Pub Date : 2024-02-28DOI: 10.35510/jer.2023.46.1.121
Boeun Kang, Suji Lee, Minjong Youn
This study aims to empirically explore the effective parenting styles that foster the development of children's cooperative competence. Specifically, this study examines the lasting impact of parenting styles(warmth, autonomy support, structure, rejection, coercion, chaos) on children's cooperative competence(group promotion, followership, conflict resolution). Additionally, this study aims to scrutinize the moderating effects of these parenting styles. Using the cohort of middle school students(1st and 3rd graders) from the Korean Children and Youth Panel Survey 2018(KCYPS 2018), this study employed multiple regression analysis with a dual control approach. The results revealed that parental warmth and structure significantly contributed to the sustained positive impact on children's group promotion. Similarly, structure had a lasting positive effect on followership and conflict resolution. Conversely, rejection exhibited a detrimental impact on these dimensions of children’s cooperative competence. Regarding the moderating effects of parenting styles, this study identifies substantial moderation by parental rejecting attitudes. To elaborate, when children exhibit lower levels of cooperative competence, parents demonstrating accepting attitudes— preventing the experience of familial rejection - prove effective in fostering cooperative competence development. The results of this study are expected to contribute to develop specific measures to support for the development of children's cooperative competence
{"title":"Moderating Effect of Parenting Style on the Association between Parenting Style and Children’s Cooperative Competence","authors":"Boeun Kang, Suji Lee, Minjong Youn","doi":"10.35510/jer.2023.46.1.121","DOIUrl":"https://doi.org/10.35510/jer.2023.46.1.121","url":null,"abstract":"This study aims to empirically explore the effective parenting styles that foster the development of children's cooperative competence. Specifically, this study examines the lasting impact of parenting styles(warmth, autonomy support, structure, rejection, coercion, chaos) on children's cooperative competence(group promotion, followership, conflict resolution). Additionally, this study aims to scrutinize the moderating effects of these parenting styles. Using the cohort of middle school students(1st and 3rd graders) from the Korean Children and Youth Panel Survey 2018(KCYPS 2018), this study employed multiple regression analysis with a dual control approach. The results revealed that parental warmth and structure significantly contributed to the sustained positive impact on children's group promotion. Similarly, structure had a lasting positive effect on followership and conflict resolution. Conversely, rejection exhibited a detrimental impact on these dimensions of children’s cooperative competence. Regarding the moderating effects of parenting styles, this study identifies substantial moderation by parental rejecting attitudes. To elaborate, when children exhibit lower levels of cooperative competence, parents demonstrating accepting attitudes— preventing the experience of familial rejection - prove effective in fostering cooperative competence development. The results of this study are expected to contribute to develop specific measures to support for the development of children's cooperative competence","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"13 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.35510/jer.2023.46.1.147
Hye Sook Shin, Juhyoung Park
Based on the data of middle school teachers in 2021 from the Gyeonggi School Education Survey, this study explored the actual situation and related factors of teachers' human rights violation experiences and analyzed the relationship with teacher efficacy (instructional efficacy and life guidance efficacy). The results showed that the majority of middle school teachers had experienced human rights violations by students, and that teacher gender, teaching experience, school climate, and the average number of hours per week of students in the classroom were related to this. When other factors were considered, it was found that teachers who had experienced human rights violations by students had significantly lower teaching effectiveness and life guidance effectiveness. Based on these results, we suggest the following implications for teacher policies in Korea. First, the concept of teaching rights should be expanded to include the basic human rights of teachers in educational activities and include violations of teachers' human rights in addition to violations of teaching and life guidance. Second, existing data on teacher rights violations do not adequately reflect the full range of teacher rights violations, so it is necessary to improve them. Third, since the degree of human rights violation negatively affects teachers' sense of teacher effectiveness, it is necessary to actively protect teachers and provide psychological support and training so that they can regain confidence in teaching and life guidance
{"title":"Relationship between middle school teachers' human rights violation experience and teacher efficacy: focusing on teaching efficacy and life guidance efficacy","authors":"Hye Sook Shin, Juhyoung Park","doi":"10.35510/jer.2023.46.1.147","DOIUrl":"https://doi.org/10.35510/jer.2023.46.1.147","url":null,"abstract":"Based on the data of middle school teachers in 2021 from the Gyeonggi School Education Survey, this study explored the actual situation and related factors of teachers' human rights violation experiences and analyzed the relationship with teacher efficacy (instructional efficacy and life guidance efficacy). The results showed that the majority of middle school teachers had experienced human rights violations by students, and that teacher gender, teaching experience, school climate, and the average number of hours per week of students in the classroom were related to this. When other factors were considered, it was found that teachers who had experienced human rights violations by students had significantly lower teaching effectiveness and life guidance effectiveness. \u0000Based on these results, we suggest the following implications for teacher policies in Korea. First, the concept of teaching rights should be expanded to include the basic human rights of teachers in educational activities and include violations of teachers' human rights in addition to violations of teaching and life guidance. Second, existing data on teacher rights violations do not adequately reflect the full range of teacher rights violations, so it is necessary to improve them. Third, since the degree of human rights violation negatively affects teachers' sense of teacher effectiveness, it is necessary to actively protect teachers and provide psychological support and training so that they can regain confidence in teaching and life guidance","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"102 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140423578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.35510/jer.2024.46.1.1
Jiyeon Cheong
This study focuses on understanding the operations and the changes of Sunggyngwan(成均館) Wonjeom(圓點) policy and Siknyeonsi(式年試) Gwansi(館試) during the Reigns of King Yeongjo and King Jeongjo(1724-1800). In king Yeongjo's reign, there were a few Saengwon(生員) and Jinsa(進士) that had filled the criteria of 300 points in Wonjeom in Sunggyngwan which were the standard of taking Gwansi, so the criteria was reduced temporarily and consistently for Gwansi’s conduct. Since enacting new rules about the operation of Sunggyngwan in king Yeongjo's 18th year(1742), the reduced criteria of Gwansi in Wonjeom was fixed 50 points which was the standard of taking the writing test in Sunggyngwan, a kind of Gwasi(課試). Through this rule, the center of mass of Wonjeom moved on Gwasi from Gwansi. King Jeongo made new rules about the operation of Sunggyngwan Wonjeom in his reign’s 1st year(1777) which demanded Saengwon and Jinsa to fill Wonjeom more tightly for taking the writing test in Sunggyngwan than King Yeongjo’s. In the same year, he made Saengwon and Jinsa of Sunggyngwan who met the standard of Gwansi take the other test and consquently didn’t conduct Gwansi. Since then Gwansi had not be conducted. As a result Wonjeom was more connected with Gwasi than Gwansi. During the Reigns of king Yeongjo and king Jeongjo, Wonjom became closer to Gwasi through these procedures.
{"title":"A Study on The Operation of Sunggyngwan(成均館) Wonjeom(圓點) Policy and Gwansi(館試) during The Reigns of King Yeongjo and King Jeongjo","authors":"Jiyeon Cheong","doi":"10.35510/jer.2024.46.1.1","DOIUrl":"https://doi.org/10.35510/jer.2024.46.1.1","url":null,"abstract":"This study focuses on understanding the operations and the changes of Sunggyngwan(成均館) Wonjeom(圓點) policy and Siknyeonsi(式年試) Gwansi(館試) during the Reigns of King Yeongjo and King Jeongjo(1724-1800). \u0000In king Yeongjo's reign, there were a few Saengwon(生員) and Jinsa(進士) that had filled the criteria of 300 points in Wonjeom in Sunggyngwan which were the standard of taking Gwansi, so the criteria was reduced temporarily and consistently for Gwansi’s conduct. Since enacting new rules about the operation of Sunggyngwan in king Yeongjo's 18th year(1742), the reduced criteria of Gwansi in Wonjeom was fixed 50 points which was the standard of taking the writing test in Sunggyngwan, a kind of Gwasi(課試). Through this rule, the center of mass of Wonjeom moved on Gwasi from Gwansi. \u0000King Jeongo made new rules about the operation of Sunggyngwan Wonjeom in his reign’s 1st year(1777) which demanded Saengwon and Jinsa to fill Wonjeom more tightly for taking the writing test in Sunggyngwan than King Yeongjo’s. In the same year, he made Saengwon and Jinsa of Sunggyngwan who met the standard of Gwansi take the other test and consquently didn’t conduct Gwansi. Since then Gwansi had not be conducted. As a result Wonjeom was more connected with Gwasi than Gwansi. \u0000During the Reigns of king Yeongjo and king Jeongjo, Wonjom became closer to Gwasi through these procedures.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"8 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.35510/jer.2023.46.1.71
K. Chon, Bitna Lee
This study explored trends in academic achievement over the past five academic years among admitted students. Focusing on the longitudinal analysis of academic growth, we utilized panel data from students admitted to K University in the metropolitan area from 2018 to 2022. The analysis revealed that trends in academic achievement varied differentially based on the year of admission and admission types. According to the analysis of GPA data from 2018 to 2022, students generally outperformed in the order of document-based interview, document-based, high school subject achievement-based, and test score-based admission types. Particularly, for students admitted through document-based admission, there was a distinct change in the grade trend before and after the COVID-19 pandemic. Furthermore, significant interaction effects between the enrollment period and admission types were statistically significant in the academic performance data for the years 2018 and 2020. This indicates that trends in academic achievement over the enrollment period differ by admission types. The study provides valuable insights by longitudinally analyzing students' academic growth from admission to enrollment, contributing to the assessment of university education outcomes.
{"title":"Analysis of College Students' Longitudinal Academic Achievement by Admission Type","authors":"K. Chon, Bitna Lee","doi":"10.35510/jer.2023.46.1.71","DOIUrl":"https://doi.org/10.35510/jer.2023.46.1.71","url":null,"abstract":"This study explored trends in academic achievement over the past five academic years among admitted students. Focusing on the longitudinal analysis of academic growth, we utilized panel data from students admitted to K University in the metropolitan area from 2018 to 2022. The analysis revealed that trends in academic achievement varied differentially based on the year of admission and admission types. According to the analysis of GPA data from 2018 to 2022, students generally outperformed in the order of document-based interview, document-based, high school subject achievement-based, and test score-based admission types. Particularly, for students admitted through document-based admission, there was a distinct change in the grade trend before and after the COVID-19 pandemic. Furthermore, significant interaction effects between the enrollment period and admission types were statistically significant in the academic performance data for the years 2018 and 2020. This indicates that trends in academic achievement over the enrollment period differ by admission types. The study provides valuable insights by longitudinally analyzing students' academic growth from admission to enrollment, contributing to the assessment of university education outcomes.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"3 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.35510/jer.2024.46.1.29
Chi Won Chang
Volume 1 of Plato's Republic has not received much attention because it is different from the rest of Republic in some ways, such as being summarized with Thrasymachus's provocations and Socrates' refutations, but the entire composition of Republic is composed of dialogues. Considering this, it cannot be taken lightly as it is responsible for conveying the message that Plato, the narrator outside the work, wants to send. Volume 1 of Republic introduces three characters, Cephalus, Polemarchus, and Thrasymachus, to explain the principles that were leading in Athens - the logic of capital, the logic of politics, and the logic of the strong - to raise questions that Plato must answer in his future treatment of the overall theory of justice. It is in charge of presenting. These questions raised in Volume 1 of Republic are answered by the theory of justice raised in Volumes 2-4 of Republic, and in Volumes 8-9 of Republic, there is a subtle correlation between the unjust political system and the corruption of the human form. The logic of capital, which appeared through the extremeization of the monetary economy, and the logic of politics, through the extremeization of Athenian egocentrism, lead to the logic of the powerful emphasized by Thrasymachus. Socrates refuted Polemarchus and Thrasymachus, but the educational task of presenting a new theory of justice through alternatives and urging awakening continues throughout books 2-10. In that respect, Volume 1 plays a dual role, serving as a prelude and leaving an aporia at the same time.
{"title":"Educational Interpretation on Plato’s Book 1","authors":"Chi Won Chang","doi":"10.35510/jer.2024.46.1.29","DOIUrl":"https://doi.org/10.35510/jer.2024.46.1.29","url":null,"abstract":"Volume 1 of Plato's Republic has not received much attention because it is different from the rest of Republic in some ways, such as being summarized with Thrasymachus's provocations and Socrates' refutations, but the entire composition of Republic is composed of dialogues. Considering this, it cannot be taken lightly as it is responsible for conveying the message that Plato, the narrator outside the work, wants to send. Volume 1 of Republic introduces three characters, Cephalus, Polemarchus, and Thrasymachus, to explain the principles that were leading in Athens - the logic of capital, the logic of politics, and the logic of the strong - to raise questions that Plato must answer in his future treatment of the overall theory of justice. It is in charge of presenting. These questions raised in Volume 1 of Republic are answered by the theory of justice raised in Volumes 2-4 of Republic, and in Volumes 8-9 of Republic, there is a subtle correlation between the unjust political system and the corruption of the human form. The logic of capital, which appeared through the extremeization of the monetary economy, and the logic of politics, through the extremeization of Athenian egocentrism, lead to the logic of the powerful emphasized by Thrasymachus. Socrates refuted Polemarchus and Thrasymachus, but the educational task of presenting a new theory of justice through alternatives and urging awakening continues throughout books 2-10. In that respect, Volume 1 plays a dual role, serving as a prelude and leaving an aporia at the same time.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"209 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.35510/jer.2024.46.1.49
samsoon Lee, Gu Sup Kang
This Study aims to analyze the content of understanding human in Secondary School ethics Curriculum and propose ways to improve it. To achieve this, the study reviewed discussions on Eastern and Western theories and moral education, demonstrating a balanced perspective on the nature of humanity. Upon analyzing the secondary school ethics Curriculum, the results showed a lack of description regarding the essential concept of reason and a tendency to instill an anthropocentric thinking that emphasizes human characteristics. Secondly, there is a insufficient description of Xingshan Theory and Xinge Theory within the societal context, with a disproportionate emphasis on Hobbes' theory over Rousseau's theory that advocating Xingshan Theory. Thirdly, the description of human rights appears abstract and arbitrary, with limited content addressing social rights as universal rights. Based on the analysis, to improve the content of human understanding in secondary school ethics curriculum, firstly, it is necessary to connect the essential concept of reason to the pursuit of ethical life and emphasize the importance of the interaction between humans and the environment as part of the ecological context. This involves describing reason and emotion in a balanced manner concerning ethical behavior. Secondly, it is necessary to address Xingshan Theory and Xinge Theory within the context of societal institutions. Thirdly, expending and addressing human rights issues from the perspective of freedom rights and social rights are imperative.
{"title":"Study on the Contents of Understanding Humanity in Secondary School Ethics Curriculum","authors":"samsoon Lee, Gu Sup Kang","doi":"10.35510/jer.2024.46.1.49","DOIUrl":"https://doi.org/10.35510/jer.2024.46.1.49","url":null,"abstract":"This Study aims to analyze the content of understanding human in Secondary School ethics Curriculum and propose ways to improve it. To achieve this, the study reviewed discussions on Eastern and Western theories and moral education, demonstrating a balanced perspective on the nature of humanity. \u0000Upon analyzing the secondary school ethics Curriculum, the results showed a lack of description regarding the essential concept of reason and a tendency to instill an anthropocentric thinking that emphasizes human characteristics. Secondly, there is a insufficient description of Xingshan Theory and Xinge Theory within the societal context, with a disproportionate emphasis on Hobbes' theory over Rousseau's theory that advocating Xingshan Theory. Thirdly, the description of human rights appears abstract and arbitrary, with limited content addressing social rights as universal rights. \u0000Based on the analysis, to improve the content of human understanding in secondary school ethics curriculum, firstly, it is necessary to connect the essential concept of reason to the pursuit of ethical life and emphasize the importance of the interaction between humans and the environment as part of the ecological context. This involves describing reason and emotion in a balanced manner concerning ethical behavior. Secondly, it is necessary to address Xingshan Theory and Xinge Theory within the context of societal institutions. Thirdly, expending and addressing human rights issues from the perspective of freedom rights and social rights are imperative.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"107 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.35510/jer.2023.46.1.93
Minho Yeom, Kyung Joon Yum
If higher education jurisdiction is partially delegated/transferred to local governments according to the Regional Innovation System and Education (RISE), which is scheduled to be introduced in 2025, Korea's higher education system will experience structural changes. The core content of structural change is the dualization of guidance/supervision authority for higher education institutions. The central government and local governments jointly govern higher education. The purpose of this paper is to discuss win-win cooperation measures between Gwangju City and universities in response to the ‘RISE’. To achieve the purpose of this paper, three topics were intensively discussed based on literature analysis. First, in order to understand the relationship between local governments and universities, the relationship between the two was identified and the meaning of win-win cooperation was critically discussed. Second, in order to understand the current status of higher education in Gwangju city, the reality of higher education in Gwangju was analyzed at the national/regional level, focusing on key indicators. Third, in the problems and alternatives of Gwangju higher education, key problems were pointed out and alternatives were presented based on the four factors that make up the higher education system (purpose structure, governance structure, financial structure, and performance management). In the conclusion, it was emphasized that public value should be emphasized in the direction of innovation in the higher education system at the national/regional level and a special change in perception in local governments' understanding of universities was emphasized.
{"title":"Introduction of the ‘RISE’ and the current status, problems, and alternatives of higher education in Gwangju city","authors":"Minho Yeom, Kyung Joon Yum","doi":"10.35510/jer.2023.46.1.93","DOIUrl":"https://doi.org/10.35510/jer.2023.46.1.93","url":null,"abstract":"If higher education jurisdiction is partially delegated/transferred to local governments according to the Regional Innovation System and Education (RISE), which is scheduled to be introduced in 2025, Korea's higher education system will experience structural changes. The core content of structural change is the dualization of guidance/supervision authority for higher education institutions. The central government and local governments jointly govern higher education. The purpose of this paper is to discuss win-win cooperation measures between Gwangju City and universities in response to the ‘RISE’. To achieve the purpose of this paper, three topics were intensively discussed based on literature analysis. First, in order to understand the relationship between local governments and universities, the relationship between the two was identified and the meaning of win-win cooperation was critically discussed. Second, in order to understand the current status of higher education in Gwangju city, the reality of higher education in Gwangju was analyzed at the national/regional level, focusing on key indicators. Third, in the problems and alternatives of Gwangju higher education, key problems were pointed out and alternatives were presented based on the four factors that make up the higher education system (purpose structure, governance structure, financial structure, and performance management). In the conclusion, it was emphasized that public value should be emphasized in the direction of innovation in the higher education system at the national/regional level and a special change in perception in local governments' understanding of universities was emphasized.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"10 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140419542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.35510/jer.2023.46.1.193
Eun Chang Na
The purpose of this study is to analyze the difference between writing task achievement and self-directed learning ability. The metacognitive utilization strategy involves comparing, contrasting, and organizing the information provided by ChatGPT to facilitate reflective learning. A conducted an experimental study with 70 participants from University, divided into three groups: a group utilizing ChatGPT, a group utilizing ChatGPT along with metacognitive strategies, and a control group. The research results are as follows. First, the ChatGPT-using group was significantly higher in writing task achievement and self-directed learning ability than the non-using the ChatGPT group. Second, the group that provided both ChatGPT and metacognition utilization strategies showed significantly higher writing task achievement scores than the group that provided only ChatGPT. Third, the metacognitive variables that positively affect the writing task achievement were found to be self-evaluation, checking and correcting. Fourth, the pre and post-analysis of metacognition revealed significant improvements in attention regulation, organization, and content monitoring. This study holds educational significance in empirically verifying the difference in writing task achievement and self-directed learning abilities among groups by integrating ChatGPT with metacognitive utilization strategies.
{"title":"Analysis of Differential Impact of Metacognitive Utilization Strategies on Writing Assignment Achievement and Self-directed Learning Abilities among University Students using ChatGPT","authors":"Eun Chang Na","doi":"10.35510/jer.2023.46.1.193","DOIUrl":"https://doi.org/10.35510/jer.2023.46.1.193","url":null,"abstract":"The purpose of this study is to analyze the difference between writing task achievement and self-directed learning ability. The metacognitive utilization strategy involves comparing, contrasting, and organizing the information provided by ChatGPT to facilitate reflective learning. \u0000A conducted an experimental study with 70 participants from University, divided into three groups: a group utilizing ChatGPT, a group utilizing ChatGPT along with metacognitive strategies, and a control group. The research results are as follows. First, the ChatGPT-using group was significantly higher in writing task achievement and self-directed learning ability than the non-using the ChatGPT group. Second, the group that provided both ChatGPT and metacognition utilization strategies showed significantly higher writing task achievement scores than the group that provided only ChatGPT. Third, the metacognitive variables that positively affect the writing task achievement were found to be self-evaluation, checking and correcting. Fourth, the pre and post-analysis of metacognition revealed significant improvements in attention regulation, organization, and content monitoring. This study holds educational significance in empirically verifying the difference in writing task achievement and self-directed learning abilities among groups by integrating ChatGPT with metacognitive utilization strategies.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"23 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.35510/jer.2023.46.1.215
SuYeong Shin
The aim of the study is to discuss the technical and ethical considerations regarding the current applications of the emerging data science techniques in the field of education. Based on the literature review, this study provides an overview of machine learning approaches that have been used to answer to educational research agenda in South Korea. By comparing the logical features of these computational techniques to the conventional statistical methodologies, the authors highlight the unique challenges and opportunities associated with educational data science and discuss what that means to developing scientific knowledge in the field of education research. The authors argue the importance of the awareness of the differences in data conditions and causal inferences between computational approaches and conventional statistical modelings. Computational techniques using big data are not a magical tool to discover knowledge. This study explains why researchers’ domain knowledge and rigorous data preparation have bigger impacts on drawing reliable and meaningful information for educational intervention. This study encourages critical inquiry into the implications of data science for education. By revisiting the goals of public education, the authors call for the future research to host open discussion of the potential of educational data sciences.
{"title":"Datafication of Education and Machine Learning Techniques in Education Research: A Critical Review","authors":"SuYeong Shin","doi":"10.35510/jer.2023.46.1.215","DOIUrl":"https://doi.org/10.35510/jer.2023.46.1.215","url":null,"abstract":"The aim of the study is to discuss the technical and ethical considerations regarding the current applications of the emerging data science techniques in the field of education. Based on the literature review, this study provides an overview of machine learning approaches that have been used to answer to educational research agenda in South Korea. By comparing the logical features of these computational techniques to the conventional statistical methodologies, the authors highlight the unique challenges and opportunities associated with educational data science and discuss what that means to developing scientific knowledge in the field of education research. The authors argue the importance of the awareness of the differences in data conditions and causal inferences between computational approaches and conventional statistical modelings. Computational techniques using big data are not a magical tool to discover knowledge. This study explains why researchers’ domain knowledge and rigorous data preparation have bigger impacts on drawing reliable and meaningful information for educational intervention. This study encourages critical inquiry into the implications of data science for education. By revisiting the goals of public education, the authors call for the future research to host open discussion of the potential of educational data sciences.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"29 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.35510/jer.2023.46.1.169
Gahyun Kim, Meounggun Jo
This study analyzed the latent profile and latent profile transition of middle and high school students during and before the COVID-19 pandemic. The aim was to identify and characterize the latent profile of emotional problems among middle and high school students and to examine the transfer between latent groups. To do so, we utilized data from the third and fourth years of the Child and Adolescent Panel 2018 (Middle 1 Panel) and the sixth and seventh years of the Child and Adolescent Panel 2010 (Elementary 4 Panel). As a result of the analysis, first, during COVID-19, the profiles of emotional problem were categorized into five groups for middle school students and four groups for high school students. Second, the pre-COVID-19 emotional problem profiles were equally categorized into four groups of middle school and high school students. Third, the classification of potential profiles is noteworthy for the “Attention Deficit-Aggression Hyperactivity” group during the corona period. In 2020, due to the pandemic, middle school students did not attend school for the majority of the regular school days, creating a group that was not present at any other point in time, as they were unable to learn the daily routine of school and were unable to be sanctioned for attention. Fourth, before the COVID-19 pandemic, the transition type of the emotional problem profile showed a transition to a stable emotional group as students entered high school, but during the pandemic, there was a notable shift, with transitions in emotions, including transitions from the 'emotional risk group' to the 'emotional stability group' and vice versa.
{"title":"Comparing Latent Antecedents of Emotional Distress in Middle and High School Students During and Before the COVID-19 Pandemic","authors":"Gahyun Kim, Meounggun Jo","doi":"10.35510/jer.2023.46.1.169","DOIUrl":"https://doi.org/10.35510/jer.2023.46.1.169","url":null,"abstract":"This study analyzed the latent profile and latent profile transition of middle and high school students during and before the COVID-19 pandemic. The aim was to identify and characterize the latent profile of emotional problems among middle and high school students and to examine the transfer between latent groups. To do so, we utilized data from the third and fourth years of the Child and Adolescent Panel 2018 (Middle 1 Panel) and the sixth and seventh years of the Child and Adolescent Panel 2010 (Elementary 4 Panel). As a result of the analysis, first, during COVID-19, the profiles of emotional problem were categorized into five groups for middle school students and four groups for high school students. Second, the pre-COVID-19 emotional problem profiles were equally categorized into four groups of middle school and high school students. Third, the classification of potential profiles is noteworthy for the “Attention Deficit-Aggression Hyperactivity” group during the corona period. In 2020, due to the pandemic, middle school students did not attend school for the majority of the regular school days, creating a group that was not present at any other point in time, as they were unable to learn the daily routine of school and were unable to be sanctioned for attention. Fourth, before the COVID-19 pandemic, the transition type of the emotional problem profile showed a transition to a stable emotional group as students entered high school, but during the pandemic, there was a notable shift, with transitions in emotions, including transitions from the 'emotional risk group' to the 'emotional stability group' and vice versa.","PeriodicalId":246330,"journal":{"name":"The Institute of Educational Research Chonnam National University","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140420000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：