• Journal of the Korea Society of Computer and Information
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• v.22 no.9
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• pp.141-148
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• 2017

In this paper, we propose that Health Education Program can be a competency strengthening program based on the training of excellent healthcare professional in the future by confirming that this paper is effective in improving social problem solving ability and self-leadership in health college students. Methods: This study was designed using the nonequivalent control group pre-posttest design. Sixty students were assigned either to the experimental group (30 students) or control group (30 students). Data were analyzed with $x^2-test$ and t-test using SPSS/WIN 20.0 program. Results: The experimental group showed significant higher scores for social problem-solving ability (t=2.12, p=.038) and self-leadership (t=2.91, p=.007) compared to the control group 5 weeks after the program finished was supported by significant differences in the scores between the two groups. Conclusion: These findings showed that the Health Education program has a significant effect on improving social problem-solving ability and self-leadership in nursing college students and the program can be used as a tool to promote the social problem-solving ability and self-leadership of Health college students. Further studies are warranted to examine long term effects of health education.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.1
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• pp.141-150
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• 2021

Purpose : The purpose of this study was to investigate the effect of case-based learning application in human growth development classes on nursing students' problem-solving ability, self-directed learning ability, and academic self-efficacy. Methods : The research method was a self-report questionnaire before and after case-based learning for second-year nursing students who took the human growth development course at U University in K city. The collected data were statistically processed using SPSS WIN 21.0. Results : The results of the study showed that after case-based learning, problem-solving ability, self-directed learning ability, and academic self-efficacy were all significantly improved. In addition, as a result of examining the correlation between each variable after case-based learning, problem solving ability score and self-directed learning ability score (r=.54, ｐ<.01), and problem solving ability scores and academic self-efficacy scores (r=.44, ｐ<.01), were significantly correlated with self-directed learning ability scores and the academic self-efficacy reduction scores (r=.76, ｐ<.01). Conclusion : The results of this study suggested the need for various learning programs such as case-based learning to improve nursing students' problem-solving abilities and self-directed learning abilities and their application. In addition, to improve the learning self-efficacy of nursing students, a continuous and systematic study is suggested to develop and apply customized educational programs according to the learners' preferences. Since the sample group in this study was limited to one university, there were few cases and no control group, so there are limitations in generalizing the test effect, However, significant differences a were verified in the case-based learning pre-tests and post-tests.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.247-257
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• 2017

The aims of this study are to analyse how smartphone affects (1)self-control and (2)self-directed learning ability of middle-school students, and also affect (3)self-directed learning ability by mediation of self-control. For these aims, this study used Seoul Educational Longitudinal Study panel data which was conducted in 2015, and conducted multi-group comparisons using structural equation modeling analyses. In analysis of smartphone effects, the use of smartphone of students was divided into 'for entertainment' and 'for learning', and also their first time of smartphone use was considered(elementary vs. middle school). Results indicated that while 'smarphone use for entertainment' was related negatively with self-control and self-directed learning ability of students, 'smarphone use for learning' was related positively, regardless of when smartphone was first used. Also, while 'smarphone use for entertainment' was related negatively with self-directed learning ability by mediation of self-control, 'smarphone use for learning' was related positively.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.43-63
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• 2006

This study aims at examining effects of study skills training on elementary school children's self-directed learning ability. To achieve this goal, the following hypotheses were built. Hypothesis 1. There are significant differences in self-directed learning ability between experimental and control groups. Hypothesis 2. There are significant differences in study skills by self-directed learning ability in the experimental group. To test these hypotheses, two classes in the fourth grade were selected from S Elementary School in the city of Busan for experimental and control groups, each of which consisted of 23 children: seven for the advanced group, eight for the intermediate group, and eight for the lower group according to self-directed learning ability. The experimental group participated in twenty sessions of study skills training while the control group went through no treatment. The study skills training program was the reconstruction to meet the requirements of this study in reference to domestic study skills training programs on the basis of the Study Skills Training Program for Elementary School Children in the Higher Grades developed by Byeon and others (2001), The effects of the program was tested by using the Study Skills Test for Elementary School Children in the Higher Grades developed by the educational institute of Busan National University (Bye on et al., 1999) and Lee's (1998) translation of the Self-Directed Learning Preparation Test by Guglielmino (1977) for elementary school children. To analyze the effects of the program, the SPSSWIN (10.0) program was used to carry out ANCOVA on results of pretest and post-test for experimental and control groups, along with repetitive one-way ANOVA to examine differences in results of pretest, post-test, and further test and an individual comparative test (Scheffe) to see differences in means of the three tests. This study obtained the following results. First, there were significant differences in marks for self-directed learning ability between the experimental group participating in study skills training and the control group and the effect was shown to last. Second, in terms of three levels of self-directed learning ability, there was no significant difference between advanced and intermediate groups in the effects on study skills but there were significant differences in the lower group. The results demonstrated that study skills training had a significant effect on their self-directed learning ability. and the study skills training program had a meaningful effect on the lower group.

• Journal of Families and Better Life
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• v.22 no.6 s.72
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• pp.243-258
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• 2004

Adolescents motivation and ability to participate in leisure activities were investigated in this study. Relevant variables were also explored. The participants were middle and high school students.'rho data were collected by using a survey questionnaire. Seven hundred and forty one cases were used for data analysis. Major findings were as follows: 1 Adolescents 'motivation to participate in leisure activities was classified into four subcategories: self-development','sociality training', 'relaxation', and 'fun'. 1. The 'relaxation motivation' was the highest among the adolescents, and' sociality training motivation 'was lowest. High school students had relatively stronger motivation than middle school students. B. Adolescents 'ability to perform leisure activities consisted of 'control' 'enjoyment', and 'self-confidence'. 4. Male students had a higher leisure activity performance ability than female students. The score for' enjoyment ability 'was the highest, followed by 'self-confidence', and then 'control ability' 5. Major variables that influenced the leisure performance ability were gender, leisure attitudes, self-development motivation, sociality training motivation, and relaxation motivation.

• Women's Health Nursing
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• v.29 no.3
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• pp.229-238
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• 2023

Purpose: This study analyzed the effects of virtual reality simulation-based problem-based learning on nursing students' critical thinking ability, problem-solving ability, and self-efficacy in the nursing care of women undergoing induction of labor. Methods: A nonequivalent control group pretest and posttest design was employed. The study participants included 52 nursing students (24 in the experimental group and 28 in the control group). The experimental group took a problem-based learning (PBL) class in the first week, and then engaged in self-directed learning using virtual reality simulation. In the second week, lectures about emergency nursing care for induction of labor and drug administration were given. The control group participated in PBL in the first week and lectures in the second week. The study was conducted from April 17 to May 19, 2023. Data were analyzed using the chi-square test, Fisher exact test, analysis of variance, and the independent t-test. Results: Before-and-after differences between the two groups were statistically significant in problem solving ability (t=-5.47, p<.001) and self-efficacy (t=-5.87, p<.001). Critical thinking ability did not show a statistically significant difference between the two groups. The score for satisfaction with the virtual reality simulation program was 3.64±5.88 out of 5 in the experimental group. Conclusion: PBL education using a virtual reality simulation was found to be an effective way of teaching. Although convenience sampling was used, PBL education using virtual reality can be used as an educational strategy to enhance nursing students' problem-solving ability and self-efficacy.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.2
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• pp.194-211
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• 2001

This study was conducted to investigate the effects of cooperative learning applying Jigsaw II on learner's self-regulated learning ability, achievements, self-esteem & cooperation. 12 graders were assigned to experimental group(applying Jigsaw II treatment) & control group(applying traditional instructional treatment). Experimental group was trained to ask comprehension & thought-provoking questions on the material when in tutor role & to explain material to group members when acting as tutee. Tutorial sessions followed over 8-week treatment. As a results, Experimental group outperformed control group on ability to construct learner's self-regulated learning ability, achievements, self-esteem & cooperation both during their tutorial interaction & on written measures.

• Journal of the Korea Society of Computer and Information
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• v.19 no.3
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• pp.135-145
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• 2014

This study aims to draw the implication in improving middle school students' school adjustment and suggest policy methods for their school adjustment depending on the degree of social support. As a result of the research, it was found that middle school students' resilience factors such as self-control ability and interpersonal relationship ability had the influence on their impulse control, self-esteem, communication and self-expansion ability on their social competence. Emotional regulation, impulse control, self-esteem, communication and self-expansion ability had the influence on school adjustment. It was also known that middle school students' social competence had high influence on their school adjustment and their self-expansion ability had the highest influence on social competence. Middle school students' resilience factors such as emotional regulation, empathy and self-expansion ability may be different in their influence on social competence. Impulse control may be different depending on their school adjustment and a degree of social support, and social competence may be different depending on their school adjustment and a degree of social support.

• Journal of Korean Biological Nursing Science
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• v.20 no.2
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• pp.132-140
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• 2018

Purpose: This study has been carried out in order to develop and verify the effects of self-leadership reinforcement program for hospital nurses. Methods: The research design was a non-equivalent control group pre-posttest design. Participants were 64 individuals (32 in each group), all of whom were nurses working at a university hospital, with less than five years of job experience. Experimental group was provided with two hours of self-leadership reinforcement program, once per week, for four weeks. The questionnaire for pre and post test included general characteristics, transfer motivation for learning, self-leadership, communication ability, clinical nursing competency, organizational commitment, and turnover intentions. Results: There was a significant difference in self-leadership scores between experimental group and control group (F= 15.10, p<.001). There was also a significant difference between the experimental group and the control group in terms of transfer motivation for learning (t = -5.44 p<.001), communication ability (F = 15.29, p<.001), clinical nursing competency (F = 15.23, p<.001), and organizational commitment scores (F = 7.21, p=.009). Conclusion: The self-leadership reinforcement program developed in this study was effective in improving self-leadership, communication ability, clinical nursing competency, and organizational commitment. Thus, by implementing the program at clinical levels, it will be a basis for nursing personnel resource administration.

• The Transactions of the Korean Institute of Electrical Engineers P
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• v.60 no.1
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• pp.1-5
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• 2011

The main purpose of this study was to examine the learning abilities of college electrical students, especially self-regulated learning abilities and problem solving ability. In addition, this study was to explore the effects of self-regulated learning abilities and problem solving ability of the college students on academic achievement. For this purpose, a total of 58 college freshmen was chosen to conduct a survey. The results of this study showed that self-regulated learning abilities and problem solving ability significantly influenced on the college engineering students' academic achievement. Based on these study results, the above variables investigated in this study should sufficiently considered in the design and development of the college engineering courses that enable students to become self-regulated learners and improve their academic achievement.