• Journal of Fisheries and Marine Sciences Education
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• v.18 no.3
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• pp.283-292
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• 2006

The purpose of this study was to explore the component factors on images of good elementary teacher. 579 elementary teachers in Busan were sampled to be surveyed. The subjects answered open-ended questionnaire related to characteristics of good teacher. The number of items obtained from the questionnaire is 79. The exploratory factor analysis was applied to the data. As a result of exploratory factor analysis, the components of good teacher are classified into five factors : fairness, enthusiasm, commitment, warmth, self-management. All such factors might be related to the personality in common. It shows that teachers think the personality important as a characteristic of good teacher. On the basis of this result we offer a suggestion to the teacher education.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.49-59
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• 2022

This study was conducted to develop a teaching competency scales customized for teaching programs conducted by Center for Teaching & Learning at A University. To achieve this purpose, a preliminary study was set up, which consists of three competency groups (basic competency, practice competency, innovation competency) and 26 learning competency factors through a review of previous studies. In order to verify the reliability and validity of the provisional teaching competency scales, an online survey was conducted on A university teachers in September 2020, The collected questionnaire data were organized and exploratory factor analysis and confirmatory factor analysis were conducted. As a result of exploratory factor analysis, 26 teaching competency was reduced to 17. As a result of the confirmatory factor analysis, the model was found to be good, Also, as a result of analyzing the construct reliability and AVE of the confirmed teaching competency factors, all 17 factors showed a good level of .7 or more. The teaching competency scales developed through this study can be used as basic data for performance evaluation and development of new programs of CTL teaching program.

• Korean Journal of Child Studies
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• v.36 no.5
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• pp.95-113
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• 2015

This study aimed to develop and validate a scale which could be used to evaluate mathematical interactions of parents with their young children. The subjects comprised 408 mothers of 4-6-year-old children. Means, standard deviation, $x^2$, Cramer's V, exploratory factor analysis, confirmatory factor analysis, Pearson correlations, and Cronbach's ${\alpha}$ were calculated. First, 49 items were developed through a review of relevant research, parent interviews, confirmation of item adequacy and content validity. These items were then edited down to a final list of 24 items representing 4 factors identified by exploratory factor analysis. Second, this 24-item. 4-factor scale was shown to have adequate construct validity, norm validity, and reliability by confirmatory factor analysis, Pearson correlation analysis, Cronbach's ${\alpha}$. In conclusion, the final mathematical interaction scale for young children's parents was composed of 24 items with 4 factors: "interaction regarding numbers and operations, measurements, and patterns", "interaction regarding data collection and result presentation", "interaction with picture books", and "interaction regarding shapes and figures"

• Journal of Korean Society on Water Environment
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• v.28 no.1
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• pp.84-93
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• 2012

The study was conducted to analyze the spatio-temporal changes in water quality of the major 36 sampling stations of Nakdong River, depending on each station, season using the 17 water quality variables from 2000 to 2010. The result was verified to interpret the characteristics of water quality variables in a more accurate manners. According to the Principal component analysis (PCA) and Exploratory factor analysis (EFA) results; the results of these analyses were identified 4 factors, Factor 1 (nutrients) included the concentrations of T-N, T-P, $NO_{3}-N$, $PO_{4}-P$, DTN, DTP for sampling station and season, Factor 2 (organic pollutants) included the concentrations of BOD, COD, Chl-a, Factor 3 (microbes) included the concentrations of F.Coli, T.Coli, and Factor 4 (others) included the concentrations of pH, DO. The results of a Cluster analysis indicated that Geumhogang 6 was the most contaminated site, while tributaries and most of the down stream sites of Nakdong River were mainly affected by each nutrients (Factor 1) and organic pollutants (Factor 2). The verification consequence of Confirmatory factor analysis (CFA) from Exploratory factor analysis (EFA) result can be summarized as follows: we could find additional relations between variables besides the structure from EFA, which we obtained through the second-order final modeling adopted in CFA. Nutrients had the biggest impact on water pollution for each sampling station and season. In particular, It was analyzed that P-series pollutant should be controlled during spring and winter and N-series pollutant should be controlled during summer and fall.

• Journal of Korean Academy of Nursing
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• v.50 no.4
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• pp.611-620
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• 2020

Purpose: The aim of this study was to evaluate the reliability and validity of the Korean version of the Wong and Law Emotional Intelligence Scale (K-WLEIS). Methods: Data were collected from 360 nursing students using a self reported questionnaire. Exploratory and confirmatory factor analysis were used to test construct validity. Convergence validity was identified by correlation with communication competency. Item convergent and discriminant validity were also analyzed. Reliability was evaluated internal consistency and test-retest reliability. Results: The results of exploratory factor analysis showed that the eigen values ranged from 1.34 to 5.86 and 73.2% of the total explained variance. Confirmatory factor analysis showed adequate model fit indices (χ²/df 1.89, RMSEA .07, GFI .89, CFI .95, and TLI .93) and standardized factor loadings (.48 to .87). The average extracted variances (.71 to .79) and composite reliability (.80 to .87) validated convergence and discriminant validity of the items. Test-retest reliability of intra-class correlation coefficient was .90 and the Cronbach's alpha coefficient was .88. Conclusion: The K-WLEIS is an appropriate scale for measuring the emotional intelligence of Korean nursing students. Therefore, it is expected that the K-WLEIS will be used for nursing education programs to improve nursing students' emotional intelligence.

• Journal of the Korean Home Economics Association
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• v.42 no.3
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• pp.179-193
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• 2004

The purpose of this study was to develop the Family System Diagnosis Scale and to examine its reliability and validity. The subscales of the questionnaire included scores on seven constructs. In order to define constructs accurately, a careful review of Minuchin's writings, the writings of other family therapists, and relevant articles on family interaction was undertaken. A pool of 150 items was given to eight family counselors along with a description of Minuchin' s concepts. The counselors were asked to choose the category each statement fit and to rate the degree of fit using the 3-point scale. Using exploratory factor analysis, confirmatory factor analysis and Linear Structural Relationship(LISREL), six subdimensions of individuation and 55 items of FSDS were identified; enmeshmen disengagement(16 items), parent coalition generational coalition(6 items), flexibility rigidity(5 items), spouse conflict resolved unresolved(8 items), mother-child cohesion estrangement(10 items), father-child cohesion estrangement(10 items). 356 adolescents(ages 13∼18), 356 fathers, 356 mothers in Seoul, Busan, Dague, Incheun, Dajeun, Ulsan, and Kwangju were completed the Family System Diagnosis Scale(FSDS). The reliability of the scale was calculated by Cronbach's a Coefficient and the total a = .94 and the calculation for each factor was .87, .60, .77, .80 and .79 respectively.

• Journal of the Korean Society of Clothing and Textiles
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• v.31 no.8
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• pp.1168-1179
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• 2007

The objective of this research is to validate the BRQ(Brand Relationship Quality) Construct perceived by fashion product consumers. In order to establish and verify the BRQ scale, qualitative survey and quantitative survey were conducted together. 1592 copies of questionnaire were distributed to women in their 20s to 40s living in Seoul and other metropolitan areas from Dec. 26, 2005 to Jan. 8, 2006, and 723 copies of them were used for statistical data. Samplel(n=482)was used for empirical analysis, and sample2(n=241) was used for cross validity test. The data was analyzed using Exploratory Factor Analysis, Confirmatory Factor Analysis, and Pearson's Correlation Analysis. BRQ emerged from exploratory factor analysis as the hierarchical construct composed of six facets including 'self-connective attachment', 'symbol/mystery', 'trust', 'nostalgia', 'intimacy', and 'knowledge'. As the fit of this structural model was not good as a result of Confirmatory Factor Analysis, it was revised to have better fitting. Finally, empirical survey results indicate the hierarchical construct consisting of eight distinct BRQ facets including 'love/commitment', 'self-connection', 'symbol', 'mystery', 'trust', 'nostalgia', 'intimacy', and 'knowledge' as best representing the final 39item BRQ Scale. Reliability, construct validity, and cross validity of the construct were verified.

• Korean Journal of Community Nutrition
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• v.20 no.1
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• pp.1-10
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• 2015

Objectives: This study was conducted to develop and validate Eating Behaviors Test form (EBT) for infants and young children, including eating behaviors of their parents and parental feeding practices. Methods: Draft version of EBT form was developed after a pretest on 83 mothers. It was consisted of 42 questions including 3 components; eating behavior of children, eating behavior of parents, and parental feeding practices. Using these questionnaires, the first survey was conducted on 320 infants and children, 1 to 6 year old, for exploratory factor analysis, and the second survey was collected on 731 infants and children for confirmatory factor analysis. Results: Exploratory factor analysis on 42 questions of EBT form resulted in 3 factor model for children's eating behavior, 3 factor model for parents' eating behavior, and 1 factor model for parental feeding practices. Three factors for children's eating behavior could be explained as follows; factor 1, pickiness (reliability ${\alpha}=0.89$; explanation of variance=27.79), factor 2, over activity (${\alpha}=0.80$, explanation of variance=16.51), and factor 3, irregularity (${\alpha}=0.59$, explanation of variance=10.01). Three factors for mother's eating behavior could be explained as follows; factor 1,irregularities (${\alpha}=0.73$, explanation of variance=21.73), factor 2, pickiness (${\alpha}=0.65$, explanation of variance= 20.16), and factor 3, permissiveness (${\alpha}=0.60$, explanation of variance=19.13). Confirmatory factor analysis confirmed an acceptance fit for these models. Internal consistencies for these factors were above 0.6. Conclusions: Our results indicated that EBT form is a valid tool to measure comprehensive eating and feeding behaviors for infants and young children.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.26 no.1
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• pp.12-22
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• 2019

Purpose: This study was done to verify the self-directed learning instrument (SDLI) developed to measure self-directed learning ability in nursing students. Methods: The participants for the study were 425 nursing college students. Their self-directed learning was verified using self-reports and results through questionnaires. SDLI was translated into Korean through translation/reverse translation process and its content validity verified by five experts. The validity of the instrument was verified through item analysis, exploratory factor analysis, and confirmatory factor analysis. Reliability verification was analyzed using internal consistency reliability. Results: Four factors were identified through exploratory factor analysis and 20 items of the original instrument were found to be valid. In the confirmatory factor analysis, the validity of the instrument was verified as the model was valid. The internal consistency reliability was also acceptable and SDLI was found to be an applicable instrument. Conclusion: SDLI has been developed and verified by selecting nursing students as participants for the study. Use if SDLI is expected to improve the quality of self-directed learning in nursing education and to be used in future nursing research.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.103-110
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• 2022

In the era of the 4th Industrial Revolution, smart technology being considered to improve productivity breakthroughs is in the spotlight as a means to replace traditional construction technology in the construction industry. However, various problems are occurring in construction sites using smart technology and causing negative impacts on construction projects. Therefore, the objective of this study is to identify risk factors that occur when smart technologies are used in construction projects. To achieve this purpose, this study investigated the difficulties at construction projects using smart technology, and risk factors were derived based on site surveys and literature. The risk factors were measured by experts, and then a total of 19 risk factors was derived by exploratory factor analysis. As a result, risks were classified as 5 factors, the institutional factor is the most difficult response, and the government needs anticipative system improvement and a long-term plan. The research findings provide practical implications for construction experts trying to apply smart technology in construction sites and construction policy-makers to revitalize smart technology.