in moulding the ability and attitude of a rational person who contributes to the development of the open democratic society he belongs to. But, it is needed to analyze the practicing and pursuing the rationality especially in mathematics education. Mathematics teacher must aim the rationality of process where the mathematical belief is maintained. In fact, there is no problem in the rationality of content as long the mathematics teacher does not draw mathematical conclusions without bases. But, in the mathematical activities he presents in his class, mathematics teacher must be able to show hem together with what even his own belief on the efficiency and propriety of mathematical activites can be altered and advanced by a new thinking or new experiences.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권2호
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• pp.167-194
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• 2015

The purpose of this study is to analyze effects of the mathematics integrated career education on students' affective characteristics. For this purpose, 3 hours of lesson materials of the mathematics integrated career education were developed and applied to 65 students of the 10th ~11th graders selected in two high schools. After 3 hours of lessons, the following research findings are obtained. Fisrt, it is revealed from the pre-post test of 65 subjects that the mathematics integrated career education can help students improve their mathematical attitude and belief. Second, it is shown from the interview with 4 students that they became not only to recognize the usefulness and value of mathematics, but also got changed their self-concept for mathematics.

• 아동학회지
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• 제29권2호
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• pp.139-153
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• 2008

The purpose of this study was to examine the relationship between the teachers' belief of efficacy and their personality dispositions (reflective thinking, emotional adaptability, and motivation orientation). A survey was conducted of 282 kindergarten teachers working in the area of Seoul and Gyeonggi-Do. Data were processed and analyzed by statistical methods of descriptive statistics, Pearson correlations, and hierarchical multiple regressions. Results showed that teachers' belief of efficacy was positively correlated with their personality dispositions of reflective thinking, emotional adaptability, and motivation orientation-approach. They were negatively correlated with motivational orientation-avoidance. Teachers' belief of efficacy was highly correlated with emotional adaptability in all variables, followed by reflective thinking and motivation orientations-avoidance.

• 한국초등수학교육학회지
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• 제14권1호
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• pp.103-121
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• 2010

초등교사의 수학과 수학 교수-학습에 대한 신념을 알아보고자 세 가지의 연구문제를 설정하였고, 연구문제의 해답을 찾기 위한 방법으로 선택형과 서술형 문항을 개발하여 설문 결과를 분석하였으며, 그 외에 면담과 관찰을 통하여 자료를 수집하였다. 연구 결과로서 각각의 문항에 대한 통계처리 자료를 일목요연하게 표로 나타내었고, 문항 별로 특이한 점에 대하여 논의를 하였다. 연구 결과 중 특이한 점은 "생활과 수학"과목을 수강한 후 수학에 대한 신념의 변화가 현저하게 나타남을 볼 수 있었다.

• 한국생활과학회지
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• 제15권1호
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• pp.45-53
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• 2006

The goal of this study is to examine the relationship between efficacy belief and role performance of childcare teachers, and also to utilize the results as the basic data for teacher education. The subjects were 205 teachers at 48 childcare centers located in Jeonlabuk-do area. The instruments employed included efficacy belief, teachers' role performance, experiences, and age. The data were analyzed by t-test, Pearson correlation, and Regression Analysis. The results of this study are as follows: First, the role of child carer was the vest performance through childcare teachers' role. Second, the role of instructor, counselor, researcher, and others was significantly different among the types of childcare institution. Third, the social position of ability and personal teaching efficacy belief were correlated positively with teachers' experience. The activeness, the social position of ability, general teaching efficacy belief, personal teaching efficacy belief, and the role of child carer, instructor, counselor, researcher, and others were correlated positively with teachers' age. Fourth, the role of child carer, instructor, counselor, researcher, and others was correlated positively with the activeness and the social position of ability, whereas it was correlated negatively with failure anxiety. Lastly, the activeness was the most powerful variable influencing teachers' role performance.