• Title/Summary/Keyword: Problem Solving Efficacy

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Factors Affecting Social Problem-solving Ability of Community-residing Alcohol-dependent Patients: Focused on Gender Differences (지역에 거주하는 알코올의존 환자의 성별에 따른 사회적 문제해결력 영향요인)

  • Byun, Eun Kyung;Kim, Mi Young;Kim, Jung Hee
    • Research in Community and Public Health Nursing
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    • v.28 no.3
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    • pp.313-323
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    • 2017
  • Purpose: The purpose of this study is to investigate factors affecting social problem-solving ability of alcohol-dependent patients with a focus on gender differences. Methods: Participants were 250 alcohol-dependent people(men 140, women 110) who were living in B, G and Y cities. Data were collected from January 10 to March 31, 2017 using self-report questionnaires. Abstinence self-efficacy, alcohol insight, unconditional self-acceptance, and social problem-solving ability were investigated. For data analysis, t-test, one-way ANOVA, Pearson correlation coefficients and multiple regression were employed. Results: Factors influencing social problem-solving ability for men were unconditional self-acceptance and age. The explanatory power was 28%. Factors influencing social problem-solving ability for women were unconditional self-acceptance, stress, religiousness, age, occupation and abstinence self-efficacy and the explanatory power was 72%. Unconditional self-acceptance and age were significant variables of social problem-solving ability in both men and women. Stress, occupation, religiousness and abstinence self-efficacy were significantly associated with social problem-solving ability in women but not in men. Conclusion: The results suggest that it is necessary to consider gender characteristics in order to develop effective management programs for social problem-solving ability in alcohol-dependent people.

A Study on the Differences of Problem-Solving Ability between Students with High Level of Self-efficacy and Students with Low Level of Self-efficacy (PBL 수업에서 공과대학 학생들의 자기효능감 수준에 따른 문제해결 능력 차이)

  • Shin, Min-Hee
    • Journal of Engineering Education Research
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    • v.12 no.4
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    • pp.30-37
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    • 2009
  • The purpose of this study was to examine the difference of problem-solving ability according to student's level of self-efficacy. Participants were 72 junior students who took the course 'Environmental Instrumental Analysis'. Before the PBL activities, students were given the self-efficacy tests to all students. Among them, 44 students(30% of each high and low ranking) were selected and encouraged to complete pre-problem solving tests. The PBL was conducted for 12 weeks using blended learning strategies. After the PBL, 44students completed post-problem solving tests. Results showed that there were differences of problem-solving ability according to student's level of self-efficacy. From the results, instructional strategies for promoting students' self-efficacy should be employed for enhancing problem-solving ability in PBL activities.

Influence of Self Efficacy, Learning Motivation, and Self-Directed Learning on Problem-Solving Ability in Nursing Students (간호학생의 학업적 자기효능감, 학습동기 및 자기주도적 학습태도가 문제해결능력에 미치는 영향)

  • Sim, Mi-Jung;Oh, Hyo-Sook
    • The Journal of the Korea Contents Association
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    • v.12 no.6
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    • pp.328-337
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    • 2012
  • This study was conducted to investigate academic self-efficacy, learning motivation, and self-directed learning which influence problem-solving ability in nursing students. A total of 217 third year students were recruited from two nursing colleges in Gwangju. Structured questionnaire was self-administered from March 2 to 31, 2012. In academic self-efficacy, there were significant differences in gender, high school type, character. Problem-solving ability showed statistically significant differences in curriculum usability after graduation. In multiple regression analysis, self-efficacy, learning motivation and self-directed learning were significant factors of problem-solving ability explaining 37.3% of the variables. In conclusion, self-efficacy, learning motivation, and self-directed learning had a positive effect on problem-solving ability in nursing students. To enhance problem-solving ability for nursing students, it is necessary to develop teaching program and curriculum for increasing academic self-efficacy, learning motivation, and self-directed learning.

The Effects of Case-Based Learning on Problem-Solving Ability, Self-Directed Learning Ability, and Academic Self-Efficacy (사례기반학습이 간호대학생의 문제해결능력, 자기주도학습능력과 학업적자기효능감에 미치는 효과)

  • Kim, Ji-Suk;Choi, Hee-Jung
    • Journal of The Korean Society of Integrative Medicine
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    • v.9 no.1
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    • pp.141-150
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    • 2021
  • Purpose : The purpose of this study was to investigate the effect of case-based learning application in human growth development classes on nursing students' problem-solving ability, self-directed learning ability, and academic self-efficacy. Methods : The research method was a self-report questionnaire before and after case-based learning for second-year nursing students who took the human growth development course at U University in K city. The collected data were statistically processed using SPSS WIN 21.0. Results : The results of the study showed that after case-based learning, problem-solving ability, self-directed learning ability, and academic self-efficacy were all significantly improved. In addition, as a result of examining the correlation between each variable after case-based learning, problem solving ability score and self-directed learning ability score (r=.54, p<.01), and problem solving ability scores and academic self-efficacy scores (r=.44, p<.01), were significantly correlated with self-directed learning ability scores and the academic self-efficacy reduction scores (r=.76, p<.01). Conclusion : The results of this study suggested the need for various learning programs such as case-based learning to improve nursing students' problem-solving abilities and self-directed learning abilities and their application. In addition, to improve the learning self-efficacy of nursing students, a continuous and systematic study is suggested to develop and apply customized educational programs according to the learners' preferences. Since the sample group in this study was limited to one university, there were few cases and no control group, so there are limitations in generalizing the test effect, However, significant differences a were verified in the case-based learning pre-tests and post-tests.

The Effects of Young Children Teachers' Ego-strength and Self-efficacy on Problem Solving (영유아교사의 자아강도, 자기효능감이 문제해결력에 미치는 영향)

  • Kim, Kyung-Hee;Park, Su-Young
    • The Journal of the Korea Contents Association
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    • v.16 no.3
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    • pp.638-648
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    • 2016
  • This research is to verify early child teachers' ego-strength and self-efficacy that effect to problem solving. The subjects are included 293 in-service teachers in K city and J province. The research tools are ego-strength scale, self-efficacy scale and problem-solving scale. The data is disposed of t-test, one-way analysis of variance, correlation and regression analysis. As a result, eco-strength, self-efficacy and problem-solving that have a correlation, in addition, variable to effect to self-strength and self-efficacy as solving problems. Therefore, early child teachers are able to own psychological conflict and anxiety which can be disturbing in teaching young children in warm and comfortable ways. It is required to develop a self-growth program to increase ego-strength, self-efficacy, and problem-solving.

The Effects of Problem-Based Learning on Problem Solving Ability and Collaborative Self-efficacy of Dental Hygiene Major Students (문제중심학습(PBL)이 치위생학 전공 학생들의 문제해결능력과 협력적 자기효능감에 미치는 효과)

  • Young-Soo Lee;Hyeon-Ae Sim
    • Journal of The Korean Society of Integrative Medicine
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    • v.11 no.1
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    • pp.71-78
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    • 2023
  • Purpose : This study was purposed to analyze the effectiveness of PBL (Problem-Based Learning) classes and to derive class improvement plans. Methods : The subjects of the study were 48 students who took the 4th grade clinical dental hygiene course at S University located in Chungcheongnam-do of South Korea in 2021. A single-group pre and post experimental study was designed to verify whether there were significant changes in the research variables of students who participated in the class to which problem-based learning was applied. A paired-sample t-test was conducted for the collected data of 46 respondents. Results : As a result, the degree of improvement in problem clarification, cause analysis, and alternative development among the five sub-areas of problem-solving ability was statistically significant. This means that the problem-based learning class positively affects dental hygiene major students' ability to clarify problems, the ability to analyze causes to collect and analyze information, and the ability to develop alternatives to make decisions, thereby improving overall problem-solving abilities. However, the improved post-score was not statistically significant in the planning/execution and performance evaluation of the remaining two subdomains. In addition, post-scores of the leader aspect, opinion exchange, opinion evaluation, and opinion integration, which are sub-domains of collaborative self-efficacy, all showed great statistical significance. Problem-based learning improved the collaborative efficacy of dental hygiene major students overall by positively influencing the ability to lead a team, exchange and evaluate each other's views, and constructively integrate different views. Conclusion : It was found that both the subject's problem-solving ability and cooperation efficiency improved under the influence of problem-based learning. On the other hand, implications for improvement of the future class such as the necessity of supplementing strategies to promote planning and execution ability for problem solving, and ability to evaluate problem solving performance was suggested.

The Effects of Cognitive-Behavioral Group Counseling Program for Social Problem-Solving and Career Decision-Making Self-Efficacy in Incoming University Freshman (대학신입생의 사회적 문제해결력과 진로결정효능감 향상을 위한 인지행동집단상담 프로그램의 개발 및 효과)

  • Kim, Jung-Min;Park, Jun-Hee;Na, Yoon-Jung
    • Journal of Families and Better Life
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    • v.27 no.5
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    • pp.69-76
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    • 2009
  • This study aimed to develop cognitive-behavioral group counseling program for social problem-solving and career decision-making self-efficacy in incoming university freshman and to examine its efficacy through pre- and post-test. The program included cognitive restructuring, problem-solving and social skill training. The program consisted of 12 weekly sessions, approximately 1.5~2 hours in duration. Pre- and post-tests were administered to both a treatment group(n=48) and a control group(n=48). The collected data were statistically analyzed through ANCOVA. The main results of the study were as follows : The students in the treatment group showed a significant increase in both social problem-solving and career decision-making self-efficacy in comparison with those in the control group.

Factors Affecting Earth Science Problem-Solving Performances of Elementary School Pre-service Teachers: A Study on the Motions of the Moon and the Planets

  • Myeong, Jeon-Ok
    • Journal of the Korean earth science society
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    • v.23 no.2
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    • pp.180-187
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    • 2002
  • The aim of this study was to investigate the factors affecting earth science problem-solving performances of elementary school pre-service teachers. The participants of the study were 81 students attending an elementary school teacher education university. The instruments of the study were paper-and-pencil tests, questionnaires, and interviews. The tests mainly measured the participants' problem solving abilities in the motions of the moon and the planets. Correlation and multiple regression techniques were used for data analysis. The results demonstrated that the pre-service teachers' problem solving abilities were low. Problem-solving performances were affected by the procedural knowledge, the participants' perception of the past earth science performance, self-efficacy, and the prerequisite declarative knowledge. Contrary to our expectation, the spatial visualization ability was not found to be related to the problem-solving performances. Implications of the study are drawn, and suggestions are made for further research.

The Instructional Effects of Problem-Solving Strategy Emphasizing Planning and Checking Stages and Think-Aloud Paired Problem Solving (계획과 검토 단계를 강조한 문제 해결 전략과 해결자.청취자 활동의 교수 효과)

  • Noh, Tae-Hee;Jeong, Yeong-Seon;Kim, Chang-Min;Kang, Suk-Jin
    • Journal of The Korean Association For Science Education
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    • v.21 no.4
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    • pp.738-744
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    • 2001
  • This study investigated the influences of an instructional method related to problem solving. The new instruction consists of a four-stage problem-solving strategy emphasizing 'planning' and 'checking' stages, and a think-aloud paired problem solving in order to check students' performances in solving problems. Two high school classes (n=91) were randomly assigned to the treatment and the control groups. Prior to the instructions. students' perception of involvement and self-efficacy were examined, and their scores were used as covariates in the analysis. Students' problem-solving ability, perception of involvement. and self-efficacy were examined after the instructions. The test scores of the treatment group were significantly higher than those of the control group in the problem-solving ability and the perception of involvement. However, there was no significant difference between the scores of the two groups in the self-efficacy.

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The Longitudinal Effect of the Creative-Fostering Program for Pre-early childhood Teacher on their Problem Solving Ability and Self-Efficacy (예비유아교사를 위한 창의성교육 프로그램이 문제해결능력 및 자기효능감에 미치는 영향에 대한 단기종단연구)

  • Kim, Kyoung Eun
    • Korean Journal of Childcare and Education
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    • v.11 no.1
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    • pp.289-303
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    • 2015
  • The aim of this study was to examine the short-term longitudinal effect of creativity-fostering programs for pre-early childhood teachers on their problem solving ability and self-efficacy. The participants of this study were 67 pre-early childhood teachers (36 from the experimental group and 31 from the control group) in Seoul, Kyunggi-do, and Chungcheong-do, Korea. Pre-early childhood teachers' problem solving ability and self-efficacy was measured three times. Data were analyzed with a $2{\times}3$ ($group{\times}test$) two-way analysis of variance for repeated measures. The change in problem solving and self-efficacy appeared to be dependent on the group and test. Further statistical analysis of the data indicated that the participation of creativity-fostering programs for pre-early childhood teachers was longitudinally effective on their problem solving ability and self-efficacy.