• The Journal of Korean Society for School & Community Health Education
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• v.11 no.2
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• pp.29-42
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• 2010

Objectives: This study was conducted to examine the relations of 'self-body evaluation', self-esteem, and health behavior among junior high school girls, analysing influencing factors for their health behavior, and building a base for its improvement. Methods: Data collection was conducted by self-report survey. Survey participants were 330 junior high school girl students in the area of Seoul, 221 from women's junior high schools and 109, coed schools. Survey included general characteristics, self-body evaluation, self-esteem, and health behavior. Results: 1. In their self-body evaluation, the students gave themselves $3.27{\pm}.53$ scores of the total 5, and of general characteristics, BMI, ideal BMI, personality, living standard were statistically significant different. 2. The scores for the girl students' health behavior were $2.77{\pm}0.37$ of total 4, and of general characteristics, school forms, grades, living standard were statistically significant different. characteristics, school forms, personality, school grades, living standard were statistically significant different. 3. The girls' self-body evaluation and self-esteem showed a low level of negative significant difference and their self-body evaluation and health behavior were significantly different, but a low level of negative significant difference. And the relationship between self-esteem and health behavior showed a high level of positive significant difference. 4. Influencing factors for the girls' health behavior showed a significant difference in self-esteem and school forms of general characteristics, self-body evaluation, and self-esteem.

• International Journal of Internet, Broadcasting and Communication
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• v.16 no.1
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• pp.36-46
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• 2024

This study is a descriptive survey to determine the effects of fundamentals of nursing skills education with peer evaluation on self-leadership, self-directed learning ability, and learning attitude. The factors affecting self-directed learning ability were peer evaluation, self-leadership, and learning attitude (F=118.81, p<.001), with an explanatory power of 50.4%. The factors affecting learning attitude were peer evaluation, self-leadership, and self-directed learning ability (F=48.89, p<.001), with an explanatory power of 29.5%. Based on the results of this study, we believe that it is necessary to apply various teaching methods such as peer evaluation and promote self-leadership to improve self-directed learning and learning attitude.

• Korean Journal of Child Studies
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• v.27 no.4
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• pp.185-200
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• 2006

This study intended to provide basic materials for establishing a diversity of plans for assisting childcare centers, by examining differences between self-evaluation and professional evaluation in childcare centers with less than 21 children. Data were collected from 7 childcare centers to measure evaluation in five categories of accreditation. Significant differences were found between self-evaluation and professional evaluation in "child care curriculum" and in "interaction between teachers and children." These results point up the handicap of heavy dependence on self-evaluation as it leads to self-assistance, with limited access to new ideas. On the other hand, "circuit assistance" where a consortium of 2~3 different childcare centers advise and assist each other could effectively stimulate a more professional outlook.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.457-485
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• 2017

The Self-reported Evaluation tool developed in this study allows the learners to check and evaluate their own learning by determining the details that are self-assessed. Also this tool allows learners to receive feedback on their self - evaluation results. In this study pre - post test was performed to investigate the effect of self - assessment on the learners' tendency of studying math. The result showed that Self-reported evaluation improved self - confidence, self - strategy on learning mathematics, and meta-cognitive ability. Also by conducting a qualitative analysis of the Self-reported evaluation, students practiced the cognitive activities such as summarizing the contents they have learned that day. They also tried to understand and improve the learning habit, attitude, and learning state. Teachers were also able to communicate with students by providing individual questions and feedback through student's individual Self-reported Evaluation.

• Korean Journal of Health Education and Promotion
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• v.15 no.2
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• pp.81-93
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• 1998

The purpose of this study was to analyze the results of teachers' self-evaluation on their health teaching behaviors, then to furnish the basic data to be able to improve teachers' health teaching activities and the educational issues on the education of teachers. To put above aims into practice, these were required: 1. Are there any differences in the results of self-evaluation on health teaching behaviors factors by teachers? 2. Are there any differences in the results of health teaching self-evaluation whether he/she take P.E as major of study in-serviece training period? 3. Does it have any influence on the results of health teaching self-evaluation whether he or she completed on the job training for the school health? 4. Are there any differences in the results of health teaching self-evaluation by sex and career? To carry out a research for this purpose, the factors of health teaching self-evaluation were divided into the clearness of the procedure, the active interaction, the variety of the ways showing the contents, and the individualization of the procedure. Then a questionnaire form, consisting of 28 specific inquires to evaluate health teaching behaviors, was delivered and conducted by 450 teacher of the elementary school in Kyungki-do. The analysis of data was done by SPSS; producing mean and standard deviation and they were inspected statistically to compare the evaluation levels and find out the differences by teachers' personal variables. The conclusion were as follows: 1. In the self-evaluation level of teachers' health teaching behaviors, teachers showed 68.23 point as are percentile distribution. And it was in order of a school-nurse(71.68), an athletic teacher(67.29), and a class-room teacher (65.66). Score obtained by teacher was statistically significant difference (p〈.001) 2. In the factors affecting to teachers' health instruction, “active interaction” showed the highest score(18.55), “variety of ways showing the contents”(17.38), “clearness of the procedure” (16.70), and “individualization of the procedure” (15.59). In the analysis of the differences by teachers, according to factors, there were significant differences in “active interaction”, “variety of the ways showing contents”, “clearness of the procedure”(p〈.001). 3. Self-evaluation score for graduates from Dept. of P. E in Teachers' collage was not significant difference compared with other majors(p〉.05). 4. Teachers receiving health education was significantly higher self-evaluation score than that of teachers not-receiving health education (P〈.01). 5. Self-evaluation score of female teacher was significant difference compared with that of male teacher (p〈.001). 6. Career (working duration) did not influenced to self-evaluation score on health teaching behaviors (P〉 .05). On the basis of the conclusion of this study, the next are suggested: First, the further studies to make use of the results of health teaching behaviors and to examine the effect are needed. Second, the further studies to examine the relations between academic achievement and teachers' major(a school-nurse, an athletic teacher, and a class-room teacher) are needed. Third, the following studies to improve health teaching by both teachers' self-evaluation on health teaching behaviors and students' evaluation of teachers, and to find out more effective health teaching, are needed. Fourth, Health education for pre-service training course and On-the-Job training program are need the effective factors on the teachers' Health teaching obtained from this study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6595-6603
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• 2015

This study analyzes the moderating effects of the self-esteem on the life satisfaction of 2,040 middle school senior students using the Korean Children and Youth Panel Survey 2012 Data (KCYPS 2012) provided by the National Youth Policy Institute. The path analysis of how environmental characteristics, such as parents, friends, and school, affect life satisfaction, is based on four groups of self-esteem, categorized by positive and negative self-evaluation levels. The analysis suggests that groups with higher levels of positive self-evaluation have closer relevance in more paths than other groups. Furthermore, in groups with higher levels of negative self-evaluation, negative effects on life satisfaction are offset by positive self-evaluation. These results suggest research associated with the mental health of adolescents and their self-esteem should be performed according to two separate levels of self-esteem: positive self-evaluation and negative self-evaluation. Since low levels of negative self-evaluation doesn't necessarily guarantee high levels of positive self-evaluation, counseling for adolescents needs to have different tracks, addressing positive and negative self-evaluation levels.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.1
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• pp.5-13
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• 2016

Purpose: The purpose of this study is to provide essential resources on various evaluation strategies by identifying relationships between professor-evaluation, peer-evaluation, and self-evaluation of the core basic nursing skills in nursing students. Methods: Forty third-year nursing students who participated in core basic nursing skills were given the same checklist that was used for assessment by the examiners. Then, the scores of the professor and the students were compared and analyzed with SPSS/WIN 18.0. Results: The scores of the student peer (178.54) and student self-evaluation(177.74) was significantly higher than the scores of professor-evaluation (172.05),(F=5.03, p=.008). There was a significant, positive correlation between the professor-evaluation and the student-peer-evaluation in skill-scores(r=.47, p=.002) and attitude-scores(r=.52, p<.001). In addition, the professor-evaluation and the self-evaluation each showed a significant, positive correlation in skill-scores(r=.61, p<.001) and attitude-scores(r=.36, p=.023). Conclusion: The study result indicates that in order to expand the evaluation method, the professor evaluation, as well as the student self and the peer evaluation, will contribute to improve the educational achievement of learners.

• 한국벤처창업학회:학술대회논문집
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• 2009.08a
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• pp.5-24
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• 2009

This study is the result of meta evaluation for the self evaluation of defense R&D programs in Korea. The overall meta evaluation result of defense R&D programs gained 74.3 points out of 100, so it was evaluated as 'Good'. But it demonstrated that further improvement for overall system of defense R&D programs evaluation is required. And especially, it demonstrated that more alternatives are necessary in order to improve the utilizations and the feedbacks of evaluation results. The evaluation context component gained 80.2 points out of 100, so it was evaluated as 'Very Good'. The evaluation input component gained 73.1 points out of 100, so it was evaluated as 'Good'. The evaluation process component gained 74.8 points out of 100, so it was evaluated as 'Good'. From the analysis, it is attempted to identify possible problems and to find out the ways of improvements related to the self evaluation system of defense R&D Programs.

• Korean Journal of Mathematics
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• v.19 no.4
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• pp.495-521
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• 2011

In this paper, the self-evaluation, the peer-evaluation and the instructor evaluation on virtual mathematics lesson have been performed. The method of checking on the given evaluation item have been used. In result, a lot of difference was shown between self-evaluation, peer-evaluation and the instructor-evaluation toward virtual mathematics lesson. Pre-service teachers were shown as lacking awareness on instructional Virtual Mathematics Lesson' evaluation. Therefore it seems that we must have the opportunity to reflect on the teaching method through a great deal of experience on self-evaluation and peer-evaluation of virtual lessons.

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.131-142
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• 2018

This research examines the impact of teachers' self-evaluation on their classroom interactions with students. Changes in class behavior were analyzed by following two experienced middle school teachers for one semester of self-evaluation, comparing their classes at the beginning and end of the semester. A qualitative research method was adopted to take, a deeper look at the effect of changes in the teachers' in class actions. Both of the teachers reported positive effects of implementing self-evaluation on their teaching pedagogy, focusing specifically on their interactions with students when asking question and giving feedback. By the end of semester, they were asking broader questions that encouraged their students to engage in deeper thought and, when giving feedback, the class atmosphere was much brighter with better communication due to the positive reinforcement provided. This research supports research into ways to enhance teachers' expertise and improve their teaching via self-evaluation, centering on teachers' actions in the classroom.