Pub Date : 2024-07-15DOI: 10.22251/jlcci.2024.24.13.519
Haekyoung Kim, Eunjoo Jung, Jiwon Park
Objectives The purpose of this study is to analyze children's aesthetic experiences in outdoor play, explore teachers' play support measures to promote them, and explore changes in children's aesthetic experiences. Methods Child-directed play in outdoor were observed through 30 observations over a total of 6 weeks targeting 4 early childhood teachers and 54 children in each class. The collected data, including field records, recordings, play logs, journals, interviews, and photos, went through a qualitative research analysis stage to derive themes and concepts of aesthetic experience. In addition, the teachers' support for enhancing the aesthetic experience that appeared in the play flow was analyzed. Results First, changes in children's aesthetic experiences during outdoor play occurred in terms of aesthetic experience from an intellectual aspect, an aesthetic experience from an emotional aspect, and a practical aspect. Second, teachers' play support shown to enhance children's aesthetic experience in outdoor play includes media support to use classroom media in outdoor play, environmental support to use space and props in new ways, and help to promote thinking to create creative play. It was found to be accident support and psychological support that helps people feel a sense of consideration and coexistence. Conclusions In child-led outdoor play, children's aesthetic experiences appeared in various aspects, and children's play was expanded and deepened according to the teachers' aesthetic support. This suggests that a teacher's close observation and appropriate support to enhance children's aesthetic experience can lead to active change, and this study can be an appropriate example for the development of aesthetics in everyday child-centered play.
{"title":"Research on children's aesthetic experiences in outdoor play and teachers' play support","authors":"Haekyoung Kim, Eunjoo Jung, Jiwon Park","doi":"10.22251/jlcci.2024.24.13.519","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.519","url":null,"abstract":"Objectives The purpose of this study is to analyze children's aesthetic experiences in outdoor play, explore teachers' play support measures to promote them, and explore changes in children's aesthetic experiences. \u0000Methods Child-directed play in outdoor were observed through 30 observations over a total of 6 weeks targeting 4 early childhood teachers and 54 children in each class. The collected data, including field records, recordings, play logs, journals, interviews, and photos, went through a qualitative research analysis stage to derive themes and concepts of aesthetic experience. In addition, the teachers' support for enhancing the aesthetic experience that appeared in the play flow was analyzed. \u0000Results First, changes in children's aesthetic experiences during outdoor play occurred in terms of aesthetic experience from an intellectual aspect, an aesthetic experience from an emotional aspect, and a practical aspect. Second, teachers' play support shown to enhance children's aesthetic experience in outdoor play includes media support to use classroom media in outdoor play, environmental support to use space and props in new ways, and help to promote thinking to create creative play. It was found to be accident support and psychological support that helps people feel a sense of consideration and coexistence. \u0000Conclusions In child-led outdoor play, children's aesthetic experiences appeared in various aspects, and children's play was expanded and deepened according to the teachers' aesthetic support. This suggests that a teacher's close observation and appropriate support to enhance children's aesthetic experience can lead to active change, and this study can be an appropriate example for the development of aesthetics in everyday child-centered play.","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":"141832722","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.2024.24.13.283
Nashil Park, Wonkyu Shin, Cholong Kwak
Objectives This study analyzed the current status of career exploring support centers nationwide and aimed to derive implications and recommendations for the activation of these centers based on an exploratory analysis. Methods The survey was conducted targeting employees (administrators, practitioners) of all 218 career exploring support centers nationwide. To reflect the diverse staffing and operational situations of the career exploring support centers, we utilized the stratified cluster sampling method among probabilistic sampling methods. Managers were categorized as either center directors or operational managers, while practitioners were categorized as operational staff. One individual from each category was selected to respond to the survey autonomously within the career exploring support centers. Frequency analysis was conducted using SPSS 25.0 software to analyze the operational status of the centers. Results The survey revealed a high proportion of difficulties related to human resources at career exploring support centers, indicating that challenges in staffing and resources, beyond personnel and physical resources, significantly impact the centers' effectiveness. National-level training emphasized macroscopic elements such as systems, policies, and societal changes, while regional-level training focused on tailored integration within local communities. Conclusions Through this study, it is necessary to discuss the establishment of a task management and collaboration system for rationalizing manpower at the career exploring support centers, as well as to discuss the institutional support for the status of the career experience center at a systemic level. Furthermore, there is a need for training and consulting tailored to the requirements of career exploring support centers, as well as active support from external entities such as local governments and provincial education offices to establish networks between career exploring support centers and relevant organizations.
{"title":"An exploratory research for improvement of the operation of the Career Exploring Support Centers","authors":"Nashil Park, Wonkyu Shin, Cholong Kwak","doi":"10.22251/jlcci.2024.24.13.283","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.283","url":null,"abstract":"Objectives This study analyzed the current status of career exploring support centers nationwide and aimed to derive implications and recommendations for the activation of these centers based on an exploratory analysis. \u0000Methods The survey was conducted targeting employees (administrators, practitioners) of all 218 career exploring support centers nationwide. To reflect the diverse staffing and operational situations of the career exploring support centers, we utilized the stratified cluster sampling method among probabilistic sampling methods. Managers were categorized as either center directors or operational managers, while practitioners were categorized as operational staff. One individual from each category was selected to respond to the survey autonomously within the career exploring support centers. Frequency analysis was conducted using SPSS 25.0 software to analyze the operational status of the centers. \u0000Results The survey revealed a high proportion of difficulties related to human resources at career exploring support centers, indicating that challenges in staffing and resources, beyond personnel and physical resources, significantly impact the centers' effectiveness. National-level training emphasized macroscopic elements such as systems, policies, and societal changes, while regional-level training focused on tailored integration within local communities. \u0000Conclusions Through this study, it is necessary to discuss the establishment of a task management and collaboration system for rationalizing manpower at the career exploring support centers, as well as to discuss the institutional support for the status of the career experience center at a systemic level. Furthermore, there is a need for training and consulting tailored to the requirements of career exploring support centers, as well as active support from external entities such as local governments and provincial education offices to establish networks between career exploring support centers and relevant organizations.","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":"141833272","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.2024.24.13.791
Young Jae Jo, Young Gae Cho
Objectives The purpose of this study is to develop an e-PBL program using Metaverse and apply it to classes to verify its effectiveness. Methods For this purpose, this study developed a program according to the ADDIE design model procedure. First, after conducting literature and case analysis according to the content analysis method, design principles and support structures were derived through a categorization process. And a draft was completed based on the design principles. Second, improvements and supplements were derived through expert FGI on the draft program. After completing the final draft of the program by reflecting the results of FGI, validity verification was conducted. Third, after applying the final draft to the class, a satisfaction survey and an interview regarding open-ended survey items were conducted. Results The results of this study are as follows. First, five design principles and support structures were derived through the third categorization process of the content analysis method, and a draft program was derived by combining them. Second, expert FGI was conducted on the draft program to identify points of improvement and supplementation, and the final draft of the program was completed by reflecting these points. Third, validity (.88) and reliability (.76) were secured by conducting an expert validation (CVI) test and an inter-rater reliability test on the final draft of the program. Fourth, after applying the final plan of the program to the class, pre- and post-satisfaction was conducted, and it was confirmed that post-satisfaction (4.63) improved compared to pre-satisfaction (4.57). As a result of conducting individual interviews with five students in response to open survey questions, it was confirmed what was helpful, what was difficult, and what improvements or wishes were made in the program. Conclusions This study developed an e-PBL program using Metaverse for collaboration and problem-solving learning in virtual space required in the digital era, and investigated the effects of applying it to classes. It is expected that this will be able to provide meaningful information for the possibility of using the metaverse needed in future educational fields and for professorial research and development.
{"title":"A Study on the Development of e-PBL Program Using Metaverse","authors":"Young Jae Jo, Young Gae Cho","doi":"10.22251/jlcci.2024.24.13.791","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.791","url":null,"abstract":"Objectives The purpose of this study is to develop an e-PBL program using Metaverse and apply it to classes to verify its effectiveness. \u0000Methods For this purpose, this study developed a program according to the ADDIE design model procedure. First, after conducting literature and case analysis according to the content analysis method, design principles and support structures were derived through a categorization process. And a draft was completed based on the design principles. Second, improvements and supplements were derived through expert FGI on the draft program. After completing the final draft of the program by reflecting the results of FGI, validity verification was conducted. Third, after applying the final draft to the class, a satisfaction survey and an interview regarding open-ended survey items were conducted. \u0000Results The results of this study are as follows. First, five design principles and support structures were derived through the third categorization process of the content analysis method, and a draft program was derived by combining them. Second, expert FGI was conducted on the draft program to identify points of improvement and supplementation, and the final draft of the program was completed by reflecting these points. Third, validity (.88) and reliability (.76) were secured by conducting an expert validation (CVI) test and an inter-rater reliability test on the final draft of the program. Fourth, after applying the final plan of the program to the class, pre- and post-satisfaction was conducted, and it was confirmed that post-satisfaction (4.63) improved compared to pre-satisfaction (4.57). As a result of conducting individual interviews with five students in response to open survey questions, it was confirmed what was helpful, what was difficult, and what improvements or wishes were made in the program. \u0000Conclusions This study developed an e-PBL program using Metaverse for collaboration and problem-solving learning in virtual space required in the digital era, and investigated the effects of applying it to classes. It is expected that this will be able to provide meaningful information for the possibility of using the metaverse needed in future educational fields and for professorial research and development.","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":"141833167","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.2024.24.13.665
Hyekyoung Park, Soohyun Cho
Objectives The present study aimed to explore the profiles of academic-work mental health among Korean high school students, with a focus on academic motivation, which further contribute to providing fundamental evidence to preventive academic-work counseling. Methods The data, self-reported by 391 students in the first and second years from 7 high schools, measured exhaustion, vigor, approach-avoidance motivation, and self-determination motivations were employed for latent profile analysis. Based on this, the profiles of academic-work mental health were investigated, and then multinomial logistic regression analysis was conducted with academic motivation as antecedents. Results Four profiles were observed: the engaged, the burned-out, the studyholic, and the unidentified. Only avoidance motivation significantly distinguished the studyholic from the engaged. Within self-determination motivations, no motivation distinguished it from the engaged and the unidentified except the burned-out. Amotivation and introjected motivation showed the differences between the engaged and the identified/ the burned-out. Conclusions The present findings imply the necessity of early-intervention for the studyholic, featured with the exhausted but engaged. Even with indistinctiveness in appearance between the engaged and the studyholic, screening by avoidance motivation enables their distinction. Further, practical implications lie in the potential possibility for intervention strategy for an adaptive academic-work mental health profile.
{"title":"Exploratory Study on Profiles of Academic-work Mental Health: Focused on Academic Motivation","authors":"Hyekyoung Park, Soohyun Cho","doi":"10.22251/jlcci.2024.24.13.665","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.665","url":null,"abstract":"Objectives The present study aimed to explore the profiles of academic-work mental health among Korean high school students, with a focus on academic motivation, which further contribute to providing fundamental evidence to preventive academic-work counseling. \u0000Methods The data, self-reported by 391 students in the first and second years from 7 high schools, measured exhaustion, vigor, approach-avoidance motivation, and self-determination motivations were employed for latent profile analysis. Based on this, the profiles of academic-work mental health were investigated, and then multinomial logistic regression analysis was conducted with academic motivation as antecedents. \u0000Results Four profiles were observed: the engaged, the burned-out, the studyholic, and the unidentified. Only avoidance motivation significantly distinguished the studyholic from the engaged. Within self-determination motivations, no motivation distinguished it from the engaged and the unidentified except the burned-out. Amotivation and introjected motivation showed the differences between the engaged and the identified/ the burned-out. \u0000Conclusions The present findings imply the necessity of early-intervention for the studyholic, featured with the exhausted but engaged. Even with indistinctiveness in appearance between the engaged and the studyholic, screening by avoidance motivation enables their distinction. Further, practical implications lie in the potential possibility for intervention strategy for an adaptive academic-work mental health profile.","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":"141833182","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.2024.24.13.503
Objectives The purpose of this study is to study the potential of the ecomuseum as a sustainable lifelong education space. In this study, the potential of the ecomuseum as a sustainable lifelong education space was derived through analysis of the meaning and structure of the ecomuseum from a lifelong education perspective. Methods This study was a literature study and collected domestic and international literature focusing on the topics of sustainability, lifelong education, educational space, and ecomuseum. This study analyzed domestic and international literature collected using educational elements and educational system of lifelong education as an analysis framework. Results First, from a lifelong education perspective, the meaning of the ecomuseum appeared as a region-based expansion space, a connection and integration space of the local environment, and a learning space centered on local residents. Second, from a lifelong education perspective, the structure of the ecomuseum appeared as a cultural heritage learning space of various types in the horizontal dimension and as a learning space of various generations in the vertical dimension. Third, the potential of the ecomuseum as a lifelong education space were as a self-directed learning space for knowledge, a reflective learning space for action, and a community learning space for living together. Conclusions As a sustainable lifelong education space, the ecomuseum needs to build an integrated learning space to improve learners’ potential, a systematic learning space for learners’ continuous growth, and a local community-based learning space for learners’ community learning.
{"title":"Study on Ecomuseum as a Sustainable Lifelong Education Space","authors":"","doi":"10.22251/jlcci.2024.24.13.503","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.503","url":null,"abstract":"Objectives The purpose of this study is to study the potential of the ecomuseum as a sustainable lifelong education space. In this study, the potential of the ecomuseum as a sustainable lifelong education space was derived through analysis of the meaning and structure of the ecomuseum from a lifelong education perspective. \u0000Methods This study was a literature study and collected domestic and international literature focusing on the topics of sustainability, lifelong education, educational space, and ecomuseum. This study analyzed domestic and international literature collected using educational elements and educational system of lifelong education as an analysis framework. \u0000Results First, from a lifelong education perspective, the meaning of the ecomuseum appeared as a region-based expansion space, a connection and integration space of the local environment, and a learning space centered on local residents. Second, from a lifelong education perspective, the structure of the ecomuseum appeared as a cultural heritage learning space of various types in the horizontal dimension and as a learning space of various generations in the vertical dimension. Third, the potential of the ecomuseum as a lifelong education space were as a self-directed learning space for knowledge, a reflective learning space for action, and a community learning space for living together. \u0000Conclusions As a sustainable lifelong education space, the ecomuseum needs to build an integrated learning space to improve learners’ potential, a systematic learning space for learners’ continuous growth, and a local community-based learning space for learners’ community 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":"141833577","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.2024.24.13.393
Hyun Ju Son, Su Lim Lee
Objectives The purpose of this study is to confirm the mediation effects of Perceived social support and Self-compassion when Unstable attachment of the early stages of adulthood affects Interpersonal competence. Methods A self-report online survey was conducted on 497 people in early adulthood aged 19-39 nationwide, the total of 436 data were used for analysis, except for missing responses or unfaithful responses among the data. As a scale, Unstable attachment, Avoidance attachment, Perceived social support, Self-compassion, and Interpersonal Competence were used, and the collected data were analyzed by SPSS 21.0 and PROCESS Macro 3.5. Results First, Unstable attachment and Avoidance attachment were negatively correlated with Perceived social support, Self-compassion and Interpersonal Competence, Perceived social support, Self-compassion and Interpersonal Competence showed a positive correlation. Second, Unstable attachment did not have a direct effect on Interpersonal Competence, but had a complete mediating effect that had a indirect effect through Perceived social support and Self-compassion as a mediation. Avoidance attachment had a direct effect on Interpersonal Competence, and had a partial mediating effect that indirectly affects Perceived social support and Self-compassion as a mediation. Third, Unstable attachment and Avoidance attachment showed to affect Interpersonal Competence by sequentially double-mediating Perceived social support and Self-compassion. Conclusions This study is expected to help to intervene the counseling for counselee who have a difficulty in the interpersonal relationship by confirming that Perceived social support and Self-compassion were sequentially dual mediated in the process of Unstable attachment and Avoidance attachment affecting Interpersonal competence.
{"title":"The Effect of Unstable attachment of the early stages of adulthood on Interpersonal Competence: The Mediation Effects of perceived social support and self-compassion","authors":"Hyun Ju Son, Su Lim Lee","doi":"10.22251/jlcci.2024.24.13.393","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.393","url":null,"abstract":"Objectives The purpose of this study is to confirm the mediation effects of Perceived social support and Self-compassion when Unstable attachment of the early stages of adulthood affects Interpersonal competence. \u0000Methods A self-report online survey was conducted on 497 people in early adulthood aged 19-39 nationwide, the total of 436 data were used for analysis, except for missing responses or unfaithful responses among the data. As a scale, Unstable attachment, Avoidance attachment, Perceived social support, Self-compassion, and Interpersonal Competence were used, and the collected data were analyzed by SPSS 21.0 and PROCESS Macro 3.5. \u0000Results First, Unstable attachment and Avoidance attachment were negatively correlated with Perceived social support, Self-compassion and Interpersonal Competence, Perceived social support, Self-compassion and Interpersonal Competence showed a positive correlation. Second, Unstable attachment did not have a direct effect on Interpersonal Competence, but had a complete mediating effect that had a indirect effect through Perceived social support and Self-compassion as a mediation. Avoidance attachment had a direct effect on Interpersonal Competence, and had a partial mediating effect that indirectly affects Perceived social support and Self-compassion as a mediation. Third, Unstable attachment and Avoidance attachment showed to affect Interpersonal Competence by sequentially double-mediating Perceived social support and Self-compassion. \u0000Conclusions This study is expected to help to intervene the counseling for counselee who have a difficulty in the interpersonal relationship by confirming that Perceived social support and Self-compassion were sequentially dual mediated in the process of Unstable attachment and Avoidance attachment affecting Interpersonal competence.","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":"141832763","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.2024.24.13.123
Objectives The purpose of this study was to explore the factors affecting adolescent suicide risk and to compare middle and high school students as a basis for developing targeted programs. Methods Based on the results of the safety perception survey of 527 adolescents in Ilgae-gun, Chungcheongnam-do, relevant variables were measured and used in the analysis. The suicide risk for individual system, environmental system, and social system factors were analyzed using t-test and analysis of variance. Hierarchical regression analysis was used to compare the risk factors in Model 1, Model 2, and Model 3. Results The risk factors for suicide among adolescents that included individual, environmental, and social system factors were depression, school maladjustment, experience of sexual violence, and experience of being victimized by violence. In middle school students, depression, sexual violence, victimization, and school maladjustment were the most important risk factors for suicide, followed by negative relationships with teachers. For high school students, depression, victimization of violence, school maladjustment, victimization of sexual violence, and negative peer relationships, in that order, and perpetration of school violence were negative predictors of suicide risk. Conclusions The environment and social relationships are more influential than individual deviance as risk factors for suicide in youth. Depression and sexual victimization were major risk factors for both middle and high school students, but were particularly strong in middle school. In high school, relationship conflicts at school were identified as a major risk factor for suicide, with victimization of school violence and school maladjustment being high, along with negative peer relationships. As sexual violence factors were high risk factors in both middle and high school students, it is suggested that gender sensitivity education for adolescents is necessary.
{"title":"Environmental Systematic Analysis of factors associated with adolescent suicide risk","authors":"","doi":"10.22251/jlcci.2024.24.13.123","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.123","url":null,"abstract":"Objectives The purpose of this study was to explore the factors affecting adolescent suicide risk and to compare middle and high school students as a basis for developing targeted programs. \u0000Methods Based on the results of the safety perception survey of 527 adolescents in Ilgae-gun, Chungcheongnam-do, relevant variables were measured and used in the analysis. The suicide risk for individual system, environmental system, and social system factors were analyzed using t-test and analysis of variance. Hierarchical regression analysis was used to compare the risk factors in Model 1, Model 2, and Model 3. \u0000Results The risk factors for suicide among adolescents that included individual, environmental, and social system factors were depression, school maladjustment, experience of sexual violence, and experience of being victimized by violence. In middle school students, depression, sexual violence, victimization, and school maladjustment were the most important risk factors for suicide, followed by negative relationships with teachers. For high school students, depression, victimization of violence, school maladjustment, victimization of sexual violence, and negative peer relationships, in that order, and perpetration of school violence were negative predictors of suicide risk. \u0000Conclusions The environment and social relationships are more influential than individual deviance as risk factors for suicide in youth. Depression and sexual victimization were major risk factors for both middle and high school students, but were particularly strong in middle school. In high school, relationship conflicts at school were identified as a major risk factor for suicide, with victimization of school violence and school maladjustment being high, along with negative peer relationships. As sexual violence factors were high risk factors in both middle and high school students, it is suggested that gender sensitivity education for adolescents is necessary.","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":"141833153","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.2024.24.13.89
Objectives The purpose of this study is to examine the basic structure of Donghak thought that influenced the theories of childhood education and how childhood education was formed in Donghak thought. In particular, it will consider and comprehensively shed light on Bang Jung-hwan's childhood education, which was influenced by Cheondogyo. Therefore, the aim is to reveal the educational significance of Bang Jung-hwan's theories of childhood education. Methods As a method of literature analysis, each Donghak scripture and collection of works, Bang Jeong-hwan's books and academic literature were analyzed, and the research content on Bang Jeong-hwan's children's education was specified through other Bang Jeong-hwan-related fairy tales, children's songs, magazines, and newspapers. Results Regarding educational content theory, he believed that any content helpful to children's growth and development was sufficient and emphasized three areas of art: children's stories, children's songs, and drawings. With respect to educational methodology, he did not unilaterally plant the educator's ideas but maintained the principle that the educator should only play a role in helping the educatees grow. In terms of educational history, the biggest difference between traditional education and new education is determined by whether the target of education is an adult or a child. Conclusions Our traditional view of the children was that they were passive beings who were subject to instruction or enlightenment from the older generations represented as teachers or pioneers rather than viewing children as independent individual human beings. However, Bang Jung-hwan understood children as beings with independence, autonomy, and potential. He believed that the world of children is independent of the world of adults and that they have the potential to build a new and better world on their own as long as there is no interference or interruption from adults.
{"title":"A Study on Sopa Bang Jung-hwan's Childhood Education","authors":"","doi":"10.22251/jlcci.2024.24.13.89","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.89","url":null,"abstract":"Objectives The purpose of this study is to examine the basic structure of Donghak thought that influenced the theories of childhood education and how childhood education was formed in Donghak thought. In particular, it will consider and comprehensively shed light on Bang Jung-hwan's childhood education, which was influenced by Cheondogyo. Therefore, the aim is to reveal the educational significance of Bang Jung-hwan's theories of childhood education. \u0000Methods As a method of literature analysis, each Donghak scripture and collection of works, Bang Jeong-hwan's books and academic literature were analyzed, and the research content on Bang Jeong-hwan's children's education was specified through other Bang Jeong-hwan-related fairy tales, children's songs, magazines, and newspapers. \u0000Results Regarding educational content theory, he believed that any content helpful to children's growth and development was sufficient and emphasized three areas of art: children's stories, children's songs, and drawings. With respect to educational methodology, he did not unilaterally plant the educator's ideas but maintained the principle that the educator should only play a role in helping the educatees grow. In terms of educational history, the biggest difference between traditional education and new education is determined by whether the target of education is an adult or a child. \u0000Conclusions Our traditional view of the children was that they were passive beings who were subject to instruction or enlightenment from the older generations represented as teachers or pioneers rather than viewing children as independent individual human beings. However, Bang Jung-hwan understood children as beings with independence, autonomy, and potential. He believed that the world of children is independent of the world of adults and that they have the potential to build a new and better world on their own as long as there is no interference or interruption from adults.","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":"141833335","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.2024.24.13.757
Objectives In this study, I developed and applied a dietary education program for older adults with gastrectomy based on Dick & Carey's instructional design model to determine the effects on nutritional status (weight, PG-SGA), dietary knowledge, and quality of life. Methods This study was a quasi-experimental study with a non-equivalent control group pretest-posttest design and included 96 older adults undergoing gastrectomy. The experimental group (n=47) received the dietary education program developed in this study (four sessions, 50 minutes each), and the control group (n=49) received the usual hospital education program (one session, 20 minutes). The collected data were analyzed using repeated measures ANOVA to examine the study hypothesis. Results There was a significant effect on body weight (F=11.38, p<.001), PG-SGA (F=6.83, p<.001), and dietary knowledge (F=4.21, p=.028) in the experimental group. For quality of life, the experimental group decreased 1 month after surgery and increased 6 months after surgery compared to before gastrectomy, while the control group decreased both 1 month and 6 months after surgery, which was not statistically significant. Conclusions A dietary education program developed based on Dick & Carey's instructional design model was found to be effective in improving nutritional status and dietary knowledge in older adults undergoing gastrectomy. Therefore, we expect it to be a useful program to help older adults recover from gastrectomy.
{"title":"Development and Effect of a Dietary Education Program for Older Adults undergoing Gastrectomy: The Dick and Carey Instructional Design Model","authors":"","doi":"10.22251/jlcci.2024.24.13.757","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.757","url":null,"abstract":"Objectives In this study, I developed and applied a dietary education program for older adults with gastrectomy based on Dick & Carey's instructional design model to determine the effects on nutritional status (weight, PG-SGA), dietary knowledge, and quality of life. \u0000Methods This study was a quasi-experimental study with a non-equivalent control group pretest-posttest design and included 96 older adults undergoing gastrectomy. The experimental group (n=47) received the dietary education program developed in this study (four sessions, 50 minutes each), and the control group (n=49) received the usual hospital education program (one session, 20 minutes). The collected data were analyzed using repeated measures ANOVA to examine the study hypothesis. \u0000Results There was a significant effect on body weight (F=11.38, p<.001), PG-SGA (F=6.83, p<.001), and dietary knowledge (F=4.21, p=.028) in the experimental group. For quality of life, the experimental group decreased 1 month after surgery and increased 6 months after surgery compared to before gastrectomy, while the control group decreased both 1 month and 6 months after surgery, which was not statistically significant. \u0000Conclusions A dietary education program developed based on Dick & Carey's instructional design model was found to be effective in improving nutritional status and dietary knowledge in older adults undergoing gastrectomy. Therefore, we expect it to be a useful program to help older adults recover from gastrectomy.","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":"141833297","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.2024.24.13.475
Hyo-jin Jeon, Hyuk-jun Moon
Objectives This study examined the mediating effect of play teaching efficacy in the relationship between early childhood teachers’ social support within the workplace and teacher-child interactions. Methods The data were collected from 123 teachers in preschooler classes at daycare centers and 119 homeroom teachers in kindergartens in the Seoul metropolitan area to find out social support in the workplace, play teaching efficacy, and teacher-infant interaction. The collected data were analyzed using SPSS 25.0 and AMOS 18.0 programs. Results Firstly, there were significant positive correlations among early childhood teachers’ social support within the workplace, play teaching efficacy, and teacher-child interactions. Secondly, play teaching efficacy partially mediated the relationship between early childhood teachers’ social support and teacher-child interactions. Conclusions These results demand that the efforts of the educational settings to enhance positive support for the teachers’ social support. Moreover, the results stressed the need to develop education programs for teachers to encourage play teaching efficacy in order to enhance teacher-child interactions.
{"title":"The Mediating Effect of Play Teaching Efficacy on the Relationship Between Early Childhood Teachers’ Social Support Within the Workplace and Teacher-Child Interactions","authors":"Hyo-jin Jeon, Hyuk-jun Moon","doi":"10.22251/jlcci.2024.24.13.475","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.13.475","url":null,"abstract":"Objectives This study examined the mediating effect of play teaching efficacy in the relationship between early childhood teachers’ social support within the workplace and teacher-child interactions. \u0000Methods The data were collected from 123 teachers in preschooler classes at daycare centers and 119 homeroom teachers in kindergartens in the Seoul metropolitan area to find out social support in the workplace, play teaching efficacy, and teacher-infant interaction. The collected data were analyzed using SPSS 25.0 and AMOS 18.0 programs. \u0000Results Firstly, there were significant positive correlations among early childhood teachers’ social support within the workplace, play teaching efficacy, and teacher-child interactions. Secondly, play teaching efficacy partially mediated the relationship between early childhood teachers’ social support and teacher-child interactions. \u0000Conclusions These results demand that the efforts of the educational settings to enhance positive support for the teachers’ social support. Moreover, the results stressed the need to develop education programs for teachers to encourage play teaching efficacy in order to enhance teacher-child interactions.","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":"141833363","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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