• Korean journal of food and cookery science
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• v.31 no.2
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• pp.162-174
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• 2015

The purpose of this study was to evaluate the current status of dietary habits and dietary life competency of elementary school parents, who are influential to the dietary life of their children and family. A survey was conducted with 362 elementary school parents living in Seoul and Gyeonggi province by using a self-administered questionnaire consisting of 53 questions on dietary habits, dietary life competency, home cooking frequency, and dietary education needs. The results were as follows: The scores of dietary habits and dietary life competency were 76.35 and 74.51 out of 100, respectively, suggesting a need for improvement. Parents with higher monthly income, demonstrated higher scores of both dietary habits and dietary life competency (p<0.001). As expected, female parents showed higher scores of dietary life competency than male parents (p<0.01). there was also a close relationship between the scores of dietary habits and dietary life competency (r=0.58). The parents with high scores for dietary habits and dietary life competency showed a significantly higher frequency of home cooking (p<0.001) compared to medium- or low-scored parents. Most parents answered that dietary education need to be started earlier, and that their main source of dietary life information was mass media. They also showed a preference for real experience and practice for dietary education. The above results showed that there is a close relationship between dietary habits and dietary life competency, and suggest that continuous education is necessary to improve the dietary habits and dietary life competency of elementary school parents. Because monthly income appeared to be the most influential socioeconomic factor for the parents' dietary habits and dietary life competency, continuous efforts on dietary education are necessary to reduce the score gaps in these categories.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.97-105
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• 2017

The subjects were 500 college students in 7 provincial areas for the study on the structural relation among professors' core competency, college students' cognitive learning competency and life competencies. The statistical methods of this study were as follows: frequency analysis, descriptive statistic analysis, exploratory factor analysis, reliability analysis, correlation analysis, confirmatory factor analysis, and structure equation model analysis. The results of the study are as follows. First, the lifelong learning educators' college students recognized core competency significantly affects on the college students' life competencies. Second, the lifelong learning educators' core competency significantly affects on the college students' cognitive learning competency. Third, the college students' cognitive learning competency significantly affects on life competencies. Fourth, the college students' cognitive learning competency has a significant mediating effect between the lifelong learning educators' core competency and the college students' life competencies. In other words, the lifelong learning educators' core competency based on the college students' cognitive learning competency has great effect on life competencies.

• Educational Technology International
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• v.18 no.2
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• pp.249-263
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• 2017

The purpose of this study was to examine whether respondents showed gender differences in life- learning competency, self-directed learning ability, problem-solving ability, and academic achievement and to identify relationships among variables of university students in the context of higher education. To address those goal, the data set was analyzed that nationally collected from Korea Youth Competency Measurement and International Comparative Research III by National Youth Policy Institute in South Korea. 680 samples were used in the study that were 343 males and 337 females of university students. As results, statistically significant difference was showed in the participants' gender. Male university students were higher score than female university students in All variables. Also, learning agility in life-learning competency was strongly related to self-directed learning ability and problem-solving. Thinking skills in life-learning competency was strongly related to academic achievement in university students in higher education. In terms of learning strategy in the context of higher education, some suggestions have been made for university students.

• Journal of Hospice and Palliative Care
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• v.23 no.3
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• pp.139-150
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• 2020

Purpose: The purpose of this study was to investigate the levels of end-of-life care competency; knowledge, attitudes, and experiences regarding advance directives; perceptions of good death; and end-of-life care obstacles and supportive behaviors among tertiary care nurses. Methods: The participants were 150 nurses at a tertiary hospital in Jinju, Korea. The data collected using a questionnaire were analyzed using descriptive statistics, the t-test, analysis of variance, Pearson correlation coefficients, and stepwise multiple regression in SPSS for Windows version 24.0. Results: The mean (±SD) score of end-of-life care competency was 3.63 (±0.53) on a 5-point scale. A significant difference in end-of-life care competency was found according to whether nurses had experienced the death of a family member or acquaintance (P=0.029). According to stepwise multiple regression analysis, the factors affecting end-of-life care competency were the frequency of end-of-life care supportive behaviors (β=0.38, P<0.001), experience with advance directives (β=0.29, P<0.001), and marriage (β=0.15, P=0.039). This model had an explanatory power of 27.9% (F=18.87, P<0.001). Conclusion: In order to improve nurses' end-of-life care competency, it is important to strengthen end-of-life care supportive behaviors by exposing nurses to those behaviors and providing frequent experience with advance directives.

• Korean Journal of Childcare and Education
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• v.18 no.3
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• pp.19-36
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• 2022

Objective: This study aimed to analyze the changes and predictive factors of mothers' parenting competencies during their children's second to third grades in primary school. Methods: We used the data from the Panel study of Korean Parental Educational Involvement. We classified 373 mothers into three groups, 'reduced' parenting competency, 'maintained' parenting competency, and 'increased' parenting competency, and conducted one-way variance analysis and multinomial logistic regression analysis. Results: First, the mothers' parenting competency decreased between their children's 2nd year and 3rd year in primary school. Second, the 'reduced', 'maintained', and 'increased' groups differed from each other in the degree of change in self-system competency, level of understanding of school life, number of counseling sessions with homeroom teachers, and social networking. Third, the degree of change in self-system competency and social networking predicted the increase in mothers' parenting competency. The degree of change in self-system competency and the level of understanding of school life predicted the maintenance of mothers' parenting competency. Conclusion/Implications: This study, for the first time, has revealed the change in mothers' parenting competency and its predictive factors after the second year in primary school. How to support the growth of mothers' parenting competency was also discussed.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.827-832
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• 2022

In this study, the effect of fear of COVID-19 on children's ability in life competency was examined, and the mediating effect of smartphone dependence on this relationship was also verified. For this study, 250 children living in area K who were using smartphones were surveyed as research subjects. The major research results found that the higher the fear of COVID-19, the lower the child's ability in life competency, which affects the child's ability in life competency. And the fear of COVID-19 has been shown to affect smartphone dependence. In addition, It was found that dependence on smartphones had a fully mediating effect on the relationship between children's fear of COVID-19 and their ability in life competency. Based on these research results, to promote the healthy growth and development of children in social disaster crises such as COVID-19, a convergence intervention and pro-active strategy that can control children's smartphone dependence and improve their life's ability in life competency was presented.

• Journal of Families and Better Life
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• v.32 no.1
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• pp.43-61
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• 2014

The purpose of this study is to examine the consumer competency of women in their 20-40s after consumer competency is classified into consumer knowledge, consumer attitude and consumer skill. Since these components can show differences based on the areas of consumption life, the areas of consumer competency are classified into financial management areas, trading areas and consumer citizenship areas. The differences in consumer competency based on marital status and the differences in variables affecting consumer competency by marital status are identified. The types of consumers are classified and characterized based on consumer competency and marital status. This sentence can immediately follow the previous one rather than start a new paragraph. The same goes for the other sentences below. First, the female consumer competency levels of the married group were generally higher than those of the single group. Second, consumer knowledge and consumer competency in financial management areas showed significant interaction effects between the marital status and employment status of demographic variables. Third, there were differences in factors affecting significant differences in consumer knowledge, consumer attitude, consumer skill and over all consumer competencies between the unmarried and married groups.

• Journal of Hospice and Palliative Care
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• v.25 no.4
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• pp.159-168
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• 2022

Purpose: This study aimed to investigate the impacts of end-of-life care competency and ethical dilemmas on psychological burnout in nurses who care for terminal cancer patients. Methods: A cross-sectional study of 160 nurses who cared for terminal cancer patients was conducted. The participants were recruited from the hospice-palliative care wards, hematology or oncology wards, or intensive care units of three general hospitals in a single metropolitan area. Data were collected using a self-administered survey to assess end-oflife care competency, ethical dilemmas, psychological burnout, and general sociodemographic characteristics. Data were analyzed using descriptive statistics, the independent ttest, analysis of variance, Pearson correlation coefficients, and hierarchical linear regression analysis using SPSS for Windows (version 26.0). Results: Psychological burnout was significantly correlated with end-of-life care competency (r=-0.23, P=0.003) but not with ethical dilemmas. The results of the hierarchical linear regression analysis indicated that endof-life care competency (β=-0.280, P=0.010) and ethical dilemmas (β=0.275, P=0.037) were significant predictors of psychological burnout, after adjusting for age, religious status, clinical experience, and unit type. Conclusion: The current study's findings demonstrate that end-of-life care competency and ethical dilemmas are crucial factors that affect psychological burnout in nurses who care for terminal cancer patients. Substantive education programs must be developed to improve nurses' competencies in end-of-life care and ethical dilemmas to decrease psychological burnout.

• Journal of Convergence for Information Technology
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• v.10 no.9
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• pp.111-122
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• 2020

The purpose of this study is to elaborate the underlying mechanism by which information competency of those with disabilities influences their level of life satisfaction through a mediator, social capital built up through online and offline activities. To this end, the research conducts mediation analysis, comprised of three sets of regression by using the data of the "2018 Report on the Digital Divide." The results demonstrate that the information competency of those with disabilities has a significant effect on their level of life satisfaction; the higher the information competency, the greater the social capital. In addition, social capital partially mediates the relationship between information competency and life satisfaction. The policy implications from this study indicate that the efforts to improve information competency of those with disabilities should be made in a way that facilitates social interactions and community participation.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.351-356
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• 2023

This study was conducted to identify the structural causal relationship between the quality of college education service, college life adaptation, and learning competency perceived by undergraduate probation students. To achieve this research purpose, data were collected and analyzed through the development of questionnaires for undergraduate students and online questionnaires. The research results are as follows. First, it was found that university administrative service had a negatively significant effect on college life adaptation and learning competency. Second, it was found that the curriculum had a positive and significant effect on learning competencies through college life adaptation. Third, it was found that adaptation to college life had a statically significant effect on learning competency. These research results suggest that it is necessary to support the improvement of college life adaptation ability through the operation of university administrative services and curriculum tailored to students with academic probation.