• Women's Health Nursing
• /
• v.6 no.1
• /
• pp.34-45
• /
• 2000

The study was to find whether the educational program contributed to increase of knowledge and self-efficacy of the postpartal primiparas. This study aimed at improvement of the educational effect for postpartal primiparas. The Subjects were 34 primiparas who were admitted to the obstetric ward in a University hospital from November 15th to December 9th, 1999. The Subjects were those who had no labor pain at the admission time, had no complications during labor and delivery and, gave birth to a healthy baby. They were tested on knowledge and self-efficacy two times, one at the admission time and prior to discharge. After the first test nurses in a maternity ward taught them on postpartal care. Two tools were developed by authors based on literature review. The test tool fr knowledge of postpartal car consisted of 23 items. The test tool for self-efficacy of postpartal care consisted of 16 items. Analysis of demographic data were analyzed with calculation of percentage. Score differences between the first test and the second test were analyzed with paired t-test. The Spss (Win 8.0) program was used for data analysis. The results are as follows. 1. There were not significant influencing general characteristics of primiparous to pre-educational knowledge. There were significant influencing general characteristics of primiparous to post-educational knowledge : occupation(t=13.04, p=0.00), postpartal education(t=5.51, p=0.02). 2. There were not significant influencing general characteristics of primiparous to pre-educational self-efficacy. There were significant influencing general characteristics of primiparous to post-educational self-efficacy : antenatal education(t=5.53, p=0.02) 3. Primiparas' knowledge of postpartal care increased significantly after education(t=13.04, p=0.00). 4. Primiparas' self-efficacy of postpartal care increased significantly after education(t=5.51, p=0.02). 5. Correlation between knowledge and self-efficacy was r=.360(p=0.03). We suggest follow-up studies to find whether primiparas' self-efficacy will last after discharge or not.

• Journal of Korean Public Health Nursing
• /
• v.31 no.3
• /
• pp.464-477
• /
• 2017

Purpose: This study was conducted to investigate factors affecting the dementia screening test based on the health belief model. Methods: The survey was conducted with structured questionnaires assessing the knowledge of dementia, health beliefs, self-efficacy and cue to action for dementia screening. Study participants were 156 older adults and data from 121 respondents were analyzed. Descriptive statistics, frequency percentage, chi-squared (${\chi}^2$) test, t-test and logistic regression analysis were conducted using SPSS version 23.0. Results: Factors influencing the dementia screening test were found to be gender, self-efficacy on dementia screening, and the presence of family or friends who underwent dementia screening. Older adults who were female (OR=4.92, p=.003), showed an increasing average score of self-efficacy for dementia screening (OR=2.85, p=.002), and had family members or friends who underwent dementia screening (OR=4.60, p=.003) were more likely to receive dementia screening. Conclusion: This study showed that education and programs enhancing self-efficacy associated with the dementia screening test, as well as utilizing the network of family or friends are necessary to increase the rate of dementia screening.

• Child Health Nursing Research
• /
• v.24 no.2
• /
• pp.119-127
• /
• 2018

Purpose: This study examined the effects of an empathy ability improvement program on empathy ability and parenting efficacy among mothers of elementary school students. Methods: This was a quasi-experimental study using a pre-test/post-test control group design. The experimental group (n=23) completed an empathy ability improvement program, while 22 mothers were assigned to the control group. Pre-test and post-test analyses were conducted using the empathy ability scale and parenting efficacy scale. The data were analyzed using the $x^2$ test and test independent t-test. Results: The experimental group showed a statistically significant improvement in empathy ability (t=2.79, d=4.48, p=.008) and parenting efficacy (t=2.87, d=0.89, p=.006) in comparison to the control group. Conclusion: The results of this study indicate that empathy education may be effective for improving empathy ability and parenting efficacy in mothers of school-age children.

• Education of Primary School Mathematics
• /
• v.23 no.2
• /
• pp.63-72
• /
• 2020

The purpose of this study is to develop a mathematics self-efficacy test tool for elementary school students based on the sub-factors of mathematical self-efficacy derived from current studies. In this study, I verified the validity and reliability of the test tool by statistically evaluating the results of applying the test tool to the 3rd-6th grade students. In this study, Principal Component Analysis was performed on the tool for measuring the self efficacy of mathematics for elementary school students. For the validity test, the mathematics anxiety status of the participants was measured. The mathematics anxiety who were known to have a negative correlation with the mathematical self efficacy. The mathematics self efficacy tool developed in this study consists of 16 items with three subcategories: master experience, social persuasions, and emotional and physiological state. The mathematical self efficacy test tool developed in this study is expected to provide grounds for diagnosing the mathematics self-efficacy status of elementary school students and looking for ways to improve it.

• Journal of Haehwa Medicine
• /
• v.17 no.1
• /
• pp.1-9
• /
• 2008

Purpose: This study was attempted to verify the effects of Tai Chi exercise on the depression and self efficacy of the patients with rheumatoid arthritis. Method: It employed a non-equivalent control group pre- and post-test design. The research instruments used in this study were depression and self efficacy. Thirty-two patients in the experimental group carried out 50 minutes of Tai Chi exercise for 12 weeks, and 29 patients in the control group did not. Before and after the experiment, both groups were tested for depression and self efficacy. Collected data were processed using the SPSS/WIN 10.0 program analyzing by the frequency, percentage, $X^2$- test, and t-test. Results: Depression significantly decreased in the experimental group. However the improvement in self efficacy of the rheumatoid arthritis patients was not statistically significant but slight enhancement was. Conclusion: Tai Chi exercise is an effective nursing intervention that can be used for rheumatoid arthritis patients.

• Journal of Korean Academy of Nursing
• /
• v.30 no.4
• /
• pp.1066-1077
• /
• 2000

The purpose of this study is to develop self-efficacy promotion program and to test its effects on self-efficacy, self-care, physiologic index of hemodialysis patients after applying this program to them. Preliminary study was carried out to identify the levels and types of self-care, self-efficacy of hemodialysis patients. To develop self-efficacy promoting program, several discussions with nursing professors and nurse specialists on hemodialysis patients were made after in-depth literature review on the area. Through these processes, the self-efficacy promoting program including 20 minutes long videotape and other counciling documents were completed. This videotape consisted of specific self-care techniques for hemodialysis patients including management of fistula, measurement of blood presure and body weight, special diets, medications, exercise and rest, management of physical problems and social adjustment. Two group equivalent pre and post test quasai-experimental research design was used in this study. The total subjects were 34 hemodialysis patients who received hemodialysis three time per week at 1 university hospital. Seventeen experimental group subjects were matched with control group subjects in sex and age. Data were analysed with the SPSS window program. Homogeniety between experimental and control group pretest data was tested by x$^2$ and t-test. There were no significanct differences in general characteristics, illness history, specific self-efficacy and self-care between the two groups. The differences of general self-efficacy of two groups were tested with the Repeated Measure ANCOVA because of significant differences of pretest data of general self efficacy between two groups. The differences of self-efficacy and self-care of two groups were tested with Repeated Measure ANOVA and the differences of physiologic indecies including blood potassium level and blood phosphorus level and interdialytic weight gain were tested by t-test. The results were as follows: 1. There was no significant difference in general self-efficacy between the two groups over four different time, and no interaction by groups and by time. 2. There was significant difference in specific self-efficacy between the two groups over four different time, and interaction by groups and by time. 3. There was significant difference in self-care between the two groups over four different time, and interaction by groups and by time. 4. There were no significant differences of blood potassium level and blood phosphorus level, but there was significant difference of interdialytic weight gain between the two groups. From the results above, it can be concluded that the self-efficacy promotion program for hemodialysis patients was effective to improve degree of specific self-efficacy and self-care and to decrease interdialytic weight gain. Considering results, the followings are recommended: 1) Repeated studies are needed for another hemodialysis patients. 2) This program can be used for improving degree of self-efficacy and self-care of hemodialysis patients by nurse practitioner and nurse educator.

• Journal of Korean Elementary Science Education
• /
• v.38 no.2
• /
• pp.173-190
• /
• 2019

The self-efficacy of pre-service teachers has been reported as a major factor in the instruction of the curriculum. In particular, considering the importance of science learning instruction for underrepresented students from the viewpoint of science education for all, pre-service elementary teachers' self-efficacy about science instruction for underrepresented students will be an important factor of science education for these students. The purpose of this study is to investigate the self-efficacy of pre-service elementary teachers in science instruction for underrepresented students. To this end, the science teaching and learning self-efficacy test tool (Lee & Im, 2010) was revised in accordance with the context of science teaching for underrepresented students into a total of 24 items using 5 Likert scales. Through using the test tool consists of 3 dimensions as Learning Efficacy, Teaching Efficacy and Outcome Expectancy, 81 pre-service elementary teachers were surveyed and the reliability of test tool was verified through factor analysis and assessing construct validity by using the responses. As a result of the analysis, setting 5 as the standard perfect score, the average score of self-efficacy per dimension was shown as 3.29 in Learning Efficacy, 2.89 in Teaching Efficacy, and 3.39 in Outcome Expectancy. We confirmed the tendency and difference of self-efficacy of the research objects according to their background factors in which direct and indirect experience relating to the science education for the underrepresented students. Also, we verified that pre-service elementary teachers' interest in science subject matter, teaching science and their perception of the value of science learning had significant relations with self-efficacy on science teaching for underrepresented students.

• Journal of the Korean Society of Physical Medicine
• /
• v.12 no.1
• /
• pp.121-129
• /
• 2017

PURPOSE: This study was conducted to determine the effect of dual-task training (based on the International Classification of Functioning, Disability, and Health; ICF) on walking ability and self-efficacy in individuals with chronic stroke. METHODS: 22 chronic stroke patients participated in this study. Participants were randomly allocated into either the single-task group (n=11) or the dual-task group (n=11). Both groups had physical training three a week for 4 weeks, and at a three-week follow-up. Outcome measures included the 10m walking test (10MWT), figure of 8 walk test (F8WT), dynamic gait index (DGI), and Self-efficacy scale. All data were analyzed using SPSS 18.0 for Windows. Between-group and within-group comparison were analyzed by using the Mann-Whitney U test and Wilcoxon singed-rank test respectively. RESULTS: In the dual-task group, the 10MWT, time and steps of F8WT, DGI, and self-efficacy showed significant differences between pre- and post-test (p<.05). The Changes between the pre- and post-test values of 10MWT (p<.05), DGI (p<.05), and self-efficacy scale (p<.05) showed significant differences between the dual-task group and single-task group. CONCLUSION: Participants reported improved walking ability and self-efficacy, suggesting that dual-task training holds promise in the rehabilitation of walking in chronic stroke patients. This study showed that ICF-based on a dual-task protocol contiributes to motor learning after chronic stroke.

• Journal of Korean society of Dental Hygiene
• /
• v.10 no.6
• /
• pp.1025-1035
• /
• 2010

Objectives : The purpose of this study was to identify correlation of personality preference, and achievement goal orientation, academic self-efficacy, test anxiety in selecting college students who majored in dental hygiene. This study also provides a basic data regarding personality for education of dental hygiene students. Methods : 192 students of S college who majored in dental hygiene were asked to answer the MBTI GS form, academic self-efficacy scale, achievement goal orientation scale and test anxiety scale during the month of May, 2009. The total of 160 copies were analyzed. MANOVA, independent-sample t-test were conducted. Results : 1. Looking at distribution of personality preference type of the students, extroversion type (63.1%) was more than introversion type(36.9%), sensing type(87.5%) was more than intuition type(12.5%), thinking type(54.4%) was more than feeling type(45.6%), judging type(59.4%) was more than perceiving type (40.6%) 2. In subscale of achievement goal orientation, performance approach level was higher in extroversion type than in introversion type. Performance avoidance level was lower in extroversion type than in introversion type. However, other preference personality type didn't show any significant difference in subscale of achievement goal orientation. 3. Academic self-efficacy was higher in extroversion type and thinking type than in introversion type and feeling type. There wasn't any significant difference between judging type and perceiving type, sensing type and intuition type. 4. In subscale of academic self-efficacy, confidence was higher in extroversion type than in introversion type. Task difficulty preference and self-regulated efficacy were higher in thinking type than in feeling type. 5. There wasn't any significant difference between personality preference type and test anxiety. Conclusions : Professor should find out difference between students through using information of preference personality and develop a teaching strategy that can encourage strength and make up weakness of each students.

• Child Health Nursing Research
• /
• v.26 no.3
• /
• pp.357-365
• /
• 2020

Purpose: The aim of this study was to investigate internet addiction among middle school students and to examine the mediating effects of social support in the relationships of self-efficacy and self-control with internet addiction. Methods: The participants in the study were 119 middle school students in J city. The measurements included a self-efficacy scale, a self-control scale, a social support scale, and the Internet Addiction Scale for Youth. Data were analyzed using the independent t-test or Mann-Whitney U test, one-way analysis of variance, the Scheffé test, Pearson correlation coefficients, and multiple-regression using SPSS version 22.0. Mediation effects were analyzed by the Sobel test and Baron and Kenny's hierarchical analysis technique. Results: Significant correlations were found among self-efficacy, self-control, and internet addiction. Social support had partial mediating effects in the relationship between self-efficacy and internet addiction, as well as in the relationship between self-control and internet addition. Conclusion: In order to prevent internet addiction, the promotion of interactions among peers, which is a component of social support, is particularly important. It is also necessary to promote face-to-face activities that can strengthen relationships. The findings suggest that intensifying social support may help reduce the level of internet addiction in middle school students.