• Education of Primary School Mathematics
• /
• v.17 no.2
• /
• pp.95-111
• /
• 2014

The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson's product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students' math creative problem-solving ability.

• Journal of Gifted/Talented Education
• /
• v.21 no.3
• /
• pp.773-796
• /
• 2011

This study examined the thinking styles of scientifically gifted students on the basis of Sternberg's theory of mental self-government, and the relationship between thinking styles and self-regulated learning ability of the students and their scientific inquiry ability by the different types of thinking styles. 110 middle school students who belonging to the university science-gifted education center participated in this study. 13 thinking styles were postulated that fall along 5 dimensions which are functions, forms, levels, scopes and leanings of the mental self-government. Scientifically gifted students responded to the Thinking Style Inventory (TSI) that standardized Korean version, Self-regulated Ability Inventory and Test of Science Inquiry Skills Inventory (TSIS). The results indicated that scientifically gifted students prefer legislative, liberal, external, hierarchical and judical thinking styles, rather than conservative style. This result also showed that subscales of thinking styles were significantly correlated with self-regulated learning ability and scientific inquiry ability. The legislative style, hierarchical style, local style and liberal style were significant predictors of self-regulation learning ability. The legislative style was significant predictor, whereas oligarchic style was negative predictor of scientific inquiry ability. The results of k-means clustering analysis and MANOVA showed that the self-regulated learning ability and scientific inquiry ability were significantly correlated with the pattern and level of thinking style.

• Journal of Industrial Convergence
• /
• v.20 no.10
• /
• pp.169-176
• /
• 2022

The purpose of this study is to verify the effect of positive psychological capital of fitness center trainers on emotional labor and job ability. For this purpose, as a convenient sampling method, 265 questionnaires were conducted by directly visiting a fitness center in the metropolitan area, and item analysis, validity analysis, reliability analysis, correlation analysis, and multiple regression analysis were applied to the collected data. As a result of the analysis, the following conclusions were obtained. First, in the relationship between positive psychological capital and emotional labor, it exerted a meaningful influence on hope and optimism in deep acting and superficial acting. Next, in the relationship between positive psychological capital and job competency, leadership ability is self-efficacy, hope, management ability is optimism, hope, counseling ability is hope, optimism, self-efficacy, PR ability is self-efficacy, optimism, and program operation ability is optimism. exerted a significant influence on elasticity. In relation to emotional labor and job competency, counseling ability exerted a significant influence only in deep acting, and in leadership ability, management ability, PR ability, and program operation ability, deep acting and surface acting exercised a significant influence. In the future, it is necessary to study the characteristics and properties of trainers as emotional labor and follow-up studies on improvement measures.

• Journal of Fisheries and Marine Sciences Education
• /
• v.27 no.5
• /
• pp.1395-1403
• /
• 2015

The purpose of this research is to investigate the difference across children's grades in the ambiguous idiom comprehension, the relation with the ambiguous idiom comprehension and language, perspective-taking ability, and what the factors which can influence to comprehend the ambiguous idioms is. 70 elementary school students from 1st grade to 6th grade participated in this study. They were classified with 3 groups, A(1st-2nd grade), B(3rd-4th), C(5th-6th) group and tested in the ambiguous idiom comprehension, receptive vocabulary, problem-solving and perspective-taking. Results of this study are followed. First, there was a significant difference in three groups in the ambiguous idiom comprehension task. And there was significant difference between A group and B, C but not between B and C. Second, in relation with the ambiguous idiom and language ability, perspective-taking ability, there was positive relation with the ambiguous idiom comprehension and them. Finally, the factors which can influence to comprehend the ambiguous idioms is the receptive vocabulary ability, cue-assumption and resolution-inference ability in problem-solving. And the 3 factors explain 65.3% of ambiguous idiom comprehension ability.

• Journal of Korean Elementary Science Education
• /
• v.17 no.2
• /
• pp.103-111
• /
• 1998

The purpose of this study was to investigate the relationship among spatial ability, learning styles, visual-perception- recall abiltiy, and the conceptual construction of the earth and moon's motion. Four paper-and-pencil tests were used to measure students' cognitive variables. Spatial ability was measured by Spatial Visualization Test, visual-perception-recall ability was measured by Rey's Figure which also have used to test visual- perception-recall ability of right-temporal lobes, and VVT were used to investigate students' learning styles. further, the test of concept construction was consisted of 15 items about the earth and moon's motion developed by researcher One hundred and twenty-seven 6th-, one hundred and sixteen 7th-, eighty-seven 9th-grade, ninety-three college students were participated in the investigation of the effects of age and learning style on conceptual construction. In the analysis of students' performances, spatial ability, visual-perception-recall ability, and conceptual achievement showed an increasing pattern with grading. In addition, visual learner's conceptual achievement showed a significantly higher score on conceptual test than verbal learner's(p<0.05). The results of the present study supported tile hypothesis that learning styles would differently influence to learning atmospheric concepts by students'learning styles. This study also indicated to be considered the students' spatial ability in learning atmospheric concepts.

• Journal of Korean Academy of Nursing Administration
• /
• v.21 no.4
• /
• pp.426-434
• /
• 2015

Purpose: The purpose of this study was to identify the relationship among the factors of self-awareness, other-awareness and communication ability, and how they relate to communication ability in nursing students. Methods: For data collection 237 nursing students completed self-report questionnaires. Data were analyzed using independent t-test, one-way ANOVA, Pearson correlation coefficients, and stepwise multiple regression. Results: Self-awareness, other- awareness and communication ability of the participants showed moderate levels of self-awareness, other-awareness, and communication ability. There were significant positive correlations between self-awareness and communication ability (r=.59, p<.001). and between other-awareness and communication ability (r=.22, p=.001). Social anxiety, private self-awareness, and internal other-awareness were significant factors, which explained about 37% of the variance in communication ability. Conclusion: These findings suggest that a systematic and effective curriculum focused on self-awareness and other-awareness should be developed for nursing students in order to promote their communication ability.

• Journal of Korean Elementary Science Education
• /
• v.30 no.2
• /
• pp.178-188
• /
• 2011

This study was to find the effects of science activity activating spatial ability on spatial ability and creativity of the elementary school students. The survey was conducted with 30 second grade students in one class of "J" elementary school located in "C" City, Chungcheong-bukdo province. The students were taught with the program of science activity activating the spatial ability. According to the result, the science activity had significantly influence on the improvement of spatial ability of the elementary school students. It had also significantly influence on the improvement of spatial relationship ability. The science activity was also effective in the improvement of creativity, and especially in the subdomain of originality and sensitiveness. The students who has right brain preference showed much more improvement in the spatial ability compared to left brain preference students after science activity class. However there is no difference between the students who had the right brain preference and left brain preference in the creativity.

• Educational Technology International
• /
• v.13 no.2
• /
• pp.283-312
• /
• 2012

Problem-solving ability is one of the most important learning outcomes for students to compete and accomplish in a knowledge-based society. It has been empirically proven that visualization plays a central role in problem-solving. The best performing problem-solver might have a strong visualization tendency. However, there is little research as to what factors of visualization tendency primarily related to problem-solving ability according to phases of problem-solving. The purpose of this study is to identify the relationship between visualization tendency and problem-solving ability, to determine which factors of visualization tendency influence problem-solving ability in each phase of problem-solving, and to examine different problem-solving ability from the perspective of the levels of visualization tendency. This study has found out that visualization tendency has a significant correlation with problem-solving ability. Especially, Generative Visualization and Spatial-Motor Visualization as sub-visualization tendency were more strongly related to each phase of problem-solving. It indicates that visualization tendency to generate and operate mental processing can be considered a major cognitive skill to improve problem-solving ability. Furthermore, students who have high visualization tendency also have significantly higher problem-solving ability than students with low visualization tendency. It shows that the levels of visualization tendency can predict variables related to students' problem-solving ability.

• Journal of Engineering Education Research
• /
• v.23 no.6
• /
• pp.17-26
• /
• 2020

In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

• The Journal of the Korea Contents Association
• /
• v.11 no.7
• /
• pp.179-191
• /
• 2011

This study aims to elucidate the relationship between the characteristics of adult learners and flow in cyber-class along with relationships among flow, stress, and problem-solving ability. The research subjects were 1044 enrolled students at Cyber University located in Seoul through voluntary on-line questionnaire. The analysis is following: The components of flow on cyber-class including enjoyment, engagement, focused attention, and time-distortion show the significant difference upon the characteristics of adult learners such as school grade, age, marital status, and number of registered classes. In addition, the flow on cyber-class has the negative relationship with stress and the positive relationship with problem-solving ability. To improve the level of flow on cyber-class, it is important to develop the new on-line class and class materials with the consideration of characteristics and diverse backgrounds of adult learners. The incorporation of various interactive evaluation can also improve the flow level of adult learners in cyber class. Finally, the learning counselling service might be essential for adult learners to experience flow on cyber-class.