• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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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.

• 성인간호학회지
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• 제27권6호
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• pp.624-633
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• 2015

Purpose: This study was to develop and test a theoretical model based on the revised health belief model explaining osteoporosis prevention behaviors among postmenopausal women under 65. Methods: This secondary data analysis included 342 postmenopausal women under 65 from original data sources of a total of 734 women. The measured instruments were scales for osteoporosis awareness, osteoporosis health belief scale (benefit, barrier, susceptibility, severity, and health motivation), self-efficacy, and osteoporosis prevention behaviors. Data were analyzed using SPSS/WIN 20.0 and AMOS 20.0. Results: The mean age of the subjects was 55.2 years and the mean age of menopause was 51.10. The hypothetical model of osteoporosis prevention behaviors was relatively fit. Osteoporosis prevention behaviors were significantly explained up to 62% by expectation factors (relative benefit, self-efficacy, health motivation) and modifying factors(knowledge only). Expectation factors of health belief had a mediation effect between modifying factors and prevention behaviors. Conclusion: This study partially supported the revised health belief model for explaining osteoporosis prevention behaviors. It provides a basis for developing an educational program focusing on expectation factors and knowledge with the aim of behavioral changes for osteoporosis prevention.

• 대한수학교육학회지:수학교육학연구
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• 제25권4호
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• pp.599-615
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• 2015

교사의 교육철학은 학교 현장의 교육에 있어서 중요한 역할을 함에도 불구하고, 현 교사 양성 교육과정에서는 교사의 교육철학이 소홀하게 다뤄지고 있다. 교직과목에서 뿐만 아니라 교과교육학 과목에서도 교사의 교육철학이 비중 있게 다뤄질 수 있도록 교육과정을 개선하기 위해서는 우선 예비 교사들의 교육적 신념에 대해 살펴보는 것이 필수적이다. 따라서 본 연구는 수학 예비 교사의 교육 철학과 그것의 하위 영역을 살펴본 후 그 영역들 간의 관계에 대해 논하고자 한다. 수학 교사의 교육철학과 관련한 기존의 연구들은 주로 '교사의 신념'에 대한 것이었으며 연구 방법으로는 설문이나 질문지를 통한 연역적 접근이 대부분이었다. 이 연구들은 공통적으로 수학 교사의 신념을 '수학 본질에 대한 신념', '수학 교수 방법에 대한 신념', 그리고 '수학 학습 방법에 대한 신념'의 세 가지 영역으로 구분하였다. 이렇듯 교사 신념에 대한 세 가지 영역의 구분이 점차 고착화되었고 그 외의 다른 영역이 존재하는가에 대한 연구는 미미하였다. 수학 예비 교사들의 자유 글쓰기를 귀납적인 질적 분석을 통하여 살펴본 결과, 기존의 연구에서 지적되었던 세 가지 영역 외에 '수학 교사의 역할에 대한 신념'과 '수학 교육의 목적에 대한 신념', 그리고 '교직(수학 교사)에 대한 직무 동기' 등이 추가적으로 드러났다. 또한 이 영역들 간에는 유기적인 연관성이 나타났으며 특히 '수학 교육의 목적에 대한 신념'과 '교직의 직무 동기' 영역이 다른 영역에 영향을 미치는 경향을 보였다. 이는 수학 예비 교사들이 가지는 교육 신념의 하위 영역들 간에 독립적 병렬적 관계 외에 원인 결과의 수직적 관계 또한 존재함을 의미한다. 본 연구의 결과는 앞으로 수학 교과 교육학의 과목에서 예비 수학 교사들을 위한 교육철학이 어떻게 다뤄져야 할지에 대해 연구적 교육적 함의를 제공하고 있다.

• 수산해양교육연구
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• 제26권2호
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• pp.345-356
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• 2014

The purpose of this study was to identify the knowledge level of human papilloma virus and performance of anti-cervical cancer vaccine among health college student in Korea. A quantitative, descriptive design was used to study 471 students in Ulsan, recruited from April 1 to May 30, 2011. The data were analyzed SPSS program, using descriptive statistics, t-test and ANOVA. The percentage of the participants who received HPV vaccination was 4.0%. The average level of health belief and knowledge about human papilloma virus were 3.05, 5.01 points. Therefore, it is needed to reduce HPV infection through concrete educational programs and advertisement. Also, this educational programs need to include strategies the knowledge of human papilloma virus.

• 성인간호학회지
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• 제13권4호
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• pp.551-559
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• 2001

Purpose: The purpose of this study is to identify predicting factors of the performance of breast self-examination (BSE) among Korean middle-aged women based upon the Health Belief Model. Method: A descriptive design was used for this study. A total of 309 convenience samples were recruited from Yonsu-Gu, Inchon. The Champion's Health Belief Model Scale was used to measure the health belief related variables of susceptibility, severity, benefits, barriers, confidence, and health motivation. The performance of BSE asked of it was as ever or never performed during the last year. The obtained data were analysed using descriptive statistics, $\chi^2$-test, t-test, and logistic regression. Result: Results showed that 32% had ever BSE last year. Age and BSE education among demographic characteristics were significantly associated with the performance of BSE. Thus, these demographic variables were added to the logistic regression analyses with the health belief variables. As a result, age, BSE education, health motivation, and confidence significantly explained the performance of BSE. Conclusion: This study suggests that it is important that the development of BSE educational programs increase confidence and motivation, particularly for middle aged-Korean women.

• 한국치위생학회지
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• 제15권5호
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• pp.873-880
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• 2015

Objectives: The aim of the study was to investigate the attitude and influencing factors toward basic life support in the dental hygienists. Methods: A self-reported questionnaire was completed by 218 dental hygienists in Gwangju. The questionnaire consisted of the general characteristics of the subjects and attitude toward basic life support (BLS). The attitude included cognitive belief, behavioral components, and emotional components. The data were analyzed by independent t-test, one-way ANOVA and multiple regression analysis by using IBM SPSS 21.0 program. Results: The cognitive belief, behavioral component, and emotional components of attitude toward BLS had higher scores in those who were between 34-34 years old and had more than 10 years of career. Most of them worked in dental clinic and did not earn the BLS certificate. There were positive correlations between the cognitive belief, behavioral components, and emotional components toward BLS. By the regression analysis, cognitive belief toward BLS was positively associated with educational experience within a year, behavioral components, and emotional components. The behavioral components were associated with working between 5-10 years in dental clinic and the emotional components. Conclusions: The attitude toward BLS in the dental hygienists was low in cognitive belief, behavioral components, and emotional components. Therefore, BLS education must be expanded to the dental hygienists.

• 한국치위생학회지
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• 제13권4호
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• pp.623-629
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• 2013

Objectives : The aim of the study is to investigate the health belief model affecting the oral health behavior in elementary school students by applying health belief model. Methods : Subjects were 216 elementary school students including 6th grade 103 boys and 113 girls in Gyeonggi-do from February 1 to February 28, 2013. They completed self-reported questionnaires after receiving informed consents. Results : Oral health belief model showed cues to action($20.39{\pm}3.11$), benefits($19.63{\pm}3.37$), self-efficacy($16.62{\pm}2.60$), severity($14.53{\pm}3.94$), susceptibility($14.31{\pm}4.62$), and barrier($11.74{\pm}3.85$). Oral health belief revealed the lower the level of barrier(p=0.004) and the higher cues to action, Benefits and self-efficacy were the best oral health behavior(p=0.000). The most influencing factors of oral health belief were self-efficacy(0.267) and Cues to action(0.239). Conclusions : Children's oral health belief is associated with oral health behavior. children's self efficacy and cues to action toward oral care influenced on oral behavior. It is important to enhance the recognition toward self efficacy and cues to action by following recommended behavior and effective health educational program.

• 공학교육연구
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• 제16권2호
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• pp.50-57
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• 2013

공학 교육에서 물리학의 중요성에도 불구하고, 실제로 공과대학 학생의 물리학습 수행과 관련된 연구는 비교적 적은 편이다. 물리학습의 수행과 관련된 선행연구 결과에 의하면 물리학습에 대한 인지적 신념과 동기 신념은 물리학습에 강하게 영향을 미친다. 본 연구는 공과대학 학생의 물리학습에 대한 인지적 신념과 동기 신념에 대한 교수자의 기대와 공과대학 학생의 인식 비교를 통해서, 교육적 시사점을 얻고자 하였다. 물리학습에 대한 인지적 신념과 동기 신념의 5가지 하위 차원 중에서, 교수자의 기대와 공과대학 학생의 인식에서 가장 큰 차이를 보인 차원은 기대 차원이었다. 교수자들은 공과대학 학생들이 물리학습에 대해서 자신감을 가지기를 바라는데 비해서, 학생들의 자신감과 기대는 낮은 수준이다. 공과대학 학생에게 물리학을 가르치는 교수자는 이러한 차이를 인식하고, 신념적 측면의 정의적 영역에 관심을 가지고 지도할 필요가 있다. 또한, 공과대학 학생의 물리학습 수행에서의 과제 수행 능력에 대한 신념, 물리학에 대한 목적, 중요성, 흥미 등을 이끌 수 있는 교수 학습 전략을 고안할 필요가 있다.

• 한국수학교육학회지시리즈A:수학교육
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• 제24권2호
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• pp.105-116
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• 1986

For any thought and knowledge, its growth and development has close relation with the society where it is developed and grow. As Feuerbach says, the birth of spirit needs an existence of two human beings, i. e. the social background, as well as the birth of body does. But, at the educational viewpoint, the spread and the growth of such a thought or knowledge that influence favorably the development of a society must be also considered. We would discuss the goal and the function of mathematics education in relation with the prosperity of a technological civilization. But, the goal and the function are not unrelated with the spiritual culture which is basis of the technological civilization. Most societies of today can be called open democratic societies or societies which are at least standing such. The concept of rationality in such societies is a methodological principle which completes the democratic society. At the same time, it is asserted as an educational value concept which explains comprehensively the standpoint and the attitude of one who is educated in such a society. Especially, we can considered the cultivation of a mathematical thinking or a logical thinking in the goal of mathematics education as a concept which is included in such an educational value concept. The use of the concept of rationality depends on various viewpoints and criterions. We can analyze the concept of rationality at two aspects, one is the aspect of human behavior and the other is that of human belief or knowledge. Generally speaking, the rationality in human behavior means a problem solving power or a reasoning power as an instrument, i. e. the human economical cast of mind. But, the conceptual condition like this cannot include value concept. On the other hand, the rationality in human knowledge is related with the problem of rationality in human belief. For any statement which represents a certain sort of knowledge, its universal validity cannot be assured. The statements of value judgment which represent the philosophical knowledge cannot but relate to the argument on the rationality in human belief, because their finality do not easily turn out to be true or false. The positive statements in science also relate to the argument on the rationality in human belief, because there are no necessary relations between the proposition which states the all-pervasive rule and the proposition which is induced from the results of observation. Especially, the logical statement in logic or mathematics resolves itself into a question of the rationality in human belief after all, because all the logical proposition have their logical propriety in a certain deductive system which must start from some axioms, and the selection and construction of an axiomatic system cannot but depend on the belief of a man himself. Thus, we can conclude that a question of the rationality in knowledge or belief is a question of the rationality both in the content of belief or knowledge and in the process where one holds his own belief. And the rationality of both the content and the process is namely an deal form of a human ability and attitude in one's rational behavior. Considering the advancement of mathematical knowledge, we can say that mathematics is a good example which reflects such a human rationality, i. e. the human ability and attitude. By this property of mathematics itself, mathematics is deeply rooted as a good. subject which as needed in moulding the ability and attitude of a rational person who contributes to the development of the open democratic society he belongs to. But, it is needed to analyze the practicing and pursuing the rationality especially in mathematics education. Mathematics teacher must aim the rationality of process where the mathematical belief is maintained. In fact, there is no problem in the rationality of content as long the mathematics teacher does not draw mathematical conclusions without bases. But, in the mathematical activities he presents in his class, mathematics teacher must be able to show hem together with what even his own belief on the efficiency and propriety of mathematical activites can be altered and advanced by a new thinking or new experiences.

• 동서간호학연구지
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• 제19권1호
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• pp.37-45
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• 2013

Purpose: The purpose of this study was to investigate the level of knowledge, health belief, and self-efficacy affecting on breast self-examination (BSE), and to identify factors influencing the practice of BSE of women in their 30's and 40's. Methods: With a correlation survey design, 194 women in their 30's and 40's were recruited at 4 culture centers in Busan via convenience sampling. Measures were included with knowledge, health belief, and self-efficacy for breast self-examination and level of BSE practice. Results: Level of knowledge, health belief and self-efficacy for BSE were greater than medium level. BSE practice had positive correlations with subscales of health belief, except barrier and self-efficacy, but no relationship with knowledge. Self-efficacy, sensitivity, and benefit among the entered variables were significant factors influencing the practice of BSE, and explanatory power of these variables was 32.8%. Conclusion: Based on this study, studies are required to compare through repeated research according to age, education, occupation, environmental characteristics. In addition, to maximize the educational effect, development of the educational program in conjunction with the local community to increase breast self-examination practice and research about the effectiveness are needed.