Pub Date : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.205
Objectives The purpose of this study is to analyze trends in research on smartphone overdependence published in Korea and then suggest directions for future research. Methods For this purpose, we selected 254 papers published in academic journals from 2016 to the end of November 2023 with martphones overdependence as the keywords. For data analysis, the data were classified by publication year, research method, academic field, academic organization, and related variables. Results The results of this study are as follows. First, Research on smartphones overdependence first began in 2016 and increased rapidly from 2020. Second, As for research methods, The research method was predominantly quantitative research. Third, The academic field with the most papers published was social science. The largest number of papers were published in [The Journal of Humanities and Social science(HSS21)], published by the The Journal Of Humanities and Social Sciences 21·Asia Culture Academy of Incorporated Association. Fourth, As for trends by variable related to smartphone overdependence, personal factor variables were the most studied, and sub-variables such as self-esteem, life satisfaction, happiness, depression, and mindset were confirmed. Conclusions Based on these results, The problem of dependence on smartphones was confirmed as a social and environmental phenomenon that occurs in all age groups from infancy to old age. This suggested the development of a smartphone overdependence prevention program and finding policies and plans for controlled use.
目的 本研究旨在分析在韩国发表的有关智能手机过度依赖的研究趋势，然后提出未来研究的方向。方法 为此，我们选取了 2016 年至 2023 年 11 月底在学术期刊上发表的 254 篇以智能手机过度依赖为关键词的论文。为了进行数据分析，我们按照发表年份、研究方法、学术领域、学术组织和相关变量对数据进行了分类。结果 本研究的结果如下。首先，关于智能手机过度依赖的研究始于 2016 年，并从 2020 年开始迅速增加。第二，在研究方法方面，研究方法以定量研究为主。第三，发表论文最多的学术领域是社会科学。发表论文数量最多的期刊是《人文社会科学杂志》（HSS21），该杂志由《人文社会科学杂志》（The Journal Of Humanities and Social Sciences 21-Asia Culture Academy of Incorporated Association）出版。第四，在与智能手机过度依赖相关的变量趋势方面，个人因素变量的研究最多，自尊、生活满意度、幸福感、抑郁和心态等子变量得到了证实。结论 基于这些结果，对智能手机的依赖问题被证实是一种社会和环境现象，从婴儿到老年各个年龄段都会出现。这建议制定智能手机过度依赖预防计划，并找到控制使用的政策和计划。
{"title":"Domestic Research Trends on smartphones overdependence","authors":"","doi":"10.22251/jlcci.2024.24.13.205","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.205","url":null,"abstract":"Objectives The purpose of this study is to analyze trends in research on smartphone overdependence published in Korea and then suggest directions for future research. \u0000Methods For this purpose, we selected 254 papers published in academic journals from 2016 to the end of November 2023 with martphones overdependence as the keywords. For data analysis, the data were classified by publication year, research method, academic field, academic organization, and related variables. \u0000Results The results of this study are as follows. First, Research on smartphones overdependence first began in 2016 and increased rapidly from 2020. Second, As for research methods, The research method was predominantly quantitative research. Third, The academic field with the most papers published was social science. The largest number of papers were published in [The Journal of Humanities and Social science(HSS21)], published by the The Journal Of Humanities and Social Sciences 21·Asia Culture Academy of Incorporated Association. Fourth, As for trends by variable related to smartphone overdependence, personal factor variables were the most studied, and sub-variables such as self-esteem, life satisfaction, happiness, depression, and mindset were confirmed. \u0000Conclusions Based on these results, The problem of dependence on smartphones was confirmed as a social and environmental phenomenon that occurs in all age groups from infancy to old age. This suggested the development of a smartphone overdependence prevention program and finding policies and plans for controlled use.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833208","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 : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.107
Jeonghyun Han, Jeongyun Park
Objectives This study investigates the longitudinal effects of parental achievement pressure in fourth and fifth grade on their child’s future perspective in seventh grade. Methods For this purpose, the study used data collected in the 11th (2018), 12th (2019), 13th (2020), and 14th (2021) year of the Panel Study of Korean Children, and it selected 1,115 households that met all the variables. Using the SPSS 27.0 and AMOS 26.0 programs, the study examined the basic attributes of the data and analyzed it with a structural equation model. Results First, there were significant correlations among all the variables including parents' achievement pressure in fourth and fifth grade children, children's self-esteem and overall happiness in sixth grade, and their future perspective in seventh grade. Secondly, children's self-esteem and overall happiness had sequential mediating effects on the relations between parents' achievement pressure and future perspective. That is, parents' achievement pressure in their child’s fourth and fifth grade had effects on their children's self-esteem and overall happiness in sixth grade and thus negative impacts on their future perspective in seventh grade. Conclusions The findings of the study imply that parenting attitudes that are focused on the child’s changes and growth are important in their formation of a positive future perspective in seventh grade. The study examined comprehensively relations among the variables that were partially tested and checked their path, thus holding its significance.
{"title":"The Relationship Between Parents’ Achievement Pressure and Child’s Future Perspective in Middle School: Longitudinal Sequential Mediating Effects of Self-esteem and Overall Happiness","authors":"Jeonghyun Han, Jeongyun Park","doi":"10.22251/jlcci.2024.24.13.107","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.107","url":null,"abstract":"Objectives This study investigates the longitudinal effects of parental achievement pressure in fourth and fifth grade on their child’s future perspective in seventh grade. \u0000Methods For this purpose, the study used data collected in the 11th (2018), 12th (2019), 13th (2020), and 14th (2021) year of the Panel Study of Korean Children, and it selected 1,115 households that met all the variables. Using the SPSS 27.0 and AMOS 26.0 programs, the study examined the basic attributes of the data and analyzed it with a structural equation model. \u0000Results First, there were significant correlations among all the variables including parents' achievement pressure in fourth and fifth grade children, children's self-esteem and overall happiness in sixth grade, and their future perspective in seventh grade. Secondly, children's self-esteem and overall happiness had sequential mediating effects on the relations between parents' achievement pressure and future perspective. That is, parents' achievement pressure in their child’s fourth and fifth grade had effects on their children's self-esteem and overall happiness in sixth grade and thus negative impacts on their future perspective in seventh grade. \u0000Conclusions The findings of the study imply that parenting attitudes that are focused on the child’s changes and growth are important in their formation of a positive future perspective in seventh grade. The study examined comprehensively relations among the variables that were partially tested and checked their path, thus holding its significance.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833042","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 : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.15
Suk Hyang Jung, Hee Jung Chung
Objectives This study aimed to develop and validate the effectiveness of education program for fathers of infants based on Social Networking Services (SNS). Methods To achieve this, the researcher developed a education program based on SNS for fathers of infants, following a 6-step procedure and the effects were examined by investigating 17 fathers of infants who live in S City, S District (17 in the experimental group, 17 in the control group). The program consisted of 10 sessions conducted through a non-face-to-face approach using SNS. To analyze the program results, χ2 tests, ANCOVA, and qualitative data analysis were conducted. Results The findings are as follows. First, the experimental group participating in the SNS-based father education program showed an improvement in the parental engagement of fathers with infants. Second, participants in the program exhibited enhanced family well-being and increased happiness in their infants. Third, qualitative data revealed changes in fathers' perception on parental engagement, family well-being, and infants' happiness throughout the SNS-based father education program. Conclusions This study provides valuable foundational data indicating that an SNS-based father education program for fathers of infants can enhance parental engagement, elevate family well-being, and increase infants' happiness. The findings are significant in providing a basis for father education and suggesting strategies to promote father education within early childhood education institutions.
{"title":"Development and effects of an education program for fathers of infants based on SNS","authors":"Suk Hyang Jung, Hee Jung Chung","doi":"10.22251/jlcci.2024.24.13.15","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.15","url":null,"abstract":"Objectives This study aimed to develop and validate the effectiveness of education program for fathers of infants based on Social Networking Services (SNS). \u0000Methods To achieve this, the researcher developed a education program based on SNS for fathers of infants, following a 6-step procedure and the effects were examined by investigating 17 fathers of infants who live in S City, S District (17 in the experimental group, 17 in the control group). The program consisted of 10 sessions conducted through a non-face-to-face approach using SNS. To analyze the program results, χ2 tests, ANCOVA, and qualitative data analysis were conducted. \u0000Results The findings are as follows. First, the experimental group participating in the SNS-based father education program showed an improvement in the parental engagement of fathers with infants. Second, participants in the program exhibited enhanced family well-being and increased happiness in their infants. Third, qualitative data revealed changes in fathers' perception on parental engagement, family well-being, and infants' happiness throughout the SNS-based father education program. \u0000Conclusions This study provides valuable foundational data indicating that an SNS-based father education program for fathers of infants can enhance parental engagement, elevate family well-being, and increase infants' happiness. The findings are significant in providing a basis for father education and suggesting strategies to promote father education within early childhood education institutions.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832882","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 : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.773
Objectives This study emphasizes the importance of the manifestation of children's imagination, based on Bachelard's concept of the mobility of matter, while revisiting the concept of children's imagination through Deleuze's artistic philosophy of Retornello, aiming to reveal the creativity and artistry of imagination. Methods The study presents Bachelard's concepts and types of imagination, then organizes Deleuze's concept and characteristics of Retornello based on arrangement and materialism, and subsequently explains three variations of Retornello distinguished by arrangement and artistic trends. Following this, the study analyzes how Ritornello is varied in actual imaginative play based on excerpts from previous studies on the manifestation of children's imagination. Results Examples of imaginative play between children and puddles illustrate the movement of arrangement and material. Firstly, the ‘Puddle-Classicist Ritornello’ began by encountering various forms of puddles, showcasing the harmonious relationship between form and material, and expanding imagination through these encounters. Secondly, by abandoning the forms of puddles shaped by weather and water, and focusing on the essential materials of the puddle, children’s imagination transformed into the ‘Canals and Indoor Puddles-Romanticist Ritornello.’ Thirdly, by completely shedding the form of the puddle and concentrating on the molecular material of the puddle, the variation of imaginative ritornello reached its climax, presenting the pinnacle of the ‘Modernist Ritornello.’ Conclusions The creativity of imagination through Bachelard's materialistic movements and the artistry of Retornello through its materialistic mobility are interpreted within the same context. In other words, imagination signifies both creativity and artistic mental activity, and furthermore, imaginative play and life can be creative and artistic. Thus, by examining the relationships among children's lives, play, imagination, and the artistry of Ritornello, the study proposes discussions on how children's lives can be artistic.
{"title":"The Meaning of Ritornello Variations in the Expression of Young Children’s Imagination","authors":"","doi":"10.22251/jlcci.2024.24.13.773","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.773","url":null,"abstract":"Objectives This study emphasizes the importance of the manifestation of children's imagination, based on Bachelard's concept of the mobility of matter, while revisiting the concept of children's imagination through Deleuze's artistic philosophy of Retornello, aiming to reveal the creativity and artistry of imagination. \u0000Methods The study presents Bachelard's concepts and types of imagination, then organizes Deleuze's concept and characteristics of Retornello based on arrangement and materialism, and subsequently explains three variations of Retornello distinguished by arrangement and artistic trends. Following this, the study analyzes how Ritornello is varied in actual imaginative play based on excerpts from previous studies on the manifestation of children's imagination. \u0000Results Examples of imaginative play between children and puddles illustrate the movement of arrangement and material. Firstly, the ‘Puddle-Classicist Ritornello’ began by encountering various forms of puddles, showcasing the harmonious relationship between form and material, and expanding imagination through these encounters. Secondly, by abandoning the forms of puddles shaped by weather and water, and focusing on the essential materials of the puddle, children’s imagination transformed into the ‘Canals and Indoor Puddles-Romanticist Ritornello.’ Thirdly, by completely shedding the form of the puddle and concentrating on the molecular material of the puddle, the variation of imaginative ritornello reached its climax, presenting the pinnacle of the ‘Modernist Ritornello.’ \u0000Conclusions The creativity of imagination through Bachelard's materialistic movements and the artistry of Retornello through its materialistic mobility are interpreted within the same context. In other words, imagination signifies both creativity and artistic mental activity, and furthermore, imaginative play and life can be creative and artistic. Thus, by examining the relationships among children's lives, play, imagination, and the artistry of Ritornello, the study proposes discussions on how children's lives can be artistic.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832731","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 : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.565
Hyeonjeong Kim, Garam Moon, Mirim Kim
Objectives This study was conducted to understand the experiences and meanings of counseling trainees' ‘counselor-becoming’ through peer support group. Methods For this, the autobiographical narrative inquiry method of Clandin and Connelly was used. Researchers simultaneously played the role of research participants and explored the empirical meaning. It was intended to secure the validity of the study through recording of experiences, transcription of speech, social text, and SNS data, and in-depth writing and cross-analysis of three researchers. Results As a result of the study, the participants had the following experiences through peer support group. First, they experienced the process of embodying counseling knowledge through intellectual discussion and relationship dynamics. Second, by opening themselves up in the field of experiment called relationship, they experienced the experience of discovering ‘I’ and building introspection toward each other. Third, they experienced being a counselor by experiencing personal and professional care together within peer support group. Conclusions In the conclusions and suggestions, based on the derived research results, the implications of the ‘counselor-becoming’ experience in which cognition, emotion, and relationship skills are integrated through peer support groups and the significance of the study were derived. It also presented tasks on how counseling trainees, including research participants, can use peer support groups more effectively.
{"title":"A Autobiographical Narrative Exploration of the ‘Counselor-Becoming’ of Counseling Trainees Through Peer Support Group","authors":"Hyeonjeong Kim, Garam Moon, Mirim Kim","doi":"10.22251/jlcci.2024.24.13.565","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.565","url":null,"abstract":"Objectives This study was conducted to understand the experiences and meanings of counseling trainees' ‘counselor-becoming’ through peer support group. \u0000Methods For this, the autobiographical narrative inquiry method of Clandin and Connelly was used. Researchers simultaneously played the role of research participants and explored the empirical meaning. It was intended to secure the validity of the study through recording of experiences, transcription of speech, social text, and SNS data, and in-depth writing and cross-analysis of three researchers. \u0000Results As a result of the study, the participants had the following experiences through peer support group. First, they experienced the process of embodying counseling knowledge through intellectual discussion and relationship dynamics. Second, by opening themselves up in the field of experiment called relationship, they experienced the experience of discovering ‘I’ and building introspection toward each other. Third, they experienced being a counselor by experiencing personal and professional care together within peer support group. \u0000Conclusions In the conclusions and suggestions, based on the derived research results, the implications of the ‘counselor-becoming’ experience in which cognition, emotion, and relationship skills are integrated through peer support groups and the significance of the study were derived. It also presented tasks on how counseling trainees, including research participants, can use peer support groups more effectively.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833276","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 : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.375
Objectives The purposes of this study were to analyze degree of structure and complexity of ill-structured mathematical problems made by prospective elementary teachers. Methods In order to do this, 109 prospective elementary teachers participated in ill-structured mathematical problem posing activities, as a result 24 group work papers were collected. The data was analyzed using framework which determines ill-structured problems and problem complexity. Results The results of this study showed that the degree of structure of the problems posed by prospective teachers varied. The prospective teachers posed problems with relatively high ill-structuredness in terms of authenticity, but with low ill-structuredness in terms of complexity and openness. The prospective teachers posed problems that were low of linguistic complexity but high of mathematical complexity. when prospective teachers asked students to solve problems they posed, most of them expected that difficulties would arise during the phase of carrying out the plan. Conclusions The results indicate that prospective elementary teachers need to develop their competence of posing ill-structured mathematical problems, in particular, there is a need to explore the meaning of openness of ill-structured problems. It also suggests that there is also a need to provide prospective teachers opportunities to anticipate and discuss students’ difficulties in ill-structured problem solving.
{"title":"An analysis of prospective elementary school teachers’ ill-structured mathematical problem posing activities","authors":"","doi":"10.22251/jlcci.2024.24.13.375","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.375","url":null,"abstract":"Objectives The purposes of this study were to analyze degree of structure and complexity of ill-structured mathematical problems made by prospective elementary teachers. \u0000Methods In order to do this, 109 prospective elementary teachers participated in ill-structured mathematical problem posing activities, as a result 24 group work papers were collected. The data was analyzed using framework which determines ill-structured problems and problem complexity. \u0000Results The results of this study showed that the degree of structure of the problems posed by prospective teachers varied. The prospective teachers posed problems with relatively high ill-structuredness in terms of authenticity, but with low ill-structuredness in terms of complexity and openness. The prospective teachers posed problems that were low of linguistic complexity but high of mathematical complexity. when prospective teachers asked students to solve problems they posed, most of them expected that difficulties would arise during the phase of carrying out the plan. \u0000Conclusions The results indicate that prospective elementary teachers need to develop their competence of posing ill-structured mathematical problems, in particular, there is a need to explore the meaning of openness of ill-structured problems. It also suggests that there is also a need to provide prospective teachers opportunities to anticipate and discuss students’ difficulties in ill-structured problem solving.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833294","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 : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.537
Sung-Kyung Woo, Hyeon-Cheol Jeong
Objectives This study examined the effects of the exchange relationship with a preceptor on self-efficacy, resilience, and job satisfaction among new nurses. Methods Data were collected from 125 new nurses in a hospital in City S by questionnaire after 8 weeks of preceptor-ship. Data were analyzed using t-test, one-way analysis of variance, Pearson correlation coefficient analysis, and linear regression analysis. Results The exchange relationship between new nurses and preceptors was statistically significantly correlated with self-efficacy(p=.024), resilience(p=.003), and job satisfaction(p＜.001). The higher the relationship between new nurses and preceptors, the higher the self-efficacy (B=0.281, p=.024), resilience (B=0.304, p=.003), and job satisfaction (B=0.507, p<.001). Conclusions The results of this study showed that the higher the relationship between new nurses and their preceptors, the higher their self-efficacy, resilience, and job satisfaction. Therefore, it is necessary to provide education and self-development for preceptors so that they can play the role of role model, emotional support, and counselor as well as educator to new nurses.
目的 本研究探讨了与带教导师的交流关系对新护士的自我效能感、应变能力和工作满意度的影响。方法 对 S 市某医院 125 名新护士进行为期 8 周的带教培训后，通过问卷调查收集数据。数据分析采用 t 检验、单因素方差分析、皮尔逊相关系数分析和线性回归分析。结果 新护士与训导员之间的交流关系与自我效能感（p=.024）、应变能力（p=.003）和工作满意度（p＜.001）有显著的统计学相关性。新护士与前导者关系越好，自我效能感（B=0.281，p=.024）、应变能力（B=0.304，p=.003）和工作满意度（B=0.507，p＜.001）越高。结论 本研究结果表明，新护士与带教导师的关系越好，其自我效能感、应变能力和工作满意度就越高。因此，有必要对带教老师进行教育和自我发展，使其能够在新入职护士中扮演榜样、情感支持、辅导员和教育者的角色。
{"title":"The Effects of Preceptor Exchange Relationships on New Nurses' Self-Efficacy, Resilience, and Job Satisfaction","authors":"Sung-Kyung Woo, Hyeon-Cheol Jeong","doi":"10.22251/jlcci.2024.24.13.537","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.537","url":null,"abstract":"Objectives This study examined the effects of the exchange relationship with a preceptor on self-efficacy, resilience, and job satisfaction among new nurses. \u0000Methods Data were collected from 125 new nurses in a hospital in City S by questionnaire after 8 weeks of preceptor-ship. Data were analyzed using t-test, one-way analysis of variance, Pearson correlation coefficient analysis, and linear regression analysis. \u0000Results The exchange relationship between new nurses and preceptors was statistically significantly correlated with self-efficacy(p=.024), resilience(p=.003), and job satisfaction(p＜.001). The higher the relationship between new nurses and preceptors, the higher the self-efficacy (B=0.281, p=.024), resilience (B=0.304, p=.003), and job satisfaction (B=0.507, p<.001). \u0000Conclusions The results of this study showed that the higher the relationship between new nurses and their preceptors, the higher their self-efficacy, resilience, and job satisfaction. Therefore, it is necessary to provide education and self-development for preceptors so that they can play the role of role model, emotional support, and counselor as well as educator to new nurses.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833043","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 : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.139
Jeong-Min Park, Jea-Sung Park
Objectives The purpose of this study was to help neurological disorders seen of the trends of children with developmental disabilities and improve their quality of life by investigating the functional cognitive gait in using the sports rhythm training on gait pattern and cognitive function in trends of children with developmental disabilities. Methods In order to achieve the purpose of this study, 39 trends of children with developmental disabilities at N located in K city, were selected at random and allocated 13 trends of children with developmental disabilities each for the Non Exercise group (NEG), Deficient Exercise group(DEG), Over Exercise group (OEG) and measured kinematic gait pattern and cognitive function before and after the experiment. The data obtained from this study were analyzed using the SPSS 26.0 statistical program the two-way repeated measures ANOVA and Bonferroni post-hoc test was performed. Results The conclusions obtained through this study were as follows. First, as a result of analyzing the change of gait pattern to functional cognitive gait in using the sports rhythm training program, there were significantly improved in velocity, cadence, step length, stride length in OEG compared with NEG and DEG after 24 weeks. Second, as a result of analyzing the change of cognitive function according to functional cognitive gait in using the sports rhythm training, there were significantly improved in body part, number display, movement, operation in OEG compared with NEG and DEG after 24 weeks. Conclusions As conclusions, this study confirmed that the functional cognitive gait in using the sports rhythm training program could improve the gait pattern and cognitive function in the trends of children with developmental disabilities.
{"title":"Effects of Functional Cognitive Gait in using the Sports Rhythm Training on Gait Pattern and Cognitive Function in the Trends of Children with Developmental Disabilities","authors":"Jeong-Min Park, Jea-Sung Park","doi":"10.22251/jlcci.2024.24.13.139","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.139","url":null,"abstract":"Objectives The purpose of this study was to help neurological disorders seen of the trends of children with developmental disabilities and improve their quality of life by investigating the functional cognitive gait in using the sports rhythm training on gait pattern and cognitive function in trends of children with developmental disabilities. \u0000Methods In order to achieve the purpose of this study, 39 trends of children with developmental disabilities at N located in K city, were selected at random and allocated 13 trends of children with developmental disabilities each for the Non Exercise group (NEG), Deficient Exercise group(DEG), Over Exercise group (OEG) and measured kinematic gait pattern and cognitive function before and after the experiment. The data obtained from this study were analyzed using the SPSS 26.0 statistical program the two-way repeated measures ANOVA and Bonferroni post-hoc test was performed. \u0000Results The conclusions obtained through this study were as follows. First, as a result of analyzing the change of gait pattern to functional cognitive gait in using the sports rhythm training program, there were significantly improved in velocity, cadence, step length, stride length in OEG compared with NEG and DEG after 24 weeks. Second, as a result of analyzing the change of cognitive function according to functional cognitive gait in using the sports rhythm training, there were significantly improved in body part, number display, movement, operation in OEG compared with NEG and DEG after 24 weeks. \u0000Conclusions As conclusions, this study confirmed that the functional cognitive gait in using the sports rhythm training program could improve the gait pattern and cognitive function in the trends of children with developmental disabilities.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833016","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 : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.181
Mi-kyung Ryoo, jaecheo Kim
Objectives The study, in order to understand how elementary school student competencies appear and strengthen competency-based education, we confirmed the classification of latent classes in the 4th and 5th grades of elementary school, identified the patterns of student competency transition, and examined the impact of individual, family, and school-related factors on each latent class. Methods For this purpose, Latent Profile Analysis and Latent Transition Analysis were conducted, utilizing data from the first year (2021) and the second year (2022) of panel data for 4th graders (total sample size of 3,671) from the Gyeongnam Education Longitudinal Study Information collected by the Gyeongsangnam-do Office of Education. Results In the 4th grade of elementary school, the latent class of student competency was classified into three groups: ‘low competency,’ ‘medium competency,’ and ‘high competency.’ In the 5th grade of elementary school, the latent class of student competency was classified into two groups: ‘low competency’ and ‘high competency.’ It was confirmed that some of the low competency group and the medium competency group in the 4th grade of elementary school were integrated into the low-competency group in the 5th grade, and that some of the medium competency group and the high-competency group in the 4th grade of elementary school were integrated into the high competency group in the 5th grade. Conclusions Factors significantly influencing the transition from the 4th-grade student competency latent class to that of the 5th grade were found to be self-directed learning, communication with parents, parental academic support, attitude towards assessment, and satisfaction with remote learning. Based on the key research results influencing student competency, educational policy implications for enhancing student competency were derived and discussed.
{"title":"Classification of Latent Class Transition Types of Elementary Student Competencies and Exploration of Influencing Factors","authors":"Mi-kyung Ryoo, jaecheo Kim","doi":"10.22251/jlcci.2024.24.13.181","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.181","url":null,"abstract":"Objectives The study, in order to understand how elementary school student competencies appear and strengthen competency-based education, we confirmed the classification of latent classes in the 4th and 5th grades of elementary school, identified the patterns of student competency transition, and examined the impact of individual, family, and school-related factors on each latent class. \u0000Methods For this purpose, Latent Profile Analysis and Latent Transition Analysis were conducted, utilizing data from the first year (2021) and the second year (2022) of panel data for 4th graders (total sample size of 3,671) from the Gyeongnam Education Longitudinal Study Information collected by the Gyeongsangnam-do Office of Education. \u0000Results In the 4th grade of elementary school, the latent class of student competency was classified into three groups: ‘low competency,’ ‘medium competency,’ and ‘high competency.’ In the 5th grade of elementary school, the latent class of student competency was classified into two groups: ‘low competency’ and ‘high competency.’ It was confirmed that some of the low competency group and the medium competency group in the 4th grade of elementary school were integrated into the low-competency group in the 5th grade, and that some of the medium competency group and the high-competency group in the 4th grade of elementary school were integrated into the high competency group in the 5th grade. \u0000Conclusions Factors significantly influencing the transition from the 4th-grade student competency latent class to that of the 5th grade were found to be self-directed learning, communication with parents, parental academic support, attitude towards assessment, and satisfaction with remote learning. Based on the key research results influencing student competency, educational policy implications for enhancing student competency were derived and discussed.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833267","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 : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.155
Sohyeon Yun, H. Park
Objectives The purpose of this study was to identify the competencies of occupational therapists as members of the individualized education team and to apply individualized education to children exhibiting challenging behaviors, thereby reducing the children's challenging behaviors and alleviating the educational difficulties faced by classroom teachers. Methods This 7-week study involved a 3-year-old boy in D Metropolitan City, aiming to create an individualized education plan through consultations with a specialized team including an occupational therapist and other professionals. Using ABC behavior charts and rating scales, we established and implemented short and long-term goals. The homeroom teacher applied these strategies three times a week, following guidelines designed to address the child's challenging behaviors. Results Following the intervention, notable improvements were observed in the child's behavior, with significant reductions in challenge behaviors and anxiety levels, as tracked by the ABC behavior chart and rating scales. Short-term goals showed marked progress, demonstrating the effectiveness of the tailored strategies. Positive feedback from the homeroom teacher and director highlighted the structured approach's success in addressing the child's needs and the potential benefits of professional guidance in educational settings. Conclusions The role of the individualized education support team for challenging behaviors in typical children was found to be effective in reducing challenging behaviors, and the necessity of the occupational therapist's role as a member of the individualized education team was confirmed. This study is a pilot study focusing on a single child, and future research aims to expand to various children to examine the impact of occupational therapists on challenging behaviors in typical children.
{"title":"The Effects of Individualized Education Plan Support Team on Improving Challenging Behaviors in Typical Preschoolers: Focusing on Occupational Therapists","authors":"Sohyeon Yun, H. Park","doi":"10.22251/jlcci.2024.24.13.155","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.155","url":null,"abstract":"Objectives The purpose of this study was to identify the competencies of occupational therapists as members of the individualized education team and to apply individualized education to children exhibiting challenging behaviors, thereby reducing the children's challenging behaviors and alleviating the educational difficulties faced by classroom teachers. \u0000Methods This 7-week study involved a 3-year-old boy in D Metropolitan City, aiming to create an individualized education plan through consultations with a specialized team including an occupational therapist and other professionals. Using ABC behavior charts and rating scales, we established and implemented short and long-term goals. The homeroom teacher applied these strategies three times a week, following guidelines designed to address the child's challenging behaviors. \u0000Results Following the intervention, notable improvements were observed in the child's behavior, with significant reductions in challenge behaviors and anxiety levels, as tracked by the ABC behavior chart and rating scales. Short-term goals showed marked progress, demonstrating the effectiveness of the tailored strategies. Positive feedback from the homeroom teacher and director highlighted the structured approach's success in addressing the child's needs and the potential benefits of professional guidance in educational settings. \u0000Conclusions The role of the individualized education support team for challenging behaviors in typical children was found to be effective in reducing challenging behaviors, and the necessity of the occupational therapist's role as a member of the individualized education team was confirmed. This study is a pilot study focusing on a single child, and future research aims to expand to various children to examine the impact of occupational therapists on challenging behaviors in typical children.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833288","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}
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