• (The) Korean Journal of Educational Psychology
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• v.31 no.2
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• pp.215-237
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• 2017

This study was to examine the mediating role of high school students' teacher justice experience and their emotional relationship with teachers in the links between belief in a just world and school engagements, along with gender differences. The participants were 383 high school students in Seoul, Korea. The results showed that the more the students believed in a just world, the more they engaged in school life. In addition, the effect of belief in a just world on teacher-student relationship was fully mediated by teacher justice experience, and teacher-student relationship also mediated association between teacher justice experience and school engagement. In particular, for female students(N=213), the belief in a just world had both direct and indirect effect on school engagement mediated by students' experience of teacher justice and their relationship with teachers in order. On the other hand, for male students(N=168), the influence of belief in a just world on school engagement was fully mediated by teacher justice experience and teacher-student relationship in sequence. The results that belief in a just world had different path to school engagement by gender could be helpful to understand beneficial effect of belief in a just world in educational context.

• Korean Journal of Culture and Social Issue
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• v.27 no.3
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• pp.285-303
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• 2021

The purpose of this study was to investigate the reliability and validity of the Korean version of the zero-sum belief scale among a sample of Korean adults. The original scale was developed by Różycka-Tran, Boski, and Wojciszke (2015) based on the Belief in a Zero-Sum Game (BZSG) model. A total of 508 participants (252 college students and 256 non-student adults) completed an online survey comprised of the scales of zero-sum belief, social trust, subjective socioeconomic status, individualistic-collectivistic tendencies, and social comparison orientation. Results of the exploratory factor analysis and the confirmatory factor analysis indicated that zero-sum belief scale has one factor. The internal consistency of the zero-sum belief scale was good. The Zero-sum belief scale did not have a significant relationship with social trust and subjective socioeconomic status. However, the scale was positively associated with vertical individualistic and vertical collectivistic tendencies and negatively associated with horizontal collectivistic tendencies. There was no significant relationship between zero-sum belief and horizontal individualistic tendencies, but there was a significant positive relationship between zero-sum belief and social comparison orientation. However, the results from the college student sample and the non-student adult sample were different. Lastly, this study could facilitate future research on zero-sum belief in South Korea, and future studies are needed to reveal the predictors and effects of zero-sum belief.

• Research in Community and Public Health Nursing
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• v.9 no.1
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• pp.117-127
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• 1998

The Theory of Planned Behavior has been shown to yield great explanatory power in health behavior as well as social behavior. This study was conducted to test the Theory of Planned Behavior in the prediction and intention of smoking cessation behavior in university student smokers. We conveniently sampled 204 university student smokers and investigated using questionaries, analyzing the data with the Pearson product-moment correlation, and multiple regression. The results are as follows : 1. There are significant correlations in direct and indirect measures of attitude toward smoking cessation behavior, subjective norm, and perceived behavioral control. 2. Behavior belief is significant in predicting attitudes toward smoking cessation behavior. Normative belief is significant in predicting the subjective norm. Control belief is significant in predicting perceived behavioral control. 3. Attitude toward smoking cessation behavior, subjective norm are significant in predicting intention of smoking cessation behavior. In conclusion, this study demonstrated strong support for the Theory of the Planned Behavior and its use to predict smoking cessation behavior in university students smokers. But, as perceived behavioral control is not significant in predicting smoking cessation behavior, indepth research is needed to evaluate the usefullness of the Theory of Planned Behavior and Reasoned Action Theory.

• Communications of Mathematical Education
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• v.34 no.1
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• pp.17-39
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• 2020

The purpose of this study is to analyze the mathematical beliefs of students and teachers by Latent Class Analysis(LCA). This study surveyed 60 teachers about beliefs of 'nature of mathematics', 'mathematic teaching', 'mathematical ability' and also asked 1850 students about beliefs of 'school mathematics', 'mathematic problem solving', 'mathematic learning' and 'mathematical self-concept'. Also, this study classified each student and teacher into a class that are in a similar response, analyzed the belief systems and built a profile of the classes. As a result, teachers were classified into three types of belief classes about 'nature of mathematics' and two types of belief classes about 'teaching mathematics' and 'mathematical ability' respectively. Also, students were classfied into three types of belief classes about 'self concept' and two types of classes about 'School Mathematics', 'Mathematics Problem Solving' and 'Mathematics Learning' respectively. This study classified the mathematics belief systems in which students were categorized into 9 categories and teachers into 7 categories by LCA. The belief categories analyzed through these inductive observations were found to have statistical validity. The latent class analysis(LCA) used in this study is a new way of inductively categorizing the mathematical beliefs of teachers and students. The belief analysis method(LCA) used in this study may be the basis for statistically analyzing the relationship between teachers' and students' beliefs.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.426-434
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• 2005

In this study, elementary school students' responses toward a discrepant event about a float-or-sink problem were investigated through semi-structured interviews. Initial participants were 61 fifth-grade students from two elementary schools. After excluding the students who did not possess the target misconception from the results of a preconception test and who were not willing to participate in an interview, 31 students (14 males and 17 females) were finally interviewed by two teacher-interviewers. During the interviews, students were first provided with a hands-on experiment which was the same as the situation in the preconception test, and then they were asked about believability of the discrepant event, inconsistency between the discrepant event and their existing conceptions, and belief change after experiencing the discrepant event. Interviews were audio- and video-taped, and then were transcribed by two interviewers. After analyzing the interview transcriptions, we found four types of students' responses; rejection, uncertainty, peripheral belief change, and belief change. We also found that belief change response type should be classified into three distinctive subtypes; belief decrease, ad-hoc belief change, and analytical-abductive belief change.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.485-506
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• 2020

The purpose of this study is to analyze of the effect in Mathematics Teachers beliefs on their students beliefs by Latent Class Regression Model (LCRM). For this analysis, the study used the findings and surveys of Kang, Hong (2020) who developed a belief profile by analyzing the mathematical beliefs of 60 high school teachers and 1,850 second-year high school students learning from them through the Latent Class Analysis (LCA). As a result It was observed that 'Nature of Mathematics', 'Mathematic Teaching' and 'Mathematical Ability' of mathematics teachers beliefs influence the mathematical beliefs of students. The teacher's belief of 'Nature of Mathematics' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Mathematics Learning'. The teacher's belief of 'Teaching Mathematics', 'Mathematical Ability' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Self-Concept'. The results of this study can give a preview of the phenomenon in which teacher's mathematical beliefs are reproduced into student's mathematical beliefs. In addition, the results of observation of this study can be used to the contents that can achieve the purpose of reorientation for mathematics teachers.

• Educational Technology International
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• v.8 no.2
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• pp.141-152
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• 2007

The purpose of this paper is to describe about the issues concerning student teachers' perceptions of ICT use and obstacles they experience during the teaching. Student teacher experience conflicts with ICT in particular, and lack of confidence in using ICT. Furthermore, pre-service teachers experience various conflicts while teaching during student teaching. Main conflicts student teachers experience are reported that their lack of confidence in using ICT, especially in front of the student body during the class, and firm belief on ICT and its effects. Student teachers lack systematic training during their professional development. As a conclusion, the teacher training programs need to have systematic approach in their curriculum to assist pre-service teachers to use ICT before their student teaching to give them first hand experience in classrooms.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.467-476
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• 2012

This study explored changes of preservice biology teachers' pedagogical knowledge and science teaching efficacy belief after the science pedagogy course. Preservice biology teachers who did not take any science pedagogy courses had an opportunity to engage in discussions of educational theories and group activities of instructional design utilizing science instructional models as a first step to develop practical knowledge. These preservice teachers represented a statistically significant increase in their scores on pedagogical knowledge including theory, student development, planning, and implementation, but no statistical difference in their scores measuring science teaching efficacy belief. In addition, the correlation results indicated that the science teaching efficacy belief is related to implementation even though the magnitude is relatively moderate.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.504-513
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• 2011

The preservice elementary teachers' achievement goal orientations(mastery/ability-approach/ability-avoidance/work-avoidance goal) for science teaching were measured. The student teachers(91 males and 127 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. The male students were more learning focused than were the females, while the female students reported stronger work-avoidance goal orientation than did the males. This study also examined how the preservice teachers' achievement goal orientations were related to their science teaching efficacy beliefs(personal science teaching efficacy belief/science teaching outcome expectancy). As expected, the results showed that there were significantly positive relationships between the mastery or ability-approach goals and science teaching efficacy beliefs, while the significantly negative relationships were found between the ability-avoidance or work-avoidance goal and personal science teaching efficacy belief. The educational implications and future directions were discussed.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.111-121
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• 2005

The purpose of this study was to analyze characteristics of experimental design and evidence choice of the elementary school students in problem solving process related to controlling variable. For this study, 96 6th grade students were selected and tested with Science Reasoning Task. This study revealed that the types of experimental design were categorized as variance of control variable, controlling of causal variable, perfect controlling variable, imperfect controlling variable, variance of all variable. Prior belief had a strong influence on student's experimental design. The types of evidence choice were categorized as perfect controlling variable, controlling causal variable, variance of causal variable. The degree of controlling variable in evidence choice process was much lower than that in experimental design. Most students tended to choose evidence according to prior belief without controlling variable. The results of this study implied that student's prior belief and characteristic of science process skills should be considered to develop program for promoting controlling variable ability.