• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.2
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• pp.177-192
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• 2018

The mission of the university is to grow young people who will be responsible for the next generation nation to mature society. In particular, the role of universities in the 4th Industrial Revolution era is to foster creative talents. Therefore, innovative changes are required for existing infusion education and employment-oriented college education contents and teaching methodology. In the high youth unemployment rate, entrepreneurship education is spreading to universities to innovate existing organizations and create new jobs. Until now, however, the effects of university entrepreneurship education have been studied mainly in the field of start-up. Therefore, it is very difficult to study various effects on entrepreneurship education. In this study, empirical analysis of the effect of entrepreneurship training on career preparation behaviors of university students who are about to enter the society is verified. The sample of this study was surveyed from August, 2016, and the questionnaire was applied to 393 university students who selected 5 universities and entrepreneurship education. As a result of the analysis, the ability of communicative communication and creative problem solving cultivated through entrepreneurship education had a positive effect on entrepreneurship and self - efficacy, Entrepreneurship and self - efficacy had a positive (+) positive effect on career preparation behavior. However, cooperative communication ability, creative problem solving ability, and effective work behavior ability by entrepreneurship education were not directly related to career preparation behavior. On the other hand, in verifying the mediating effect of entrepreneurship and self - efficacy, it proved that mediating role of positive communication between collaborative communication ability, creative problem solving ability and career preparation behavior. The implications of this study are as follows This study examines the effects of university entrepreneurship education on career preparedness behaviors.In other words, the university proved the direct effect and the mediating effect that affects positively (+) effect on career preparation behaviors by encouraging entrepreneurship and self - efficacy, rather than quantitative extension based on competency. Also, the implication of the parameters (entrepreneurship, self - efficacy) as a key variable for the effect and performance of career preparation behavior was derived.It also suggests that it is necessary to improve the creativity ability of entrepreneurship education so that it can have a direct and meaningful influence on career preparation behavior. First of all, it is urgent to develop a qualitative evaluation index for entrepreneurship education in order to measure these effects. Therefore, further study is required to verify the various implications for future entrepreneurship education, as well as the implications that entrepreneurship education is indispensable for the preparation of university students' careers.

• Journal of Korea Foundry Society
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• v.30 no.3
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• pp.94-99
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• 2010

When the returned scrap of bulk amorphous alloy is remelted, impurities such as oxides and intermetallic compounds increase. Glass forming ability of its scrap is deteriorated remarkably. Melt fluxing technique is introduced to enhance the glass forming ability during melting and freezing of bulk amorphous alloys. Cu and Zr based alloys are chosen. Small pieces of these alloy scraps and $B_2O_3$ flux are put together in a quartz tube. Cyclic heating and cooling are done by induction heating and water quenching or air cooling. Melting fluxing was effective for both Cu-based and Zr-based alloy, and their glass forming abilities were improved with increasing the number of fluxing.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.656-662
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• 2013

Purpose: This study was to investigate the effects of a family nursing practicum using role play on emotional intelligence, communication ability, and family nursing performance of nursing students. Methods: Role play training was provided to nursing students who took a community health nursing practicum (family nursing practicum). During the course for 2 weeks, participants were given role play practice for four times and a final test using role play at the end of the course. Data were collected from 52 nursing students before and after the family nurse practicum who agreed to participate in this study. Results: The scores of emotional intelligence, communication ability, and family nursing performance at post test were enhanced significantly compared to the scores at pre test. Conclusion: Nursing educators in family nursing can consider role play to improve emotional intelligence and communication ability as well as family nursing performance.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.549-557
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• 2013

Purpose: The purpose of this study was to investigate the effects of self-directed learning ability and creativity on college adjustment in nursing students. Method: Data were collected by questionnaires from 148 nursing students in October, 2010. Collected data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson's correlation coefficient and stepwise multiple regression. Results: A positive correlation was found for college adjustment with self-directed learning ability and creativity. Self-directed learning ability and major satisfaction were significant predictors of college adjustment. The model explained 44.1% of the valuables. Conclusion: The results of this study suggest that self-directed learning be considered when developing strategies to increase college adjustment in nursing students.

• Research in Mathematical Education
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• v.13 no.1
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• pp.31-48
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• 2009

Utilizing the path analysis method, the study explores the relationships among the influential factors in mathematics modeling academic achievement. The following conclusions are drawn: 1. Achievement motivation, creative inclination, cognitive style, the mathematical cognitive structure and mathematics modeling self-monitoring ability, those have significant correlation with mathematics modeling academic achievement; 2. Mathematical cognitive structure and mathematics modeling self-monitoring ability have significant and regressive effect on mathematics modeling academic achievement, and two factors can explain 55.8% variations of mathematics modeling academic achievement; 3. Achievement motivation, creative inclination, cognitive style, mathematical cognitive structure have significant and regressive effect on mathematics modeling self-monitoring ability, and four factors can explain 70.1% variations of mathematics modeling self-monitoring ability; 4. Achievement motivation, creative inclination, and cognitive style have significant and regressive effect on mathematical cognitive structure, and three factors can explain 40.9% variations of mathematical cognitive structure.

• Education of Primary School Mathematics
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• v.8 no.1
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• pp.33-50
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• 2004

This study is intended to investigate the effect on the development of multiplicative thinking and multiplicative ability by teaching repeated addition, rate, comparison, area-array, and combination problems. Two research questions are established: first, is there any difference of multiplicative thinking between the experimental group(the modeling of problem situation learning group) and the control group(the traditional learning group)\ulcorner Second, is there any difference of multiplicative ability between the experimental group and the control group\ulcorner The treatment process for the experimental group is based on modeling problem situations for nine lesson periods. In order to answer the research questions the chi-square analysis was used for the first research question and the t-test was used for the second one. The findings are summarized as follows: there is no significant difference of multiplicative thinking be1ween the experimental and the control group but there is significant difference of multiplicative ability.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.2
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• pp.108-121
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• 2006

The purpose of this study is to develop and to test the program for the improvement of preservice teachers' critical thinking ability. The main research problems to achieve the purpose of research are as follows; first, is the program for the improvement of preservice teachers' critical thinking ability effective to improve the critical thinking skills of preservice teachers? Second, is the program for the improvement of preservice teachers' critical thinking ability effective to improve the critical thinking dispositions of preservice teachers? To evaluate the effect of the program, 30(15; experimental group: 15; control group) sophomores were selected in Pusan. The conclusions of this research are as follows; first, there is a significant difference between experimental group and control group for critical thinking skills test. Second, there is no significant difference between experimental group and control group for critical thinking dispositions test.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.237-253
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• 2001

This study examined the effects of the inquiry model on children's scientific thinking ability and processing skills. The experimental classroom of a kindergarten in Seoul was assigned the inquiry model while the control classroom was assigned general scientific education (N=48). Seventeen treatment sessions were applied to the experimental group. Tests to investigate the hypotheses included the Sink and Float Test and a new instrument developed by the researchers. Findings showed that preschoolers receiving the inquiry model of instruction gained higher scores in scientific thinking ability and processing skills than the preschoolers in the classroom using the general scientific education model. In sum, this study proved the superior effect of the inquiry model in developing children's scientific skills and ability.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.53-68
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• 2006

For this study of the writing performance of verbally gifted elementary and middle school students and its relations to home literary environment, reading attitude, perceived verbal ability, and preference for verbal expression, a sample of 101 verbally gifted children was recruited from classes in a gifted education institute in P metropolitan area. Results of path analyses show that verbally gifted children's home literary environment affects reading attitude and perceived verbal ability; reading attitude and perceived verbal ability affects preference for verbal expression; and preference for verbal expression directly affects writing performance. Results imply that the indirect relations of home literary environment to verbally gifted children's writing performance are an important foundation for developing preference for verbal expression and writing skills.

• Journal of Korean language education
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• v.28 no.4
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• pp.149-179
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• 2017

The purpose of this study was to establish a Korean reading ability assessment category based on a reading comprehension theory, and to establish an evaluation framework for Korean reading ability after creating the evaluation factors corresponding to each category through expert Delphi survey. The three levels of reading comprehension that were constructed are the following: language knowledge, text comprehension, and interpretation and comprehension of new ideas and application. This study suggested that constructs of Korean reading assessment reflected reading theory. This study has meaningful consequences which suggest verified constructs through Delphi surveys.