• (The) Korean Journal of Educational Psychology
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• v.31 no.4
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• pp.767-794
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• 2017

Creativity is a social byproduct formed in a specific sociocultural context. Although creativity differs according to the level of culture ranging from supranational, national, professional to organizational levels, research studies documented in literature have mainly dealt with creativity in the (super)national level. For example, differences in personal creativity in the East and the West led by collectivism and individualism, respectively have been dominating in the studies about cultural differences in creativity. Consequently, the domain specificity of creativity and the effects of a more micro level of culture, such as domains, occupations, and organizations, on creative outcomes have been dismissed. Understanding the characteristics of domains, and sociocultural and environmental factors leading to creative products is worth investigating considering that the conception of creativity today highly relies on the nature of domains valued in a certain sociocultural environment. This study reviewed a wide range of literature regarding creativity and sociocultural and environmental factors in order to explore how culture and/or cultural factors inspired creative thinking and generating ideas for creative performance and products. Cultural factors were identified either as a value or a practice (custom) and examined on the supernational, national, professional, and organizational levels. For supernational and national cultures, issues on individualism, collectivism, artistic social atmosphere, and multi-cultural experiences were discussed, while the professional and organizational cultures delved topics on the domain of architecture in which both originality and functionality are greatly valued for creativity. The authors concluded that the impact of culture on creative thinking and idea generation varied according to the levels of culture although issues on multifactorial aspects of culture, differences between personal and collective creativity, and the identification of culture either as a value or a practice (custom) should be discussed further for future studies.

• (The) Korean Journal of Educational Psychology
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• v.32 no.1
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• pp.99-130
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• 2018

The purpose of this study was to examine the longitudinal relationship between resilience and social support of school violence exposure types including school bullying, victimization, and dual experience. The study used data obtained from the third year (2012) of the Seoul Education Longitudinal Study of 1,137 elementary school students in grade 6 who reported experiencing school violence. The results of the autoregressive cross-lagged model are as follows. First, as a result of measuring the self-regression coefficients of resilience and social support of the youth exposed to school violence at 3 time points (2012, 2014, and 2016), it was found for all types of violence that resilience and social support at the previous time point showed a signigicant positive effect on the same variable at the next time point. Second, in the case of the cross-lagged effects of resilience and social support, the effect of previous social support on resilience at the next time point was statistically significant for the victimization group, but not for the bullying or dual experience groups. Third, considering the opposite path from resilience to social support, resilience at the previous time point had a significant influence on the social support at the next time point for both the bullying and victimization groups. This result is new and can be complementary to the cross-sectional studies so far using a longitudinal view. The results of this study suggest that the bullying and victimized students who are relatively more resilient are less likely to perceive social support than those who are not resilient. Finally, we discuss the longitudinal relationship between resilience and social support, the limitations of this study, and implications for future research.

• Knowledge Management Research
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• v.22 no.2
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• pp.167-187
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• 2021

The increase in the number of higher education graduates and of working couples have been improving the quality of parenting and the economic situation of parenting. The relationship between family members, which consists of child rearing support and family health in conversation and play, has been improving as well. This study analyzes the impact of parental level and the family relationship on the spending in private education in households with elementary students. For the analysis, this study focuses on the mediation of parental efficacy and parenting anxiety, through which family relationship and parental level affect elementary private education. Data of 1,075 parents with children aged 6 to 11 from 2018 Children's Comprehensive Survey are used in statistical analysis via PLS structural equation. This study shows that family relationship and parental level had have a positive effect on parental efficacy, and family relationship, parental level and parental efficacy had have a negative impact on parenting anxiety. It is also confirmed that parental level has a positive effect on private education, and that parental efficacy has a negative impact on private education. Family relationship and parental level affects parenting anxiety and private education through the mediation of parental efficacy. This study finds that improving parents' economic and educational level in the overheated private education atmosphere increases private education, but improving parental efficacy from good family relationship lowers parenting anxiety and private education. These results are expected to provide theoretical and practical implications for balancing children's education and family happiness from a knowledge management perspective.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.1-15
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• 2023

As the social and economic value of living modified organisms (LMOs) increase, so do the potential risks they pose to humans and the environment. Therefore, all laboratories using LMOs must establish an LMO laboratory in accordance with the standards required by regulations. Recently, in high school, LMO-related experimental programs have been developed for their educational effects. Also, in this case, it is necessary to comply with the regulation for LMO laboratories. However, high schools are still unfamiliar with the LMO laboratory, and it is difficult for teachers to manage an LMO laboratory because its implementation applies the same standards to general research institutes. In this study, we used causal chain analysis to discover the difficulties each teacher faced while setting up an LMO laboratory by examining three cases. The difficulties experienced by teachers are as follows: the first problem is "reluctance to set up an LMO laboratory," because of "administrative tasks for laboratory registration" and "difficulty in persuading colleagues." The second problem is a difficulty for teachers to operate LMO laboratory in blind spots, due to "inflexible installation and closure," "medical waste disposal," and "LMO education that does not fit the school context." Through this study, although the difficulty of running an LMO laboratory is caused by a lack of necessity and insufficient consideration of the school context, the more fundamental cause was a lack of collaborative planning between the educational field and the operating institutions. The teachers who participate in this research suggest that "using shared LAB" and "preparing opportunities for knowledge sharing" can be considered as strategies for operating the school's LMO laboratory. We feel that this study will provide a useful reference for teachers or schools planning to build an LMO laboratory.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.17-28
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• 2023

In line with the entry into the digital-based intelligent information society, the science curriculum emphasizes the cultivation of scientific competencies, and computer-based test (CBT) is drawing attention for assessment of competencies. CBT has advantages to develop items that have high fidelity, and to establish a feedback system by accumulating results into the database. However, it is necessary to solve the problems of improving validity of assessment results, lowering measurement efficiency, and increasing management factors. To examine students' responses to the introduction of the new assessment tools in the process of transitioning from paper-based test (PBT) to CBT, in this study, we analyzed the results of the PBT and the CBT conducted in 2021 National Assessment of Educational Achievement (NAEA). In particular, we sought to find the effects on student achievement when only the mode of assessment was changed without change of items, and the effect on student achievement when the items were composed including technology enhanced features that take advantage of CBT. This study is derived through the analysis of the results of 7,137 third-grade middle school students taking one among the three kinds of assessments, which were the PBT or two kinds of CBT. After the assessment, the percentage of correct answers and the item discriminations were collected for each group, and expert opinions on characteristics of response were collected through the expert council involving 8 science teachers with experience in NAEA. According to the results, there was no significant difference between students' achievement results in the PBT and the CBT-M, which means simple mode conversion type of CBT, so it could be explained that the mode effect did not appear. However, it was confirmed that the percentage of correct answers for the construct response items was somewhat high in the CBT, and this result was analyzed to be related to the convenience of the response. On the other hand, there were the items with a difference of more than 10%p from the correct answer rate of similar items, among the items to which technology enhanced functions were applied following the introduction of CBT. According to the analysis of response rate of options, these results could be explained that the students' level of understanding could be more closely grasped through the innovative items developed through the technology enhanced function. Based on the results, we discussed some guidance to be considered when introducing CBT and developing items through CBT, and presented implications.

• Journal of Christian Education in Korea
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• v.74
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• pp.7-31
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• 2023

The climate crisis threatens Earth's ecosystems and biodiversity. In particular, it can be said that the cause of the global crisis began with human greed. An educational alternative is needed to change the Christian worldview that causes greed. The purpose of this study is to find ways to apply democratic citizenship education to Christian education as an alternative to overcome the climate crisis. The contents of the study to achieve the purpose were first the essence of Christian citizenship education was examined by dividing it into citizenship education, democratic citizenship education, and Christian citizenship education. Second, The model of democratic citizenship education was established by defining its goals, content, methods, and directions within the context of Christian citizenship education. Third, the application plan of Christian education for democratic citizenship education was classified into 7 categories and proposed; environmental education to overcome the climate crisis, ethical education to restore the public role of the church, education to form God's character, education to realize the village education community, education that promotes Christ's peace and Christ education that fosters consideration for multicultural individuals, and literacy education to prevent the negative impacts of digital media culture. Next, the plan to apply democratic citizenship education to Christian education is, first, to reduce human greed and restore God's creation order through environmental education that can overcome the climate crisis. Second, through ethics education to restore the church's public nature, it is necessary to restore the church's role for the church's moral empathy and publicity. Third, through the education that forms the God's character, it is necessary to form a mature character of faith in which personality and faith are harmonious and balanced. Fourth, schools, villages, and churches form a community through education that realizes a village education community so that the members of the village can obtain educational results. Fifth, through education that aims for the peace of the God Christians should be able to live as Christian democratic citizens who achieve peace in the kingdom of God. Sixth, through education that considers multicultural people, faith education that helps them overcome discrimination, exclusion, and hatred toward multicultural people with the love of Jesus Christ and seek a life of coexistence. Seventh, through literacy education that prevents the harmful effects of digital media culture, personal ability to read and write in media should ultimately be improved to the ability to practice socially.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.101-118
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• 2014

"Career maturity" is very crucial for high school students since it has an impact on their career path and decision-making. Not only that, it is also important in self-realization and happiness as well as maximizing human resources. When it comes to understanding high school students' career path, it is necessary to know how they perceive school life since they spend most of their time in school. It's also vital to observe in the perspective of students' personal growth. This study seeks to understand the relationship between "adaptation to school life" "self-esteem" and "career maturity". To accomplish this, the 7th additional surveys conducted by Welfare Panel Study were used. The survey was conducted among 496 high school students in order to come up with descriptive statistics and correlation between "adaptation to school life" and "self-esteem" as well as the level of "career maturity". Hierarchical multiple regression analysis was used to understand the effects of "adaptation to school life" and "self-esteem" on "career maturity." The Baron and Kennny mediation analysis were used to understand the effects when the mediating role of "self-esteem" comes into the relationship between "adaptation to school life" and "career maturity". The results of the analysis are as follows: First, the average age for high school students' "career maturity" is 2.07, while it is 1.91 for "self-esteem". For "adaptation to school life," the relationship between "obedience to school regulations" and "relationship with friends" was relatively higher than the relationship between "attitude toward school life" and "interest in school life" Second, high school students' "career maturity" "adaptation to school life" and "self-esteem" were thought to be statistically meaningful since it showed that they had a positive relationship with each other. Third, "interest in school life" "attitude toward school life" and "obedience to school life" and "relationship with friends" in which all of these are the sub factors for "adaptation to school life" together with "self-esteem" had an influence on high school students' "career maturity". Lastly, the relationship between "adaptation to school life" and "career maturity" was proved to be influenced by the partial mediating role of "self-esteem". As the study seeks to find relationships and the factors that affect high school students' "career maturity" meaningful information is given out for the development and progress of educational programs for "career maturity". This was done by understanding the fundamental and systematic approach towards "career maturity" in the students' perspective.

• Korean journal of food and cookery science
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• v.18 no.6
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• pp.704-715
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• 2002

This study intended to compare dietary and snack habits of primary students in the schools providing and non-providing lunch to clarify the correlation between those conditions and the occurrence of dental caries. Furthermore, this study also focused on evaluating educational effects by providing children with nutritional education program. 1. As a result of dietary habit analysis, it was found that children from the school providing lunch were better in terms of breakfast regularity, eating speed. optimum amount of intake, and meal time regularity than those from the school non-providing lunch. In particular, it was noted that children from the school providing lunch took a little more meat, fish, seaweed and milk or dairy products than those from school non-providing lunch. Thus, it could be assumed hat children provided with lunch have more reasonable dietary habit than those without lunch program. In general, it was found that there was a slight positive change in children's dietary habit after nutritional instruction than before, suggesting that the nutritional education had effects on improving their dietary habit. 2. It was found that primary students often took snacks causing dental caries such as caramel, chocolate, sweets and biscuits, and children from the school providing lunch were more willing to reduce those snacks upon recognizing the causes of dental caries than those from the school non-providing lunch. For the children who chewed gum with physical cleansing effects, it was shown that the highest frequency wat twice or three times a week. Moreover, the ratio of children who took snacks following dinner which might affect their dental caries and the ratio of children who selected snacks because of TV commercial were both reduced after nutritional education. Also the consumption of detergent foods like vegetable, fruit, protein. seaweed. milk or dietary products after nutritional education was increased. 3. It was found that children from the school providing lunch took more often all food groups except for food group IV affecting dental caries than those from the school non-providing lunch. The average number of consuming foods which cause dental caries was 5.04 times per person a day, and most of those were rather taken by liquid than solid food. The average eating times of rinsing foods which kill the bacteria on the surface of teeth and prevent from dental caries, was 9.33 for a person a day, which was a little higher than recommended time. Exposed time for dental caries for a person a day was 100.9 min, of which liquid dental caries was 56.2 min and solid dental caries was 44.6 min, suggesting that liquid food had a high potential to cause dental caries.

• Journal of dental hygiene science
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• v.6 no.4
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• pp.295-302
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• 2006

This study was conducted to study the effects of the TA Theory and the TA Program, an educational testing tool developed to improve functional communication skills for dental hygienists. The results taken from the experiment using the TA program has been verified by Examination Tool for Personnel Communication developed by Chung(2001). 44 in two experimental groups and 16 in control group took part in TA Program training sessions. The experimental Group I received TA technique training session for 12 hours per day in a period of three days and Group II for 6 hours per day in a period of two days. From this experiment, the following conclusion was obtained. The results are as follows: 1) As it can be seen from the results of the examination taken prior to the experiment, the subjects of the control group and experimental groups were homogenous in all categories including self-disclosure, awareness, evaluation and acceptance of feedback, self-expression, coping with feelings, clearness, avoidance, dominance, handling of differences, and perceived acceptance. 2) After the training of TA Program was completed on Group I and II, the examination results are as follows: Control Group (1.5158), Group I (1.8260) / Control Group (1.4684), Group II (1.9985). The results of Group I and II (1.7970 and 1.9985 respectively) therefore showed a meaningful difference. 3) From the results of the experiment it is shown that dental hygienists' communication skills improved after receiving the TA Program training. Therefore TA Program may be used as an effective tool for such purpose. 4) As it can be observed from the data, Group I and II showed difference in the degree of improvements. Therefore, there needs to be a further investigation on the effects of the difference in training period. 5) This program is not only limited to the education of dental hygienists but may be widely applied to various forms of education and teaching methods.

• Journal of agricultural medicine and community health
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• v.39 no.4
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• pp.209-221
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• 2014

Objectives: The objective of this study was to identify the effects of area-based health promotion initiatives with community participation and partnerships conducted in Sabong-Myeon, Jinju City for three years. Methods: We used data from the '2008 Sabong-Myeon Health Survey' and the '2011 Health Plus Happiness Plus Community Health Survey'. The study comprised 520 systematically sampled individuals, composed of 300 adults in 2008 and 200 adults in 2011. We compared some health behavior and mental health indicators as well as social capital levels between these two surveys. Results: The prevalences of smoking and walking exercise in 2011 were significantly higher than those in 2008. The prevalences of high risk alcohol consumption in men, stress perception, depressive symptoms experience, and suicide ideation were significantly lower than those in 2008. The proportion of people having a high level of social capital in 2011 was significantly higher than that in 2008, regardless of sex or marital status. However, the difference in the proportion was not statistically significant among people with a high educational background. Conclusions: This study suggested that the 3 years' implementation of area-based health promotion initiatives conducted in Sabong-Myeon might help to improve the mental health and social capital level of this community. The long-term health effects of area-based health promotion initiatives with community participation and partnerships need to be studied further, and lessons from these initiatives can be obtained by adapting proper evaluation methods.