• (The) Research of the performance art and culture
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• no.40
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• pp.163-192
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• 2020

Sinjungsin Mask Play, one of Ttangseolbeop, is related to Seongjusin's life story. Sinjungsin Mask Play is a reconstruction of the story of the folk gods Seongjusin met while returning home. Seongjusin's life story proceeds in the form of Mask Play, and the monk who leads the sermon plays narration and main roles. Many believers play various roles and musicians. Sinjungsin Mask Play introduces many folk beliefs, sounds for intrigue, and talks. Sinjungsin Mask Play uses the same method of enumeration and repetition as the existing Mask Play. The repetition of a sentence or phrase plays a role in foreseeing the meaning of the context or foretelling the development of the plot to the audience. This repetition is intended to emphasize the situation of the scene and to create rhythm. Since Mask Play was exclusively for the common people, Mask Play actors use the repeating method commonly used in folk songs to form lines. This gives the audience a familiarity, effectively communicating the lines and responding to their tastes. Sinjungsin Mask Play borrowed people's way of playing for the public's mission. It inherits the dramatic forms of traditional traditional plays such as repetition of words or sentences or phrases, codification of words or sentences, borrowing of existing songs, and formal expression units. In addition, through repeated performances, believers can easily and easily learn and understand. This is the dramatic form and characteristics of Sinjungsin Mask Play. Sinjungsin Mask Play was handed down from Faith Communities and was used as a means of folk cultivation to spread illegality. Buddhism externalizes the process of accepting folk beliefs through Mask Play, and in the case of Shinto who participated directly or indirectly, they naturally acquire the belief system of Hwaeom Kyung through play. Sinjungsin Mask Play, one of Ttangseolbeop, can be said to have great value as an ICH, as well as popularization and mission.

• Korean Journal of Human Ecology
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• v.23 no.6
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• pp.1127-1140
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• 2014

The purpose of this study was to explore the effects of father's socio-demographic variables and father's literacy beliefs on father's literacy interaction. Participants were 204 fathers who have children in 3 to 5 years of age. Data were analyzed by descriptive statistics, correlation analysis and stepwise multiple regression analysis. The findings are summarized as follows: (1) Father's education level was generally correlated with 'father role efficiency', 'open interaction', 'picture-book reading interaction' (2) Monthly income of the household was related 'father role efficiency', 'positive feelings on reading books'. (3) 'Literacy ability development from books', 'father role efficiency', 'positive feeling on reading books' were correlated 'open interaction' and 'picture book reading'. But, 'literacy ability development from books', 'father role efficiency', 'positive feeling on reading books' were negatively correlated 'direct interaction'. (4) The most influential factor on father's 'open interaction', 'direct interaction' was 'literacy ability development from books'. The most influential factor on father's 'picture-book reading' was 'positive feeling on reading books'. These findings highlight that 'literacy ability development from books' and 'positive feeling on reading books' may play critical roles in father's literacy interaction. So, it is very important that adequate training and support on father's literacy beliefs for father's high quality literacy interaction.

• Human Ecology Research
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• v.60 no.1
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• pp.87-98
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• 2022

This study examined the relationships between teacher variables that improve the efficacy of the play teaching of infants and toddlers following a play-oriented curriculum. The participants were 287 infant teachers. The results were as follows. First, the independent variables had a significant effect on the efficacy of play teaching, teacher-infant interaction, and classroom environment. Second, the mediating effects of teacher-infant interaction and classroom environment on the effect of independent variables on the efficacy of play teaching were as follows. The interaction mediating effect between professionalism and play belief was significant, but teaching creativity was found to be significant. In the mediating effect of the classroom environment, expertise, play belief, and teaching creativity were found to be significant. Third, both teacher-infant interaction and the multimedia effect of the classroom environment were statistically significant in mediating the effect of independent variables on the efficacy of play teaching. These results provide basic data on the necessity for teacher education to explore ways to improve teachers' sense of efficacy in teaching play and their teaching skills.

• Journal of the Korean Home Economics Association
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• v.40 no.6
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• pp.213-221
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• 2002

This study investigated talk about mental states in pretend play, to whom mental states were attributed, and function of mental-state terms. Also, frequency of mental-state terms of pretend versus non-pretend turns was examined. Thirty 4 year old preschoolers, each paired with a self-chosen peer, were observed and videotaped during a 20-minute play session. The observations presented the following conclusions: Knowing and pretending were the most frequently expressed. Children attributed a large proportion of mental state to themselves. The mental-state terms were used to refer his or another's thoughts and beliefs, to direct interaction, and to attract the other child's attention. Mental-state talk occurred within pretend more often than within non-pretend turns.

• Journal of Preventive Medicine and Public Health
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• v.52 no.1
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• pp.60-65
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• 2019

Objectives: This study examined cancer knowledge, beliefs, and practice among faith-based Chinese in the USA versus Taiwan to gain better understandings on how environment and culture might play a role for tailored cancer education programs. Methods: A self-administered survey included a validated 10-item Cancer Screening Belief Scale (CSBS), an 8-item Cancer Screening Knowledge Test (CSKT), and a 14-item cancer Warning Signs Test (CWST) was administered. Participants were recruited from 9 Chinese churches (5 in the USA and 4 in Taiwan). Results: A total of 372 Chinese participated, 50% lived in the USA and 50% in Taiwan. Mean age was 44.31 (standard deviation, 14.74), 60% males, and majority had college education (85%). Taiwan participants scored higher on both CSKT (6.13 vs. 5.52; p<0.001) and CWST (6.80 vs. 5.38; p<0.001). Although perceived screening benefits and barriers were similar, Taiwan participants endorsed higher on screening norms (11.67 vs. 10.82; p<0.001). Taiwan participants also indicated more doctor recommending cancer screenings (42.1% vs. 29.6%; p=0.015), USA participants were more likely to have had annual health exams (65.4% vs. 48.9%; p=0.002). Regression results showed that those resided in the USA were 2.38 times more likely to report annual health exams. Married status (odds ratio [OR], 2.85), college education (OR, 2.38), doctor's recommendation (OR, 2.87), no family cancer history (OR, 2.47), and those with lower barriers were significant factors on annual health exams. Conclusions: Taiwan participants scored higher on cancer knowledge and screening norms, while more USA participants reported annual health exams. Taiwan's universal healthcare might play a role on the different healthcare seeking patterns.

• Korean Journal of Childcare and Education
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• v.18 no.5
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• pp.33-55
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• 2022

Objective: The aims of this study is to investigate the internal and external environment surrounding fathers and to promote play-participation with children and father-Infants Intimacy by identifying the influence of a father's belief concerning gender-equal parental role and the mother's roles as a gatekeeper. Methods: The participants of this study were 291 fathers who had infants ranging from 1-36 months of age and were living in Seoul and South Chungcheong Province. The data were collected through the questionnaires and analyzed using the SPSS 24.0. Results: The main results are as follows. First, gender roles, livelihood keeper-father beliefs, importance of father rearing, and the mother's role as a doorkeeper affect the father's participation in play. This differs according to the characteristics of each type of play. Second, it was found that the father's gender roles and the mother's role as a doorkeeper had a significant effect on the intimacy between the father and the infant. Conclusion/Implications: The results of this study revealed that fathers' belief in gender-equal parenting and mothers' encouragement through opening the door as gatekeepers affect the formation of intimacy between fathers and their children in infancy, and are factors that influence play participation.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.487-521
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• 2010

The purpose of this study was to investigate and analyze the effect of mathematics teaching experience during the teaching practicum on pre-service elementary teachers' beliefs about mathematics. The conclusions drawn from the entire research were, as follow: First, it can be said that mathematics teaching experience during the teaching practicum has a significant effect on the change of pre-service elementary teachers' beliefs about mathematics. Specifically, the teaching experience during the teaching practicum has statistically significantly negative effects(p=.05) on pre-service elementary teachers' beliefs about the teaching mathematics. Second, the factors which help pre-service elementary teachers the most in preparing for mathematics classes are collaborating teachers in charge of supervising them, the teacher's guidebook and materials acquired from the Internet. Third, pre-service elementary teachers are well aware of the importance of understanding students and emphasize concrete manipulative activities, but experience lots of failures due to difficulty of drawing students' attention. Fourth, collaborating teachers do not play a significant role in helping pre-service elementary teachers develop and change their beliefs about mathematics positively. The advise given by collaborating teachers to pre-service elementary teachers is mostly about simple techniques of managing the classroom. So, collaborating teachers do not affect significantly and positively on the change of pre-service elementary teachers' beliefs. Fifth, regardless of their belief tendency, pre-service elementary teachers teach more confidently and feel more satisfactory when they prepared for classes more thoughtfully and understanded students more deeply.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.769-782
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• 2024

The purpose of this study analyzes by confirming the structural relationship between the four variables of Chinese college students' health beliefs, planned behavior, behavioral control, and exercise persistence, this study can establish measures to enhance and improve college students' health beliefs and planned behavior and improve behavioral control. The purpose is to provide basic data to improve the level of continued exercise among college students. The EBI study verified reliability and validity through a preliminary survey targeting 380 people. This survey distributed questionnaires to college students at 52 universities from May 12 to July 21, 2023, and a total of 5,109 copies were finally selected and analyzed, excluding invalid questionnaires. As a result of the study, first, the structural relationship between variables showed that health beliefs had a positive effect on planning behavior, behavioral control, and exercise persistence. Second, planning behavior was found to have a positive effect on behavioral control and motor persistence. Third, behavioral control was found to have a positive effect on exercise persistence. Fourth, planning behavior and behavioral control were found to play a positive mediating role in the relationship between health beliefs and exercise persistence. Therefore, to improve college students' health beliefs, schools should open a health psychology curriculum. Furthermore, there is a need to strengthen college students' beliefs about their health by developing and distributing customized health education programs for college students.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.514-525
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• 2005

The most important factor in providing education to gifted students as well as to students in general are the teachers themselves. However, at present in Korea, most of the teachers in charge of education for the gifted are educated by in-service training programs only for a short period of time. It is doubtful whether the teachers, who have taught ordinary students in general, can teach gifted students effectively only after completing such a short course. This research investigated the relationship between the teachers' beliefs about educating the gifted and the teachers' classroom practices in a Science Academy through case studies. The guiding questions for this study are as follows: First, what beliefs do the participating teachers have about education for the gifted? Second, how are the participants' beliefs reflected in their classroom practices? Of the five participants, two are physics teachers, two are biology teachers, and one is an earth science teacher. I observed and videotaped four classroom practices for each participant and conducted an in-depth interview with each participant. Further data were collected through e-mails with the participants. All data were carefully transcribed and analyzed. The results are as follows: Beliefs about education for the gifted do not exist independently, and form a belief system connecting with beliefs about teaching and learning, and subject matter. And the belief systems of participants can be divided into "student-centered," "teacher-centered," and "conflict chaos." In the classes of the participants who have "student-centered" belief system, students' questions or opinions played an important role and the participation structure in the classroom was determined by the students. On the contrary, participants who have "teacher-centered" belief system focused on teaching contents as much as possible in their classes. These teachers played a heavy role and formed a participation structure where students depended on their teacher's intellectual authority and therefore participated in their class passively. A participant who have "conflict chaos" belief did not form a firm belief system yet, and traditional beliefs about teaching and learning were reflected a lot in her classes. The research results imply teachers' beliefs play an important role in classroom practices and beliefs about teaching and learning and subject matter as well as beliefs about education for the gifted are important factors for teachers who guide gifted students. Additionally, I make some suggestions for the improvement of teacher education for the gifted.

• Korean Journal of Logic
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• v.12 no.2
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• pp.89-114
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• 2009

We have many causal beliefs, and they play an important role in our decision making. Unlike evidential decision theory, causal decision theory claims that an account of rational choice must use causal beliefs to identify the considerations that make a choice rational. I claim that evidential decision theory is refuted by the original Newcomb's problem but not by the medical Newcomb problem. The latter is taken to be the best example to point out the weakness of evidential decision theory. However, by the explicit statement about causal relations, I argue that the medical Newcomb problem loses its strength in refuting evidential decision theory. With this argument, this paper clarifies the difference between evidential decision theory and causal decision theory.