• The Journal of Asian Finance, Economics and Business
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• v.8 no.5
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• pp.1129-1138
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• 2021

SMEs are constantly demanded of changes in the rapidly-evolving business environment, which involves the fourth industrial revolution and the COVID-19 pandemic. In this period, management consulting service becomes more in demand to provide technical and strategic solutions for management problems. This study aimed to empirically analyze the direct effects of emotional intelligence on job satisfaction and the indirect effects of such parameters as learning agility and self-efficacy on job satisfaction in management consultants. On the basis of a literature review, inter-variable association was designed in the research model. Based on an online survey of those in the Korean SME management consultants, this study collected 221 questionnaires then used structural equation modeling for statistical analysis. The results reveal that emotional intelligence significantly affected job satisfaction and, also significantly positively affected learning agility and self-efficacy. In addition, a significant indirect correlation could be found between learning agility and self-efficacy. Meanwhile, if learning agility and self-efficacy mediated job satisfaction, emotional intelligence had no significant effect on job satisfaction and fully mediated learning agility and self-efficacy. It is necessary to develop an emotional intelligence education program that can help management consultants improve their emotional intelligence with the objective of giving successful management consulting services.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.10
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• pp.462-470
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• 2017

The purpose of this study is to identify the relationship among the self-directed learning ability, academic self-efficacy and academic achievement of elementary school students. The subjects of this study were 197 sixth graders. The results of this study were as follows. First, the correlations among self-directed learning ability, academic self-efficacy and academic achievement were significant. Second, among the variables of self-directed learning ability and academic self-efficacy, self-confidence, preference for task difficulty, self-understanding of learner and independent mind of learning were positively related to academic achievement. These results imply the need for measures to increase these variables of academic efficacy and self-directed learning ability in the field of education in order to improve students' academic achievement.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.3
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• pp.59-68
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• 2021

Purpose : The purpose of this study was to investigate the lecture method and physical activity level of Korean university students during the COVID-19 pandemic to determine their effect on the students' mental health, self-efficacy, and learning motivation. Methods : A total of 203 participants (53 male, 150 female) completed the study. An online survey was distributed through a social media platform between March 24 and April 7, 2021. Participants completed the international physical activity questionnaire-short form (IPAQ-SF), COVID-19 stress scale for Korean people (CSSK), the Korean version of the general health questionnaire (KGHQ-30), and self-efficacy and learning motivation scales. Results : Among the general characteristics of the study subjects, there were statistically significant differences in the IPAQ-SF, CSSK, KGHQ, self-efficacy, and learning motivation measures by sex. There were no significant differences in the degree of IPAQ-SF, CSSK, KGHQ, self-efficacy, and learning motivation among any of the lecture method and university area groups. The level of physical activity corresponded with significant differences in KGHQ, self-efficacy, and learning motivation, excluding CSSK. There was a statistically significant positive correlation between IPAQ and self-efficacy (r=.273, p<.001), IPAQ-SF and learning motivation (r=.201, p<.01), CSSK and KGHQ (r=.271, p<.001), self-efficacy and learning motivation measures (r=.506, p<.001). There was a statistically significant negative correlation between IPAQ-SF and KGHQ (r=-.203, p<.01) and between KGHQ and self-efficacy (r=-.558, p<.001). Conclusion : CSSK and KGHQ measures were significantly higher in female students than in male students. Therefore, it is important to consider sex as a protective factor in the mental health management of university students in the context of an infectious disease pandemic. The results of this study suggest that university students should continue to engage in physical activities, even during a pandemic, and that it is necessary to prepare health management to improve mental health in such situations.

• Journal of muscle and joint health
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• v.28 no.1
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• pp.70-78
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• 2021

Purpose: Flipped learning is a novel teaching strategy for encouraging students to engage in the learning process. This study aimed to redesign the public health nursing course and examine the implications of flipped learning on learning outcomes, self-efficacy, and self-leadership in undergraduate programs. Methods: A one-group, pretest-posttest design was used. A total of 80 students participated in this study. The flipped learning method was employed between April 14 and June 5, 2016. The data were analyzed using descriptive statistics and an independent t-test. Results: The self-efficacy of the lower 25% group based on academic performance was significantly increased; however, self-leadership did not show any change after utilizing flipped learning. Overall, 65.4% of the students were satisfied with their class. Conclusion: Flipped learning was an effective strategy for students with low achievement. Despite these advantages, it was considered to reduce the burden of studying.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.3
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• pp.279-289
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• 2017

Purpose: The purpose of this study is to investigate the learning experience, self-directed learning ability and self-efficacy of Japanese nursing students undergoing portfolio-based clinical practicums. Methods: The self-directed learning ability and self-efficacy of nursing students were examined using two scales. And using a text-mining approach, we constructed correspondence analysis followed by cluster analysis of open-ended responses forms. Results: The mean score of the self-directed learning ability was $60.89{\pm}5.28$ and the generalized self-efficacy was $68.37{\pm}11.56$. Moreover, the scores in the self-directed learning ability were positively correlated with scores in the generalized self-efficacy. In correspondence analysis, the distribution of extracted words showed that record was located on the negative side of the third quadrant, to the first principal component and that patient was located on the positive side of the first quadrant, contributing greatly to the second principal component. Conclusion: The results of this study contribute to approaching to "confidence, pride, stability," "growth and intention to development'' offers a key in developing self-directed learning ability. Students record what they see and learn the importance of visualizing it in learning portfolios. "Expression in detail of the learned contents" and "concerning to which objective evaluation is suggested" are important to the students.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.22 no.1
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• pp.88-97
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• 2015

Purpose: This study was conducted to identify the effects of a suction care self video-based debriefing-assisted learning in the fundamentals of nursing practice for nursing students on clinical performance, self-efficacy and problem-solving process. Methods: A nonequivalent control group non-synchronized design study was used and included 97 junior nursing students at P University as participants, 48 of whom were assigned to the experimental group, and 49 of whom were assigned to the control group. The outcome measurements were clinical performance for suction care, self-efficacy, and the problem-solving process. Results: The scores of clinical performance were 23.75 in the experimental group who used the materials and 21.55 in the control group, and the difference was statistically significant (p<.000). Self-efficacy was 4.30 in the experimental group and 4.18 in the control group, which was a statistically significant difference (p=.000), and the pre-to-post differences of self-efficacy was statistically significant as well (p<.001). However, there were no significant differences in the pre-to-post differences of the problem-solving process (p<.802). Conclusions: Self video-based debriefing-assisted learning may be more effective in enhancing clinical performance and self-efficacy than that of conventional practice. Whether self-efficacy will contribute to enhanced learning motivation for nursing students needs further examination.

• Journal of Convergence for Information Technology
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• v.11 no.7
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• pp.242-252
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• 2021

This study examines the mediating effect of self-directed learning between the self-leadership and academic self-efficacy of beauty major Chinese(CN) students and examines the variables affecting the academic-self-efficacy of CN students. The study aims to obtain basic data to help improve college life in foreign countries. A survey was conducted upon 440 beauty major CN students in universities across Seoul. The results of the study showed differences in self-directed learning according to the number of semesters they have been in Korea and in academic self-efficacy according to their TOPIK levels. Self-directed learning was found to have a partial mediating effect between self-leadership and academic self-efficacy of CN students. These results showed that self-leadership and self-directed learning are major predictors of the academic self-efficacy, which is further reinforced when self-leadership and self-directed learning are promoted together. These results imply that there should be preceding efforts to promote both self-leadership and self-directed learning to increase the self-efficacy of CN students majoring in beauty.

• Journal of Korea Society of Industrial Information Systems
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• v.12 no.4
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• pp.97-106
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• 2007

According to the 2004 Sloan Consortium Report, distance education is the fastest growing sector of higher education. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy, computer self-efficacy, and system quality perception of the e-Learning environment. As a result, perceived usefulness, perceived ease of use, and service quality effect on e-learner's satisfaction. In addition to, self-regulated learning strategy based on computer self-efficacy is also important variable regarding e-learner's satisfaction.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.55-67
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• 2020

The purpose of this study was to investigate the effects of CELL curriculum participation on learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. To this end, in the first semester of 2020, 386 students from K University conducted a pre-post survey and analyzed using SPSS. The main research results are as follows. First, participation in the CELL curriculum showed statistically significant improvement in the student's learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. Second, the analysis by gender showed significant improvement in learning flow, academic self-efficacy, and self-directed learning ability only for female students. Third, in the analysis by grade level, the sophomore showed significant improvement in learning flow and self-directed learning ability, the junior in all variables, and the senior in academic self-efficacy and self-directed learning ability. Fourth, participation impressions and improvements were summarized through interviews of participating students. This study is significant in that it examines the effectiveness of the CELL curriculum and suggests practical measures for systematic operation and support.

• Journal of Korean Clinical Health Science
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• v.10 no.1
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• pp.1569-1577
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• 2022

Purpose: This study was conducted to investigate academic self-efficacy, metacognition and major satisfaction which influence learning flow in nursing students. Method: The subjects of this study were 239 nursing students in D college. Structured questionnaire was self-administered from May 3 to 30, 2021. The date was analyzed by t-test, ANOVA, Pearson'correlation coefficients, stepwise and multiple regression using SPSS/WIN 22.0. program. Results: In academic self-efficacy, there were significant differences in age. In metacognition, there were significant differences in age, school record. There was a statistically positive correlation between learning flow and academic self-efficacy(r=.211, p=.001), metacognition(r=.357, p<.001), major satisfaction(r=.281, p<.001). The factors influencing learning flow were metacognition(t=.682, p<.001), major satisfaction(t=2.147, p=.023)Multiple regression analysis description is 61.2%. Conclusion: To improve the learning outcomes for nursing students, it is necessary to develop teaching program and curriculum for increasing, metacognition and major satisfaction.