• The Journal of Korean Academic Society of Nursing Education
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• v.30 no.3
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• pp.232-241
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• 2024

Purpose: The purpose of this study was to analyze the influence of self-directed learning ability and self-leadership on the learning satisfaction and academic achievement of nursing students who experienced blended learning. Methods: This research was conducted from June 29 to July 17, 2023, targeting nursing students from three universities in Seoul, Gyeonggi, and Incheon who had experienced blended learning. The collected data were analyzed using a independent t-test, ANOVA, Pearson's correlation coefficient, and multiple regression utilizing IBM SPSS 25.0. Results: Self-directed learning ability, self-leadership, learning satisfaction, and academic achievement were all found to have positive correlations. The research variables that showed a significant effect on learning satisfaction were self-directed learning ability (β=.34, p<.001) and self-leadership (β=.19, p=.041), and the explanatory power was 28.0%. The research variable that showed a significant effect on academic achievement was self-directed learning ability (β=.56, p<.001), with an explanatory power of 40.0%. Conclusion: To effectively apply blended learning to nursing students in the rapidly changing field of nursing education, it is important to analyze learner factors such as self-directed learning ability and self-leadership. Continuing research is needed to explore the learner factors that influence learning satisfaction and academic achievement, and systematic educational programs that can improve these factors will have to be applied.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.149-160
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• 2022

Comparative studies using large-scale data such as TIMSS, PIRLS, and PISA inform us of the effectiveness of each educational system. Even though samples in the large-scale studies were representative, admitting potential discrepancy when applying the findings of the large-scale studies to local educational system is still needed. This study examines the structural relationship among students' attitude towards science, learning support from teachers, school life, and science academic achievement with both large-scale data and local comparative study data utilizing same variables. Responses on the TIMSS 2019 of 5,554 Korean seventh-grade students and National Assessment of Educational Achievement (NAEA) 2019 of 6,365 third-grade middle school students were used. The results indicate that: a) school life did not affect the science achievements in both data. However, in NAEA 2019, students' attitude mediated the relationship between school life and science achievement; b) learning support from teachers had a significant impact on TIMSS science achievements, and also had positive effect on achievement through students' attitude in TIMSS. On the other hand, learning support had a positive effect on achievement only when student's attitude mediated the relationship in NAEA; c) students 'attitude toward science had positive effect on science achievement on both data; d) the impact of gender was different on school life, academic achievement, students 'attitude towards science, and learning support from teachers on both data; and e) the impact of the number of books differed as well. There were differences in results between the international and domestic research, which inform us that we need to pay attention when interpreting the domestic environment through the results of international research.

• Journal of Korean Society on Water Environment
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• v.31 no.6
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• pp.732-738
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• 2015

Water quality in four major river basin in Korea was managed with Total Maximum Daily Load (TMDL) System. The unit watershed in TMDL system has been evaluated with Target Water Quality (TWQ) assessment using average water quality, without considering its volume of water quantity. As results, although unit watershed are obtained its TWQ, its allocated loads were not satisfied and vice versa. To solve these problems, a number of TWQ assessments with using Load Duration Curve (LDC) have been studied at other watersheds. The purpose of this study was to evaluate achievement of TWQ with Flow Duration Curve (FDC) and Load Duration Curve(LDC) at 26 unit watersheds in Han river basin. The results showed that achievement rates in TWQ assessment with current method and with LDC were 50~56 % and 69~73%, respectively. Because of increasing about 20% of achievement rates with using LDC, the number of exceeded unit watershed at Han river Basin was decreased about 4~6 unit watersheds.

• Journal of Fashion Business
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• v.16 no.5
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• pp.178-191
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• 2012

This paper is purposed to study on the relationship of learning style, professor image, academic achievement in cosmetology majoring college students, and to find the effective education methods of them. The research methods are survey with 400 persons & statistics analysis such as frequency, factor, regression analysis, using SPSS V.14. The results are as belows; 1. Learning styles are divided by (1) shirker, (2) participate, (3) stand-alone, (4) dependent, (5) cooperative, (6) competitive, and professor images are divided by (1) professor ability, (2) professor relationship. 2. There is a relationship in learning styles and professor images. Especially cooperative, participate, dependent valued professor ability, shirker devalued it and cooperative, stand-alone, dependent, competitive valued professor relationship, shirker devalued it. 3. There is a relationship on learning styles and the academic achievement. participate, stand-alone, dependent achieve in high glades and shirker, cooperative low ones. 4. There is a no valid relationship with professor images and the students' academic achievement. 5. The conclusion are; there are the relationship of learning style, professor image, academic achievement in cosmetology majoring college students. So shirker need endless motive giving program, participate personal record management system, dependent creative motivating program, participate class attractive factors, stand-alone learner centered program.

• Korean Journal of Child Studies
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• v.11 no.1
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• pp.100-114
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• 1990

The present research investigated scholastic self-concepts and attribution tendencies of institutionalized children in comparison with home-reared children. The subjects were 286 institutionalized and 327 home-reared fifth. sixth, seventh, and eighth grade children. Instruments were the Scholastic Self-Concept Test(Park. Lee. & Cho. 1980). the Attribution Tendency Test(Lee, 1983) and a questionnaire constructed by the researcher. Data were analyzed by ANOVA. Duncan's Test of Multiple Comparsion, and product- moment correlation coefficient(r). Findings showed that (1) the scholastic self-concept of institutionalized children was lower than that of home-reared children; (2) higher scholastic self-concept of institutionalized children was correlated with (i) higher degree of contentment with the institution. (ii) shorter length of residence in the institution. and (iii) older age at admission to the institution; (3) institutionalized children attributed achievement more to uncontrollable. external factors. while home-reared children attributed achievement more to controllable. internal factors; (4) institutionalized children with a lower degree of contentment with the institution attributed achievement to luck while those with a higher degree of contentment attributed achievement to ability; and (5) the higher the scholastic self-concept. the higher the tendency to attribute achievement to internal. controllable factors, and the lower the scholastic self-concept, the higher the tendency to attribute achievement to external, uncontrollable factors.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.372-381
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• 2015

Mathematics and science are very closely related. Among the science areas, physic is strongly linked with mathematics. As the related mathematics skills were alloted later than the science contents in the national curriculum, students often suffer from science classes. Accordingly, an opinion have been claimed to teach the related mathematics skills prior to the science classes. However, it would be hard to arrange all science and mathematics contents in order. Instead of that, in this research, we taught students mathematics contents that are crucial for learning speed through science classes. We called that teaching strategy an integrated science and mathematics class. Then, we examined students' achievement in science as well as skills of mathematics to know the effectiveness of the strategy. We found that the average mathematics score of the whole class went up meaningfully. We also found that their science achievement was above than basic level. Moreover, the homeroom teacher of the students observed 3 aspects which showed the students were better than previous students. Finally, we divided the students into 4 groups by their science and mathematics achievement score and interviewed each group. As a result, we knew that interesting and confidence in science and mathematics quite exerted influence on their achievement.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.2
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• pp.128-137
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• 2017

Purpose: This study was conducted to investigate the effects of core basic nursing education using cellular phone video recordings on self-confidence in performance, achievement, and practice satisfaction. Methods: The research design was a nonequivalent control group modified and non-synchronized design. The participants were assigned to either the experimental (n=60) or control group (n=67). During one semester, the experimental group received training for 10 selected core basic nursing skills using cellular phone video recording. The control group, also for one semester, received training with traditional practices. Self-confidence in performance and practice satisfaction were measured using a questionnaire, and achievement was evaluated by professors at the conclusion of the semester. Collected data were analyzed using t-test and Pearson correlation coefficients. Results: Self-confidence in performance increased significantly after training in the experimental group (t=7.94, p<.001). The experimental group showed significantly higher self-confidence in performance (t=2.39, p=.018) and achievement (t=2.40, p=.018) compared to the control group. However, the difference in practice satisfaction was not statistically significant. Conclusion: The results indicate that cellular phone video recording is effective in improving self-confidence in performance and achievement of core basic nursing skills.

• Human Ecology Research
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• v.52 no.5
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• pp.443-456
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• 2014

The purpose of this study was to explore the patterns of private education, investigate the characteristics of private education patterns, and analyze the differences in study habits and academic achievement of youth on the basis of private education patterns. In this study, we used the data from the 2012 Panel of the Korea Children and Youth Panel Study by the National Youth Policy Institute. The subjects of this study were ninth-grade students and their parents. The statistical methods used for the analysis were two-step clustering, Chi-squared test, analysis of variance, and multiple regression. The major findings were as follows: first, private education was classified into three patterns, namely financial investment, time investment, and reduction of investment; and four categories, namely; private education methodology, private education time, private education expenses, and number of youth with access to private education. Second, the statistically significant socio-demographic characteristics of private education patterns were parents' education, parents' job type, father's working hours, sex of children, housing form, and income. Third, the study found that financial investment and a reduce of investment led to better study habits and academic achievement than time investment and no investment. Fourth, private education and study habits showed statistically meaningful effects on academic achievement; in particular, study habits had strong effects on academic achievement. Based on the results, a variety of educational programs for the improvement of the study habits of the youth were suggested.

• Korean Journal of Child Studies
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• v.6 no.2
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• pp.73-84
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• 1985

The purpose of this research was to investigate the relationship between mothers' bsex-role attitudes and child-rearing values of independence granting and pressure for achievement, and also to examine variations in mothers' attitudes by sex of child. The subjects of this study were 260 mothers of preschool girls and boys. They were middle and high SES class and highly educated. The 20 item version of the Feminism Scale (FEM Scale) was used to measure mothers 'attitudes toward women's sex-role ideology. The Korean Sex-Trait Stereotype Measure was used to measure the mothers' sex-perception of masculinity and feminity. The 5-item translated Barnett Independence Granting Scale was used to measure independence granting. The 7-item version of the Barnett Pressure for Achievement Scale was used to measure mothers' pressure on their children for achievement. Data analysis consisted of Pearson's Product-Moment Correlation Coefficient and t-test. The results were: 1. Mothers' nontraditional sex-role ideology was significantly related to lower mean age of independence granting and to pressure for achievement. 2. Two self-perception scores (self-masculine and self-feminine) were not related to mean age of independence granting but were significant1y related to pressure for achievement. 3. The mean age of independence granting was lower for sons than for daughters. 4. Mothers put more pressure for achievement on sons than on daughters.

• Journal of Fisheries and Marine Sciences Education
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• v.16 no.1
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• pp.11-20
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• 2004

The purpose of this study was to analyze of career exploration and career decision-making by identity statuses(diffusion, foreclosure, moratorium, achievement) of vocational high school students. The research questions were formulated as follows. (1) Is there a difference in identity statuses by level of the career exploration? (2) Is there a difference in identity statuses by level of the career decision-making? (3) How much identity statuses-identity diffusion, identity foreclosure, identity moratorium, identity achievement-effect to the career exploration and career decision-making? 255 vocational high school students in Pusan were sampled. For the statistical analysis, Oneway, analysis of covariance structure by AMOS 4.0 was applied. The results of the study were as follows. (1) The identity diffusion was low in the level of career exploration, but the identity moratorium and achievement were high in the level of career exploration. (3) The identity diffusion was low in the level of career decision-making, but the identity achievement was high in the level of career decision-making. (4) The identity diffusion effected to negatively career exploration and career decision-making, identity foreclosure effected to low positively career exploration and career decision-making, identity moratorium effected to positively career exploration but negatively career decision-making, identity achievement effected to positively career exploration and career decision-making.