• Journal of the Korean Home Economics Association
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• v.50 no.8
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• pp.125-135
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• 2012

The purpose of this study is to examine the mediating effects of self-determined motivation between mother's psychological control and self-directed learning ability in children. The participants were 457 sixth-grade elementary students in the Gyung-gi province. They completed questionnaires that included the Self-Directed Learning Readiness Scale, K-SPQ-A, Psychological Control Scale. Descriptive statistics and Pearson's product correlation coefficients were obtained using SPSS (version 18.0), and tests of the mediation were performed using SEM with AMOS (version 18.0). The major findings of this study were as follows that significant correlations among maternal psychological control, self-determined motivation and self-directed learning exist. Also a mother's psychological control was negatively related to a child's self-directed learning. The relationship between maternal psychological control and a child's self directed learning was fully mediated by self determined motivation. These results suggested that high maternal psychological control was negatively affected that development of self-determined motivation and self-directed learning.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.197-205
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• 2012

Purpose: This study aimed to demonstrate correlations among self-regulated learning, attention control and Yangseng, to clarify any differences depending on general characteristics and ultimately to understand factors affecting self-regulated learning of undergraduates. Methods: Data were collected for a month from April 1st, 2011. A total of 438 undergraduate nursing students of two universities in Chungbuk and Chungnam were surveyed by using a questionnaire about self-regulated learning, attention control and Yangseng. Results: Self-regulated learning of the subjects showed statistically significant correlations with their attention control (r=.302, p=.001) and Yangseng (r=.292, p=.001). In addition, self-regulated learning could be explained by attention control (${\beta}$=3.648, p=.001), Yangseng (${\beta}$=3.645, p=.001), perceived academic achievement levels (${\beta}$=.124, p=.018), or eating breakfast (${\beta}$=.102, p=.027). In the model, the variables explained self-regulated learning by 19.0%. Conclusion: Nursing instructors should encourage undergraduate nursing students to enhance their attention control so that they can improve their self-regulated learning abilities, which will eventually develop their problem solving skills. In addition, it was shown that self-regulated learning correlates with yangseng including eating a regular breakfast. Maintaining a desirable lifestyle is also essential for students to succeed in self-regulated learning.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.21-37
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• 2017

Objective: The current study aimed at examining the mediation effects of children's self-esteem and self-control in learning between perceived academic achievement at $4^{th}$ grade and $6^{th}$ grade. This article proposes that perceived academic achievement boosts self-esteem and self-control in learning and both in turn, influence subsequent perceived academic achievement. We especially attempted to empirically prove that a serial multiple mediation of self-esteem and self-control in learning between the perceived academic achievement at two time points exists. Methods: We analyzed the longitudinal data of 1,881 children from the $4^{th}$ to the $6^{th}$ wave data of the '2010 Korea Children and Youth Panel Survey (KCYPS)' by means of a Hayes's PROCESS(2012) program. Results: The results revealed that perceived academic achievement at $4^{th}$ grade influenced children's self-esteem and self-control in learning at $5^{th}$ grade. Children' self-esteem and self-control in learning subsequently predicted perceived academic achievement at $6^{th}$ grade. Children's self-esteem significantly predicted self-control in learning supporting the hypothesis of serial multiple mediation. Conclusion/Implications: In conclusion, children's self-esteem and self-control in learning behaviors both mediated the association between perceived academic achievement at $4^{th}$ grade and at $6^{th}$ grade. The findings imply the importance of consideration of both psychosocial and behavioral aspects in understanding the academic performance during childhood.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.2
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• pp.146-165
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• 2012

The purpose of this study is development of learning coaching program that is grafted onto advantage of Self-directed learning and coaching intended for Youth-After-School-Academy children and analysis the effect on self-efficacy and Self-directed learning ability from this program. The program of this study is developed on the base of Seels & Richey's 'ADDIE Model'. In order to verify the effect of this study, two times tests were carried out on 14 persons of the experimental group and the control group respectively, before and after the program was performed. The MANCOVA & ANCOVA was done on the difference between the post-test results of the experimental group and the control group. Findings of this study might be summarized as follows: First, the post-test result in the experimental group on self-efficacy was meaningfully higher than in the control group. Second, on Self-directed learning ability the result in the experimental group was also higher than in the control group. Therefore, learning coaching program impacted on self-efficacy and Self-directed learning ability of Youth-After-School-Academy children. This program that aim to discover the potential on learning, expect to be effective for children education of today when pursue Self-directed learning ability and creativity.

• Journal of the Korean Society of School Health
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• v.35 no.3
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• pp.113-122
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• 2022

Purpose: The purpose of this study was to identify the effects of applying jigsaw cooperative learning to basic nursing practicums on self-directed learning ability, self-efficacy, and learning outcomes. Methods: This study was based on a non-equivalent control group design, and the subjects were nursing students. The study allocated 30 people in the experimental group and 30 people in the control group, and jigsaw cooperative learning was applied to the experimental group for 2 hours every week for a total of 8 weeks. The traditional educational method was applied to the control group. The collected data were analyzed using SPSS v26.0. Results: The experimental group to which jigsaw cooperative learning was applied showed statistically significant differences in self-directed learning ability (F=4.49, p=.038), self-efficacy (F=6.15, p=.016), and learning outcomes (F=19.48, p<.001) compared to the control group. Conclusion: By applying jigsaw cooperative learning to basic nursing practicums, this study confirmed its effect not only on the effective domain such as self-directed learning ability and self-efficacy, but also on learning outcomes in the practical domain. We propose future studies apply jigsaw cooperative learning to various practice classes to achieve learning outcomes that focus on cultivating students' practical capabilities.

• Journal of Korean Public Health Nursing
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• v.26 no.3
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• pp.465-477
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• 2012

Purpose: The purpose of this study was to investigate the influence of breakfast characteristics of university students on their self-regulated learning, attentional control, and fatigue in order to provide-basic data for establishing desirable eating habits, self-regulated learning skills using attentional control, and advisable learning habits of university students. Method: The level of fatigue was estimated using the Visual analogue scale (VAS) and Critical flicker frequency (CFF). Attentional control was measured using the Attentional Control Questionnaire (ACQ) adapted by Yoon. Self-regulated learning was surveyed by the Self-Regulated Learning Test developed by Chung. Data from atotal of 142 university students were collected from November 30 to December 9, 2011. Result: 69% of the subjects skipped their breakfast. Attentional control has a negative correlation with fatigue (r=-.179, p=.033) and a positive correlation with self-regulated learning (r=.352, p<.001). The multiple regression model of self-regulated learning consists of attentional control (t=3.218, p=.002), commuting time (t=-3.076, p=.003), understanding the importance of breakfast (t=-2.413, p=.008), and skipping breakfast(t=-2.195, p=.030) and its R-square was 21.8%. Conclusion: Learning efficiency of university students should be improved by means of attentional control, which is related to self-regulated learning. Also, it is essential for university students to establish healthy lifestyles including regular eating habits and attentional control, in order to improve their self-regulated learning.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.175-191
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• 2007

This study selected 113 gifted underachievers and 128 gifted achievers from 17 elementary schools to examine gifted children's personal characteristics(self-concept, locus of control, and learning habits) that have an effect on underachievement. Self-concept(general self-concept and academic self-concept), locus of control, and learning habits(endurance, learning strategy, and learning motivation) variables were analyzed to determine gifted underachievers' personal characteristics. (1) Comparison of personal characteristics of gifted achievers with gifted underachievers indicated gifted underachievers had low self-concept, external locus to control, and problems in learning habits. (2) The sub factors of habits of learning motivation and learning strategy had the greatest effect on underachievement of gifted children.

• International journal of advanced smart convergence
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• v.10 no.2
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• pp.31-36
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• 2021

This study aims to provide basic data on establishing online learning by identifying the effects of self-efficacy as a medium on factors affecting self-control according to self-determination motivation through contactless online learning due to Covid-19. The research method used SPSS 25 and Sobel test to examine the causal relationship between the spokesmen and 196 middle and high school students in W-city, Gangwon-do. Self-determination motivation has had a significant effect on self-efficacy and self-control, and self-efficacy has been shown to have a significant effect on self-control. Also, Self-efficacy had a partial mediating effect on self-determination motivation affecting self-control. Based on this, fundamental and continuous development of online education programs to promote self-control of online learners is required, and efforts should be made to support learners' capabilities through psychological counseling.

• International Journal of Contents
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• v.15 no.2
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• pp.59-74
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• 2019

The objective of this study was to analyze the influence of physical education classes based on Flipped Learning on self-directed learning abilities and learning attitude towards these classes, for middle school students. The study selected 90 students as an experimental group (3 classes) and 97 students as a control group (3 classes), among 240 students of the first-year students attending a middle school located at Jeonju City of South Korea, applying convenience sampling, one of the non-probability sampling methods. For the experimental group, 36 sessions of physical education classes were held for 14 weeks, while the control group received teacher-centered classes. Comparing the results with the control group, the experimental group showed significant differences in terms of all sub factors of self-directed learning abilities, namely; desire for learning, learning objective establishment, basic self-management abilities, selection of learning strategy and self-reflection. Moreover, the experimental group manifested significant differences in terms of all sub factors of attitude towards the physical education subjects, namely; positive emotions, negative emotions, health & physical strength, interpersonal relations, physical activities & movements, and active participation & positive performance. From the findings, it can be considered that physical education classes based on Flipped Learning contributed to improving self-directed learning abilities and attitude towards physical education classes. This result can serve as a significant basic material for designing and performing classes in raising the understanding of Flipped Learning and effectively applying Flipped Learning in physical education classes.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1993.06a
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• pp.1366-1369
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• 1993

This paper presents a simulation study on two self-learning control systems for a fuzzy prediction model of CO (carbon monoxide) concentration:linear control and fuzzy control. The self-learning control systems are realized by using Widrow-Hoff learning rule which is a basic learning method in neural networks. Simulation results show that the learning efficiency of fuzzy controller is superior to that of linear controller.