• Education of Primary School Mathematics
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• v.17 no.2
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• pp.95-111
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• 2014

The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson's product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students' math creative problem-solving ability.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.773-796
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• 2011

This study examined the thinking styles of scientifically gifted students on the basis of Sternberg's theory of mental self-government, and the relationship between thinking styles and self-regulated learning ability of the students and their scientific inquiry ability by the different types of thinking styles. 110 middle school students who belonging to the university science-gifted education center participated in this study. 13 thinking styles were postulated that fall along 5 dimensions which are functions, forms, levels, scopes and leanings of the mental self-government. Scientifically gifted students responded to the Thinking Style Inventory (TSI) that standardized Korean version, Self-regulated Ability Inventory and Test of Science Inquiry Skills Inventory (TSIS). The results indicated that scientifically gifted students prefer legislative, liberal, external, hierarchical and judical thinking styles, rather than conservative style. This result also showed that subscales of thinking styles were significantly correlated with self-regulated learning ability and scientific inquiry ability. The legislative style, hierarchical style, local style and liberal style were significant predictors of self-regulation learning ability. The legislative style was significant predictor, whereas oligarchic style was negative predictor of scientific inquiry ability. The results of k-means clustering analysis and MANOVA showed that the self-regulated learning ability and scientific inquiry ability were significantly correlated with the pattern and level of thinking style.

• Journal of the Korean Applied Science and Technology
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• v.37 no.5
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• pp.1409-1417
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• 2020

The purpose is to increase the likelihood of physical education students for employment in public institutions by examining the priority for hiring sports-related public institutions. The subject of the study was purposeful sampling of a total of 11 persons including 4 sports professors, 3 NCS experts in sports field, 2 judges from public sports institutions, and 2 personnel in charge of hiring public institutions. Through this process, from January 3 to March 12, 2020, the importance of priority was analyzed using hierarchical structure analysis using the main factors of NCS vocational basic competency. All data are coded so that statistical processing can be performed. Using SPSS/PC (ver. 21.0) for Windows, the hierarchical structure analysis was used for frequency analysis and priority determination. First, communication skills (.231), organizational comprehension skills (.177), resource management skills (.128), interpersonal skills (.110), vocational ethics (.082), problems in the major areas of recruitment of sports-related public institutions Solving ability (.061), information ability (.056), mathematical ability (.054), self-development ability (.052), and description ability (.049) were analyzed in order. Second, in terms of evaluation items, communication is communication skills (.442), mathematical skills are basic computation skills (.512), problem solving skills are thinking skills (.722), self-development skills are self-management skills (.587), Resource management ability was analyzed in order of time management ability (.531), interpersonal relationship ability as teamwork ability (.382), information ability in computer use ability (.677), technical ability in technology understanding ability (.599).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.303-311
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• 2016

This study examined the empathic ability and communication ability of nursing students according to Myers-Briggs type indicator(MBTI) personality type. This study was a cross sectional survey and the data was collected from 127 nursing students by means of self-reported questionnaires from October 5 to 30, 2015. The data collected was analyzed on SPSS win 18.0. Fourteen personality types were observed in this study participants. The SF type was the highest with a mean of 3.77 in empathic ability according to 4 functions of MBTI and the NF type was the highest with a mean of 3.81 in communication ability according to 4 functions of MBTI. The SP type and NF type was the highest with a mean of 3.71 in the empathic ability according to the 4 temperaments of MBTI and the NF type was the highest with a mean of 3.81 in the communication ability according to 4 temperaments of MBTI. Significant differences in the communication ability were observed according to 4 functions (F=3.194, p=.026) and 4 temperaments (F=3.004, p=.033) of MBTI. Further study will be needed to identify the effects of a self-understanding program on the empathic ability and communication ability. It is important to understand the nursing students' diversity and reflect it in a school curriculum.

• Journal of Korean Academy of Oral Health
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• v.42 no.4
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• pp.216-223
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• 2018

Objectives: The purpose of the study was to investigate factors affecting the assessment of objective and subjective masticatory ability in the elderly, and to evaluate masticatory ability assessment more accurately. Methods: A total of 112 participants were recruited after oral examination in senior citizen welfare facilities. The participants' masticatory ability was evaluated objectively (Mixing ability index; MAI), and subjectively (Key food intake ability; KFIA). Participants' general characteristics and oral health-related variables were also recorded. Based on masticatory ability assessment, participants were classified as either high or low. IBM SPSS Statistics Ver.23.0 was used for all analyses, including descriptive statistics, Chi-square test, Mann-Whitney U test, Spearman rank correlation, and Logistic regression analysis. Results: Higher masticatory ability was positively correlated with higher scores on MAI and KFIA. Additionally, there was a significant positive correlation between MAI and KFIA. When analyzing factors affecting objective and subjective masticatory ability assessments, Functional tooth units (FTUs) were revealed as a related factor. In subjective masticatory ability assessment, oral moisture, difficulty in chewing, and the Geriatric Oral Health Assessment Index (GOHAI) were also influential factors. Conclusions: In order to accurately assess masticatory ability, it is necessary to use both objective and subjective measures. Additionally, to improve the masticatory ability in the elderly, treatment should be provided to improve overall oral health and satisfaction.

• Journal of Industrial Convergence
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• v.20 no.10
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• pp.169-176
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• 2022

The purpose of this study is to verify the effect of positive psychological capital of fitness center trainers on emotional labor and job ability. For this purpose, as a convenient sampling method, 265 questionnaires were conducted by directly visiting a fitness center in the metropolitan area, and item analysis, validity analysis, reliability analysis, correlation analysis, and multiple regression analysis were applied to the collected data. As a result of the analysis, the following conclusions were obtained. First, in the relationship between positive psychological capital and emotional labor, it exerted a meaningful influence on hope and optimism in deep acting and superficial acting. Next, in the relationship between positive psychological capital and job competency, leadership ability is self-efficacy, hope, management ability is optimism, hope, counseling ability is hope, optimism, self-efficacy, PR ability is self-efficacy, optimism, and program operation ability is optimism. exerted a significant influence on elasticity. In relation to emotional labor and job competency, counseling ability exerted a significant influence only in deep acting, and in leadership ability, management ability, PR ability, and program operation ability, deep acting and surface acting exercised a significant influence. In the future, it is necessary to study the characteristics and properties of trainers as emotional labor and follow-up studies on improvement measures.

• Korean Journal of Human Ecology
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• v.19 no.2
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• pp.271-283
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• 2010

This study was planned to investigate the effects of mathematical games with motion on young children's development. The study was performed to compose mathematical games with motion and just mathematical games for young children. The games were set up to be executed 16 times for 8 weeks. The results of this study were as follows: Mathematical games with motion had a significant effect on young children's mathematical problem-solving ability. Mathematical games with motion had a significant effect in every category on young children's ability for motion competence and mathematical games with motion had a significant effect on young children's socio-emotional development. There were significant differences between the control group and the experimental group except for the independence from teachers and peer interaction. Mathematical games with motion had a significant effect on young children's language ability.

• Journal of Families and Better Life
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• v.30 no.6
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• pp.115-127
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• 2012

This study's aim was to analyze the effect of a project activity based on role play on 5-year-olds' mathematical ability. The participants of this study were 56 5-year-olds from two educational institutions for young children located in two metropolitan cities in Korea. The experimental group (n=28) participated in a project activity based on role play, while the comparative group (n=28) did not. The "Mart Play" project activity based on role play was developed emergently by the children and teachers of the experimental group. The children's mathematical ability was measured before and after the experiment. The data were analyzed using t-test and ANCOVA. As a result, the project activity based on role play had an effect on the improvement of 5-year-olds' mathematical ability generally, but not on their measurement ability.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.2
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• pp.284-295
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• 2014

The purpose of the study was to validate the components of practical collaborative competencies by analyzing the perceptions of corporate personnel on practical collaborative competencies. The study reviewed the theories of collaborative intelligence, collective intelligence, cooperative learning, and learning communities. Based on the results of the literature review, the study derived seven categories of participative motivation for group activities, ability to share thinking and consciousness, motivation to share experiences, ability to control emotion, ability to promote interaction, creativity, and collaborative performance as the core competencies. To validate the elements, survey was conducted for 186 corporate personnels. The results showed that the personnels perceived the following elements as important collaborative competencies: participative motivation for group activities, motivation to form participatory atmosphere, ability to manage conflict effectively, ability to form relationships, ability to form positive team atmosphere.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.199-216
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• 1999

The 121 five-year-old Korean subjects of this study were divided in 3 groups based on their experience in learning a foreign language (English). A battery of tests was administered to measure spoken and written language ability and the 3 metalinguistic domains of phonological, semantic, and syntactic awareness. Spoken language ability was positively correlated with semantic and syntactic awareness. The relative importance of each metalinguistic domain varied with level of written language development. Phonological awareness was the only predictor of decoding. Syntactic awareness and phonological awareness were significant variables in sentence comprehension. Metalinguistic ability was a better predictor of written language development than spoken language ability. Foreign language learning experience had an effect on syntactic awareness: low experience was superior to no experience, but high experience was not superior to low experience.