• Industry Promotion Research
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• v.1 no.1
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• pp.65-70
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• 2016

This study verified the effect of charismatic leadership on motivation to learn and the moderating effect of level of building learning organization in learning organization support project. Survey was conducted for manufacture company participating in learning organization support project. Charismatic Leadership positively affected motivation to learn, specifically vision-related behaviors positively affected task value. At the same time, the moderating effect of level of building learning organization was verified and specifically personal mastery and team learning moderated the effect of charismatic leadership on motivation to learn. This study results provided academic and practical implications for operating successful learning organization of company.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.161-171
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• 2019

The purposes of this study are: 1) to verify the systems thinking factor structure of elementary school students and 2) to compare systems thinking according to their preferred subjects in order to get implications for following research. For the study, pre-tests analyze data from 732 elementary school students using the STMI (Systems Thinking Measuring Instrument) developed by Lee et al. (2013). And exploratory factor analysis was conducted to identify the factor structure of the students. Based on the results of the pre-test, the expert group council revised the STMI so that elementary school students could respond to the 5-factor structure that STMI intended. In the post-test, 503 data were analyzed by modified STMI and exploratory factor analysis was performed. The results of the study are as follows: First, in the pre-test, elementary school students responded to the STMI with a test paper consisting of two factors (personal internal factors and personal external factors). The total reliability of the instrument was .932 and the reliability of each factor was analyzed as .857 and .894. Second, for modified STMI, elementary school students responded a 4-factor instrument. Team learning, Shared Vision, and Personal Mastery were derived independent factors, and mental model and systems analysis were derived 1-factor. The total reliability of the instrument was .886 and the reliability of each factor was analyzed as .686 to .864. Finally, a comparison of systems thinking according to preferred subjects showed a significant difference between students who selected science (engineering) group and art (music and physical education). In conclusion, it was confirmed that statistically meaningful results could be obtained using STMI modified by term and sentence structure appropriate for elementary school students, and it is a necessary to study the relation of systems thinking with various student variables such as the preferred subjects.

• Journal of the Korean earth science society
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• v.37 no.3
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• pp.173-185
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• 2016

The purpose of this study is to investigate the effects of systems thinking on high school students' self-regulatory efficacy and self-confidence that constitute science self-efficacy. We set self-regulatory efficacy as a factor of students' systems thinking affects their self-confidence on science through self-regulatory efficacy. A total of 210 students were sampled from general high schools and 188 valid cases were analyzed. The instrument has 39 items that consist of 20 items measuring systems thinking and 19 items of science self-efficacy. The result of the exploratory factor analysis indicated that 20 items for systems thinking, 8 items for self-regulatory efficacy, 4 items for self-confidence are reasonable. Testing the goodness of fit of a structural equation model, it turn out to be appropriate (${\chi}^2$=344.498, df=242, TLI= .921, RMSEA= .044) using 24 items (mental model, personal mastery, systems analysis, self-regulatory efficacy, and self-confidence were constructed). In addition, the mental model, which is one factor of systems thinking, is mediated by self-regulatory efficacy that affects self-confidence directly and/or indirectly. The results suggest that systems thinking affects science self-efficacy directly and indirectly. Utilizing systems thinking in science education can produce a theoretical basis in improving students' confidence and self-efficacy about science.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.113-123
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• 2017

This research is designed to review the systems thinking and STEAM theory while ascertaining the effects of the classroom application of the STEAM programs based on systems thinking appropriate for studying climate change. The systems thinking based STEAM program has been developed by researchers and experts, who had participated in expert meetings in a continued manner. The program was applied to science classes over the course of eight weeks. Therefore, the application effects of the systems thinking based STEAM program were analyzed in students' systems thinking, STEAM semantics survey, and students' academic achievement. The findings are as follows. First, the test group has shown a statistically meaningful difference in the systems thinking analysis compared to the control group in the four subcategories of 'Systems Analysis', 'Personal Mastery', 'Shared Vision' and 'Team Learning' except for 'Mental Model'. Second, in the pre- and post-knowledge tests, the independent sample t-test results in the areas of science, technology, engineering, art and mathematics show statistically meaningful differences compared to the control group. Third, in the academic performance test regarding climate change, the test group displayed higher achievement than the control group. In conclusion, the system-based STEAM program is considered appropriate to enhance amalgamative thinking skills based on systems thinking. In addition, the program is expected to improve creative thinking and problem-solving abilities by offering new ideas based on climate change science.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.504-509
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• 2020

This study analyzed the factors that affect the emotional intelligence of clinical dental hygienists' psychological well-being. The study was conducted from September 1, 2019 to November 30, 2019 with 180 dental hygienists living in Jeollabuk-do province. The data was analyzed by independent t-tests, one-way ANOVA, Scheffé test, Pearson's correlation coefficient, and stepwise multiple regression using SPSS 18.0. Psychological well-being has a significant correlation with emotional intelligence (r=.596, p<.001). Emotional intelligence of clinical dental hygienists was found to be significant in a suitable regression model (F=116.575, p<.05), and the explanatory power was 53.6%. The higher the psychological well-being was, the higher the emotional intelligence was. The factors related to emotional intelligence of clinical dental hygienists were psychological well-being, self-acceptance, positive relations to others, personal growth, environmental mastery and clinical experience. The results of this study show that psychological well-being is related to emotional intelligence. It is necessary to establish an effective strategy to enhance the psychological well-being of clinical dental hygienists and strengthen their emotional intelligence.

• Journal of the Korean Applied Science and Technology
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• v.35 no.3
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• pp.963-974
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• 2018

This study was done to compare cultural competence(CC) and psychological well-being(PWB) in nursing students(NS) and non-nursing students(NNS). Participants were 251 NS and NNS at college in S and I city. Mean score(range:1~5) of CC in NS was 3.35 and NNS, 3.23 and PWB in NS was 3.53 and NNS, 3.37. Thus, mean score of CC and PWB of two group were above the average and NS significantly higher than NNS. Significant relationship were in NS CC, cultural awareness, knowledge, sensitivity, skill and experience, PWB, self-acceptance, environmental mastery, positive relations with others, autonomy, purpose in life, personal growth. Therefore, it is necessary to develop cultural competencies and to provide nursing considering cultural diversity in PWB through extracurricular activities, lectures related to multiple cultures and the placement of multi-cultural subjects in the curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.499-508
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• 2018

The purpose of this study was to compare the degree of happiness between mothers of preschoolers (3-5yrs) and mothers of elementary school students (6-7yrs). The subjects of this study included 168 mothers of preschoolers and 170 mothers of elementary school students. They were randomly chosen. We measured and analyzed 338 mothers' happiness using Ryff's psychological well-being items. The results of this study reveal that although overall happiness level was similar, the two groups of mothers' happiness had statistically significant differences in 6 factors of mothers' happiness. Preschooler mothers had higher levels of happiness in autonomy and personal growth, while elementary school student mothers had higher levels of happiness in environment mastery, positive relationships, purpose of life, and self-acceptance. Also, the background of mothers, such as age, educational status, family income, and religion caused statistically significant differences in happiness level of both groups.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.135-145
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• 2010

The purpose of this research is to know the relationship between job satisfaction and ego-identity with psychological well-being, and it will provide a basic information for The Office workers' psychological counseling through this research. To verify it, each level of job satisfaction, ego-identity, and psychological well-being has been measured from 264 office workers in Seoul, Gyunggi, and Incheon, and correlation analysis, regression analysis using SPSS 12.0 has been done. The result of this research is as follows. First, job satisfaction had shown slightly higher correlation with positive relationship with others of psychological well-being and objective orientation of ego-identity, and all the variables of ego-identity except for initiatives had shown a static correlation with psychological well-being. Second, job satisfaction had exercised influence over Positive relation with others, self-acceptance, purpose in life and personal growth but not over autonomy and environmental mastery. Third, initiatives among the sub-ordinate variables of ego-identity had exercised a negative influence over Positive relation with others among the sub-ordinate variables of psychological well-being. Fourth, objective orientation among the sub-ordinate variables of ego-identity had exercised a static influence over job satisfaction but identity confusion had exercised a negative impact. Fifth, as a result of observing an impact job satisfaction and ego-identity had exercised over psychological well-being, it had shown a high impact in general and in particular, purpose in life among the sub-ordinate variables was valued highly. Through these results, it could be expected that job satisfaction and ego-identity would be influenced to increase their objective orientation.

• Journal of Korean Academy of Nursing
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• v.26 no.3
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• pp.709-729
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• 1996

This study was done to analyze the trends of research on coping in Korea, to suggest future direction, for research on coping, and ultimately to contribute to an increase in explanation of adaptation. This article reviewed 79 nursing research papers on coping done since 1978 by examining them according to the period of publication or presentation, research design, type of subjects, measurement instruments, research for a degree or not, range of reliability, and association of coping and related variables. The results are as follows : The number of studies on coping increased rapidly from the mid-1980's and decreased slowly from the mid-1990's. The maority of the studies were surveys, comparative studies, or correlational studies. The subects of the 46 studies were healthy people, while those in the remaining studies were patients with a variety of illnesses. Thirth-eight studies on coping were done for master's thesis, three for dissertion, and 38 were not degrees. The Bell and Jalowiec coping scales have not been used since the early 1990's. In contrast, Lazarus and Folkman's W.C.C.L. has been used increasingly since that time. The reliabilities of the coping scale were reported in 37 cases and the Cronbach's alpha coefficients were .71 to .86. All subjects reported using more problem-oriented coping than emotion-oriented coping in short-term or emotion-oriented coping and healthy groups did more long-term coping. It was difficult to describe consistently the relationship between stress and coping according to the type of coping scale or research subjects, but generally moderate relationships were found. This was due to instrumental problems and no consideration of situational context. The subject group who used more short-term coping and less long-term coping reported poorer mental status, and higher scores in burnout and state anxiey than others. That is, the relationship between stress and adaptation increased the power of explanation with intervening the mediating effect of coping. The association of locus of control, mastery, social support, and self-concept with coping showed positive relationships : those of uncertainty and severity in illness with coping showed negativerelationships ; those of state anxiety and depression with short-term coping were positive, and those of self-esteem with long-term coping or problem-oriented coping were negative. There were significant differences in the scores of types of coping according to religion, level of education, and socio-economic status. That is, Presbyterians and Catholics, those with higher education levels and higher socio-economic status used more long-term or problem-oriented coping. On the basis of the above findings the following recommendations are made : 1. There is a need to test the mediating effect of coping variable in order to clarify the concept. 2. Longitudinal studies are needed to determine the patterns of change in coping strategies when stressful events are encountered. 3. It's necessary to develop a reliable and variable measurement tool for coping. 4. There is a need to identify subscales of coping to increase explanation of variance 5. It's necessary to consider personal, situational, and antecedent variables : the characteristics of subject populations, the natures of illness and treatment situations. 6. The power of explanation of studies designed to identify the stress-adaptation process should be increased using the combination model of process-oriented coping and cognitive-structural model.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.995-1006
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• 2013

The purposes of this study were to develop an instrument to measure high school students' systems thinking and to validate the scale. The scale of systems thinking was made up for 5 factors - systems thinking, mental model, shared vision, personal mastery, and team learning through analyses of related literature. Six items per factor were constructed and the scale consisted of a total of 30 items for the pretest. After exploratory factor analysis, the number of total items was reduced to 20 items. For the main test, 280 students were sampled from high school and analyzed valid cases were 260 students. The finding of the exploratory factor analysis indicated 5 factors in the model, and 4 items per single factor. The result of confirmatory factor analysis was generally appropriate and acceptable (5 factor model: $x^2/df$=1.275, TLI=.946, CFI=.959, RMSEA=.033). The reliability for 20 items turned out to be reliable because the Cronbach's alphas were .840 and .604~.723 per each factor. This study should be expanded to various school levels and should be standardized for further research. The subsequent studies regarding diverse learning program development and implementation and the verification on the students' impact within the developed program can be recommended.