• Journal of Korean society of Dental Hygiene
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• v.14 no.5
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• pp.667-672
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• 2014

Objectives : The purpose of this study was to examine classifying the level and accuracy of the meta-cognitive level of students and dental hygiene, and to understand the impact on the process of problem solving and accordingly, it is intended to provide a basis for learning strategies. Methods : A self-reported questionnaire was filled out by 328 dental hygiene students in 3 colleges in Gyeonggi-do and Chungnam. Data were analyzed by the frequency analysis, one-way ANOVA, Scheffe's post-hoc test, Pearson's correlation coefficient using SPSS 12.0. Results : Meta-cognitive level of the subject was on average 4.43 points and problem solving level was lower at 2.82 points. Showed a significant difference in satisfaction with the major motives meta-cognitive level in accordance with the general characteristics of the subjects(p<0.05). Results of this study showed that no statistically significant differences in both the sub-areas of the level of problem solving according to the general characteristics of the subject(p>0.05). There was no correlation between the ability to solve problems and meta-cognitive level of the subjects(p>0.05). Conclusions : The finding of the study showed that meta-perception of dental hygiene students are lower the level of problem-solving that is compared to meta-cognition. It is suggested that development of a variety of learning methods for improving meta-cognitive thinking and problem-solving skills required in dental hygiene school curriculum.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.359-373
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• 2015

Cognitive reserve(CR) is the ability to optimize or maximize performance through complementary brain networks. CR is relevant to normal aging in cognitive-linguistic abilities. There are few domestic systematic reviews or meta-analyses that analyze the relationships between multiple CR and cognitive-linguistic domains in healthy older people. This meta-analysis included 32 studies published since 2000. In result, education level topped the list, followed by the occupation, cognitively stimulating activities, and the multilingualism. Most studies were related to memory, global cognition, and language. CR had a modest positive association with cognitive-linguistic performance. Multiple domains including memory and language also showed the significant correlations across most measures of CR. This study provides evidence-based information to support cognitive-linguistic ability in normal aging.

• Journal of the Korean Society of Radiology
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• v.13 no.3
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• pp.407-414
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• 2019

Recently, after the reorganization as the basis of NCS education, various learning methods are being sought for improving the basic occupational ability and job ability required by NCS, and the evaluation method accordingly is urgently needed. The purpose of this study was to evaluate the applicability of meta-cognitive learning and Havruta learning as evaluation cases in order to improve the job skills and basic skills required in the NCS curriculum. As a result, the meta-cognitive learning response sample statistic showed an average of 2.6883 when the pre-meta-cognitive learning questionnaire was a 5-point scale, and an average of 4.2468 after the meta-cognitive learning questionnaire. The correlation coefficient was 0.782 and the significance probability was 0.045. In the case of the Havruta learning correspondence sample statistic, the average of 3.1515 when the preliminary Havruta learning questionnaire was a 5 point scale and the average of the post-Havruta learning questionnaire was 4.3853, which was improved by 1.23 points. The correlation coefficient was 0.631 and the significance probability was 0.049. Meta-cognitive learning and Havruta learning were found to be correlated. The mean of meta cognition was 3.4675 and the mean of Havruta was 3.7684. Metacognitive learning and Havruta learning were -0.042 And there was no statistically significant difference. Therefore, the learning method to improve the job ability should be applied considering the characteristics of the subject.

• The Mathematical Education
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• v.58 no.4
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• pp.519-530
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• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.217-239
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• 2010

This study is to understanding characteristics of Mathematical gifted children by comparing and analyzing of the learning strategies between gifted children and average students. The result of this study is as below. First, the mathematical gifted children's application ability on the cognitive meta-cognitive strategies and learning resources management strategies was higher than average students. Second, in case of learning resources management strategies between gender, male mathematical gifted students's t-test showed higher than female gifted students. Also, in case of average students, male student's t-test for the learning motive was higher than average female students. Third, mathematical gifted children are positive correlation among the learning motive, self-efficacy, cognitive meta-cognitive strategies, and learning resources management strategies. And in case of average student, it had a positive correlation among the learning motive, self-efficacy, and cognitive meta-cognitive strategies. But there is no correlation between learning strategies and cognitive meta-cognitive strategies.

• Education of Primary School Mathematics
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• v.2 no.1
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• pp.3-13
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• 1998

In mathematics education we have focused on how to improve the problem-solving ability, which makes its way to the new direction with the introduction of meta-cognition. As meta-cognition is based on cognitive activity of learners and concerned about internal properties, we may find a more effective way to generate learners problem-solving power. Its means that learners can regulate cognitive process according to their gorls of learning by themselves. Moreover, they are expected to make active participation through this process. If specific meta problems designed to develop meta-cognition are offered, learners are able to work alone by means of their own cognition and regulation while solving problems. They can transfer meta-cognition to the other subjects as well as mathematics. The studies on meta-cognition conducted so far may be divided into these three types. First in Flavell(［3］) meta-cognition is defined as the matter of being conscious of one's own cognition, that is, recognizing cognition. He conducted an experiment with presschoolers and children who just entered primary school and concluded that their cognition may be described as general stage that can not link to specific situation in line with Piaget. Second, Brown(［1］, ［2］) and others argued that meta-cognition means control and regulation of one's own cognition and tried to apply such concept to classrooms. He tried to fined out the strategies used by intelligent students and teach such types of activity to other students. Third, Merleary-Ponty (1962) claimed that meta-cognition is children's way of understanding phenomena or objects. They worked on what would come out in children's cognition responding to their surrounding world. In this paper following the model of meta-cognition produced by Lester (［7］) based on such ideas, we develop types of meta-cognition. In the process of meta-cognition, the meta-cognition working for it is to be intentionally developed and to help unskilled students conduct meta-cognition. When meta-cognition is disciplined through meta problems, their problem-solving power will provide more refined methods for the given problems through autonomous meta-cognitive activity without any further meta problems.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.2
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• pp.191-220
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• 2018

Using Bloom's taxonomy model of thinking ability for learning (RBTT) and new ACRL information literacy framework (2016), this study demonstrates the meta-literacy competencies for library specialists and analyses current LIS curriculum of higher education. Some guidelines for reformation of LIS curriculum, emphasizing meta-literacy competencies which are required from Web3.0 information environment, are provided.

• Korean Journal of Child Studies
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• v.37 no.4
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• pp.57-67
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• 2016

Objective: This study examined the relations between maternal meta-emotion philosophy, child interpersonal problem solving, and peer competence among children aged 4-5 and their mothers and teachers. Methods: A total of 54 children from 24 kindergartens were assessed on their interpersonal problem solving and peer competence. Their mothers reported on meta-emotion philosophy. Their teachers were assessed on child peer competence. Results: The major findings of this study were as follows. First, maternal meta-emotion philosophy, child interpersonal problem solving, and child peer competence showed positive correlation patterns. Second, child interpersonal problem solving and peer competence was found to be influenced by maternal child-directed meta-emotion philosophy but not by maternal self-directed meta-emotion philosophy. Conclusion: Findings highlight the importance of maternal meta-emotion philosophy and that their emotion socialization play a significant role in identifying the mechanisms leading to child social cognitive ability and social adjustment. Furthermore, these results could lead to important basic studies in developing parent/teacher education programs.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.1-20
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• 2016

This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n=99), economically disadvantaged gifted students(n=43), and non-gifted students(n=50) participated in intelligence and creativity tests, and took self assessments of meta-cognition, epistemological beliefs, learning style preferences, and personal time usage. Superior abstract reasoning ability of economically disadvantaged gifted students was found because their scores on Raven's Test had risen rapidly compared to the other groups. Economically disadvantaged gifted students showed similar high scores as the gifted student on the Torrance Tests of Creativity Thinking-Figural, but not on Verbal. They were found to have a perception of the positive relationships among effort, learning abilities, and values of learning integrated knowledge with a general plan. However, they showed lower meta-cognitive control abilities than the gifted students in learning management and strategies, epistemological beliefs in value of rational operations, and time usage for learning. It is necessary to assign economically disadvantaged gifted students a task with various step by step methods of approach because these students prefer a new and creative task to difficult ones. Instruction plans such as developing language and meta-cognitive abilities and practical application of learning content was proposed.

• Journal of Korean Public Health Nursing
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• v.33 no.3
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• pp.409-419
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• 2019

Purpose: Factors related to the major satisfaction of nursing students were systematically searched and quantitatively synthesized. Methods: Meta-analysis was conducted upon 47 articles in Korean master and doctorate degree dissertations and academic journals. Meta-analysis of major satisfaction-related variables was conducted using Comprehensive Meta-Analysis (CMA) 2.0 program. The effect size of the related variables was analyzed by converting the statistic r value to Fisher's Z. Results: The overall average effect size of major satisfaction was the largest effect size (ES=.49), followed by cognitive factors (ES=.58), affective factors (ES=.45), and psychomotor factors (ES=.31). The cognitive factors were in the order nursing professionalism(ES=.70), nurse's image (ES=.65), and critical thinking disposition (ES=.36). The affective factors were self-esteem (ES=.59), emotional intelligence (ES=.55), career identity (ES=.49), self-efficacy (ES=.48), college adjustment (ES=.45), practice satisfaction (ES=.45), resilience (ES=.42), (ES=.40), grit (ES=.34), and stress (ES=.26). The psychomotor factors were clinical performance ability (ES=.38) and career search behavior (ES=.31). Conclusion: The results of this study are valuable when giving consideration to the variables related to nursing students' major satisfaction, for developing a strategic model to enhance the satisfaction of nursing students.