Pub Date : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.335
JiYoon Kim, Yerim Lim, Na Yeon Lee, Seongmin Park, Sehee Hong
Objectives This study aimed to typify the longitudinal changes in teacher-child conflict relationships among elementary school students and to verify the impact of children's personal and parental factors on the classification of latent profiles in the trajectories of changes in teacher-child conflict relationships. Additionally, the study examined differences in school adaptation across types of teacher-child conflict relationships. Methods Utilizing data from the 9th to 13th waves (2nd to 6th grade in elementary school) of the Panel Study on Korean Children(PSKC), the study estimated a change function suitable for the changes in teacher-child conflict relationships and applied it to classify latent classes. A growth mixture model was used to identify the significance of related child, parental factors, and school adaptation. Results First, it was found that a first-order function model was suitable for the longitudinal changes in teacher-child conflict relationships, and three latent profiles (‘Decreasing’, ‘Maintaining’, ‘Increasing’) were identified based on this model. Upon verifying the influencing factors, compared to the ‘Maintaining’ group set as the reference group, externalized difficulties were significant in the ‘Increasing’ group, while parental interest in school life and externalized difficulties had a significant impact in the ‘Decreasing’ group. Furthermore, when the ‘Decreasing’ group was set as the reference group, externalized difficulties emerged as a significant influencing factor in comparison with the ‘Increasing’ group. In addition, there were overall differences in school adaptation among the three classified groups, with the ‘Maintaining’ group showing a higher level of school adaptation than the ‘Decreasing’ group. Conclusions Based on these results, the study discussed possible measures for improving the conflict relationships between teachers and children.
{"title":"Exploring the Change Trajectory, Influencing Factors, and Differences in School Adaptation of Teacher-Child Conflict Relationships Using Growth Mixture Model","authors":"JiYoon Kim, Yerim Lim, Na Yeon Lee, Seongmin Park, Sehee Hong","doi":"10.22251/jlcci.2024.24.13.335","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.335","url":null,"abstract":"Objectives This study aimed to typify the longitudinal changes in teacher-child conflict relationships among elementary school students and to verify the impact of children's personal and parental factors on the classification of latent profiles in the trajectories of changes in teacher-child conflict relationships. Additionally, the study examined differences in school adaptation across types of teacher-child conflict relationships. \u0000Methods Utilizing data from the 9th to 13th waves (2nd to 6th grade in elementary school) of the Panel Study on Korean Children(PSKC), the study estimated a change function suitable for the changes in teacher-child conflict relationships and applied it to classify latent classes. A growth mixture model was used to identify the significance of related child, parental factors, and school adaptation. \u0000Results First, it was found that a first-order function model was suitable for the longitudinal changes in teacher-child conflict relationships, and three latent profiles (‘Decreasing’, ‘Maintaining’, ‘Increasing’) were identified based on this model. Upon verifying the influencing factors, compared to the ‘Maintaining’ group set as the reference group, externalized difficulties were significant in the ‘Increasing’ group, while parental interest in school life and externalized difficulties had a significant impact in the ‘Decreasing’ group. Furthermore, when the ‘Decreasing’ group was set as the reference group, externalized difficulties emerged as a significant influencing factor in comparison with the ‘Increasing’ group. In addition, there were overall differences in school adaptation among the three classified groups, with the ‘Maintaining’ group showing a higher level of school adaptation than the ‘Decreasing’ group. \u0000Conclusions Based on these results, the study discussed possible measures for improving the conflict relationships between teachers and children.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":" 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833111","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.2024.24.13.167
Jin-hwa Choi, Kee-Hwan Park
Objectives The purpose of this study was to adapt and validate the revised version of the Prolonged Grief Scale (PG-13-R), developed in accordance with the diagnostic criteria for Prolonged Grief Disorder inserted in DSM-5-TR, into Korean. The study aimed to confirm the factor structure, validity, and reliability of the scale. Methods Through translation and back-translation processes, the Korean version of the Prolonged Grief Scale (K-PG13-R) was constructed. The study participants were adults aged 18 and above who had experienced bereavement, with a bereavement period ranging from 1 to 5 years. Exploratory factor analysis, reliability, and validity testing were conducted with a sample of 266 bereaved individuals, and confirmatory factor analysis was performed with a separate sample of 402 bereaved individuals. Results Through exploratory factor analysis, it was confirmed that the scale consists of a single factor. This is consistent with findings from the development of the PG-13-R scale using samples from the United States, the Netherlands, and the United Kingdom. As a result of conducting confirmatory factor analysis using a different sample, it was verified that the single-factor structure model extracted through exploratory factor analysis was appropriate. Additionally, the scale demonstrated high internal consistency, as well as high convergent and concurrent validity, confirming that its reliability and validity are at acceptable levels. Conclusions This study holds significance in adapting and validating the PG-13-R revised in accordance with the formal diagnostic criteria for Prolonged Grief Disorder in DSM-5-TR into Korean. It is anticipated that this scale will contribute to evaluating and providing timely treatment for bereaved individuals in need of therapy.
{"title":"Validation of the Korean Version of the Prolonged Grief Disorder Scale Revised (K-PG13-R)","authors":"Jin-hwa Choi, Kee-Hwan Park","doi":"10.22251/jlcci.2024.24.13.167","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.167","url":null,"abstract":"Objectives The purpose of this study was to adapt and validate the revised version of the Prolonged Grief Scale (PG-13-R), developed in accordance with the diagnostic criteria for Prolonged Grief Disorder inserted in DSM-5-TR, into Korean. The study aimed to confirm the factor structure, validity, and reliability of the scale. \u0000Methods Through translation and back-translation processes, the Korean version of the Prolonged Grief Scale (K-PG13-R) was constructed. The study participants were adults aged 18 and above who had experienced bereavement, with a bereavement period ranging from 1 to 5 years. Exploratory factor analysis, reliability, and validity testing were conducted with a sample of 266 bereaved individuals, and confirmatory factor analysis was performed with a separate sample of 402 bereaved individuals. \u0000Results Through exploratory factor analysis, it was confirmed that the scale consists of a single factor. This is consistent with findings from the development of the PG-13-R scale using samples from the United States, the Netherlands, and the United Kingdom. As a result of conducting confirmatory factor analysis using a different sample, it was verified that the single-factor structure model extracted through exploratory factor analysis was appropriate. Additionally, the scale demonstrated high internal consistency, as well as high convergent and concurrent validity, confirming that its reliability and validity are at acceptable levels. \u0000Conclusions This study holds significance in adapting and validating the PG-13-R revised in accordance with the formal diagnostic criteria for Prolonged Grief Disorder in DSM-5-TR into Korean. It is anticipated that this scale will contribute to evaluating and providing timely treatment for bereaved individuals in need of therapy.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833367","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.2024.24.13.649
Kyungha Lee, N. Han
Objectives This study analyzed the themes of science picture books produced by pre-early childhood teachers in connection with their experience raising animals, the composition of stories and picture expressions included in the picture books, and identified problems that may arise when pre-early childhood teachers conduct early childhood science education. We sought to explore implications for early childhood science education classes at early childhood teacher training institutions. Methods We collected animal raising observation logs, individual story boards, production intentions, group story boards and picture books, and individual evaluation sheets from 15 third-year students in the Department of Early Childhood Education at a four-year university in the Gyeongbuk region, focusing on the text and pictures of individual story boards and science picture books. Themes and characteristics were analyzed, and analysis was conducted to find meaning in the individually written production intentions and evaluation sheets. Results First, most of the topics of the individual story boards and group picture books composed by pre-early childhood teachers appeared to deal with the growth process of animals, and topics related to the preciousness of life and love of nature were not included. Second, the pre-early childhood teachers composed stories and expressed them with pictures based on what they observed, but it was confirmed that some of the content and picture expressions contained scientific errors or were different from what was observed. Conclusions Picture book-making activities linked to raising animals are the same as writing observation logs, composing individual story boards, producing and sharing picture books for each group, and writing peer evaluation sheets. By providing opportunities for repeated reflective thinking, pre-early childhood teachers can check for errors in their practical knowledge. It is an effective teaching method that can help form correct scientific knowledge.
{"title":"Analysis of science picture books produced by pre-early childhood teachers in connection with raising animals","authors":"Kyungha Lee, N. Han","doi":"10.22251/jlcci.2024.24.13.649","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.649","url":null,"abstract":"Objectives This study analyzed the themes of science picture books produced by pre-early childhood teachers in connection with their experience raising animals, the composition of stories and picture expressions included in the picture books, and identified problems that may arise when pre-early childhood teachers conduct early childhood science education. We sought to explore implications for early childhood science education classes at early childhood teacher training institutions. \u0000Methods We collected animal raising observation logs, individual story boards, production intentions, group story boards and picture books, and individual evaluation sheets from 15 third-year students in the Department of Early Childhood Education at a four-year university in the Gyeongbuk region, focusing on the text and pictures of individual story boards and science picture books. Themes and characteristics were analyzed, and analysis was conducted to find meaning in the individually written production intentions and evaluation sheets. \u0000Results First, most of the topics of the individual story boards and group picture books composed by pre-early childhood teachers appeared to deal with the growth process of animals, and topics related to the preciousness of life and love of nature were not included. Second, the pre-early childhood teachers composed stories and expressed them with pictures based on what they observed, but it was confirmed that some of the content and picture expressions contained scientific errors or were different from what was observed. \u0000Conclusions Picture book-making activities linked to raising animals are the same as writing observation logs, composing individual story boards, producing and sharing picture books for each group, and writing peer evaluation sheets. By providing opportunities for repeated reflective thinking, pre-early childhood teachers can check for errors in their practical knowledge. It is an effective teaching method that can help form correct scientific knowledge.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833403","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.2024.24.13.549
Joung-Mi Song, Ja-yeon Heo, Hyuk-jun Moon
Objectives Due to the super-aging population, the number of elderly people and the number of elderly people with dementia are increasing rapidly, emerging as an important problem in our society. Therefore, there is a need to develop teaching aids necessary for preventing and delaying dementia. Therefore, the purpose of this study is to study teaching activities that can develop and utilize dementia cognitive teaching aids. Methods To achieve this, first, we selected the type of cognitive aids. We identified the types of aids suitable for use in nursing homes or day care centers and selected the appropriate ones. Second, we determined the purpose of the aids. We analyzed the processes of dementia in the elderly and investigated the content of classes in institutions such as nursing homes or day care centers. Third, through literature review, we examined domestically produced cognitive aids, repackaged cognitive aids, and practical cognitive aids. Fourth, we designed the aids in five different areas. Fifth, we conducted a validation and modification process with an expert group, followed by testing the usability of the aids and further modifications. Results Through preliminary research and literature review, we established the development process. As a result, we derived the domains for cognitive aids for elderly dementia patients and outlined teaching activities accordingly. Conclusions First, teaching aids were developed in five areas: language ability, numerical and spatial ability, sensory ability, memory thinking ability, and social relations ability. Second, teaching activity plans for five teaching aids were developed. This was used as a teaching aid for cognitive education for the elderly with dementia in the field, and access to the use of occupational therapists, social workers, and nursing care workers was minimized through the activity plan.
{"title":"Development of Dementia Cognitive Diocese and Teaching Activities for the Elderly","authors":"Joung-Mi Song, Ja-yeon Heo, Hyuk-jun Moon","doi":"10.22251/jlcci.2024.24.13.549","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.549","url":null,"abstract":"Objectives Due to the super-aging population, the number of elderly people and the number of elderly people with dementia are increasing rapidly, emerging as an important problem in our society. Therefore, there is a need to develop teaching aids necessary for preventing and delaying dementia. Therefore, the purpose of this study is to study teaching activities that can develop and utilize dementia cognitive teaching aids. \u0000Methods To achieve this, first, we selected the type of cognitive aids. We identified the types of aids suitable for use in nursing homes or day care centers and selected the appropriate ones. Second, we determined the purpose of the aids. We analyzed the processes of dementia in the elderly and investigated the content of classes in institutions such as nursing homes or day care centers. Third, through literature review, we examined domestically produced cognitive aids, repackaged cognitive aids, and practical cognitive aids. Fourth, we designed the aids in five different areas. Fifth, we conducted a validation and modification process with an expert group, followed by testing the usability of the aids and further modifications. \u0000Results Through preliminary research and literature review, we established the development process. As a result, we derived the domains for cognitive aids for elderly dementia patients and outlined teaching activities accordingly. \u0000Conclusions First, teaching aids were developed in five areas: language ability, numerical and spatial ability, sensory ability, memory thinking ability, and social relations ability. Second, teaching activity plans for five teaching aids were developed. This was used as a teaching aid for cognitive education for the elderly with dementia in the field, and access to the use of occupational therapists, social workers, and nursing care workers was minimized through the activity plan.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833547","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.2024.24.13.413
Objectives This study was conducted to find out the effect of integrated children's art classes of exploration, expression, and appreciation on the creativity, art appreciation ability, and art teaching efficacy of pre-service childhood teachers. Methods Participants in the study were 21 students who took children's art courses in the second semester of 2023 among H University students located in D city. This class was held for a total of 45 hours, 3 hours per week. The collected data included pre- and post-survey questionnaires on creativity, art appreciation ability, and art teaching efficacy, art portfolio, and lecture evaluation forms during and at the end of the semester. The results of quantitative analysis (paired samples t test) and qualitative analysis (open coding method) were as follows. Results First, the integrated children's art class of exploration, expression, and appreciation was effective in enhancing creativity, and it was found that it was effective in alternative solutions and original flexibility among sub-areas. Specifically, imagination and creative thinking skills were developed through the exploration of aesthetic elements in life, and my own creative expression ability was developed through cooperative art activities and work appreciation. Second, this class was found to be effective in enhancing the ability of pre-service childhood teachers to appreciate art. Specifically, cognitive appreciation ability was developed through the expansion of art concepts and knowledge, and work appreciation experience centered on aesthetic elements. Third, this class was found to be effective in enhancing the efficacy of art teaching, and in particular, it was found that it was effective in enhancing the individual efficacy of art teaching. Specifically, teaching ability was developed through knowledge and understanding of early childhood art education and experience in art practice, and teaching efficacy was developed through direct and indirect teacher role experience. Conclusions Therefore, it can be seen that it is meaningful to apply an integrated art education class of exploration, expression, and appreciation to the pre-service teacher training course to improve creativity, art appreciation ability, and art teaching efficacy.
目的 本研究旨在了解探索、表现、欣赏一体化的儿童美术课对职前幼儿教师的创造力、美术鉴赏能力和美术教学效能的影响。方法 参与研究的是位于 D 市的 H 大学 2023 年下学期选修儿童美术课程的 21 名学生。该课程共 45 课时，每周 3 课时。收集的数据包括创造力、美术鉴赏能力和美术教学效果的前后调查问卷、美术作品集以及学期中和学期末的授课评价表。定量分析（配对样本 t 检验）和定性分析（开放式编码法）的结果如下。结果 首先，探索、表现、欣赏的综合儿童美术课在提高创造力方面效果显著，在各子领域之间的替代方案和独创灵活性方面效果显著。具体来说，通过探索生活中的审美元素，培养了想象力和创造性思维能力；通过合作美术活动和作品欣赏，培养了自己的创造性表达能力。其次，这堂课在提高职前幼儿教师的美术鉴赏能力方面效果显著。具体而言，通过拓展美术概念和知识，以及以审美元素为中心的作品欣赏体验，培养了认知欣赏能力。第三，研究发现，本课能有效提高美术教学的效能，特别是能有效提高美术教学的个人效能。具体来说，教学能力是通过对幼儿美术教育的认识和理解以及美术实践经验培养出来的，而教学效能则是通过直接和间接的教师角色体验培养出来的。结论 由此可见，将探索、表现、欣赏的综合美术教育课应用于职前教师培训课程，对提高创造力、美术欣赏能力和美术教学效能是有意义的。
{"title":"Exploring the effects of integrated children's art classes of exploration, expression, and appreciation on the creativity, art appreciation ability, and art teaching efficacy of early childhood teachers and the process of change","authors":"","doi":"10.22251/jlcci.2024.24.13.413","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.413","url":null,"abstract":"Objectives This study was conducted to find out the effect of integrated children's art classes of exploration, expression, and appreciation on the creativity, art appreciation ability, and art teaching efficacy of pre-service childhood teachers. \u0000Methods Participants in the study were 21 students who took children's art courses in the second semester of 2023 among H University students located in D city. This class was held for a total of 45 hours, 3 hours per week. The collected data included pre- and post-survey questionnaires on creativity, art appreciation ability, and art teaching efficacy, art portfolio, and lecture evaluation forms during and at the end of the semester. The results of quantitative analysis (paired samples t test) and qualitative analysis (open coding method) were as follows. \u0000Results First, the integrated children's art class of exploration, expression, and appreciation was effective in enhancing creativity, and it was found that it was effective in alternative solutions and original flexibility among sub-areas. Specifically, imagination and creative thinking skills were developed through the exploration of aesthetic elements in life, and my own creative expression ability was developed through cooperative art activities and work appreciation. Second, this class was found to be effective in enhancing the ability of pre-service childhood teachers to appreciate art. Specifically, cognitive appreciation ability was developed through the expansion of art concepts and knowledge, and work appreciation experience centered on aesthetic elements. Third, this class was found to be effective in enhancing the efficacy of art teaching, and in particular, it was found that it was effective in enhancing the individual efficacy of art teaching. Specifically, teaching ability was developed through knowledge and understanding of early childhood art education and experience in art practice, and teaching efficacy was developed through direct and indirect teacher role experience. \u0000Conclusions Therefore, it can be seen that it is meaningful to apply an integrated art education class of exploration, expression, and appreciation to the pre-service teacher training course to improve creativity, art appreciation ability, and art teaching efficacy.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833624","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.2024.24.13.695
Juyeon Won, Guiboke Seong
Objectives This study investigated the effects of university students’ participation in learning communities as extracurricular programs on their academic self-efficacy, resilience, institutional commitment, and academic achievement. Methods A total of 72 undergraduate students attending a 4-year university in Korea participated in the study. They all have participated in learning community programs for one semester and were tested for their academic self-efficacy, resilience, institutional commitment, and academic achievement before and after their learning community experiences. Pre- and post-test data for these dependent variables were analyzed using SPSS 28.0 through paired sample t-tests. Results The analysis found that the participating students’ overall academic self-efficacy and all of its three sub-factors showed a statistically significant increase. Similarly, the resilience area also showed a significant increase in pre-post comparison, and significant increases were confirmed in the control and sociability sub-factors. The participating students’ level of university engagement in total and in two of the three sub-factors showed a significant increase. No significant difference was found in academic achievement between pre-test and post-test results. Conclusions The results of this study confirm that learning community programs in universities can have a positive impact on important areas for university students such as academic self-efficacy, resilience, and university engagement. This suggests that various learning community programs be facilitated in many universities to promote improvement in these areas.
{"title":"Effects of University Students’ Participation in Learning Community Programs on Academic Self-Efficacy, Resilience, Institutional Commitment, and Academic Achievement","authors":"Juyeon Won, Guiboke Seong","doi":"10.22251/jlcci.2024.24.13.695","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.695","url":null,"abstract":"Objectives This study investigated the effects of university students’ participation in learning communities as extracurricular programs on their academic self-efficacy, resilience, institutional commitment, and academic achievement. \u0000Methods A total of 72 undergraduate students attending a 4-year university in Korea participated in the study. They all have participated in learning community programs for one semester and were tested for their academic self-efficacy, resilience, institutional commitment, and academic achievement before and after their learning community experiences. Pre- and post-test data for these dependent variables were analyzed using SPSS 28.0 through paired sample t-tests. \u0000Results The analysis found that the participating students’ overall academic self-efficacy and all of its three sub-factors showed a statistically significant increase. Similarly, the resilience area also showed a significant increase in pre-post comparison, and significant increases were confirmed in the control and sociability sub-factors. The participating students’ level of university engagement in total and in two of the three sub-factors showed a significant increase. No significant difference was found in academic achievement between pre-test and post-test results. \u0000Conclusions The results of this study confirm that learning community programs in universities can have a positive impact on important areas for university students such as academic self-efficacy, resilience, and university engagement. This suggests that various learning community programs be facilitated in many universities to promote improvement in these areas.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":" 62","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833581","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.2024.24.13.863
Sa rah Kim, Rahkyung Kim
Objectives The purpose of this study was to examine the impact of firefighters' resilience and coping methods for trauma-related stress on their burnout, and to provide theoretical evidence for proactive intervention and strategies to overcome firefighter burnout. Methods For this purpose, a survey was conducted among 4,196 firefighters working nationwide, and the data collected was analyzed using t-test, AOVA, and hierarchical regression analysis. Results The results showed that on average, firefighters experienced burnout 2-3 times a month, with male gender, age in the 40s, married, more than 10 years and less than 15 years of service, work type as a day shift, and current job as an administrative position. The regression equation was statistically significant (F=366.835, p<.001), and the higher the resilience, the lower the psychological burnout, and the higher the capacity for social support-seeking coping during active coping and emotion-focused coping during passive coping tended to reduce job burnout. Conclusions Based on the results of this study, multidimensional measures should be taken to increase resilience, social support, and emotion-focused coping in order to reduce burnout among firefighters.
{"title":"The Impact of Resilience and Traumatic Stress Coping on Burnout among Firefighters","authors":"Sa rah Kim, Rahkyung Kim","doi":"10.22251/jlcci.2024.24.13.863","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.863","url":null,"abstract":"Objectives The purpose of this study was to examine the impact of firefighters' resilience and coping methods for trauma-related stress on their burnout, and to provide theoretical evidence for proactive intervention and strategies to overcome firefighter burnout. \u0000Methods For this purpose, a survey was conducted among 4,196 firefighters working nationwide, and the data collected was analyzed using t-test, AOVA, and hierarchical regression analysis. \u0000Results The results showed that on average, firefighters experienced burnout 2-3 times a month, with male gender, age in the 40s, married, more than 10 years and less than 15 years of service, work type as a day shift, and current job as an administrative position. The regression equation was statistically significant (F=366.835, p<.001), and the higher the resilience, the lower the psychological burnout, and the higher the capacity for social support-seeking coping during active coping and emotion-focused coping during passive coping tended to reduce job burnout. \u0000Conclusions Based on the results of this study, multidimensional measures should be taken to increase resilience, social support, and emotion-focused coping in order to reduce burnout among firefighters.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832693","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.2024.24.13.55
Objectives The purpose of this study is to explore qualitative research experiences in the counseling field and understand the meaning of the internal-external experiences experienced as a counselor, researcher, and educator. In particular, this study explores what experiences are formed in relation to the identity of the researcher as a counselor and the counselor as a researcher. Methods To this end, the researcher described in chronological order what experiences I have as a qualitative researcher in the counseling field and formulated the research questions ‘What did you experience in the process of qualitative research in the counseling field?’, ‘How can qualitative research be connected in the field of counselor education?’ and studied using the autoethnography method to explore its meaning. Results The results of the study are as follows: First, the researcher as a counselor, second, the counselor as a researcher, and third, the counselor and the educator as a researcher. This study is meaningful in that it contains unique experiences in qualitative research in the field of counseling by vividly exploring one's experiences with the researcher's own voice, and expands and shares an empirical understanding of the process of forming one's identity as a scientist-practitioner. Conclusions Qualitative research experience in the field of counseling can be used as a foundation for growth and can provide important meaning to counseling, research, and educational practice.
{"title":"The Implications of Qualitative Research Experiences Centered on the Scientist-Practitioner Model in the Field of Counseling","authors":"","doi":"10.22251/jlcci.2024.24.13.55","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.55","url":null,"abstract":"Objectives The purpose of this study is to explore qualitative research experiences in the counseling field and understand the meaning of the internal-external experiences experienced as a counselor, researcher, and educator. In particular, this study explores what experiences are formed in relation to the identity of the researcher as a counselor and the counselor as a researcher. \u0000Methods To this end, the researcher described in chronological order what experiences I have as a qualitative researcher in the counseling field and formulated the research questions ‘What did you experience in the process of qualitative research in the counseling field?’, ‘How can qualitative research be connected in the field of counselor education?’ and studied using the autoethnography method to explore its meaning. \u0000Results The results of the study are as follows: First, the researcher as a counselor, second, the counselor as a researcher, and third, the counselor and the educator as a researcher. This study is meaningful in that it contains unique experiences in qualitative research in the field of counseling by vividly exploring one's experiences with the researcher's own voice, and expands and shares an empirical understanding of the process of forming one's identity as a scientist-practitioner. \u0000Conclusions Qualitative research experience in the field of counseling can be used as a foundation for growth and can provide important meaning to counseling, research, and educational practice.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":" 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832812","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.2024.24.13.445
Objectives This study was attempted to provide basic data for the development of a group counseling program for family dependents for the elderly with dementia to reduce depression among family dependents (housewife dependents, other dependents). Methods The subjects of the study are family dependents living with 80 elderly people aged 65 or older registered in the dementia management project among the elderly who use the Daegu Metropolitan City Day Care Center and the Home Welfare Center. Data were collected through a questionnaire by dividing family caregivers into housewives (80 people) and other caregivers (80 people). The collected data were analyzed using descriptive statistics, cross-analysis, factor analysis, multiple regression analysis, and t-test. Results As a result of the study, 55.0% of housewives and 60.0% of other dependents living with the elderly with dementia said they were willing to participate in group counseling. As a result of statistical analysis, the burden of support for other dependents living with the elderly with dementia was positively significant in depression, indicating that depression also increased as the burden of support for family dependents increased. In the composition of the group counseling program, both housewives had a high demand for emotional support and empathy, and other dependents had a high demand for self-care and stress management. Among other supporters who want to participate in group counseling, 56.2% prefer online counseling to face-to-face counseling. Conclusions As a result of this study, special attention is needed not only for elderly housewives with dementia but also for other dependents in order to reduce depression among elderly families with dementia. There is an urgent need for a professional group counseling program for them. In order to maximize the effectiveness of the program rather than uniform group counseling, it is necessary to operate a customized program and prepare a system that applies various counseling methods for each subject.
{"title":"A Study on the Demand for the Development of a Group Counseling Program to Reduce Depression among Dementia Elderly Family Affiliates","authors":"","doi":"10.22251/jlcci.2024.24.13.445","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.445","url":null,"abstract":"Objectives This study was attempted to provide basic data for the development of a group counseling program for family dependents for the elderly with dementia to reduce depression among family dependents (housewife dependents, other dependents). \u0000Methods The subjects of the study are family dependents living with 80 elderly people aged 65 or older registered in the dementia management project among the elderly who use the Daegu Metropolitan City Day Care Center and the Home Welfare Center. Data were collected through a questionnaire by dividing family caregivers into housewives (80 people) and other caregivers (80 people). The collected data were analyzed using descriptive statistics, cross-analysis, factor analysis, multiple regression analysis, and t-test. \u0000Results As a result of the study, 55.0% of housewives and 60.0% of other dependents living with the elderly with dementia said they were willing to participate in group counseling. As a result of statistical analysis, the burden of support for other dependents living with the elderly with dementia was positively significant in depression, indicating that depression also increased as the burden of support for family dependents increased. In the composition of the group counseling program, both housewives had a high demand for emotional support and empathy, and other dependents had a high demand for self-care and stress management. Among other supporters who want to participate in group counseling, 56.2% prefer online counseling to face-to-face counseling. \u0000Conclusions As a result of this study, special attention is needed not only for elderly housewives with dementia but also for other dependents in order to reduce depression among elderly families with dementia. There is an urgent need for a professional group counseling program for them. In order to maximize the effectiveness of the program rather than uniform group counseling, it is necessary to operate a customized program and prepare a system that applies various counseling methods for each subject.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833334","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.2024.24.13.835
Objectives In this study, an elementary school teacher was subjected to violence by a student during class in a classroom within the school, and the case was filed as a violation of teaching rights. After becoming a recipient of official medical care and spending time devoting time to treatment, a study was conducted to derive and understand the meaning of the violation of teaching rights accompanied by physical violence and the experience of official medical care. Methods For this purpose, an elementary school teacher who was disrupted by a student during class hours at S Elementary School in Region C, and who suffered physical violence from a student while providing guidance on the student's disruptive behavior, was selected as a research participant. The study was conducted by applying an autobiographical narrative Inquiry research method. The field text collected according to the narrative Inquiry was composed of intermediate text, and the meaning of the experience was derived by converting it into research text through review and cooperation with a research participant. Results In the telling process of autobiographical narrative inquiry, the content was described in five themes centered on the three-dimensional axis of narrative inquiry(temporality, spatiality, and sociality). In retelling, there are three topics (looking at the violation of teaching rights accompanied by physical violence properly in the learning space, overcoming the violation of teaching rights through a culture of consideration and respect, and creating an education system that allows teachers who have been victims of teaching rights infringement to grow again). The meaning of experience was explored by grouping as topics. Conclusions These research results sought to reach a conclusion by clarifying the legitimacy of the research at the personal, practical, and social levels, which is the legitimacy of narrative inquiry, and ended the research by presenting three research suggestions.
研究目的 在本研究中，一名小学教师在校内教室上课时遭到一名学生的暴力侵害，并以侵犯教学权为由提起诉讼。在接受官方医疗并花费时间进行治疗后，我们开展了一项研究，以得出并理解伴随着身体暴力的侵犯教师权利行为和官方医疗经历的意义。方法 为此，选取了 C 区 S 小学的一名小学教师作为研究对象，该教师在上课时间受到学生的干扰，并在对学生的干扰行为进行指导时遭受了学生的身体暴力。本研究采用自传式叙事调查研究法进行。根据叙事探究法收集的现场文本由中间文本组成，通过审查和与研究参与者的合作，将经验转换为研究文本，从而得出经验的意义。结果 在自传体叙事探究的讲述过程中，以叙事探究的三维轴线（时间性、空间性和社会性）为中心，对内容进行了五个主题的描述。在复述过程中，有三个主题（关注在学习空间中伴随着身体暴力的侵犯教师权利行为、通过体谅和尊重的文化克服侵犯教师权利的行为、创建一个让曾是侵犯教师权利行为受害者的教师重新成长的教育体系）。通过将经验作为主题进行分组，探讨了经验的意义。结论 这些研究成果试图通过澄清研究在个人、实践和社会层面的合法性（即叙事探究的合法性）来得出结论，并通过提出三项研究建议来结束研究。
{"title":"Autobiographical narrative inquiry of an elementary school teacher's experience of receiving official medical care due to violation of teaching rights accompanied by physical violence","authors":"","doi":"10.22251/jlcci.2024.24.13.835","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.835","url":null,"abstract":"Objectives In this study, an elementary school teacher was subjected to violence by a student during class in a classroom within the school, and the case was filed as a violation of teaching rights. After becoming a recipient of official medical care and spending time devoting time to treatment, a study was conducted to derive and understand the meaning of the violation of teaching rights accompanied by physical violence and the experience of official medical care. \u0000Methods For this purpose, an elementary school teacher who was disrupted by a student during class hours at S Elementary School in Region C, and who suffered physical violence from a student while providing guidance on the student's disruptive behavior, was selected as a research participant. The study was conducted by applying an autobiographical narrative Inquiry research method. The field text collected according to the narrative Inquiry was composed of intermediate text, and the meaning of the experience was derived by converting it into research text through review and cooperation with a research participant. \u0000Results In the telling process of autobiographical narrative inquiry, the content was described in five themes centered on the three-dimensional axis of narrative inquiry(temporality, spatiality, and sociality). In retelling, there are three topics (looking at the violation of teaching rights accompanied by physical violence properly in the learning space, overcoming the violation of teaching rights through a culture of consideration and respect, and creating an education system that allows teachers who have been victims of teaching rights infringement to grow again). The meaning of experience was explored by grouping as topics. \u0000Conclusions These research results sought to reach a conclusion by clarifying the legitimacy of the research at the personal, practical, and social levels, which is the legitimacy of narrative inquiry, and ended the research by presenting three research suggestions.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833501","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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