• Title/Summary/Keyword: social learning

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Relationship between self-efficacy and learning attitude according to smoking experience in the middle school students (일부 지역 중학생의 흡연경험에 따른 자기효능감과 학습태도의 관련성)

  • Son, Eun-Joo;Jang, Kyeung-Ae
    • Journal of Korean society of Dental Hygiene
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    • v.15 no.5
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    • pp.805-811
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    • 2015
  • Objectives: The purpose of the study is to investigate the relationship between self-efficacy and learning attitude according to smoking experience in the middle school students. Methods: A self-reported questionnaire was completed by 608 middle school students in Gyeongnam from July 1 to 23, 2013. The questionnaire consisted of general characteristics of the subjects, smoking behavior, self-efficacy, and learning attitude. The questionnaire was adapted and modified from Kang, Park, and Koh. The self-efficacy was divided into general efficacy and social efficacy. The learning attitude was divided into attention concentration, learning method, and self learning. Data were analyzed using SPSS Win 21.0 program. Results: The nonsmoking students tended to have higher general efficacy and social efficacy than the smokers (p<0.01). The nonsmokers had more attention concentration in learning attitude than the smokers (p<0.001). The learning method (p<0.001) and self learning (p<0.001) showed the same results between the two groups. The smoking experience had the negative correlation with general efficacy (r=-0.164) and social efficacy(r=-0.154). The general efficacy is positively related to social efficacy (r=0.568). The smoking experience had the negative correlation to attention concentration (r=-0.235), learning method (r=-0.211) and self learning (r=-0.148). The attention concentration was positive relation with learning method (r=0.690) and self learning(r=0.662. The learning method had positive relation to self learning (r=0.764). Conclusions: The smoking students tended to have lower self-efficacy and learning attitude, so it is necessary to implement the smoking prevention program in the middle school students.

A Research on the University Students's Perception on the Learning Presence, Learning Immersion, and Learning Environment under the Non-face-to-face Lecture Circumstance - Focusing on Students from Department of Flight Operation - (비대면 강의 상황에서 대학생들의 학습실재감, 학습 몰입 및 학습 환경에 대한 인식 연구 - 항공운항학과 학생들을 중심으로 -)

  • Lee, Sujeong;Choi, Jincook
    • Journal of the Korean Society for Aviation and Aeronautics
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    • v.30 no.3
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    • pp.1-9
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    • 2022
  • In this study we conducted a research regarding the effect on learning immersion and perception of the learning environment by learning presence of students in the Department of aeronautical science and flight operation in the context of non-face-to-face lectures caused by COVID-19. The relationship between learning presence (cognitive presence, emotional presence, and social presence) and learning commitment showed a high correlation. The learning immersion was also found to increase when cognitive presence, emotional presence, and social presence increased in multiple regression analysis to find out the effects of cognitive presence, emotional presence, and social presence, which are sub-factors of learning presence. The advantage of non-face-to-face classes was to be the ease of learning, and the disadvantage of non-face-to-face classes was the most difficulty of the learning process in the content analysis of the non-face-to-face class environment.

The Effects of Parental Socioeconomic Status on Preschoolers' Social Competence and Cognitive Development : The Role of Parental Warmth and Home Learning Environment (부모의 사회경제적 지위가 유아의 사회적 유능성 및 인지발달에 미치는 영향 : 부모 온정성과 교육적 가정환경의 매개효과)

  • Chang, Young Eun
    • Korean Journal of Child Studies
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    • v.36 no.6
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    • pp.1-21
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    • 2015
  • This study was aimed at examining the paths through which family socioeconomic status as indicated by family income and parental education influenced preschool-aged children's socioemotional and cognitive development through the mediating role of parental warmth and the home learning environment. The study made use of data from 1,080 families who participated in the 5th wave of the Panel Study on Korean Children, when their children were approximately 4 years of age. Structural equation modeling analysis revealed that the models, including both parental warmth and the home learning environment did not fit the data well. The effects of warmth on social competence and cognitive development were not statistically significant. The modified models, using the home learning environment as a mediator between family SES and child's developmental outcomes showed that higher level of family income and parental education predicted a more cognitively stimulating home environment, which in turn, predicted a child's greater levels of social competence and positive cognitive development. The social competence of preschool-aged children again significantly predicted their cognitive development. The mediating effects of the home learning environment were statistically supported.

Effects of EngageGram on e-Learning Participation According to the Types of Learners' Social Comparison Motive (이러닝 학습자들의 사회비교동기 유형에 따른 EngageGram이 학습참여도에 미치는 효과)

  • Jin, Sung-Hee
    • The Journal of the Korea Contents Association
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    • v.15 no.9
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    • pp.652-661
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    • 2015
  • The purpose of this study is to investigate the effects of EngageGram which is a motivator of e-learning participation on learners' online participation according to the types of social comparison motive. Research participation was 144 undergraduate students (male: 106, female: 38) who took the course entitled "Creative Thinking." Social comparison motive of learners were investigated by two methods: social comparison motive scales and learners' opinions on EngageGram. As results, there was no statically corelation between the types of social comparison motive by using scales and online participation, however, there was statically differences on e-learning participation according to the types of social comparison motives by analyzing learners' opinions. Learners mostly have self-enhancement motive in a learning context so they are motivated to participate actively by EngageGram. This study provide useful implication in the research area of learning analytics.

Avoiding collaborative paradox in multi-agent reinforcement learning

  • Kim, Hyunseok;Kim, Hyunseok;Lee, Donghun;Jang, Ingook
    • ETRI Journal
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    • v.43 no.6
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    • pp.1004-1012
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    • 2021
  • The collaboration productively interacting between multi-agents has become an emerging issue in real-world applications. In reinforcement learning, multi-agent environments present challenges beyond tractable issues in single-agent settings. This collaborative environment has the following highly complex attributes: sparse rewards for task completion, limited communications between each other, and only partial observations. In particular, adjustments in an agent's action policy result in a nonstationary environment from the other agent's perspective, which causes high variance in the learned policies and prevents the direct use of reinforcement learning approaches. Unexpected social loafing caused by high dispersion makes it difficult for all agents to succeed in collaborative tasks. Therefore, we address a paradox caused by the social loafing to significantly reduce total returns after a certain timestep of multi-agent reinforcement learning. We further demonstrate that the collaborative paradox in multi-agent environments can be avoided by our proposed effective early stop method leveraging a metric for social loafing.

The relationship among self-efficacy, engineering interest and social support on adjustment to college and learning persistence in first year engineering college students (공과대학 신입생의 자기효능감, 공학흥미, 사회적지지, 대학생활적응 및 학업지속의향 간의 관계)

  • Lee, Myunghwa;Lee, Jeongmin
    • Journal of Engineering Education Research
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    • v.21 no.6
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    • pp.13-24
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    • 2018
  • The purpose of this research is to investigate the relationship among self-efficacy, engineering interest and social support on adjustment to college and learning persistence in first year engineering college students. The participants were 74 freshman of engineering college students, SPSS and SmartPLS were used to analyze the data. The key findings revealed were as follows: First, self-efficacy, engineering interest and social support had a significant influence on adjustment to college. Second, engineering interest and adjustment to college had a significant influence on learning persistence. This research suggested the implications for adjustment to college and learning persistence in engineering education.

The Influence of Learning?Social Integration and Self-doubt on the Suicidal Ideation of University Freshmen - Focusing on Moderating Effect of Drinking - (대학 신입생의 학문적.사회적 통합성과 자기회의가 자살생각에 미치는 영향 -음주의 조절효과를 중심으로-)

  • Jeong, Goo-Churl;Shin, Sung-Rae
    • Korean Journal of Health Education and Promotion
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    • v.28 no.5
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    • pp.105-116
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    • 2011
  • Objectives: The aim of this study was to explore the influence of learning social integration and self-doubt on the suicidal ideation, and to test the mediating effect of self-doubt and the moderating effect of drinking on suicidal ideation. Methods: A cross-sectional survey was administered to a convenience sample of 1,000 freshmen in a university in S city. A total of 803 questionnaires were included in the statistical analysis. To analysed the data, Pearson correlation and structural equation modeling were performed. Results: In this study, self-doubt had a mediating effects in the path way from learning social integration to suicidal ideation. Drinking had a moderating effect between self-doubt and suicidal ideation. Conclusions: The results suggest that the low level of learning social integration increases the level of self-doubt and leads to suicidal ideation. Drinking was a significant moderator of suicidal ideation. Therefore, interventions on various strategies to enhance academic performance and social interaction skill, and to help to stop or not to initiate drinking habit are needed in the early part of the freshman year.

Analysis of the educational effects of gamification social studies lesson in elementary school using game for education (교육용 게임을 활용한 초등학교 게이미피케이션 사회수업의 교육적 효과 분석)

  • Kim, Young-Hyun
    • Journal of Korea Game Society
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    • v.20 no.5
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    • pp.21-30
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    • 2020
  • The purpose of this study is to analyze the educational effect of social studies lesson in elementary school using gamification. the social studies lesson using gamification was divided into an experimental group and a control group, and then the cognitive and affective areas were evaluated and their impressions of the lesson were investigated. the experimental group students who experienced the gamification class showed significant growth and change in social studies learning academic achievement, learning motivation, learning interest, and learning efficacy compared to the control group.

The relationship between parenting and children's learning related social skills (유아의 학습관련 사회적 기술을 예언하는 부모양육에 대한 연구)

  • Song, Jin-Suk;Kwon, Hee-Kyoung
    • Korean Journal of Human Ecology
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    • v.16 no.3
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    • pp.535-545
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    • 2007
  • The present study examined variables relevant to children's learning-related social skills to determine predictive contributions of such variables as parenting behaviors and parenting competence. Subjects were 130 four and five years old children and their parents. Data were analyzed with mean, standard deviation, t-test, bivariate correlation, multiple regression, and step-wise multiple regression. Results indicated that passionate participation parenting and parenting competence were significantly correlated with children's learning-related social skills, and passionate participation parenting was the most critical predictors of children's learning-related social skills.

Relationships Between Learning-Related Social Skills and Literacy Development of Young Children (유아의 학습관련 사회적 기술과 문식성 발달과의 관계)

  • Ahn, Sun Hee;Kwon, Heekyoung
    • Korean Journal of Child Studies
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    • v.26 no.4
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    • pp.173-188
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    • 2005
  • To examine relationships between learning-related social skills(LRSS) and literacy development a sample of 167 children aged 5-6 years were selected from 3 preschools in Seoul. Instruments for measuring LRSS were the cooperation, assertion, and self-control scales of the Social Skills Rating System (Gresham & Elliott, 1990) and the mastery behaviors scales of the Child Behavior Rating Scale (Bronson, et al. 1990). Literacy development was measured by the Concepts about Print(Woon, 1999), the Learning Readiness Scale(Korean Educational Development Institution 1998), and the Writing Development Scale(Lee, 1997). Teachers rated children's LRSS. Data were analyzed by mean, standard deviation, t-test, bivariate correlation, and regression analysis. LRSS correlated with children's literacy development. Mastery behaviors were the best predictor of literacy development.

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