• 대한화학회지
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• 제66권2호
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• pp.163-170
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• 2022

본 연구는 2015 개정 과학과 교육과정에서 중등학교의 모든 학생들이 이수해야 하는 공통과목인 중학교 과학, 고등학교 통합과학과 과학탐구실험의 성취기준 139개와 교과서 활동 496개를 대상으로 과학과 사회정서학습 요소를 분석하였다. 교육과정 성취기준의 경우, 7개의 과학과 사회정서학습 요소 중 '문화적 이해'는 거의 포함되지 않았고, '수리', '창의적 사고'는 중학교에서 높은 빈도로 나타났으며, '비판적 사고', '사회적 기술', '윤리적 이해'는 고등학교에 높은 빈도로 포함되어 있었다. 교과서 활동의 경우, 중학교와 고등학교의 사회정서학습 요소의 경향성이 비슷하게 나타났다. '비판적 사고', '창의적 사고', '사회적 기술' 등이 중점적으로 제공되고, '윤리적 이해'와 '문화적 이해'는 제한적으로 반영되어 있었다. 총체적인 사회정서학습 요소 함양을 위해서는 교육과정 성취기준의 구체화 또는 교과서 활동 및 교수-학습 과정에서의 보완 등이 필요하다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.507-518
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• 2009

The purpose of this study was to determine the effects of verbal analogy activities on science achievement and science attitude of elementary students. Students consolidated lessons by making short sentences with core words that a teacher gave for scaffolding instruction. Many researches about analogies have been conducted in science education. However, most of them considered analogy as learning tools, whereas this research considers analogy as a cognitive process. To see the effects of verbal analogy activities, two groups were selected from 6th grade elementary school students; one was an experimental group working with the student-generated verbal analogy and the other was a control group with teacher-centered and textbook-centered activities. Science achievement, scientific attitudes, attitudes toward science and retention were tested after the treated lessons.

• 아동학회지
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• 제26권3호
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• pp.43-59
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• 2005

A sample of 578 adolescents responded to self-report questionnaires. Results showed that parental education levels and occupation and adolescent perceptions of their socioeconomic status were positively related to maternal expectations. Adolescent perceptions of their socioeconomic status were related to maternal emotional support and adolescent self-esteem. Adolescent achievement motives were positively related to parental education levels and adolescent perceptions of their socioeconomic status. Maternal expectations/emotional support and adolescent perceptions of their socioeconomic status were positively related to adolescent achievement motivation. Maternal expectations played a mediating role between parental educational levels and adolescent perceptions of their socioeconomic status and adolescent achievement motives. Maternal emotional support and adolescent self-esteem played mediating roles between adolescent perceptions of their socioeconomic status and achievement motives.

• 대한간호학회지
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• 제40권2호
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• pp.182-190
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• 2010

Purpose: This study was done to identify self-directed learning readiness, achievement goal orientations, learning satisfaction and learning achievement, and to evaluate the factors affecting learning achievement for nursing students using a web-based Health Assessment e-Book. Methods: The research design was a cross-sectional study with a structured questionnaire and data were collected before using the web-based Health Assessment e-Book and 1 week after finishing. The participants were 80 nursing students who were taking the Health Assessment class from March to June 2009. Results: Mean score for subjective learning achievement was 31.26 and for objective learning achievement, 69.25. Subjective and objective learning achievement were positively correlated with self-directed learning readiness, mastery goal, attitude toward distance education, and learning satisfaction. In subjective learning achievement, learning satisfaction and mastery goal were significant predictive factors and explained 64% of the variance. Objective learning achievement was significantly predicted by learning satisfaction and self-directed learning readiness, which explained 24% of the variance. Conclusion: Learning satisfaction, mastery goal and self-directed learning readiness were found to be very important factors associated with learning achievement for nursing students using a web-based Health Assessment e-Book. To provide high quality and effective web-based courses and to improve nursing students' learning achievement and learning satisfaction, educators should consider the learner's characteristics from the initial stages of lecture planning.

• 한국지구과학회지
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• 제23권3호
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• pp.207-220
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• 2002

이 연구에서는 최근 수행된 국제 비교 연구인 TIMSS-R과 PISA 2000에 나타난 우리 나라 학생들의 지구 과학영역에 대한 전체적인 성취도 및 성 차이 경향을 파악하였다. 이를 위해 1999년에 실시된 TIMSS-R에 포함된 33개의 지구 과학 관련 문항과 2000년에 실시된 PISA에 포함된 13개의 지구 환경 과학 문항에 대한 국제 및 국내 평균 정답율을 비교하였다. 분석 결과, 우리 나라 학생들은 문항 유형별로는 선택형 문항에서, 수행 영역별로는 단순 정보 이해문항에서 국제 평균 정답율에 비해 큰 차이를 보이며 높게 나타났다. 또한, 우리 나라 학생들은 그래프 해석, 표 해석등 자료 해석과 관련된 문항에서 국제 평균보다 특히 높은 정답율을 나타냈는데, 이러한 경향은 남학생들에게 더 두드러졌다. 한편, 우리 나라 학생들은 천문학 문항에서 상대적으로 가장 낮은 점수를 나타냈으며, 이는 특히 여학생에게 더 심하게 나타났다. 우리 나라 여학생들은 문항의 내용, 유형, 수행 영역 등 모든 부분에서 남학생들보다 낮은 정답율을 보여 심각한 성 차이를 드러냈다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권4호
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• pp.519-528
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• 2009

The purpose of this study was to investigate the effect of social interaction on metacognition, learning motive and academic achievement in elementary science learning. The science lessons emphasizing social interactions that is applied to this study was comprised of 5 stages, 'introduction', 'inquiry activity', 'small group emergent activity', 'large group emergent activity', 'conclusion and assessment'. The results of this study were as follows: First, applying the learning model emphasizing social interaction to the experimental group led to a significant difference between the result of the pre- and post-test, regarding metacognition, especifically those of declarative knowledge. And meaningful difference was drawn from the results of all elements in the lower category of regulation of cognition between the experimental and comparison group. Second, a significant difference was found between the pre- and post-test regarding learning motive, especially those of attention, relation, and self-confidence. Third, after applying the learning model emphasizing social interaction to the science classes of the experimental group, students' academic achievement improved significantly in the post-test, compared to the results of pre-test.

• 산경연구논집
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• 제11권6호
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• pp.7-17
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• 2020

Purpose: The purpose of this study is to examine the factors affecting the academic achievement of international students in degree programs in global education environment. Based on exploratory research, this study proposed four factors and examined effects of academic factors on academic satisfaction, effects of social factors on social adjustment, effects of cultural factors on cultural adaption, effects of economic factors on financial stability, and effects of four factors on academic achievement of international students. Research design, data, and methodology: This study conducted online survey to collect the data and results provide importance to increase interactivity between international students and teachers and between international students and hosting country's students. Results: The results of this study found what variables affect four proposed factors, while academic satisfaction significantly affects academic achievement rather than other factors. Conclusions: The results show how to improve academic related variables is key for the success of academic achievement. Results of this study provide implications which aspects should be considered to increase overall academic achievement by managing and improving the quality of higher education in global setting. This study provides managerial and policy implications for enhanced academic achievement of international students in global context.

• Child Health Nursing Research
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• 제24권1호
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• pp.48-57
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• 2018

Purpose: This study was conducted to characterize the influence of achievement motivation and the parent-child relationship on ego identity in Korean nursing students. Methods: The participants were 217 Korean nursing students in the first and fourth year of university. Data were collected through self-report questionnaires composed of items assessing ego identity, achievement motivation, the parent-child relationship, and demographic characteristics. The data were analyzed using descriptive statistics, one-way analysis of variance, the $x^2$ test, and multinomial logistic regression analysis. Results: Ego identity was related to achievement motivation; moreover, the achievement motivation of students with moratorium and achieved identity status was significantly higher than that of students with low-profile moratorium and diffused identity statuses. Ego identity was not related to the mother-child relationship, but the father-child relationship of students in foreclosure was significantly higher than that of students with diffused identity status. The factors influencing achieved identity compared to diffused identity were achievement motivation, year in school, satisfaction with school, and having religious beliefs. Conclusion: These findings indicate that nursing students' ego identity attainment was more influenced by achievement motivation than by the parent-child relationship. It emphasizes that highly motivated students can develop their own identities regardless of the parent-child relationship.

• Journal of the Korean Data and Information Science Society
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• 제23권2호
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• pp.343-351
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• 2012

본 연구는 2011학년도 A대학교 입학생 중 일반전형으로 입학하여 현재 재학 중인 학생들을 대상으로 입학전형요소가 학업성취도에 어떠한 영향을 주는지 상호관련성을 분석하였다. 학업성취도와 밀접히 연관되어 있는 전형요인을 찾아 대학의 특성에 맞는 학생 선발 정보를 제공하여 각 대학별 입시안 마련에 도움이 될 것으로 기대된다. 분석결과 성별, 모집시기별로 입학전형요소가 학업성취도에 다른 방식의 영향을 주는 특성을 관찰할 수 있었다. 여학생들이 남학생보다 학업성취도가 더 높고, 수시모집 학생들에 비해 정시모집 학생들의 학업성취도가 높게 나타났다. 성별 분석에서 남학생은 수능성적, 여학생은 학생부성적이 학업성취도에 큰 영향을 미치는 것으로 나타났으며 모집시기별 분석에서는 정시(나)는 학생부성적, 정시(다)는 수능성적이 학업성취도에 큰 영향을 미치는 것으로 나타났다.

• 대한치위생과학회지
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• 제4권2호
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• pp.31-41
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• 2021

Background: To investigate the mediating effect of learning flow in the relationship between blended learning achievement and learning satisfaction in dental hygiene students, and to identify whether face-to-face studies should be substituted with non-face-to-face studies. Methods: Total 134 dental hygiene students, who underwent blended learning in the dental hygiene class during the first semester of 2021, were recruited. The research tools were blended learning achievement, learning flow, and learning satisfaction, comprising 15 questions in total. Mediation regression analysis was used to analyze the mediating effect of learning flow in the relationship between learning achievement and learning satisfaction, and that between each variable. Results: Learning flow and learning satisfaction (r=0.490, p<0.001) were positively interrelated, and the interrelation between variables was statistically significant. Class environment had the biggest effect as a subfactor of class achievement, and it appeared to have an effect on class attitude and learning motive. The effect of learning flow on learning satisfaction was statistically significant. Learning flow was partially mediated by both blended learning achievement and learning satisfaction. Learning flow was directly related to blended learning satisfaction and learning achievement. Conclusion: The results showed the possible use of blended learning in dental hygiene theory and practical subjects.