Pub Date : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.601
Jin Suk Cho, Young Sil Kim, Seung Seon Baek
Objectives This study categorized the perception of early childhood teachers and analyzed the characteristics of each type by applying Q-methodology to find out the digital competencies perceived by early childhood teachers. Methods To this end, in order to analyze literature and extract Q samples, an open-ended survey was conducted with 102 early childhood teachers working at early childhood education institutions located in the Jeonbuk region as the Q population. Among the 102 research subjects, a total of 98 Q populations were formed excluding missing values, and a total of 36 Q samples were extracted through a categorization process. After extracting the Q sample, the Q sample statements were classified for the P sample of 36 current early childhood teachers. The data collected from the P sample of 36 people were scored from 1 point of strong disagreement to 9 points of strong agreement, and factor analysis was performed using the SPSS 29.0 program. Results As a result of the study, early childhood teachers' perception of digital competencies was divided into four types. Type 1 was named competency based on digital citizenship and understanding, Type 2 was named competency to use technology based on digital safety, Type 3 was named cooperation and communication competency using digital technology, and Type 4 was class operation and management competency based on digital responsibility and rights. Conclusions It is expected that this study will provide basic data for digital competency enhancement programs and teacher training suitable for early childhood teachers' perception types.
{"title":"An analysis of early childhood teachers' subjective perception regarding digital competency: Q-methodological approach","authors":"Jin Suk Cho, Young Sil Kim, Seung Seon Baek","doi":"10.22251/jlcci.2024.24.13.601","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.601","url":null,"abstract":"Objectives This study categorized the perception of early childhood teachers and analyzed the characteristics of each type by applying Q-methodology to find out the digital competencies perceived by early childhood teachers. \u0000Methods To this end, in order to analyze literature and extract Q samples, an open-ended survey was conducted with 102 early childhood teachers working at early childhood education institutions located in the Jeonbuk region as the Q population. Among the 102 research subjects, a total of 98 Q populations were formed excluding missing values, and a total of 36 Q samples were extracted through a categorization process. After extracting the Q sample, the Q sample statements were classified for the P sample of 36 current early childhood teachers. The data collected from the P sample of 36 people were scored from 1 point of strong disagreement to 9 points of strong agreement, and factor analysis was performed using the SPSS 29.0 program. \u0000Results As a result of the study, early childhood teachers' perception of digital competencies was divided into four types. Type 1 was named competency based on digital citizenship and understanding, Type 2 was named competency to use technology based on digital safety, Type 3 was named cooperation and communication competency using digital technology, and Type 4 was class operation and management competency based on digital responsibility and rights. \u0000Conclusions It is expected that this study will provide basic data for digital competency enhancement programs and teacher training suitable for early childhood teachers' perception types.","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":"141833841","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.2024.24.13.815
Objectives The purpose of this study is to analyze the mediating effect of job enthusiasm in the relationship between the work environment and job satisfaction of the nursing care workers who work in long-term care homes for the elderly. Methods This study conducted a survey on 330 caregivers working at long-term care facilities for the elderly in Yeongdong-gun, and analyzed the collected questionnaire data using SPSS 24.0 and AMOS 24.0 statistical programs. Results First, out of the working environment factors of nursing care workers at long-term care homes, all of them, namely the human environment, physical environment, reward systems, and job expertise factors, had a significant and positive impact on job enthusiasm. Second, of the work environment factors of the nursing care workers of long-term care homes, the physical environment and reward system factors had a significant and positive impact on job satisfaction. Third, the job enthusiasm of the nursing care workers at long-term care homes turned out to have a similarly significant and positive impact on job satisfaction. Fourth, in the relationship between work environment factors of nursing care workers at long-term care homes, such as the human environment, physical environment, reward system, job expertise, and job satisfaction, it was shown that, upon all of these factors, job enthusiasm had a significant mediating effect. Fifth, with regard to the groups where the work experience was less than five years and those of five years or longer, the difference between these two groups was confirmed in the paths of [reward system→job enthusiasm], [reward system→job satisfaction], [job enthusiasm→job satisfaction]. Conclusions This study is significant in that it identified the working environment of nursing care workers and sought specific action plans to increase job satisfaction by increasing job enthusiasm.
{"title":"A Study on the Impact of the Work Environment of Nursing Care Workers upon Their Job Satisfaction: Focusing on the Mediating Effect of Job Enthusiasm and the Moderating Effect of Work Experience","authors":"","doi":"10.22251/jlcci.2024.24.13.815","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.815","url":null,"abstract":"Objectives The purpose of this study is to analyze the mediating effect of job enthusiasm in the relationship between the work environment and job satisfaction of the nursing care workers who work in long-term care homes for the elderly. \u0000Methods This study conducted a survey on 330 caregivers working at long-term care facilities for the elderly in Yeongdong-gun, and analyzed the collected questionnaire data using SPSS 24.0 and AMOS 24.0 statistical programs. \u0000Results First, out of the working environment factors of nursing care workers at long-term care homes, all of them, namely the human environment, physical environment, reward systems, and job expertise factors, had a significant and positive impact on job enthusiasm. Second, of the work environment factors of the nursing care workers of long-term care homes, the physical environment and reward system factors had a significant and positive impact on job satisfaction. Third, the job enthusiasm of the nursing care workers at long-term care homes turned out to have a similarly significant and positive impact on job satisfaction. Fourth, in the relationship between work environment factors of nursing care workers at long-term care homes, such as the human environment, physical environment, reward system, job expertise, and job satisfaction, it was shown that, upon all of these factors, job enthusiasm had a significant mediating effect. Fifth, with regard to the groups where the work experience was less than five years and those of five years or longer, the difference between these two groups was confirmed in the paths of [reward system→job enthusiasm], [reward system→job satisfaction], [job enthusiasm→job satisfaction]. \u0000Conclusions This study is significant in that it identified the working environment of nursing care workers and sought specific action plans to increase job satisfaction by increasing job enthusiasm.","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":"141832815","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.2024.24.13.321
Garam Lee, Bomyung Kim, Youngwoong Lee
Objectives This study was conducted to develop an education program based on the NCS(National Competency Standards) that can be applied to students in semiconductor-related departments to train semiconductor manufacturing process experts. Methods To this end, a development team was formed including content experts in the semiconductor field and instructional design experts in the pedagogy field. In addition, NCS in the next-generation semiconductor manufacturing process field was selected through analysis of previous research on job competencies in the semiconductor field. Afterwards, an educational program was developed according to the procedures and methods of the RPISD(Rapid Prototype to Instructional System Design) model, an alternative instructional design model. Results The training program developed in this study consisted of two main components: group training for theoretical training and subgroup training for practical training. Theoretical education was designed as a mixture of online and offline methods to accommodate differences in learners' prerequisite knowledge, allowing students to repeat the course according to their individual level. In addition, content related to equipment operation and advanced learning was conducted offline to increase convergence with practical training. In addition, the entire program was operated as a team-based project learning to promote constructivist learning activities. In addition, programs such as career suitability assessment, counseling, and semiconductor company interview mentoring were also conducted to support employment activities. Conclusions This study is significant in that it developed an educational program that can develop job competencies for job seekers in semiconductor-related departments in a situation where there are very few opportunities to experience the semiconductor manufacturing process. In particular, it is more meaningful in that it was developed systematically by actively reflecting the opinions of education consumers, and that classes were structured using constructivist teaching and learning methods using online/offline blending and team-based project learning.
{"title":"Development of a semiconductor manufacturing process specialist training program based on NCS: Application of the RPISD model","authors":"Garam Lee, Bomyung Kim, Youngwoong Lee","doi":"10.22251/jlcci.2024.24.13.321","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.321","url":null,"abstract":"Objectives This study was conducted to develop an education program based on the NCS(National Competency Standards) that can be applied to students in semiconductor-related departments to train semiconductor manufacturing process experts. \u0000Methods To this end, a development team was formed including content experts in the semiconductor field and instructional design experts in the pedagogy field. In addition, NCS in the next-generation semiconductor manufacturing process field was selected through analysis of previous research on job competencies in the semiconductor field. Afterwards, an educational program was developed according to the procedures and methods of the RPISD(Rapid Prototype to Instructional System Design) model, an alternative instructional design model. \u0000Results The training program developed in this study consisted of two main components: group training for theoretical training and subgroup training for practical training. Theoretical education was designed as a mixture of online and offline methods to accommodate differences in learners' prerequisite knowledge, allowing students to repeat the course according to their individual level. In addition, content related to equipment operation and advanced learning was conducted offline to increase convergence with practical training. In addition, the entire program was operated as a team-based project learning to promote constructivist learning activities. In addition, programs such as career suitability assessment, counseling, and semiconductor company interview mentoring were also conducted to support employment activities. \u0000Conclusions This study is significant in that it developed an educational program that can develop job competencies for job seekers in semiconductor-related departments in a situation where there are very few opportunities to experience the semiconductor manufacturing process. In particular, it is more meaningful in that it was developed systematically by actively reflecting the opinions of education consumers, and that classes were structured using constructivist teaching and learning methods using online/offline blending and team-based project learning.","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":"141832951","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.2024.24.13.231
Ji Won Song, Yu Ying Wang
Objectives The purpose of this study is to analyze the structural relationship between gender role perception, depression, and attitudes toward seeking professional help that affect fathers' work-parenting conflict. Methods Test was conducted to measure variables related to work-parenting conflict on 313 fathers of infants and toddlers living in the metropolitan area. The causal relationship between variables was verified using the structural equation model, and phantom variable analysis was performed to verify specific indirect effects. Results It was found that the lower the awareness of the gender role of father, the higher the depression, which lowers the father's attitude toward professional help and ultimately increases the father's work-parenting conflict. Conclusions It is necessary to develop parent education and various social support services through understanding the impact of fathers' gender role awareness, depression, and professional help-seeking attitude on work-parenting conflict.
{"title":"Analysis of the Structural Model of Gender Role Perception, Depression, Attitudes Toward Seeking Professional Psychological Help, and Work-Parenting Conflict of Fathers with Young Children","authors":"Ji Won Song, Yu Ying Wang","doi":"10.22251/jlcci.2024.24.13.231","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.231","url":null,"abstract":"Objectives The purpose of this study is to analyze the structural relationship between gender role perception, depression, and attitudes toward seeking professional help that affect fathers' work-parenting conflict. \u0000Methods Test was conducted to measure variables related to work-parenting conflict on 313 fathers of infants and toddlers living in the metropolitan area. The causal relationship between variables was verified using the structural equation model, and phantom variable analysis was performed to verify specific indirect effects. \u0000Results It was found that the lower the awareness of the gender role of father, the higher the depression, which lowers the father's attitude toward professional help and ultimately increases the father's work-parenting conflict. \u0000Conclusions It is necessary to develop parent education and various social support services through understanding the impact of fathers' gender role awareness, depression, and professional help-seeking attitude on work-parenting conflict.","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":"141833565","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.2024.24.13.247
Objectives The purpose of this study is to analyze various cases and problems encountered by educational workers who provide various welfare services to youth in schools while performing their work, and to find ways to develop them. Methods To achieve this purpose, the researcher conducted a total of six interviews in February 2024 using a purposeful sampling method targeting six leaders working as educational welfare workers in elementary, middle, and high schools in the Daejeon area. To ensure the validity of the study, participant confirmation and peer review were conducted. Results As a result of the analysis, it was confirmed that the research participants had to work alone during the educational welfare work process and that the intensity of work performance was high. Second, it was found that it was necessary to establish a systematic environment for educational welfare workers to perform their work. Third, the implementation site was experiencing difficulties due to the budget reduction of the education welfare priority support project. Fourth, it was confirmed that awareness of the job and role of educational welfare workers in schools was low. Conclusions As a result of the analysis, the problems that arise when educational welfare workers perform their work were derived into 4 upper categories and 12 lower categories. It was confirmed that the research participants had to work alone during the educational welfare work process and that the intensity of work performance was high. Second, it was found that it was necessary to establish a systematic environment for educational welfare workers to perform their work. Third, the implementation site was experiencing difficulties due to the budget reduction of the education welfare priority support project. Fourth, it was confirmed that awareness of the job and role of educational welfare workers in schools was very low.
{"title":"A Case Study of the Work Performance Process Experienced by an Educational Welfare Worker","authors":"","doi":"10.22251/jlcci.2024.24.13.247","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.247","url":null,"abstract":"Objectives The purpose of this study is to analyze various cases and problems encountered by educational workers who provide various welfare services to youth in schools while performing their work, and to find ways to develop them. \u0000Methods To achieve this purpose, the researcher conducted a total of six interviews in February 2024 using a purposeful sampling method targeting six leaders working as educational welfare workers in elementary, middle, and high schools in the Daejeon area. To ensure the validity of the study, participant confirmation and peer review were conducted. \u0000Results As a result of the analysis, it was confirmed that the research participants had to work alone during the educational welfare work process and that the intensity of work performance was high. Second, it was found that it was necessary to establish a systematic environment for educational welfare workers to perform their work. Third, the implementation site was experiencing difficulties due to the budget reduction of the education welfare priority support project. Fourth, it was confirmed that awareness of the job and role of educational welfare workers in schools was low. \u0000Conclusions As a result of the analysis, the problems that arise when educational welfare workers perform their work were derived into 4 upper categories and 12 lower categories. It was confirmed that the research participants had to work alone during the educational welfare work process and that the intensity of work performance was high. Second, it was found that it was necessary to establish a systematic environment for educational welfare workers to perform their work. Third, the implementation site was experiencing difficulties due to the budget reduction of the education welfare priority support project. Fourth, it was confirmed that awareness of the job and role of educational welfare workers in schools was very low.","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":"141833755","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.2024.24.13.303
Youngsun Kim, Seunghee Kim
Objectives The purpose of this study was to investigate climate change literacy and perception on climate change education according to early childhood teachers’ background variables. Methods This study conducted survey research targeting at 256 early childhood teachers in Gwangju metropolitan city and JeollaNamdo from July 10 to August 18, 2023. Data were analyzed using frequency analysis, descriptive statistic analysis, one-way ANOVA, and χ2 test. Results There were significant differences in all of the sub-factors of early childhood teachers’ climate change literacy including climate change perception, climate change knowledge, and climate change attitude, according to teacher’s background variables. Early childhood teachers’ perception on climate change education also differed significantly according to teacher’s background variables. In particular, significant differences were noticeable depending on the type of working institution and whether or not to take climate change classes, such as the well-equipped climate change literacy of teachers at national and public kindergartens as well as teachers taking climate change classes. This suggests that in order for climate change education to be actively conducted, it is important for early childhood teachers to acquire knowledge and information about climate change. Conclusions This study is meaningful in providing basic data for the development of climate change teacher education programs by investigating climate change literacy and perception on climate change education according to early childhood teachers’ background variables.
{"title":"Climate change literacy and perception on climate change education according to early childhood teacher’s background variables","authors":"Youngsun Kim, Seunghee Kim","doi":"10.22251/jlcci.2024.24.13.303","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.303","url":null,"abstract":"Objectives The purpose of this study was to investigate climate change literacy and perception on climate change education according to early childhood teachers’ background variables. \u0000Methods This study conducted survey research targeting at 256 early childhood teachers in Gwangju metropolitan city and JeollaNamdo from July 10 to August 18, 2023. Data were analyzed using frequency analysis, descriptive statistic analysis, one-way ANOVA, and χ2 test. \u0000Results There were significant differences in all of the sub-factors of early childhood teachers’ climate change literacy including climate change perception, climate change knowledge, and climate change attitude, according to teacher’s background variables. Early childhood teachers’ perception on climate change education also differed significantly according to teacher’s background variables. In particular, significant differences were noticeable depending on the type of working institution and whether or not to take climate change classes, such as the well-equipped climate change literacy of teachers at national and public kindergartens as well as teachers taking climate change classes. This suggests that in order for climate change education to be actively conducted, it is important for early childhood teachers to acquire knowledge and information about climate change. \u0000Conclusions This study is meaningful in providing basic data for the development of climate change teacher education programs by investigating climate change literacy and perception on climate change education according to early childhood teachers’ background variables.","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":"141832724","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.2024.24.13.69
Young-sim Bang, Young-ok Jeon, In-seong Song
Objectives The purpose of this study is to determine the impact of extra-curricular program on strengthening core competencies of universities, based on the results of a satisfaction survey of the writing clinic using competency-based survey questions. In addition, this study seeks to present problems and improvement plans in the performance analysis of the current competency-based extra-curricular program. Methods For this purpose, a satisfaction survey was analyzed among S University students who participated in the writing clinic. The S University writing clinic is a program linked to the university writing class called , and is an individual instruction course that helps students taking the class write academic writing. Satisfaction surveys prior to 2022 were not linked to university core competencies, so it was not possible to measure the impact of extracurricular program on improving core competencies. For this reason, we developed questions linked to S University's core competencies and conducted a satisfaction survey in the second semester of 2022. After finding problems and revising the questions, we conducted and analyzed a satisfaction survey in the first and second semesters of 2023. Results The results of the satisfaction survey showed that the writing clinic was helpful in cultivating all of S University’s core competencies, and among them, the cultivation scores for ‘competence in practicing ethics’ and ‘competence in exploring professional knowledge’ were high. This result is understood to be a phenomenon that occurred because the target was ‘academic writing’, which was an assignment in the class, and was influenced by the type of writing that was the target of the writing clinic and the instructors’ inspection points during the clinic process. Conclusions As a result of analyzing the case of S University, it is clear that extra-curricular program contribute to cultivating the university’s core competencies, but it is problematic to uniformly apply the core competencies set by the university to all programs. Therefore, it is suggested to apply it selectively, focusing on competencies with high suitability. In addition, how to link the university's core competencies and writing competencies and introduce them into performance management will be a future task.
研究目的 本研究的目的是根据使用基于能力的调查问题对写作诊所进行满意度调查的结果，确定课外课程对加强大学核心能力的影响。此外，本研究还试图提出当前基于能力的课外项目绩效分析中存在的问题和改进计划。方法 为此，我们对参加写作诊所的 S 大学学生进行了满意度调查分析。S 大学写作诊所是与大学写作课（名为"Ⅳ"）相关联的一个项目，是帮助选修该课程的学生撰写学术论文的个别指导课程。2022 年之前的满意度调查没有与大学核心能力挂钩，因此无法衡量课外项目对提高核心能力的影响。为此，我们开发了与 S 大学核心能力相关联的问题，并在 2022 年下学期进行了满意度调查。在发现问题并修改问题后，我们又在 2023 年上学期和下学期进行了满意度调查并进行了分析。结果 满意度调查结果显示，写作诊所对 S 大学所有核心能力的培养都有帮助，其中 "践行职业道德的能力 "和 "探索专业知识的能力 "的培养得分较高。这一结果可以理解为是由于目标是 "学术写作 "这一课堂作业而出现的现象，同时也受到了写作诊所目标写作类型和诊所过程中指导教师检查点的影响。结论 通过对 S 大学案例的分析，可以看出课外项目有助于培养大学的核心能力，但将大学设定的核心能力统一应用于所有项目是有问题的。因此，建议有选择地应用，重点关注适用性强的能力。此外，如何将大学的核心能力与写作能力联系起来，并将其引入绩效管理，也将是今后的一项任务。
{"title":"Research on performance analysis of extra-curricular program based on core competencies: Focusing on S University writing clinic satisfaction analysis","authors":"Young-sim Bang, Young-ok Jeon, In-seong Song","doi":"10.22251/jlcci.2024.24.13.69","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.69","url":null,"abstract":"Objectives The purpose of this study is to determine the impact of extra-curricular program on strengthening core competencies of universities, based on the results of a satisfaction survey of the writing clinic using competency-based survey questions. In addition, this study seeks to present problems and improvement plans in the performance analysis of the current competency-based extra-curricular program. \u0000Methods For this purpose, a satisfaction survey was analyzed among S University students who participated in the writing clinic. The S University writing clinic is a program linked to the university writing class called , and is an individual instruction course that helps students taking the class write academic writing. Satisfaction surveys prior to 2022 were not linked to university core competencies, so it was not possible to measure the impact of extracurricular program on improving core competencies. For this reason, we developed questions linked to S University's core competencies and conducted a satisfaction survey in the second semester of 2022. After finding problems and revising the questions, we conducted and analyzed a satisfaction survey in the first and second semesters of 2023. \u0000Results The results of the satisfaction survey showed that the writing clinic was helpful in cultivating all of S University’s core competencies, and among them, the cultivation scores for ‘competence in practicing ethics’ and ‘competence in exploring professional knowledge’ were high. This result is understood to be a phenomenon that occurred because the target was ‘academic writing’, which was an assignment in the class, and was influenced by the type of writing that was the target of the writing clinic and the instructors’ inspection points during the clinic process. \u0000Conclusions As a result of analyzing the case of S University, it is clear that extra-curricular program contribute to cultivating the university’s core competencies, but it is problematic to uniformly apply the core competencies set by the university to all programs. Therefore, it is suggested to apply it selectively, focusing on competencies with high suitability. In addition, how to link the university's core competencies and writing competencies and introduce them into performance management will be a future task.","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":"141832907","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.2024.24.13.263
Xinran Guo XINRAN GUO, Hanfeng Xue HANFENG XUE, Yan Lin YAN LIN
Objectives This study aims to examine how female marriage immigrants use complaint speech acts in everyday conversations and to compare and analyze the actual usage patterns of complaint strategies between Chinese female marriage immigrants and Korean female spouses. Methods To achieve this objective, data were collected in two phases. First, a preliminary survey was conducted with Korean and Chinese female spouses to identify nine real-life situations in Korean communication contexts that could trigger complaints. Following this, a Discourse Completion Test (DCT) survey was conducted to gather response data for each complaint situation. Based on the collected data, the usage patterns of individual strategies, combined strategies, and grammatical usage were analyzed. Results The analysis yielded the following results. In terms of individual strategy usage, both groups predominantly employed the ‘direct complaint’ and ‘indirect complaint’ strategies in complaint situations. However, the Chinese female marriage immigrant (NNS) group frequently used ‘sarcasm’ and ‘rhetorical questioning’ strategies, whereas the Korean female spouses (KNS) group tended to use ‘command’ and ‘situation explanation’ strategies more often. Next, the analysis of combined strategy usage revealed that the NNS group used combined strategies more frequently than the KNS group. However, when analyzing the combined strategies according to social status and the intensity of the complaint, it was found that the KNS group used a wider variety of strategies than the NNS group in most situations, except in equal status scenarios. Lastly, the analysis of grammatical usage showed that both groups most frequently used the ‘direct complaint’ strategy. However, the KNS group often used the form ‘-(으)ㄹ게요’ to express their intentions, while the NNS group showed a tendency to use ‘informal speech’ more frequently. Additionally, in the ‘indirect complaint’ strategy, the KNS group used the phrase ‘-(으)ㄹ/ㄴ/는 것 같다’ to express their assertions mildly, whereas the NNS group often used the phrase ‘-잖아요’ to emphasize their assertions more directly. Conclusions These differences stem from the distinct linguistic habits and cultural differences between the two groups. For instance, the development of honorifics in Korean, differences in child-rearing practices between Korea and China, and varying perceptions of dual-income households in Korean and Chinese societies contribute to these disparities. This study is significant in that it summarizes the commonalities and differences in complaint speech act strategies used by Chinese female marriage immigrants and Korean female spouses, and elucidates the reasons for these differences through an exploration of Korean and Chinese cultural differences.
{"title":"A Comparative Study of Complaint Speech Act Strategies between Chinese Marriage Immigrants and Korean Married Women","authors":"Xinran Guo XINRAN GUO, Hanfeng Xue HANFENG XUE, Yan Lin YAN LIN","doi":"10.22251/jlcci.2024.24.13.263","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.263","url":null,"abstract":"Objectives This study aims to examine how female marriage immigrants use complaint speech acts in everyday conversations and to compare and analyze the actual usage patterns of complaint strategies between Chinese female marriage immigrants and Korean female spouses. \u0000Methods To achieve this objective, data were collected in two phases. First, a preliminary survey was conducted with Korean and Chinese female spouses to identify nine real-life situations in Korean communication contexts that could trigger complaints. Following this, a Discourse Completion Test (DCT) survey was conducted to gather response data for each complaint situation. Based on the collected data, the usage patterns of individual strategies, combined strategies, and grammatical usage were analyzed. \u0000Results The analysis yielded the following results. In terms of individual strategy usage, both groups predominantly employed the ‘direct complaint’ and ‘indirect complaint’ strategies in complaint situations. However, the Chinese female marriage immigrant (NNS) group frequently used ‘sarcasm’ and ‘rhetorical questioning’ strategies, whereas the Korean female spouses (KNS) group tended to use ‘command’ and ‘situation explanation’ strategies more often. Next, the analysis of combined strategy usage revealed that the NNS group used combined strategies more frequently than the KNS group. However, when analyzing the combined strategies according to social status and the intensity of the complaint, it was found that the KNS group used a wider variety of strategies than the NNS group in most situations, except in equal status scenarios. Lastly, the analysis of grammatical usage showed that both groups most frequently used the ‘direct complaint’ strategy. However, the KNS group often used the form ‘-(으)ㄹ게요’ to express their intentions, while the NNS group showed a tendency to use ‘informal speech’ more frequently. Additionally, in the ‘indirect complaint’ strategy, the KNS group used the phrase ‘-(으)ㄹ/ㄴ/는 것 같다’ to express their assertions mildly, whereas the NNS group often used the phrase ‘-잖아요’ to emphasize their assertions more directly. \u0000Conclusions These differences stem from the distinct linguistic habits and cultural differences between the two groups. For instance, the development of honorifics in Korean, differences in child-rearing practices between Korea and China, and varying perceptions of dual-income households in Korean and Chinese societies contribute to these disparities. This study is significant in that it summarizes the commonalities and differences in complaint speech act strategies used by Chinese female marriage immigrants and Korean female spouses, and elucidates the reasons for these differences through an exploration of Korean and Chinese cultural differences.","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":"141832931","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.2024.24.13.463
Objectives The purpose of this study is to increase the effectiveness of schools by examining how the factor in number of students per class affect academic achievement by school level. Also, by comparing and analyzing the differences by school level, I tried to suggest implications for each school level. Methods Accordingly, regression analysis was performed using the latest data on number of students per elementary, middle and high school class and the total national assessment of academic achievement among EDSS education public data to suggest how the number of students per class affects academic achievement by school level. Results As a result, there were similarities and differences in the effect of the number of students per class factor on academic achievement by school level. In the case of elementary school, the number of students per class did not have a significant effect on the factors of academic achievement. On the other hand, secondary school showed a significant influence. Conclusions The influence of the number of students per class on academic achievement was found to vary by school level. However, since there are various factors that affect academic achievement, it is necessary to control for other variables. Also, in order to confirm the effect of the number of students per class factor, it is suggested that it is necessary to analyze the effect of the number of students per class on the difference between the initial academic achievement of the subjects and their later academic achievement after learning in their class.
{"title":"Analysis of Factor in Number of Students per Class Affecting Academic Achievement by School Level","authors":"","doi":"10.22251/jlcci.2024.24.13.463","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.463","url":null,"abstract":"Objectives The purpose of this study is to increase the effectiveness of schools by examining how the factor in number of students per class affect academic achievement by school level. Also, by comparing and analyzing the differences by school level, I tried to suggest implications for each school level. \u0000Methods Accordingly, regression analysis was performed using the latest data on number of students per elementary, middle and high school class and the total national assessment of academic achievement among EDSS education public data to suggest how the number of students per class affects academic achievement by school level. \u0000Results As a result, there were similarities and differences in the effect of the number of students per class factor on academic achievement by school level. In the case of elementary school, the number of students per class did not have a significant effect on the factors of academic achievement. On the other hand, secondary school showed a significant influence. \u0000Conclusions The influence of the number of students per class on academic achievement was found to vary by school level. However, since there are various factors that affect academic achievement, it is necessary to control for other variables. Also, in order to confirm the effect of the number of students per class factor, it is suggested that it is necessary to analyze the effect of the number of students per class on the difference between the initial academic achievement of the subjects and their later academic achievement after learning in their class.","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":"141833374","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.2024.24.13.893
Ye Eun Yu, Shin Hwan Pan
Objectives The purposes of this study were to investigate the relationship between mothers’ parenting anxiety and parenting behavior(positive parenting behavior, negative parenting behavior) for their early childhood children. Methods To verify this research problem, data were analyzed on 290 mothers who were raising at least one children between 2 and 6 years old across the country. For the collected data, descriptive statistics, adequacy correlation analysis, hierarchical regression analysis, and sequential dual mediating effect analysis were performed using SPSS 26.0 and Macro v4.0. Results First, parenting anxiety, parenting stress, and coparenting of early childhood mothers all showed significant correlation with parenting behavior. Second, as a result of verifying the individual mediating effect, parenting stress showed a complete mediating effect and coparenting a partial mediating effect. Third, the dual mediating effects of parenting stress and coparenting were completely mediated, and at this time, it was verified that the influence of coparenting was greater than parenting stress. Conclusions By confirming the meaiating role of parenting stress and coparenting in the relationship between parenting anxiety and parenting behavior, empirical evidence has been established regarding the psychological variables influencing parenting behavior and the significance of coparenting.
{"title":"Relationship between mothers’ parenting anxiety and parenting behavior for their early childhood children: Mediating effect of parenting stress and coparenting","authors":"Ye Eun Yu, Shin Hwan Pan","doi":"10.22251/jlcci.2024.24.13.893","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.893","url":null,"abstract":"Objectives The purposes of this study were to investigate the relationship between mothers’ parenting anxiety and parenting behavior(positive parenting behavior, negative parenting behavior) for their early childhood children. \u0000Methods To verify this research problem, data were analyzed on 290 mothers who were raising at least one children between 2 and 6 years old across the country. For the collected data, descriptive statistics, adequacy correlation analysis, hierarchical regression analysis, and sequential dual mediating effect analysis were performed using SPSS 26.0 and Macro v4.0. \u0000Results First, parenting anxiety, parenting stress, and coparenting of early childhood mothers all showed significant correlation with parenting behavior. Second, as a result of verifying the individual mediating effect, parenting stress showed a complete mediating effect and coparenting a partial mediating effect. Third, the dual mediating effects of parenting stress and coparenting were completely mediated, and at this time, it was verified that the influence of coparenting was greater than parenting stress. \u0000Conclusions By confirming the meaiating role of parenting stress and coparenting in the relationship between parenting anxiety and parenting behavior, empirical evidence has been established regarding the psychological variables influencing parenting behavior and the significance of coparenting.","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":"141832847","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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