Pub Date : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.585
Do-Hee Kim, Hyun-Ju Lee
Objectives This study was conducted in response to growing concerns about the mental health of college students. The aim was to investigate the role of metacognition in the relationship between engagement in meaning-making and subjective well-being. This investigation sought to identify cognitive mechanisms that contribute to subjective well-being and to explore ways to support students in their pursuit of a happy life. Methods Data were collected from 242 adults aged 18 to 28 who were enrolled in a university through an survey, and descriptive statistics, correlation analysis, multiple regression analysis, and mediation model analysis were conducted using SPSS and PROCESS Macro programs to examine the relationships among the variables. Results The findings of the study indicated that meaning-making was positively associated with subjective well-being, and metacognition acted as a mediator in this relationship. In particular, awareness, identified as a sub-component of metacognition, was shown to fully mediate the link between meaning-making and life satisfaction and positive affect, while the monitoring aspect was shown to partially mediate the relationship between meaning-making and negative affect. The results suggest that metacognition exerts differential effects on distinct components of subjective well-being. Conclusions This study indicates that for college students, engaging in meaning-making activities can not only improve metacognitive skills, but also have a positive impact on life satisfaction and positive emotions, while reducing negative emotions. The findings confirm the significance of the possibility that subjective well-being can be effectively enhanced through the development of metacognitive skills.
{"title":"The Mediation Effect of Metacognition in the Relationship between Meaning-making and Subjective Well-being in University Students","authors":"Do-Hee Kim, Hyun-Ju Lee","doi":"10.22251/jlcci.2024.24.13.585","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.585","url":null,"abstract":"Objectives This study was conducted in response to growing concerns about the mental health of college students. The aim was to investigate the role of metacognition in the relationship between engagement in meaning-making and subjective well-being. This investigation sought to identify cognitive mechanisms that contribute to subjective well-being and to explore ways to support students in their pursuit of a happy life. \u0000Methods Data were collected from 242 adults aged 18 to 28 who were enrolled in a university through an survey, and descriptive statistics, correlation analysis, multiple regression analysis, and mediation model analysis were conducted using SPSS and PROCESS Macro programs to examine the relationships among the variables. \u0000Results The findings of the study indicated that meaning-making was positively associated with subjective well-being, and metacognition acted as a mediator in this relationship. In particular, awareness, identified as a sub-component of metacognition, was shown to fully mediate the link between meaning-making and life satisfaction and positive affect, while the monitoring aspect was shown to partially mediate the relationship between meaning-making and negative affect. The results suggest that metacognition exerts differential effects on distinct components of subjective well-being. \u0000Conclusions This study indicates that for college students, engaging in meaning-making activities can not only improve metacognitive skills, but also have a positive impact on life satisfaction and positive emotions, while reducing negative emotions. The findings confirm the significance of the possibility that subjective well-being can be effectively enhanced through the development of metacognitive skills.","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":"141833585","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.2024.24.13.39
Koungmi Kim, Sulim Lee
Objectives This study examined the moderating effect of self-acceptance in the relationship between covert narcissism and midlife crisis, and verified the three-way moderating effect to determine whether mentalization moderates this. Methods A total of 409 adults aged 40 to 59 participated in the study. For data analysis, correlation analysis was performed using SPSS29.0 and PROCESS Macro 4.2, and the moderating effect and three-way moderating effect were verified. Results First, covert narcissism and self-acceptance, and self-acceptance and midlife crisis showed a significant negative correlation in each relationship. Mentalization showed a significant negative correlation with covert narcissism and midlife crisis, and a significant positive correlation with self-acceptance. Second, in the impact of covert narcissism on midlife crisis, self-acceptance was found to have a moderating effect in the relationship between the two variables. Third, The moderating effect of self-acceptance varied depending on the level of mentalization, and the three-way interaction was significant, thereby verifying the moderated control model. Conclusions This suggests that in the process where covert narcissism leads to a midlife crisis, even if mentalization and self-acceptance are low, interventions that increase self-acceptance may be effective in reducing the midlife crisis.
{"title":"The Effects of Covert Narcissism on Midlife Crisis: The Three-way Moderating Effect of Self-Acceptance and Mentalization","authors":"Koungmi Kim, Sulim Lee","doi":"10.22251/jlcci.2024.24.13.39","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.39","url":null,"abstract":"Objectives This study examined the moderating effect of self-acceptance in the relationship between covert narcissism and midlife crisis, and verified the three-way moderating effect to determine whether mentalization moderates this. \u0000Methods A total of 409 adults aged 40 to 59 participated in the study. For data analysis, correlation analysis was performed using SPSS29.0 and PROCESS Macro 4.2, and the moderating effect and three-way moderating effect were verified. \u0000Results First, covert narcissism and self-acceptance, and self-acceptance and midlife crisis showed a significant negative correlation in each relationship. Mentalization showed a significant negative correlation with covert narcissism and midlife crisis, and a significant positive correlation with self-acceptance. Second, in the impact of covert narcissism on midlife crisis, self-acceptance was found to have a moderating effect in the relationship between the two variables. Third, The moderating effect of self-acceptance varied depending on the level of mentalization, and the three-way interaction was significant, thereby verifying the moderated control model. \u0000Conclusions This suggests that in the process where covert narcissism leads to a midlife crisis, even if mentalization and self-acceptance are low, interventions that increase self-acceptance may be effective in reducing the midlife crisis.","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":"141832758","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.2024.24.13.715
Objectives The purposes of this study is to analyze the view of pre-service teachers about teachers rights paying attention to the seriousness of the educational crisis caused by the infringement of teachers rights. Methods For this, reflective writing was used for 85 pre-service teachers who were enrolled D university located in Daejeon metropolitan city. Results Pre-service teachers defined teaching rights as a legal right for educational practice and an ethical right socially granted for teaching given to teachers. They recognized that infringement of teachers rights occurred by lack of legal regulations to protect teachers when the teachers rights is violated, distrust of the coercive teachers experienced in school education in the past, intensifying dependence on private education for children’s college entrance, excessive protection of children due to low birth rate and the change in the social perception of the role of teachers. They suggested that teachers rights could be restored through establishing the legal supplementation for teachers rights and strengthening the status of public education, strengthening the role of principal as a teacher's guardian, supporting the formation of the educational community throughout society and trying to have a sense of vocation for teaching by teachers themselves. Conclusions Frist, Pre-service teachers paid more attention to an ethical right arising from the nature of teaching as a personality cultivation than to a legal right given because of being a professional. Second, They recognized teachers as subjective beings in the teaching rights by emphasizing the responsibility of their teaching themselves. Third, They emphasized that teaching rights and student human rights should maintain mutual harmony and balance In light of the inseparable relationship between teaching and learning in education. Forth, It shows that the perception of pre-service teachers about teachers rights is being formed through internal reflection on the nature of education in that they find the cause of the infringement of teachers rights in terms of social structure, while the solution is a formation of an educational community based on mutual respect.
目的 本研究旨在分析职前教师对教师权利的看法，同时关注侵犯教师权利所导致的教 育危机的严重性。方法 对在大田广域市 D 大学就读的 85 名职前教师进行反思性写作。结果 职前教师将教师权利定义为教育实践的法律权利和社会赋予教师的教学伦理权利。他们认为，教师权利受到侵犯的原因包括：当教师权利受到侵犯时，缺乏保护教师的法律规定；对过去在学校教育中经历过的胁迫式教师的不信任；子女升学对私立教育的依赖性增强；低出生率导致对子女的过度保护；以及社会对教师角色看法的改变。他们建议，可以通过建立教师权利的法律补充和加强公共教育的地位、加强校长作为教师监护人的作用、支持全社会形成教育共同体以及尝试教师自身对教学的使命感来恢复教师的权利。结论 首先，职前教师更关注教师作为一种人格培养所产生的伦理权利，而不是作为专业人员所被赋予的法律权利。第二，他们承认教师是教学权利的主体，强调教师自身的教学责任。第三，鉴于教育中教与学密不可分的关系，他们强调教学权与学生人权应保持相互协调与平衡。第四，表明职前教师对教师权利的认识是在对教育本质的内在反思中形成的，他们从社会结构方面找到了教师权利受侵害的原因，而解决的办法是形成一个基于相互尊重的教育共同体。
{"title":"Analysing the Perception of Pre-service Teachers on the Infringement of Teachers Rights","authors":"","doi":"10.22251/jlcci.2024.24.13.715","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.715","url":null,"abstract":"Objectives The purposes of this study is to analyze the view of pre-service teachers about teachers rights paying attention to the seriousness of the educational crisis caused by the infringement of teachers rights. \u0000Methods For this, reflective writing was used for 85 pre-service teachers who were enrolled D university located in Daejeon metropolitan city. \u0000Results Pre-service teachers defined teaching rights as a legal right for educational practice and an ethical right socially granted for teaching given to teachers. They recognized that infringement of teachers rights occurred by lack of legal regulations to protect teachers when the teachers rights is violated, distrust of the coercive teachers experienced in school education in the past, intensifying dependence on private education for children’s college entrance, excessive protection of children due to low birth rate and the change in the social perception of the role of teachers. They suggested that teachers rights could be restored through establishing the legal supplementation for teachers rights and strengthening the status of public education, strengthening the role of principal as a teacher's guardian, supporting the formation of the educational community throughout society and trying to have a sense of vocation for teaching by teachers themselves. \u0000Conclusions Frist, Pre-service teachers paid more attention to an ethical right arising from the nature of teaching as a personality cultivation than to a legal right given because of being a professional. Second, They recognized teachers as subjective beings in the teaching rights by emphasizing the responsibility of their teaching themselves. Third, They emphasized that teaching rights and student human rights should maintain mutual harmony and balance In light of the inseparable relationship between teaching and learning in education. Forth, It shows that the perception of pre-service teachers about teachers rights is being formed through internal reflection on the nature of education in that they find the cause of the infringement of teachers rights in terms of social structure, while the solution is a formation of an educational community based on mutual respect.","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":"141832674","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.2024.24.13.1
Objectives The purpose of this study was to explore my experience teaching physical education major subjects as a first-time instructor at a teacher training institution and how universities support new instructors. Methods We collected data such as personal diaries, reflection journals, mobile phone recordings and memo records, syllabus, student activity photos, student lecture evaluations, and student LMS reflections for about 10 months from January to October 2023, and analyzed them inductively. Category analysis was performed. Results My experience as a first-time instructor was categorized as “Road to Part-time Lecturer,” “standing in the pulpit,” and “giving and receiving evaluations.” The ‘Road to Part-time Lecturer’ was categorized as ‘Preparation for permission for concurrent employment’, ‘Approval of concurrent positions completed by coordination’, and ‘Preparation for educational activities’. ‘Standing in the pulpit’ was categorized as ‘striving to improve the lesson’, ‘responding to unforeseen variables’, and ‘struggling to interact with students’. ‘Giving and receiving evaluations’ was categorized into ‘I who evaluate’ and ‘I who am evaluated’. Universities should establish a systematic system to develop the teaching capabilities of beginning lecturers starting from the doctoral program and create an atmosphere of voluntary and proactive efforts to improve the teaching and increase expertise of beginning lecturers. Conclusions Universities should establish a systematic system to develop instructors' teaching capabilities starting from the doctoral program and provide support so that new instructors can collaborate with fellow new instructors or receive systematic help from experts to enhance their individual expertise.
{"title":"Exploring the teaching experience and support methods of university physical education instructors","authors":"","doi":"10.22251/jlcci.2024.24.13.1","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.1","url":null,"abstract":"Objectives The purpose of this study was to explore my experience teaching physical education major subjects as a first-time instructor at a teacher training institution and how universities support new instructors. \u0000Methods We collected data such as personal diaries, reflection journals, mobile phone recordings and memo records, syllabus, student activity photos, student lecture evaluations, and student LMS reflections for about 10 months from January to October 2023, and analyzed them inductively. Category analysis was performed. \u0000Results My experience as a first-time instructor was categorized as “Road to Part-time Lecturer,” “standing in the pulpit,” and “giving and receiving evaluations.” The ‘Road to Part-time Lecturer’ was categorized as ‘Preparation for permission for concurrent employment’, ‘Approval of concurrent positions completed by coordination’, and ‘Preparation for educational activities’. ‘Standing in the pulpit’ was categorized as ‘striving to improve the lesson’, ‘responding to unforeseen variables’, and ‘struggling to interact with students’. ‘Giving and receiving evaluations’ was categorized into ‘I who evaluate’ and ‘I who am evaluated’. Universities should establish a systematic system to develop the teaching capabilities of beginning lecturers starting from the doctoral program and create an atmosphere of voluntary and proactive efforts to improve the teaching and increase expertise of beginning lecturers. \u0000Conclusions Universities should establish a systematic system to develop instructors' teaching capabilities starting from the doctoral program and provide support so that new instructors can collaborate with fellow new instructors or receive systematic help from experts to enhance their individual expertise.","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":"141832732","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.2024.24.13.489
Objectives The purpose of this study is to derive key issues related to feedback in the extracurricular curriculum at the university level and suggest directions for system improvements. Methods Therefore, the literature review for this study encompassed 117 academic journal articles published in South Korea during the last decade (2014-2023). Details of each Introduction and Conclusion were extracted, keywords were refined, and the main keywords were identified through TF or TF-IDF. Additionally, a semantic network analysis was conducted to determine connections between keywords. A CONCOR analysis was performed to clarify associations between cooccurring keywords. The results were also visualized. Results First, the top 10 most frequent feedback-related core keywords in non-credit extracurricular programs follow: writing, learning community, core competencies, academic achievement,tutoring, university life, online, self-directed learning, thinking skills, and collaboration. Second, the top five keywords with high degree centrality in the semantic network analysis were learning community-academic achievement-university life-tutoring-collaboration. The top five keywords with closeness centrality were collaboration-creativity-problem solving-career-learning community. The top five keywords with eigenvector centrality were learning community-academic achievement-collaboration-self-directed learning-tutoring. The top five keywords with betweenness centrality were collaboration-creativity-problem-solving-career-learning community. Third, as a result of the CONCOR analysis of the main keywords, the following four clusters were found: demand and performance management, system improvement, content and method improvement, and response to environmental change. Conclusions Based on these findings, the following measures are emphasized: (1) the higher effectiveness of IR related to non-credit extracurricular programs, (2) the preparation of strategies to identify and support prospective transfer students, (3) the examination of management systems to improve the operation of non-credit extracurricular programs, and (4) efforts to ensure the continuity and consistency of policies.
{"title":"Obtaining the Key Issues in Feedback for Quality Management of Extracurricular Curriculum: Application of the Network Text Analysis Method","authors":"","doi":"10.22251/jlcci.2024.24.13.489","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.489","url":null,"abstract":"Objectives The purpose of this study is to derive key issues related to feedback in the extracurricular curriculum at the university level and suggest directions for system improvements. \u0000Methods Therefore, the literature review for this study encompassed 117 academic journal articles published in South Korea during the last decade (2014-2023). Details of each Introduction and Conclusion were extracted, keywords were refined, and the main keywords were identified through TF or TF-IDF. Additionally, a semantic network analysis was conducted to determine connections between keywords. A CONCOR analysis was performed to clarify associations between cooccurring keywords. The results were also visualized. \u0000Results First, the top 10 most frequent feedback-related core keywords in non-credit extracurricular programs follow: writing, learning community, core competencies, academic achievement,tutoring, university life, online, self-directed learning, thinking skills, and collaboration. Second, the top five keywords with high degree centrality in the semantic network analysis were learning community-academic achievement-university life-tutoring-collaboration. The top five keywords with closeness centrality were collaboration-creativity-problem solving-career-learning community. The top five keywords with eigenvector centrality were learning community-academic achievement-collaboration-self-directed learning-tutoring. The top five keywords with betweenness centrality were collaboration-creativity-problem-solving-career-learning community. Third, as a result of the CONCOR analysis of the main keywords, the following four clusters were found: demand and performance management, system improvement, content and method improvement, and response to environmental change. \u0000Conclusions Based on these findings, the following measures are emphasized: (1) the higher effectiveness of IR related to non-credit extracurricular programs, (2) the preparation of strategies to identify and support prospective transfer students, (3) the examination of management systems to improve the operation of non-credit extracurricular programs, and (4) efforts to ensure the continuity and consistency of policies.","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":"141832774","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.2024.24.13.359
Kyu Eun Lee, Im Sun Seo
Objectives This study is performed to identify the relationship among calling, nursing professionalism, empathy and moral sensitivity and to identify the predictors of moral sensitivity among nursing students Methods The study utilized a cross-sectional descriptive research design. Data were collected from November 5 to 27, 2020 enrolling 245 nursing students through online survey. The collected data were analyzed using percentage, mean, standard deviation, t-test, ANOVA, Scheffé test, Pearson correlation analysis and hierarchical multiple regression with the SPSS Win 25.0 Program Results The mean score of moral sensitivity was 4.95±0.60 out of a possible 7. Moral sensitivity showed a significantly positive correlation with calling (r=.349, p<.001) nursing professionalism (r=.367, p<.001), empathy (r=.464, p<.001). In the hierarchical multiple regression analysis, empathy (β=.386, p<.001) and nursing professionalism (β=.196, p=.003), along with senior grade (β=-.186, p=.011) were significant predictors and explained 30.6% of variance im moral sensitivity. Conclusions The results of this study showed that empathy, nursing profession and the senior grade are significant factors affecting the moral sensitivity of nursing students. Based on these results, it is essential to develop and implement an education program that considers empathy and nursing professionalism to improve the moral sensitivity of nursing students.
{"title":"The Influence of Calling, Nursing professionalism and Empathy on Moral sensitivity of Nursing Students","authors":"Kyu Eun Lee, Im Sun Seo","doi":"10.22251/jlcci.2024.24.13.359","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.359","url":null,"abstract":"Objectives This study is performed to identify the relationship among calling, nursing professionalism, empathy and moral sensitivity and to identify the predictors of moral sensitivity among nursing students \u0000Methods The study utilized a cross-sectional descriptive research design. Data were collected from November 5 to 27, 2020 enrolling 245 nursing students through online survey. The collected data were analyzed using percentage, mean, standard deviation, t-test, ANOVA, Scheffé test, Pearson correlation analysis and hierarchical multiple regression with the SPSS Win 25.0 Program \u0000Results The mean score of moral sensitivity was 4.95±0.60 out of a possible 7. Moral sensitivity showed a significantly positive correlation with calling (r=.349, p<.001) nursing professionalism (r=.367, p<.001), empathy (r=.464, p<.001). In the hierarchical multiple regression analysis, empathy (β=.386, p<.001) and nursing professionalism (β=.196, p=.003), along with senior grade (β=-.186, p=.011) were significant predictors and explained 30.6% of variance im moral sensitivity. \u0000Conclusions The results of this study showed that empathy, nursing profession and the senior grade are significant factors affecting the moral sensitivity of nursing students. Based on these results, it is essential to develop and implement an education program that considers empathy and nursing professionalism to improve the moral sensitivity of nursing students.","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":"141833006","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.2024.24.13.621
Objectives The purpose of this study is to analyze the overall trend of care research and obtain directions and implications for follow-up research by exploring trends in ‘care’ research in infant and toddler education using text mining. Methods Method For this purpose, the title, keywords, and Korean abstract of the paper were analyzed through text mining. The subject of analysis was a total of 76 degree and academic journal papers published in Korea from 2004, when care research emerged in infant and toddler education, to 2024. Results Using LDA analysis, the text mining analysis results were visualized as a word cloud, and as a result of the analysis of papers over the entire analysis period, the most frequent keyword was ‘infant/toddler teacher’, and the same pattern was seen in the keywords analyzed by curriculum period. Research on care in infant and toddler education conducted over the past 20 years has focused on ‘infant and toddler teachers’ and ‘infants and toddlers’, and although there are a small number of topics related to care in infant and toddler education in each curriculum period, discourse analysis and social change have continued to be conducted. It was confirmed that the studies reflected had been conducted steadily. In the care discourse on infant and toddler education, it was confirmed that interest in physical and mental self-care is increasing, from parental care and infant and toddler teacher care to public care that the state is responsible for and society works with. Conclusions By conceptualizing the characteristics that emerged from the analysis results, we categorized the discovered knowledge, and suggested that academic discussions on the policy agenda for care in early childhood education should be active and implications for self-care.
{"title":"Care research in infant and toddler education using text mining trend analysis","authors":"","doi":"10.22251/jlcci.2024.24.13.621","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.621","url":null,"abstract":"Objectives The purpose of this study is to analyze the overall trend of care research and obtain directions and implications for follow-up research by exploring trends in ‘care’ research in infant and toddler education using text mining. \u0000Methods Method For this purpose, the title, keywords, and Korean abstract of the paper were analyzed through text mining. The subject of analysis was a total of 76 degree and academic journal papers published in Korea from 2004, when care research emerged in infant and toddler education, to 2024. \u0000Results Using LDA analysis, the text mining analysis results were visualized as a word cloud, and as a result of the analysis of papers over the entire analysis period, the most frequent keyword was ‘infant/toddler teacher’, and the same pattern was seen in the keywords analyzed by curriculum period. Research on care in infant and toddler education conducted over the past 20 years has focused on ‘infant and toddler teachers’ and ‘infants and toddlers’, and although there are a small number of topics related to care in infant and toddler education in each curriculum period, discourse analysis and social change have continued to be conducted. It was confirmed that the studies reflected had been conducted steadily. In the care discourse on infant and toddler education, it was confirmed that interest in physical and mental self-care is increasing, from parental care and infant and toddler teacher care to public care that the state is responsible for and society works with. \u0000Conclusions By conceptualizing the characteristics that emerged from the analysis results, we categorized the discovered knowledge, and suggested that academic discussions on the policy agenda for care in early childhood education should be active and implications for self-care.","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":"141833298","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.2024.24.13.215
Ji-yoon Jeon, Chang-woo Nam, Ji-eun Jeong
Objectives The purpose of this study was to explore the effects of college students’ digital literacy on their intention to adopt EduTech with the mediating effects of social presence in online learning environments. Methods For this purpose, the online survey using Google Docs was conducted for 107 college students who took online classes with digital devices at two universities A, B in Busan, South Korea. Based on the survey results, this study explored the relationships among digital literacy, social presence and acceptance intention of EduTech of college students’ by conducting hierarchical regression analysis of Baron & Kenny(1986) and the Sobel test(1982) to analyze the data. Results The main findings of this study are as follows: First, in the online learning environments, there was a significant positive correlation among college students’ digital literacy, social presence, and acceptance intention of EduTech. Secondly, in the online learning environments, it was revealed that the influence of college students’ digital literacy on their acceptance intention of EduTech is mediated by their social presence. Conclusions These research findings suggested the need to explore the teaching-learning strategies for enhancing various digital related competencies of college students through the customization of curricular and extracurricular subjects based on individual learners’ level of digital literacy. Also, it is emphasized that it is necessary to develop instructional strategies to facilitate the effective utilization of EduTech. Lastly, the study also proposes future research directions based on the limitations of the research.
{"title":"The Effects of College Students’ Digital Literacy on their Acceptance Intention of EduTech in Online Learning Environments: The Mediating Effects of Social Presence","authors":"Ji-yoon Jeon, Chang-woo Nam, Ji-eun Jeong","doi":"10.22251/jlcci.2024.24.13.215","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.215","url":null,"abstract":"Objectives The purpose of this study was to explore the effects of college students’ digital literacy on their intention to adopt EduTech with the mediating effects of social presence in online learning environments. \u0000Methods For this purpose, the online survey using Google Docs was conducted for 107 college students who took online classes with digital devices at two universities A, B in Busan, South Korea. Based on the survey results, this study explored the relationships among digital literacy, social presence and acceptance intention of EduTech of college students’ by conducting hierarchical regression analysis of Baron & Kenny(1986) and the Sobel test(1982) to analyze the data. \u0000Results The main findings of this study are as follows: First, in the online learning environments, there was a significant positive correlation among college students’ digital literacy, social presence, and acceptance intention of EduTech. Secondly, in the online learning environments, it was revealed that the influence of college students’ digital literacy on their acceptance intention of EduTech is mediated by their social presence. \u0000Conclusions These research findings suggested the need to explore the teaching-learning strategies for enhancing various digital related competencies of college students through the customization of curricular and extracurricular subjects based on individual learners’ level of digital literacy. Also, it is emphasized that it is necessary to develop instructional strategies to facilitate the effective utilization of EduTech. Lastly, the study also proposes future research directions based on the limitations of the research.","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":"141833480","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.2024.24.13.875
Jun-Oh Jo, In-Su Jang
Objectives The purpose of this study was to examine early childhood teachers' awareness and needs for early childhood media regulation education as the first step to establish the foundation for early childhood media regulation education. Methods To achieve this objective, survey was conducted on 248 early childhood teachers working in 20 public kindergartens located in B city, SPSS 25.0 program was used to analyze frequency and percentage. Results The results of examining the frequency and percentage of early childhood teachers' awareness and needs for early childhood media regulation education according to demographic characteristics are as follows. First, the degree of awareness of media regulation was shown to be high, media addiction was the highest among the problems caused by the lack of media regulation, and more than half of parents had experienced with parental counseling for this. Next, most of them considered the possibility of the connection with the revised Nuri Curriculum to be possible with the demand for media control education, with the curriculum link to physical exercise and health and daily life tools for the daily life topic. The educational goal is to develop the ability to control and use media activities within an appropriate realm under given situation. The educational content showed a high level of media execution ability. The teaching-learning method was a problem-solving learning, and the educational evaluation was an evaluation of children's development through observation. Conclusions The results of these research will be able to provide practical and various materials for education of media control skills in children in the future.
{"title":"Awareness and Needs for Media Regulation Education in Early Childhood for Early Childhood Teachers","authors":"Jun-Oh Jo, In-Su Jang","doi":"10.22251/jlcci.2024.24.13.875","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.875","url":null,"abstract":"Objectives The purpose of this study was to examine early childhood teachers' awareness and needs for early childhood media regulation education as the first step to establish the foundation for early childhood media regulation education. \u0000Methods To achieve this objective, survey was conducted on 248 early childhood teachers working in 20 public kindergartens located in B city, SPSS 25.0 program was used to analyze frequency and percentage. \u0000Results The results of examining the frequency and percentage of early childhood teachers' awareness and needs for early childhood media regulation education according to demographic characteristics are as follows. First, the degree of awareness of media regulation was shown to be high, media addiction was the highest among the problems caused by the lack of media regulation, and more than half of parents had experienced with parental counseling for this. Next, most of them considered the possibility of the connection with the revised Nuri Curriculum to be possible with the demand for media control education, with the curriculum link to physical exercise and health and daily life tools for the daily life topic. The educational goal is to develop the ability to control and use media activities within an appropriate realm under given situation. The educational content showed a high level of media execution ability. The teaching-learning method was a problem-solving learning, and the educational evaluation was an evaluation of children's development through observation. \u0000Conclusions The results of these research will be able to provide practical and various materials for education of media control skills in children in the future.","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":"141833573","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.2024.24.13.739
Objectives This paper started from the argument that the problem of ageism must be resolved. Previous studies used ageism as an independent variable, but this study seeks to fundamentally approach the issue of ageism by verifying the variables that affect ageism. The purpose of this study is to verify the influence of digital literacy and cognitive function on ageism. Methods For this purpose, data from the 2020 Survey on Senior Citizens were used. As an analysis method, a hierarchical regression analysis was conducted on the influence of digital literacy and cognitive function on ageism, selecting residential satisfaction, use of information, leisure activities, and social support as control variables. Results The The main results of this study are as follows. First, the control variables of residential satisfaction, information use, leisure activities, and social support all showed significant influence on ageism. Second, it was found that as digital literacy and cognitive function increase, ageism decreases. Conclusions Based on these results, a plan was proposed to resolve the problem of discrimination against the elderly and to integrate the elderly as members of modern society. The need to develop digital education courses that can be actually experienced in daily life was emphasized, and it was proposed to expand physical activity education and medical intervention to improve cognitive function.
{"title":"The Impact of Digital Literacy and Cognitive Function of Older Adults on Discrimination Experience","authors":"","doi":"10.22251/jlcci.2024.24.13.739","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.739","url":null,"abstract":"Objectives This paper started from the argument that the problem of ageism must be resolved. Previous studies used ageism as an independent variable, but this study seeks to fundamentally approach the issue of ageism by verifying the variables that affect ageism. The purpose of this study is to verify the influence of digital literacy and cognitive function on ageism. \u0000Methods For this purpose, data from the 2020 Survey on Senior Citizens were used. As an analysis method, a hierarchical regression analysis was conducted on the influence of digital literacy and cognitive function on ageism, selecting residential satisfaction, use of information, leisure activities, and social support as control variables. \u0000Results The The main results of this study are as follows. First, the control variables of residential satisfaction, information use, leisure activities, and social support all showed significant influence on ageism. Second, it was found that as digital literacy and cognitive function increase, ageism decreases. \u0000Conclusions Based on these results, a plan was proposed to resolve the problem of discrimination against the elderly and to integrate the elderly as members of modern society. The need to develop digital education courses that can be actually experienced in daily life was emphasized, and it was proposed to expand physical activity education and medical intervention to improve cognitive function.","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":"141833552","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：