• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.379-402
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• 2022

The purpose of this study was to verify the effectiveness of the employee metacognition and it's positive effect on employee agility. Also it aims to investigate the mechanism through the cascading multi-mediating effect through the role breadth self-efficacy and learning agility in such a relationship. In order to solve the common-method bias, independent and dependent variables were measured with time lag, and the relationship between variables was clearly verified by applying the position and the length of time worked with the supervisor as control variables. In testing the hypothesis, 478 questionnaires collected from whom worked at the company has more than 300 office workers in various industries were analyzed. As the result, firstly metacognition had a significant positive(+) effect on employee agility. Second, role breadth self-efficacy was found to positively mediate the relationship between metacognition and employee agility. Third, learning agility was found to mediate metacognition and employee agility positively(+). Fourth, metacognition serially mediates role breadth self-efficacy and learning agility, and the positive(+) effect on employee agility was verified. In addition, metacognition had a greater effect on member agility when passing through role breadth self-efficacy and learning agility rather than the direct effect on employee agility.

• Journal of Industrial Convergence
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• v.20 no.12
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• pp.203-211
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• 2022

This study is a descriptive research study to investigate the mediating effect of self-leadership in the relationship between metacognition and proactivity of problem solving and the effect of metacognition on proactivity of problem solving of nursing students. 194 fourth-year nursing students who experienced in-school simulation practice at a university were selected as subjects for the study. Data were collected from September to December 2021 using a structured questionnaire. The collected data were analyzed by descriptive statistics, correlations and parametric regression using the SPSS 22.0 program. It was found that metacognition and problem-solving proactiveness and self-leadership had a quantitative correlation, and it was analyzed that metacognition and self-leadership had a significant effect on problem-solving proactiveness. Also, it was found that self-leadership is partially mediated in the relationship between metacognition and problem-solving proactiveness. According to the results of this study, it is necessary to develop a program that can improve the elements of metacognition and self-leadership in order to increase the problem-solving activity of nursing students through problem-centered learning integrated simulation education.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.719-739
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• 2011

The purpose of this study was to find the effect of the astronomical learning program using SGIM on metacognition and science process skills in the elementary scientific gifted students. For this purpose, this research developed the astronomical learning program using SGIM. This program was totally consisted 9 lessen. there was 6 part in this program. It contained select the subject and small grouping (step 1-2), planing inquiry (step 3), doing inquiry (step 4-6), making a report (step 7), announcing (step 8), evaluation (step 9). To find the effect of the astronomical learning program using sgim on metacognition and science process skills in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class (3rd grade) of an elementary school located in Ulsan. First, metacognition test and science process skills test was used to find the effect of the astronomical learning program using SGIM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, the astronomical learning program using SGIM was a positive effects on metacognition of the elementary scientific gifted students (t=3.371, p=.001). Second, the astronomical learning program using SGIM was a positive effects on science process skills of the elementary scientific gifted students (t=3.104, p=.021). According to this research, the astronomical learning program using SGIM was verified to improve metacognition and science process skills on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• The Journal of Korean Association of Computer Education
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• v.20 no.5
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• pp.61-68
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• 2017

The purpose of this study is to develop and validate the effects of the software education contents for enhancing metacognition of the cognitive issues that improve the creative problem solving ability. The experimental group was taught by entry programming class using the software education contents developed in this study while the control group was taught by traditional method for entry programming. To confirm the changes of two groups, metacognitive post t-test was performed and compared with pre t-test results. The analysis result of the post t-test showed the following: There are statistically significant differences between the experimental group and the control group at a significance level of 0.05 for the interest of the experimental group. Therefore it was confirmed that the programming classes using software contents is effective in improving the metacognition of students.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.519-528
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• 2009

The purpose of this study was to investigate the effect of social interaction on metacognition, learning motive and academic achievement in elementary science learning. The science lessons emphasizing social interactions that is applied to this study was comprised of 5 stages, 'introduction', 'inquiry activity', 'small group emergent activity', 'large group emergent activity', 'conclusion and assessment'. The results of this study were as follows: First, applying the learning model emphasizing social interaction to the experimental group led to a significant difference between the result of the pre- and post-test, regarding metacognition, especifically those of declarative knowledge. And meaningful difference was drawn from the results of all elements in the lower category of regulation of cognition between the experimental and comparison group. Second, a significant difference was found between the pre- and post-test regarding learning motive, especially those of attention, relation, and self-confidence. Third, after applying the learning model emphasizing social interaction to the science classes of the experimental group, students' academic achievement improved significantly in the post-test, compared to the results of pre-test.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6832-6838
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• 2015

The purpose of this study was to identify the effect of simulation-based program on self-directed learning ability, metacognition and clinical competence for nursing students. The subjects were 88 students enrolling in the simulation-based practice. Simulation-based program included team based pre-discussion, taking a simulation and being debriefed during 12 weeks. After the subjects had participated in the simulation-based program, they showed statistically significant higher self-directed learning ability(t=4.270, p<.001), metacognition(t=4.435, p<.001) than before. However, there was no significant change in clinical competence. Therefore, facility of self-directed learning ability, metacognition and clinical competence for nursing students needs to develop and operate more systematic simulation-based program.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.349-357
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• 2018

The purpose of this study was to identify the self-determination motivation on learning flow by college nursing students and the mediation effects of metacognition. A sample of 145 subjects were recruited from two university in G city. And data were collected from Nov 21 to Nov 30, 2016. Data were analyzed using with SPSS 22.0. The factors affecting the learning flow were self-determination motivation, planing and monitoring of metacognition, sex and explanatory power was 66.3%. All of the metacognition factors had a partial mediating effect in the relationship between self-determination motivation and learning flow. This study is to provide basic data to develop the nursing education method to improve learning flow in the field where self regulated learning is increasing.

• Journal of the Korean Applied Science and Technology
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• v.38 no.4
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• pp.931-940
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• 2021

The purpose of this research is to identify how the metacognition and learning motivation of nursing students affect problem-solving ability. The subjects of this study were 160 students attending nursing universities, and the data were collected from 20 January to 10 March 2021. Data were analyzed using the SPSS/WIN 24.0 program. As a result of this study, there was a significant positive correlation between problem-solving ability, metacognition (r=.44, p<.001), and learning motivation(r=.45, p<.001). factors affecting the problem-solving ability of nursing students were identified in order of learning motivation, metacognition. Based on the results of this study, it is hoped that programs will be developed and applied to improve the problem-solving ability of nursing students.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.199-207
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• 2010

This paper is proposed to present elementary algorithmic thinking-based Squeak E-toy programming problems for flowchart-based programming educations without programming languages in elementary programming educations. Furthermore, this paper proves the validity and effects of developed Squeak E-toy programming problems through measurement analyses of metacognition and GALT logical thinking ability experiments by comparing with the language-based traditional programming education.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.111-119
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• 1998

So far the studies on mathematical problem-solving education have failed to realize the anticipated result from students. The purpose of this study is to examine the reasons from the metacognitional viewpoint, and to think of making meta-items which enables learners to study through making effective use of the meaning of problem-solving and through establishing a general, well-organized theory on metacognition related to mathematic teaching guiedance. Metacognition means the understanding of knowledge of one's own and significance in the situation that can be reflection so as to express one's own knowledge and use it effectively when was questioned. Mathematics teacher can help students to learn how to control their behaviors by showing the strategy clearly, the decision and the behavior which are used in his own planning, supervising and estimating the solution process himself. If mathematics teachers want their students to be learners not simply knowing mathematical facts and processes, but being an active and positive, they should develop effective teaching methods. In fact, mathematics learning activities are accomplished under the complex condition arising from the factors of various cognition activities. therefore, mathematical education should consider various factors of feelings as well as a factor as fragmentary mathematical knowledge.