• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.447-457
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• 2015

This study has attempted to find the teaching methods for the elementary students with low science achievement by examining the differences of science learning motivation, academic stress and stress coping styles and the characteristics shown in the relationship between them. To achieve this, the differences of science learning motivation, academic stress and stress coping styles of the elementary students with low science achievement and their relationship was set up as a study problem. A science learning motivation using a science learning motivation questionnaire reconfigured with PALS along with underachievers diagnosis were measured targeting 660 elementary students located in Seoul. Using an academic stress questionnaire and stress coping style questionnaire, an academic stress and stress coping styles were measured. The results of analyzing the collected data are as follows. First, a science learning motivation of elementary students with low science achievement was lower than the general students but the academic stress was shown higher. Especially, the self-efficacy of science learning motivation was significantly lower and the school stress was highest. For stress coping styles, a tendency of passive and avoidment coping styles were shown higher than the general students. Second, among the science learning motivation of elementary students with low science achievement, the self-efficacy motivation and school stress have shown a negative correlation but had a positive correlation with the goal-oriented motivation centered on ability. In the correlation between the science learning motivation of elementary students with low science achievement and the stress coping styles, the pursuit of social support coping styles have shown a significant positive correlation with the science learning motivation and its subcategories. As a result of conducting a regression analysis on the influence of academic stress and stress copying styles on the science learning motivation of elementary students with low science achievement, among the academic stresses, the school stress was shown to have the biggest influence. Among the stress coping styles, the pursuit of social support coping styles had the biggest influence on the science learning motivation followed by active coping behaviors, passive and avoidment coping behaviors. Low science learning motivation as underachievement factors of elementary students with low science achievement was identified as having a relationship with high school stress and undesirable stress copying styles. Therefore, guidance and a program are required for the elementary student with low science achievement to have desirable stress coping methods on the stressful situations. In addition, for the improvement of science learning motivation, a learning environment is needed for the elementary students with low science achievement with seeking of relevant educational methods.

• Journal of the Korean Society for information Management
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• v.34 no.4
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• pp.227-245
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• 2017

This study mainly investigates the motivations of YouTube and Flicker users for posting videos or images/photos on each service. The motivational framework with ten factors such as enjoyment, self-efficacy, learning, personal gain, altruism, empathy, social engagement, community interest, reputation and reciprocity were used to test the motivations. Those who are users of YouTube and Flickr were recruited from Amazon Mechanical Turk to participate in online surveys. Findings show that learning and social engagement are the two most highly rated motivations. Altruism was rated relatively low, although it was strongly correlated with all other motivations. Personal gain was rated as the lowest by both users but Flickr users rated personal gain higher than YouTube users. Findings from this study could be applicable to specify user motivations for using the services and to upgrade the designs of the services in the future.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.21 no.3
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• pp.475-481
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• 2017

This paper describes an in-depth study on the effect of students' writing of a reflection journal on academic achievement in Linux courses. For this purpose, students who took a Linux class were surveyed. Those participants were divided into two groups; an experimental group and a control group. Their academic achievement was compared and analyzed for this study and reflection journal was applied for 6 weeks after middle test. The results suggests that task achievement, expectation, learning persistence, self-efficacy, learning attitude, satisfaction in writing a reflection journal, and subject study were improved for the students who wrote a reflection journal. In addition to this, it suggests that the writing of a reflection journal has a significant effect on academic achievement in Linux subjects. It is meaningful for teaching skill of computer engineering education.

• Journal of Digital Contents Society
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• v.19 no.9
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• pp.1811-1817
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• 2018

The purpose of this study is to elucidate the effects of a new clinical training simulator for dental radiography using augmented reality (AR) on user learning context. To accomplish this purpose, we divided 217 dental hygiene students into two groups. The experimental group was presented with the new clinical training simulator for dental radiography using AR, and the control group was presented with task information using a textbook. The results showed that the experimental group presented the new clinical training simulator for dental radiography using AR had a higher level of self-efficacy, interest in learning, flow, and practice satisfaction compared with the control group shown the task information using a textbook. Therefore, the AR-based radiography simulator can be utilized in dental radiology practice education as an effective educational device.

• Journal of Digital Convergence
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• v.16 no.1
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• pp.63-72
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• 2018

This paper examined the learning transfer of job training participants and its influencing factors. A survey of 279 care workers in the city of Seoul and Kyeong Gi province who recently participated dementia job training was conducted. The results of multiple regression analysis indicated that the self-efficacy of the care workers, the capability of instructor, the training methods and the transfer opportunity positively influenced the level of learning transfer. The findings suggested increasing care workers' self-efficacy, enhancing practical skill-based training program, hiring instructors with high workplace experiences, fostering work environment with higher transfer opportunity are required.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.453-463
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• 2019

The purpose of study was the non-equivalent control group pretest-posttest design to test the effect of self-directed nursing practice based peer-tutoring of same sophomore, on the level of confidence, performance and self-efficacy of core nursing skills in nursing students. The subjects were 68 nursing students in K City from May 1^th to June 12^th in 2019. The participants were shared into the peer tutoring practice group (experimental group, n=34) and the lecturer guided practice group (control group, n=34). The results of study, the experimental group scored significantly higher on the foley catheterization performance (t=11.60, p<.001), confidence (t=4.123, p<.001) and wearing protection equipment performance (t=5.91, p<.001), confidence (t=4.24, p<.001) and enema performance (t=2.82, p=.008), confidence (t=2.09, p=.044) and self-efficacy (t=4.52, p<.001) than control group. Therefore, the results justified that self-directed nursing practice based peer-tutoring could be effective in improving the performance, confidence and self-efficacy of core nursing skills in nursing students. Based on this, I suggest the study that examines the effects of peer-tutoring by applying it to various majors.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.511-533
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• 2022

The purpose of this study is to develop a learning coaching model suitable for the mathematics subject by reflecting the characteristics of the mathematics subject and the mathematics teaching/learning process in the CARE learning coaching model that supports students' self-directed learning. The mathematics learning coaching model developed in this study is a 'step' and 'element' to apply coaching, and a 'strategy' for carrying out it. Mathematics learning coaching model evaluated rapport, trust, state management, and math pre-test as elements of 'creating a comfortable atmosphere', and problem recognition, hypercognition, restructuring, initiative, and math learning ability as elements of 'improving perception'. Self-efficacy, learning readiness, confirmation (feedback) as elements of the 'reawakening of learning immersion' stage, voluntary motivation and success experiences as elements of the 'empowerment' stage, and various math learning strategies to perform each element presented. The math learning coaching model can be used to help math teachers motivate students to learn and help students solve their own problems.

• Korean Journal of Community Nutrition
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• v.21 no.6
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• pp.497-508
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• 2016

Objectives: The purpose of this study was to evaluate the effect of nutrition education using materials based on social cognitive theory. Education topics focused on improving health-related and dietary self-awareness and behavior capability in adolescents. Methods: Participants were recruited from a middle school for girls; 67 students (educated group, n=34 and control group, n=33) participated. The education group received 12 lessons in club activity class. Self-administered surveys were conducted for each group before and after the nutrition education program. The questionnaires consisted of variables such as self-efficacy, outcome expectation, outcome expectancy, knowledge, and dietary practices based on the social cognitive theory. Education satisfaction was evaluated using a five-point Likert scale for two sections: a) teaching and learning and b) education results. The data were analyzed using a t-test and Chi Square-test (significance level: p < 0.05). Results: In the education group, post-education, there were significant differences in self-efficacy (p < 0.05), knowledge (p < 0.01), and dietary practices (p < 0.05), whereas outcome expectation and expectancy did not show any significant differences. None of the variables showed any significant differences in the control group. Educational satisfaction scores were $4.38{\pm}0.12$ (teaching and learning) and $4.14{\pm}0.15$ (education results). Conclusions: This study showed that improving adolescent's awareness and behavior capability has a positive effect on their dietary practices. Moreover, this study suggested that a theory-based determinant should be considered to improve dietary behavior among adolescents.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.151-162
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• 2018

The purpose of this study was to investigate the effects of teacher's mathematical belief and student's mathematical performance, sex on the perception of mathematics classroom quality. And this study also detailed the relation between self-directed learning attitude and perception of mathematics classroom quality. For this purpose, this study used 'Students Perception of Mathematics Classroom Quality(SPOCQ)' as an instrument. This instrument focuses on appeal, challenge, choice, meaningfulness, self-efficacy. The 430 5th and 6th grade elementary school students were included in sample. The results obtained in this research are as follows; First, there was a significant difference in the perception of mathematics classroom quality between positive mathematical belief teacher's group and negative mathematical belief teacher's group. So, teacher's mathematical belief influence on the students' perception of mathematics classroom quality. Second, there was a significant difference according to the student's mathematical performance and sex. The students of high mathematical performance usually had positive perception of mathematics classroom quality and the male students also had higher mean than female students. Third, there was positive correlation between self-directed learning attitude and perception of mathematics classroom quality.

• The Journal of Korean Association of Computer Education
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• v.23 no.4
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• pp.23-33
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• 2020

Online judge provides compilation, execution, and immediate feedback on the source submitted by the learner, and ensures the accuracy and reliability of the evaluation, but it's difficult to select the language according to the level of the learner because most of them provide only textual language. In this study, a block language for online judge was developed and applied to high school classes, and the difference in self-efficacy between the block language and the textual language group was confirmed. It was found that Block language group have more ability expectation to overcome disgust experience than textual language group and Textual language group have significant decrease in ability expectation to start activity and to continue activity. It implies that Block language has an effect on self-efficacy for afterward programming activities, and methods of teaching, learning and evaluation should be devised in the case of textual language so that student's self-efficacy does not deteriorate at the initial and ongoing stage of activity. The results of this study are meaningful in that it provide various implications of methods for enhancing self-efficacy in high school class of programming.