• Journal of Internet Computing and Services
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• v.24 no.5
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• pp.75-84
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• 2023

This study aims to investigate the influence of online entrepreneurship education on first-time entrepreneurs in western China. The research employed an online self-management survey method to collect data from participants involved in online entrepreneurship education and first-time entrepreneurs. The data was analyzed using SPSS and AMOS statistical software. The research findings indicate that online entrepreneurship education has a positive impact on entrepreneurial intention. There is a positive correlation between online entrepreneurship education and entrepreneurial execution capability. Entrepreneurial intention effectively promotes entrepreneurial execution capability, which is critical for successful entrepreneurship. Online entrepreneurship education also emphasizes the development of innovative abilities and thinking patterns, thereby enhancing the competitiveness of entrepreneurs. Additionally, entrepreneurial support plays a direct positive role in entrepreneurial success by providing resources, guidance, knowledge sharing, and confidence, thereby increasing the likelihood of success.

• Korean Journal of Child Education & Care
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• v.17 no.1
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• pp.29-50
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• 2017

The purpose of this study is to investigate the effects of multicultural education based on 'World Cultures' project activities on young children's multicultural acceptability and caring thinking. This study's research questions are: 1) How do 'World Cultures' project activities affect young children's multicultural acceptability?; 2) How do 'World Cultures' project activities affect young children's caring thinking? The participants were thirty-five five year olds in a day care center in Y city, Gyounggi-do and were divided into two groups. The experimental group participated in a 'World Cultures' project, whereas the control group performed activities of 'Fall' and 'World Cultures' themes of Nuri Curriculum. The measurement of multicultural acceptability was developed by Kim and Jung (2010) for elementary school students, and revised and supplemented for young children by Bak (2013). The instrument of caring thinking originated with Lipman (2003) and was translated and modified by Lee (2007). Data was analyzed using the SPSS Win 18.0, and t-tests were performed to compare the means of the two groups. Results of this study are: first, there were statistical differences in multicultural openness and multicultural relationship skills between the groups. The experimental group scores were higher than those of the control group. However, there were no significant differences in multicultural awareness and multicultural empathy. Second, there was a statistically significant difference in care thinking between the experimental group and the control group. The score for the experimental group was higher than the score for the comparative group. This result verified that "World Cultures" project activities show a positive impact on multicultural acceptability-the proper understanding and acceptance of foreign cultures. In addition, the project activities have a positive impact on caring thinking, which was related, not only to understanding and accepting other races, but also to respecting and understanding others' emotions.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.329-337
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• 2023

This study investigated the mediating effect of critical thinking disposition on the relationship between ego resilience and self-leadership of nursing students. The subjects of the study were 193 third-year and fourth-year nursing students from three universities in G Province, and data were collected from November 1 to November 19, 2021. The collected data were subjected to descriptive statistics, t-test, ANOVA, Pearson's correlation, and multiple regression using the SPSS/WIN 23.0 program. The mediation effect was analyzed using Baron and Kenny's three-step procedure, and the statistical significance of the mediation effect was verified using the Sobel test. As a result of this study, self-leadership was positively correlated with ego resilience(r=.43, p<.001) and critical thinking disposition(r=.51, p<.001), and ego resilience was positively correlated with critical thinking disposition(r =.58, p<.001). It was found that there was a partial mediating effect of critical thinking disposition in the relationship between ego resilience and self-leadership(Sobel test: Z=5.05, p<.001). Therefore, in order to increase the self-leadership of nursing students, an integrated approach is needed to improve ego resilience and critical thinking disposition.

• Journal of the Korean Applied Science and Technology
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• v.35 no.4
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• pp.1359-1368
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• 2018

The purpose of this study was to identify factors related to clinical competence of nursing students and to contribute to the education plan of the undergraduate course for the enhancement of clinical competence. The subjects of the study were 227 students in the 4th grade in the college of nursing. Clinical competence based on the general characteristics of the subject, critical thinking disposition, and core basic nursing skills achievement was conducted by an independent t-test, pearson's corelation coefficient, and linear regression model was used for statistical analysis to investigate factors influencing clinical competence. The results showed that intellectual fairness of critical thinking, achievement in middle and low level of core basic nursing skills had an effect on nursing students' clinical competence, and the higher score had the better clinical competence. Based on the results of this study, it is necessary to improve intellectual fairness and core basic nursing achievement of nursing students and to prepare an educational program to develop the achievement of high level.

• Journal of the Korean earth science society
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• v.41 no.6
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• pp.670-683
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• 2020

The purpose of this study was to develop a test tool for convergence problem solving skill. To this end, constructs of convergence problem solving skill were defined in three domains: convergence attributes, convergence thinking, and convergence literacy domains. Thirty-seven pilot items were developed on the basis of the sub-categories for each domain that was defined through intensive literature review; problem solving & convergent thinking and creative thinking for convergence thinking domain, individual and social propensity for the convergence attributes domain, and convergence literacy as convergence literacy domain. Through an exploratory factor analysis, 30 items in the constructs of the test tool were confirmed. A confirmatory factor analysis result showed that the five construct models well captured the covariance between all the items well. Finally a statistical result shows that the reliability of the items and constructs were well established (Cronbach's α value= .963). Thus, the test tool for convergence problem solving skill developed in this study was statistically reliable.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.275-283
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• 2019

The fourth industrial revolution is emerging as the talk of the times. The industrial structure is changing greatly from the past, as well as the social scene, changing our daily lives. Especially, the importance of the software sector is growing. For students who have to live in this future society, computational thinking is a key capability. In order to achieve this goal, this study was carried out in the following steps. First, we organized a SW education convergence program based on life-oriented aspects. Second, the configured program was applied to the site to verify the effectiveness of computational thinking. The results of this study show that the experimental group has 32 points better than the pre-test, and the comparative group has about 2 points better. The statistical significance probability was a significant difference of .028. The results of this study may be used as a reference for the training of SW convergence education and future talent in the future.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.59-76
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• 2005

We examined the relations between the score of the divergent thinking in mathematical (Mathematical Creative Problem Solving Ability Test; MCPSAT: Lee etc. 2003) and non-mathematical situations (Torrance Test of Creative Thinking Figural A; TTCT: adapted for Korea by Kim, 1999). Subjects in this study were 213 eighth grade students(129 males and 84 females). In the analysis of data, frequencies, percentiles, t-test and correlation analysis were used. The results of the study are summarized as follows; First, mathematically gifted students showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than regular students. Second, female showed statistically significantly higher scores on the score of the divergent thinking in mathematical and non-mathematical situations than males. Third, there was statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for middle students was r=.41 (p<.05) and regular students was r=.27 (p<.05). A test of statistical significance was conducted to test hypothesis. Fourth, the correlation between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students was r=.11. There was no statistically significant relationship between the score of the divergent thinking in mathematical and non-mathematical situations for mathematically gifted students. These results reveal little correlation between the scores of the divergent thinking in mathematical and non-mathematical situations in both mathematically gifted students. Also but for the group of students of relatively mathematically gifted students it was found that the correlations between divergent thinking in mathematical and non-mathematical situations was near zero. This suggests that divergent thinking ability in mathematical situations may be a specific ability and not just a combination of divergent thinking ability in non-mathematical situations. But the limitations of this study as following: The sample size in this study was too few to generalize that there was a relation between the divergent thinking of mathematically gifted students in mathematical situation and non-mathematical situation.

• School Mathematics
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• v.12 no.4
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• pp.547-561
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• 2010

Even though statistics is considered as one of the areas of mathematical science in the school curriculum, it has been well documented that statistics has distinct features compared to mathematics. However, there is little empirical educational research showing distinct features of statistics, especially research into the understanding of statistical concepts which are different from other areas in school mathematics. In addition, there is little discussion of a relationship between the ability of mathematical thinking and the ability of understanding statistical concepts. This study extracted some important concepts which consist of the fundamental statistical reasoning and investigated how mathematically high achieving students understood these concepts. As a result, there were both kinds of concepts that mathematically high achieving students developed well or not. There is a weak correlation between mathematical ability and the level of understanding statistical concepts.

• Journal of Korean Society for Quality Management
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• v.28 no.3
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• pp.114-123
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• 2000

Six Sigma has been adopted as a major improvement initiative by some leading Korean companies. The paradigm of how statistics is to be applied in business and industry has been challenged by Six Sigma. In this paper, Six Sigma initiative and its importance are stressed. Also statistical thinking plays a major role in Six Sigma. Therefore, its relationship with Six Sigma is explained. Next, various strategies for achieving Six Sigma are reviewed. Finally the strategy that GE takes for achieving Six Sigma is examined.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.391-414
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• 2017

The purpose of this study is to find the correlation between the level of 6th graders' achievement level in Probability and Statistics education, which were proposed in the curriculum, which targeted the 6th graders in the elementary school, and statistical literacy. For this, first, questions asking the achievement level in the probability and statistics(Part A), and questions asking the statistical literacy(Part B), were used to study the achievement level of the students. Second, the achievement level in the probability and statistics, and the statistical literacy were measured. In order to achieve the purpose of this study, questionnaire that consists of 10 questions was invented. The questionnaire was divided into Part 1 and Part 2 under the consideration upon the characteristics of the questions. The results of the questionnaires given to the students were classified into "high, medium, and low" and were separated into 7 categories. Results of comparing category 3 and category 6, which have shown opposing tendencies, we could find that students who are good at school mathematics and students with high statistical literacy have respective and different characteristics. For actually effective statistical education, consideration upon and reflection of core aspects such as intuition and critical thinking in the curriculum are needed.