• Korean Journal of Child Studies
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• v.37 no.5
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• pp.129-144
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• 2016

Objective: This study's purpose was to develop a teaching competency scale for character education for early childhood teachers and to examine its reliability. Methods: The study procedure was as follows: First, scale items were generated by reviewing the literature as a deductive approach and focused interviews with 8 field experts in an inductive approach. Second, face validation was assessed by 7 academic experts, and statistical validation processes were done twice. The data used in the final statistical analyses included 206 questionnaires for early childhood teachers. Statistical validation included item response analysis, item discrimination analysis, exploratory factor analysis, confirmatory factor analysis, and reliability analysis. Results: The 3 factors identified were as follows: Communicate teaching competence, practical teaching competence, and instrumental teaching competence. The validity and reliability of the Teaching Competency Scale for Character Education in Early Childhood Teachers were acceptable. Conclusion: This new scale will be a useful tool to better support character education for early childhood teachers and contribute to providing a basis for developing more sophisticated tools.

• The Korean Journal of Health Service Management
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• v.11 no.4
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• pp.29-40
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• 2017

Objectives : The purpose of this study was to identify the effects of emotional competence, learning organization and nursing organizational culture on performance among clinical nurses. Methods : This study was conducted over a six-month period, with 170 nurses from general hospitals with 400 beds in three regions of Korea. Data were gathered from August 25th to September 10th, 2016, using a self-report questionnaire, and analyzed using the IBM SPSS 19.0 program. Results : The significant predictors of nursing performance were self-awareness (${\beta}=.32$), a master's degree or higher (${\beta}=.20$), relationship management (${\beta}=.26$), personal mastery(${\beta}=.23$), and 5~10 years in a clinical career (${\beta}=.16$). These variables explained 47.3% of the variance in nursing performance. Conclusions : To improve nursing performance, interventions that can enhance nurses' emotional competence and the need for program development to enhance their learning organization, as well as related variables, including academic credentials and clinical career, should be considered.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.8
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• pp.513-524
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• 2021

Many organizations have realized that to stand out in today's competitive business world, they need not only academic skills but also emotional intelligence (EI). This study aims to investigate the relationship between EI and the organizational performance of university teachers. The convenient sampling technique has been used to select 200 respondents from 25 universities, and a self-administered research instrument has been employed to collect data from the respondents. The reliability test of items is confirmed by Cronbach's Alpha test using SPSS. Factor analysis has been used to find out the significant constructs of EI, which influence organizational performance. Likert scale and multivariate regression analysis have been used for measuring questionnaire items and testing hypotheses. The key outcomes of this study suggest that interpersonal competence, job performance, effective leadership, motivation and creativity, and social competence have a vital influence on organizational performance. The study also reveals that a decision-making system should be developed and the policymakers and concerned authorities should give more emphasis on key variables of EI that are affecting the advancement of higher education. Further investigation is encouraged to identify the mediating and moderating effects of EI on the relationship between employee work engagement and job performance in the organization.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.85-97
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• 2001

This study examined the effects of mother's support and peer acceptance on children's domain specific self-esteem and the moderating effects of best friend's support. The subjects were 272 $4^{th}$ and 349 $8^{th}$ grader in Chin-ju. Data were analyzed by the SAS/PC+ program, including Cronbach's ${\alpha}$, Pearson's correlation, multiple regression and two-way ANOVA. Findings were that peer acceptance had a higher influence on academic-general self, peer-related self, physical-appearance self, personality self and physical-competence self than did mother's support. Mother's support had a higher influence on home self than did peer acceptance. Best friend's support and mother's support interacted with children's physical-appearance self and physical-competence self. Best friend's support and peer acceptance interacted with student's peer-related self.

• Journal of the Korean Home Economics Association
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• v.40 no.9
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• pp.47-61
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• 2002

In a sample of 594 seventh to ninth graders, this study examined the relation between bullying-victimization and the self-esteem and the implication of peer support in their relation. The results of study were as followed: 1) significant sex difference was observed in the victimization but not in the bullying. 2) the bullying was positively correlated with the peer-related self and physical competence self, and negatively correlated with personality self among boys. Among girls, bullying was positively correlated with the peer-related self and negatively correlated with personality self. 3) the victimization was negatively correlated with peer-related self, academic self, physical appearance self, and physical competence self among boys. Among girls, the victimization was negatively correlated with peer-related self, home self, and physical appearance self. 4) the peer support mediate the relation of the buoying-victimization and self-esteem. Results are discussed the role of peer support in the relationship between bullying-victimization and self-esteem.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.256-265
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• 2015

Purpose: The purpose of this study was to propose and test a predictive model that could explain and predict the core competencies of nursing students. Methods: A survey using a structured questionnaire was conducted with 361 nursing students. The data was analyzed using SPSS Windows 21.0 and AMOS 21.0. Results: The elements that directly influence the core competencies of nursing students were satisfaction with their academic discipline (nursing) and critical thinking disposition in which the disposition toward critical thinking directly influenced their satisfaction with nursing as an academic discipline and clinical practice. Conversely, satisfaction with clinical practice indirectly influenced core competencies through critical thinking disposition. Conclusion: This result provides the basic data for a competence-based curriculum intent on strengthening the core competencies (communication, problem-solving, and self-directed learning) by improving satisfaction with both clinical practice with their major and disposition toward critical thinking on the part of nursing students.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.1
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• pp.213-227
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• 2017

The recent entry into information society as well as the development and universalization of the Internet through rapid development of ICT technology produced a new educational method called PMP learning. PMP learning overcomes restrictions of previous education methods in terms of time and space and allows the learners to customize their learning environments according to their leads, providing voluntary education that centers on the learners. This study aims to verify the causal relationship in academic achievement of PMP learners through the theory of basic psychological desire, learning satisfaction, and learning metastasis. In order to accomplish this, a study model which applies perceived autonomy, perceived competence, and perceived relationship, which are major variables of the theory of basic psychological desire, was presented. For practical verification of the study model, survey analysis was conducted for students of R High School in Hamyang. Through this, the study aims to provide basic materials for improving the academic achievement of learners in PMP learning. It also plans to suggest educational effects that can be obtained by supporting intrinsic motivation of learners.

• Journal of Korean Academy of Nursing
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• v.49 no.4
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• pp.495-504
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• 2019

Purpose: Nursing students experience a high degree of perceived stress during skills training. The resulting academic sentiment is worthy of research. This study examined the learning motivation as a mediator in the association between perceived stress and positive deactivating academic emotions in nursing students undergoing skills training. Methods: A survey was conducted on 386 third-year undergraduate nursing students at a university in Changchun, China, in 2017. The survey included the items on perceived stress, learning motivation during nursing skill training, and general academic emotion. There were 381 valid responses (response rate=98.7%). Based on the results of partial correlation and stepwise multiple regression equations, the study examined the mediation model between perceived stress, learning motivation and positive-deactivating academic emotions using process 2.16 (a plug-in specifically used to test mediation or moderation effect in SPSS). Results: There was a significant negative correlation between students' perceived stress and learning motivation during nursing skills training and positive-deactivating academic emotions. Nervousness, loss of control, and interest in developing reputation had significant predictive effects on positive-deactivating academic emotions. The mediating model was well supported. Conclusion: Learning motivation during nursing skills training lessened the damage of perceived stress on positive-deactivating academic emotions. Improving students' motivation to learn could reduce their perceived stress and build more positive emotions. Positive emotions during learning played an important role in helping nursing students improve skills and enhance their nursing competence.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.148-159
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• 2021

The purpose of this study was to investigate the influence of critical thinking disposition and communication competence on the problem-solving confidence satisfaction of nursing students. The data was collected using questionnaires completed by 215 nursing students in G city from November 1 to November 30, 2019. Data was analyzed using SPSS version 22.0. The data analysis showed that the mean score for critical thinking disposition was 3.69±0.37, communication competence 3.72±0.46, and problem-solving confidence 3.56±0.41. There was a significant positive correlation between critical thinking disposition and communication competence (r=.588, p<.001). critical thinking disposition and problem-solving confidence (r=.462, p<.001), communication competence, and problem-solving confidence (r=.255, p<.001). As per the regression analysis, the factors that affect problem-solving confidence were academic achievement, critical thinking disposition, the motive for selecting nursing science, and gender with an explanatory power of about 33.8%. Conclusions: This study showed that problem-solving confidence correlated with critical thinking disposition and communication competence. Therefore, to increase the critical thinking disposition and communication competence and thus enhance the problem-solving confidence of nursing students, it is necessary to develop and apply appropriate teaching methods and non-contact education programs.

• Korean Journal of Social Welfare Studies
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• v.41 no.3
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• pp.29-56
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• 2010

One of the most popular keywords in 21th century is "Information Society". Information Society improves the overall quality of human life, but increases the negative aspects such as internet addiction and digital divide. The purpose of this study is to understand the vicious cycle between socio-economic disparities and digital divide. This study analyzed the effects of poverty on school maladjustment and academic achievement and mediation effects by using parental monitoring and internet use types as mediators. Data were obtained from the Korea Youth Panel Survey(KYPS). Structural equation modeling was employed for statistical analyses. The result showed that poverty reduced parental monitoring and information-oriented type of internet use. Youth who used less information-oriented type showed more school maladjustment and less academic achievement. However, the relationship between poverty and entertainment-oriented type was non-significant. Thus, parental monitoring and the internet use types were one of the main pathways which can affect school maladjustment and academic achievement among youth in poverty. There was the possible vicious cycle between poverty and digital divide. Based on this study, we strongly suggest improvement of the media competence to solve the problem of digital divide among youth in poverty.