Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.195
SeungSook Kim, Dugyu Kim
Objectives The purpose of this study is to develop a character education program linked to the elementary school curriculum using positive classroom discipline. Methods The research method used to conduct this study was the ADDIE model, a representative ISD model. A design strategy was derived through requirements analysis such as literature analysis, case analysis, and expert interviews, and a draft of the program based on the design strategy was developed. An expert formative evaluation was conducted using FGI. Based on the results of the expert formative evaluation the program was modified and supplemented to produce the final version of the program. The final version of the program was verified for validity in five categories. Results The results of this study are as follows. First, a program design strategy was derived through literature analysis, case analysis, and needs analysis. Second, based on the program design strategy, a draft character edu-cation program using PDC was designed. Third, the final version of the program was derived through expert for-mative evaluation of the draft program. Fourth, as a result of verifying the program with a feasibility test tool, it was overall evaluated positively that the character education program using PDC had explanatory power, usefulness, validity, understanding, and universality. Conclusions As a result of the above research, it is expected that the character education program linked to the elementary curriculum using PDC developed in this study will be a useful program that can be used immediately by teachers in elementary schools. However, since this program consists of content suitable for use in upper grades, it is necessary to develop a program for lower grades of elementary school with easier questions and activities.
{"title":"Development of character education program linked to elementary school curriculum using PDC","authors":"SeungSook Kim, Dugyu Kim","doi":"10.22251/jlcci.2024.24.9.195","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.195","url":null,"abstract":"Objectives The purpose of this study is to develop a character education program linked to the elementary school curriculum using positive classroom discipline. \u0000Methods The research method used to conduct this study was the ADDIE model, a representative ISD model. A design strategy was derived through requirements analysis such as literature analysis, case analysis, and expert interviews, and a draft of the program based on the design strategy was developed. An expert formative evaluation was conducted using FGI. Based on the results of the expert formative evaluation the program was modified and supplemented to produce the final version of the program. The final version of the program was verified for validity in five categories. \u0000Results The results of this study are as follows. First, a program design strategy was derived through literature analysis, case analysis, and needs analysis. Second, based on the program design strategy, a draft character edu-cation program using PDC was designed. Third, the final version of the program was derived through expert for-mative evaluation of the draft program. Fourth, as a result of verifying the program with a feasibility test tool, it was overall evaluated positively that the character education program using PDC had explanatory power, usefulness, validity, understanding, and universality. \u0000Conclusions As a result of the above research, it is expected that the character education program linked to the elementary curriculum using PDC developed in this study will be a useful program that can be used immediately by teachers in elementary schools. However, since this program consists of content suitable for use in upper grades, it is necessary to develop a program for lower grades of elementary school with easier questions and activities.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976915","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 : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.245
SeiKyung Kim
Objectives The purpose of this study was to verify the parallel multiple mediating effects of cognitive-emo-tion-behavior, which were sub-factors of self-encouragement and self-discouragement, in the relationship be-tween depression and self-esteem in college students. Methods A survey was conducted on college students who voluntarily participated online, and all surveys were set as mandatory responses so that there was no unanswered response. The collected data were subjected to re-liability analysis, descriptive statistics of variables, and correlation analysis using the SPSS 26.0 statistical pro-gram, and the parallel multiple mediation model was verified using PROCESS Macro Model 4. Results First, college students' depression was negatively correlated with self-esteem and self-encouragement, and positively correlated with self-discouragement, and self-esteem was positively correlated with self-encour-agement and negatively correlated with self-discouragement. Second, in the relationship between depression and self-esteem in college students, the mediating effect of self-encouragement-cognition and self-encour-agement-emotion was significant, while the mediating effect of self-encouragement-behavior was not significant. The explanatory power of the model was 43.7%. Third, in the relationship between depression and self-esteem in college students, the mediating effects of self-discouragement-cognition and self-discourage-ment-behavior were significant, while the mediation effect of self-discouragement-emotion was not significant. The explanatory power of the model was 66.1%. Conclusions Through the results of this study, we confirmed the importance of cognition in improving self-es-teem and preventing decline in self-esteem in depressed college students, and confirmed that the factors that need to be intervened in self-encouragement and self-discouragement are different. In addition, rather than fo-cusing on self-encouragement, it was verified that there was a need to help prevent depressive symptoms from accelerating due to a decline in self-esteem. This study is significant in that it provided empirical evidence for con-structing an intervention program to improve the self-esteem of depressed college students.
目的 本研究旨在验证认知-情绪-行为（即自我鼓励和自我挫折的子因子）在大学生抑郁与自尊之间的关系中的平行多重中介效应。方法 对自愿参与在线调查的大学生进行调查，所有调查均设置为必答题，不存在无答案的情况。使用 SPSS 26.0 统计程序对收集到的数据进行再可靠性分析、变量描述性统计和相关性分析，并使用 PROCESS Macro Model 4 验证平行多重中介模型。结果 首先，大学生抑郁与自尊、自我鼓励呈负相关，与自我挫折呈正相关；自尊与自我鼓励呈正相关，与自我挫折呈负相关。其次，在大学生抑郁与自尊的关系中，自我鼓励-认知和自我鼓励-管理-情感的中介效应显著，而自我鼓励-行为的中介效应不显著。模型的解释力为 43.7%。第三，在大学生抑郁与自尊的关系中，自我挫折-认知和自我挫折-行为的中介效应显著，而自我挫折-情感的中介效应不显著。模型的解释力为 66.1%。结论 通过本研究的结果，我们证实了认知在改善抑郁症大学生自尊和防止自尊下降方面的重要性，并证实了自我鼓励和自我挫折需要干预的因素是不同的。此外，研究还证实，与其专注于自我鼓励，不如帮助预防抑郁症状因自尊下降而加速恶化。这项研究的重要意义在于，它为构建干预计划以改善抑郁大学生的自尊心提供了经验证据。
{"title":"Parallel multiple mediating effects of self-encouragement and discouragement in the relationship between depression and self-esteem in college students","authors":"SeiKyung Kim","doi":"10.22251/jlcci.2024.24.9.245","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.245","url":null,"abstract":"Objectives The purpose of this study was to verify the parallel multiple mediating effects of cognitive-emo-tion-behavior, which were sub-factors of self-encouragement and self-discouragement, in the relationship be-tween depression and self-esteem in college students. \u0000Methods A survey was conducted on college students who voluntarily participated online, and all surveys were set as mandatory responses so that there was no unanswered response. The collected data were subjected to re-liability analysis, descriptive statistics of variables, and correlation analysis using the SPSS 26.0 statistical pro-gram, and the parallel multiple mediation model was verified using PROCESS Macro Model 4. \u0000Results First, college students' depression was negatively correlated with self-esteem and self-encouragement, and positively correlated with self-discouragement, and self-esteem was positively correlated with self-encour-agement and negatively correlated with self-discouragement. Second, in the relationship between depression and self-esteem in college students, the mediating effect of self-encouragement-cognition and self-encour-agement-emotion was significant, while the mediating effect of self-encouragement-behavior was not significant. The explanatory power of the model was 43.7%. Third, in the relationship between depression and self-esteem in college students, the mediating effects of self-discouragement-cognition and self-discourage-ment-behavior were significant, while the mediation effect of self-discouragement-emotion was not significant. The explanatory power of the model was 66.1%. \u0000Conclusions Through the results of this study, we confirmed the importance of cognition in improving self-es-teem and preventing decline in self-esteem in depressed college students, and confirmed that the factors that need to be intervened in self-encouragement and self-discouragement are different. In addition, rather than fo-cusing on self-encouragement, it was verified that there was a need to help prevent depressive symptoms from accelerating due to a decline in self-esteem. This study is significant in that it provided empirical evidence for con-structing an intervention program to improve the self-esteem of depressed college students.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974157","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 : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.709
Joung-Mi Song, Hyuk-jun Moon
Objectives This study aims to clarify the meaning of parental empathy ability using the Delphi technique and to derive constituent and sub-factors. Methods To this end, the concept of parental empathy ability was defined through preceding research and liter-ature review, and the structuring factors of the ability were derived. An expert Delphi survey was conducted using the derived data to confirm the exploratory study of deriving the components of parental empathy ability. The data analysis method of the first Delphi survey questionnaire was conducted in order to define the concept of parental empathy and derive the structuring factors. A structured questionnaire, free-choice and open-ended questions were conducted with 13 experts in order to confirm the content validity. Using SPSS 25.0, the average value, standard deviation, skewness, agreement, convergence, and CVR ranges of each variable were calculated, and questions that did not meet each criterion were modified and deleted. Since the number of panels participating in the Delphi survey in this study is 13, if the CVR value is .554 or higher, it can be judged that the content validity is valid. The contents, were revised and supplemented with the experts, used to construct the second Delphi survey. It was used to construct the second questionnaire by reflecting the opinions of experts and revising and supplementing the contents. The second survey tool were gathered from the responses of the first survey. In or-der to clarify the opinions of each panel, structured questions with a 5-point rating scale were presented. Results First, the area of the scale consisted of three areas: ‘emotional empathy ability’, ‘cognitive empathy abil-ity’, and ‘behavioral empathy ability’, ‘emotional empathy ability’ consisted of perspective acceptance, cognitive empathy, and perspective acceptance, ‘cognitive empathy ability’ consisted of emotional response, emotional al-location, and emotional perception, and ‘behavioral empathy ability’ consisted of pseudo-movement, expression consistency, listening, and relationship formation. Conclusions The study is significant in that it derives categories and sub-factors of parental empathy ability that have recently come into focus. Furthermore, the study is significant in that it can be used as basic data for deriving the question composition through focus group interviews in the future.
{"title":"Meaning and Components of Parent Empathy Ability: A Delphi Study","authors":"Joung-Mi Song, Hyuk-jun Moon","doi":"10.22251/jlcci.2024.24.9.709","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.709","url":null,"abstract":"Objectives This study aims to clarify the meaning of parental empathy ability using the Delphi technique and to derive constituent and sub-factors. \u0000Methods To this end, the concept of parental empathy ability was defined through preceding research and liter-ature review, and the structuring factors of the ability were derived. An expert Delphi survey was conducted using the derived data to confirm the exploratory study of deriving the components of parental empathy ability. The data analysis method of the first Delphi survey questionnaire was conducted in order to define the concept of parental empathy and derive the structuring factors. A structured questionnaire, free-choice and open-ended questions were conducted with 13 experts in order to confirm the content validity. Using SPSS 25.0, the average value, standard deviation, skewness, agreement, convergence, and CVR ranges of each variable were calculated, and questions that did not meet each criterion were modified and deleted. Since the number of panels participating in the Delphi survey in this study is 13, if the CVR value is .554 or higher, it can be judged that the content validity is valid. The contents, were revised and supplemented with the experts, used to construct the second Delphi survey. It was used to construct the second questionnaire by reflecting the opinions of experts and revising and supplementing the contents. The second survey tool were gathered from the responses of the first survey. In or-der to clarify the opinions of each panel, structured questions with a 5-point rating scale were presented. \u0000Results First, the area of the scale consisted of three areas: ‘emotional empathy ability’, ‘cognitive empathy abil-ity’, and ‘behavioral empathy ability’, ‘emotional empathy ability’ consisted of perspective acceptance, cognitive empathy, and perspective acceptance, ‘cognitive empathy ability’ consisted of emotional response, emotional al-location, and emotional perception, and ‘behavioral empathy ability’ consisted of pseudo-movement, expression consistency, listening, and relationship formation. \u0000Conclusions The study is significant in that it derives categories and sub-factors of parental empathy ability that have recently come into focus. Furthermore, the study is significant in that it can be used as basic data for deriving the question composition through focus group interviews in the future.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140977719","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 : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.477
Young-hoon Heo
Objectives This study has an autobiographical character as it is a study that looks back and reflects on ‘my’ class based on my experience at K Elementary School. In the process of research and practice, I continuously tried to reflect the contextual characteristics of the school and region. I recognized the characteristics of the village's mul-ticultural situation, the current status of K Elementary School, the situation faced by Koryoin students, the diffi-culties in communication between Korean and Koryoin students, and the difficulties that fellow teachers face in teaching Koryoin students. Based on this awareness, we designed and implemented a practical multicultural his-tory class for solidarity and togetherness beyond discrimination. Methods First, the topic of forced migration of Koryo people, a minority history, was reviewed from the per-spective of memory and forgetting, and the direction of practical multicultural history education was set through analysis of multicultural education theory and curriculum. Next, I designed and implemented a practical multi-cultural history class on the topic of forced migration of Koryo people and analyzed the process and results. Results The analysis and implications are that, first, the memory of the forced migration of Goryeo people, a for-gotten minority history, was discovered and recalled. Second, it is the acquisition of multicultural com-petency(cultivation of multicultural cultural literacy) based on empathy and interculturalism beyond the assim-ilationist perspective. Third, they had participation and practical experience for solidarity and companionship. Fourth, I looked back on what kind of multicultural teacher I am as a teacher who practices multicultural education. Conclusions The implications of the study are that, in terms of research methods, history classes were autobio-graphically reflected and analyzed based on personal memory data and accumulated cultural artifacts (research notes, student output, photos, videos, etc.). Through this, teachers in the field will be able to understand the de-sign and execution aspects of history classes in detail and use it as a reference for their own class practice research. Next, in terms of research content, history education was practiced with the theme of multiculturalism. Because I recognized the limitations of traditional history education and designed and implemented practical mul-ticultural classes by reflecting the contextual uniqueness of local communities and school, it can be a meaningful reference for schools in multicultural situations. Lastly, the focus on the history of minorities, the Koryo people and forced migration of Koryo people, can be a good example of migration history education.
{"title":"The Practice of Practical Multicultural History Learning on the Topic of ‘Korean Diaspora, Koryo People’","authors":"Young-hoon Heo","doi":"10.22251/jlcci.2024.24.9.477","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.477","url":null,"abstract":"Objectives This study has an autobiographical character as it is a study that looks back and reflects on ‘my’ class based on my experience at K Elementary School. In the process of research and practice, I continuously tried to reflect the contextual characteristics of the school and region. I recognized the characteristics of the village's mul-ticultural situation, the current status of K Elementary School, the situation faced by Koryoin students, the diffi-culties in communication between Korean and Koryoin students, and the difficulties that fellow teachers face in teaching Koryoin students. Based on this awareness, we designed and implemented a practical multicultural his-tory class for solidarity and togetherness beyond discrimination. \u0000Methods First, the topic of forced migration of Koryo people, a minority history, was reviewed from the per-spective of memory and forgetting, and the direction of practical multicultural history education was set through analysis of multicultural education theory and curriculum. Next, I designed and implemented a practical multi-cultural history class on the topic of forced migration of Koryo people and analyzed the process and results. \u0000Results The analysis and implications are that, first, the memory of the forced migration of Goryeo people, a for-gotten minority history, was discovered and recalled. Second, it is the acquisition of multicultural com-petency(cultivation of multicultural cultural literacy) based on empathy and interculturalism beyond the assim-ilationist perspective. Third, they had participation and practical experience for solidarity and companionship. Fourth, I looked back on what kind of multicultural teacher I am as a teacher who practices multicultural education. \u0000Conclusions The implications of the study are that, in terms of research methods, history classes were autobio-graphically reflected and analyzed based on personal memory data and accumulated cultural artifacts (research notes, student output, photos, videos, etc.). Through this, teachers in the field will be able to understand the de-sign and execution aspects of history classes in detail and use it as a reference for their own class practice research. Next, in terms of research content, history education was practiced with the theme of multiculturalism. Because I recognized the limitations of traditional history education and designed and implemented practical mul-ticultural classes by reflecting the contextual uniqueness of local communities and school, it can be a meaningful reference for schools in multicultural situations. Lastly, the focus on the history of minorities, the Koryo people and forced migration of Koryo people, can be a good example of migration history education.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975560","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 : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.57
Mi Jun Choi, Seong Yeong Kim
Objectives This study investigated the association between extrovertㆍintrovert tendency and self-esteem by gender among high school students [n=340]. Methods Extrovertㆍintrovert tendency was measured by using MBTI (Meyers-Briggs Type Indicator) and then, the association between extrovertㆍintrovert tendency and self-esteem tested by pearson coefficient and simple regression analysis among them. Results The result of pearson coefficient value indicated that extrovert tendency affected increasing self-esteem both groups [the boys (-0.251), (p<0.01), the girls (-0.187), (p<0.01)]. The simple regression analysis showed self-esteem increased with extrovert tendency in the boys (B=-0.347), (p<0.01) and the girls (B=-0.245), (p<0.05) as well. Conclusions Self-esteem of high school students showed a association with higher the extrovert tendency. Therefore, we need to find diverse solutions to increase self-esteem through the improvement of extroversion.
{"title":"Association between ExtrovertㆍIntrovert Tendency and Self-esteem among High School Students","authors":"Mi Jun Choi, Seong Yeong Kim","doi":"10.22251/jlcci.2024.24.9.57","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.57","url":null,"abstract":"Objectives This study investigated the association between extrovertㆍintrovert tendency and self-esteem by gender among high school students [n=340]. \u0000Methods Extrovertㆍintrovert tendency was measured by using MBTI (Meyers-Briggs Type Indicator) and then, the association between extrovertㆍintrovert tendency and self-esteem tested by pearson coefficient and simple regression analysis among them. \u0000Results The result of pearson coefficient value indicated that extrovert tendency affected increasing self-esteem both groups [the boys (-0.251), (p<0.01), the girls (-0.187), (p<0.01)]. The simple regression analysis showed self-esteem increased with extrovert tendency in the boys (B=-0.347), (p<0.01) and the girls (B=-0.245), (p<0.05) as well. \u0000Conclusions Self-esteem of high school students showed a association with higher the extrovert tendency. Therefore, we need to find diverse solutions to increase self-esteem through the improvement of extroversion.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972029","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 : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.423
JeongLee Go
Objectives The purpose of this study is to empirically verify the relationship between technology utilization ability and awareness of artificial intelligence and coding education for pre-service early childhood teachers. Methods For this purpose, a survey was conducted on 180 pre-service early childhood teachers majoring in child studies and early childhood education at a university located in J city, Gyeongsangnam-do, and the collected data were analyzed using SPSS program to verify reliability, mean comparison, and correlation analysis. Results As for the difference in perception of research variables according to the demographic characteristics of pre-service early childhood teachers, pre-service early childhood teachers who completed information literacy education and had experience in artificial intelligence and coding education showed high level of perception of technology utilization ability and artificial intelligence and coding education. In addition, there was a significant positive correlation between technology utilization ability and the perception of artificial intelligence and coding education. Conclusions In the era of the Fourth Industrial Revolution, early childhood teachers should cultivate information- related skills. Therefore, educational institutions that train early childhood teachers should actively review ways to strengthen education related to technology utilization education, artificial intelligence education, and coding education.
{"title":"An Analysis of the Relationship between Technology Utilization Ability and Artificial Intelligence Education, Coding Education Perception of Pre-service Early Childhood Teachers","authors":"JeongLee Go","doi":"10.22251/jlcci.2024.24.9.423","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.423","url":null,"abstract":"Objectives The purpose of this study is to empirically verify the relationship between technology utilization ability and awareness of artificial intelligence and coding education for pre-service early childhood teachers. \u0000Methods For this purpose, a survey was conducted on 180 pre-service early childhood teachers majoring in child studies and early childhood education at a university located in J city, Gyeongsangnam-do, and the collected data were analyzed using SPSS program to verify reliability, mean comparison, and correlation analysis. \u0000Results As for the difference in perception of research variables according to the demographic characteristics of pre-service early childhood teachers, pre-service early childhood teachers who completed information literacy education and had experience in artificial intelligence and coding education showed high level of perception of technology utilization ability and artificial intelligence and coding education. In addition, there was a significant positive correlation between technology utilization ability and the perception of artificial intelligence and coding education. \u0000Conclusions In the era of the Fourth Industrial Revolution, early childhood teachers should cultivate information- related skills. Therefore, educational institutions that train early childhood teachers should actively review ways to strengthen education related to technology utilization education, artificial intelligence education, and coding education.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975083","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 : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.725
Dong-Sun Kim, Hyuk-jun Moon
Objectives The purposes of this study were to specify variables related to convergence competency, and to ana-lyze the structural relationships among them. The purposes of this study were to specify variables related to con-vergence competency, and to analyze the structural relationships among them. Methods In this study, 1,145 children who responded to all related variables in the 12th and 13th data of the Korean Children's Panel were used as data. The structural equation model was analyzed to understand the struc-tural relationship between each variable, and the direct and indirect effects were verified through this. In addition, the mediating effect was verified using bootstrapping. Results There was no significant relationship between parents' learning support and elementary school students' learning attitude, and there was a positive relationship between the supportive school environment and learning attitude. Grit showed a complete mediating effect in the effect of parental learning support on learning attitude, and Grit showed a partial mediating effect in the effect of supportive school environment on learning attitude. Conclusions Parents' learning support and supportive environment had a positive effect on Grit, which improved the learning attitude. This study is expected to help parents, who are interested in their children's learning, support direction and school environment by examining the influence and path of parents‘, school variables and grit that can positively affect learning attitudes.
{"title":"The Effect of Parental Learning Support and Supportive School Environment on Elementary School Students' Learning Attitudes: The Mediating Effect of Grit","authors":"Dong-Sun Kim, Hyuk-jun Moon","doi":"10.22251/jlcci.2024.24.9.725","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.725","url":null,"abstract":"Objectives The purposes of this study were to specify variables related to convergence competency, and to ana-lyze the structural relationships among them. The purposes of this study were to specify variables related to con-vergence competency, and to analyze the structural relationships among them. \u0000Methods In this study, 1,145 children who responded to all related variables in the 12th and 13th data of the Korean Children's Panel were used as data. The structural equation model was analyzed to understand the struc-tural relationship between each variable, and the direct and indirect effects were verified through this. In addition, the mediating effect was verified using bootstrapping. \u0000Results There was no significant relationship between parents' learning support and elementary school students' learning attitude, and there was a positive relationship between the supportive school environment and learning attitude. Grit showed a complete mediating effect in the effect of parental learning support on learning attitude, and Grit showed a partial mediating effect in the effect of supportive school environment on learning attitude. \u0000Conclusions Parents' learning support and supportive environment had a positive effect on Grit, which improved the learning attitude. This study is expected to help parents, who are interested in their children's learning, support direction and school environment by examining the influence and path of parents‘, school variables and grit that can positively affect learning attitudes.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975209","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 : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.213
Ha Seon Shin, NA-RAE Kim
Objectives This study attempted to verify whether self-handicapping and academic procrastination are sequen-tially double-mediated in the relationship between internal locus of control and academic achievement for college students. Methods To this end, an online survey consisting of internal locus of control, self-handicapping, academic pro-crastination, and academic achievement was conducted for university students enrolled in four years nationwide. A total of 320 people's data were collected and used for analysis, and SPSS 27.0, PROCESS Macro Model 4, and Model 6 were used for analysis. Results The results of the study analysis are as follows. First, it was found that self-handicapping plays a partial mediating role in the relationship between internal locus of control and academic achievement. Second, it was found that academic procrastination plays a partial mediating role in the relationship between internal locus of con-trol and academic achievement. Third, it was found that self-handicapping and academic procrastination play a multiple mediating role in the relationship between internal locus of control and academic achievement. In other words, the high internal locus of control material affects the academic procrastination by lowering the self-handicapping. As a result, it has a positive effect on academic achievement. Conclusions This means that in situations where many people have been confused about their studies due to fre-quent changes in teaching methods caused by COVID-19, internal locus of control, self-handicapping, and aca-demic procrastination should be paid attention to dealing with college students' academic achievement. In addi-tion, the implications and limitations of this study were discussed.
目的 本研究试图验证在大学生内部控制和学业成就的关系中，自我暗示和学业拖延是否存在先后双重中介。为此，本研究对全国四年制在校大学生进行了由内部控制、自我暗示、学业拖延和学业成就组成的在线调查。共收集了 320 人的数据，并使用 SPSS 27.0、PROCESS Macro Model 4 和 Model 6 进行分析。结果 研究分析结果如下。首先，研究发现自我暗示在内部控制和学业成就之间的关系中起部分中介作用。第二，研究发现，学业拖延在内部控制和学业成就之间起着部分中介作用。第三，研究发现，自我暗示和学业拖延在内部控制与学业成就的关系中起着多重中介作用。换句话说，高内部控制材料通过降低自我暗示来影响学业拖延。因此，它对学习成绩有积极影响。结论 这意味着，在 COVID-19 引起的教学方法的频繁变化导致许多人对学习感到困惑的情况下，在处理大学生的学业成绩时应注意内部控制、自我封闭和学业拖延。此外，还讨论了本研究的意义和局限性。
{"title":"The Effect of Internal Locus of Control on Academic Achievement among College Students: The Dual Mediating Effect of Self-Handicapping and Academic Procrastination","authors":"Ha Seon Shin, NA-RAE Kim","doi":"10.22251/jlcci.2024.24.9.213","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.213","url":null,"abstract":"Objectives This study attempted to verify whether self-handicapping and academic procrastination are sequen-tially double-mediated in the relationship between internal locus of control and academic achievement for college students. \u0000Methods To this end, an online survey consisting of internal locus of control, self-handicapping, academic pro-crastination, and academic achievement was conducted for university students enrolled in four years nationwide. A total of 320 people's data were collected and used for analysis, and SPSS 27.0, PROCESS Macro Model 4, and Model 6 were used for analysis. \u0000Results The results of the study analysis are as follows. First, it was found that self-handicapping plays a partial mediating role in the relationship between internal locus of control and academic achievement. Second, it was found that academic procrastination plays a partial mediating role in the relationship between internal locus of con-trol and academic achievement. Third, it was found that self-handicapping and academic procrastination play a multiple mediating role in the relationship between internal locus of control and academic achievement. In other words, the high internal locus of control material affects the academic procrastination by lowering the self-handicapping. As a result, it has a positive effect on academic achievement. \u0000Conclusions This means that in situations where many people have been confused about their studies due to fre-quent changes in teaching methods caused by COVID-19, internal locus of control, self-handicapping, and aca-demic procrastination should be paid attention to dealing with college students' academic achievement. In addi-tion, the implications and limitations of this study were discussed.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972591","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 : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.287
Heejeong Moon
Objectives The purposes of this study were to explores the experiences that learners who participate in team-based learning experience during the learning process, examines the learners' experiences in team-based learning in a contextual setting through a qualitative approach, and seeks educational reflection and implications. Methods For this purpose, this study was conducted on 94 college students who participated in liberal arts classes. To achieve the purpose of the study, first, team-based learning was designed by selecting a ‘pedagogy-based lib-eral arts’ subject. Second, after analyzing the content covered in the selected subject, the instructor's lecture on the learning topic was conducted in advance in the first half of each lesson, and students studied individually through lectures on the learning topic. After watching various learning materials related to the learning topic, team-based learning related to the learning content was applied. Third, we analyzed individual and team activity sheets, study notes for each session, and reflection logs written by learners before and after learning. The response sheets used in the analysis were all qualitative data collected through classes, and were analyzed through the inter-action of categorization, coding, structuring, and interpretation during the data analysis process. Results In terms of learning motivation from the results of this study, first, the motivation for taking the course was participation due to obligation, accidental choice, and unclear expectations due to the nature of liberal arts subjects, and second, the topic and content of learning were based on their own real-life usefulness and career-related topics. Third, actively apply the cognitive information acquired through participation in learning to solve life problems. Fourth, setting learning goals shows educationally important information and context for converting extrinsic motivation into intrinsic motivation. In terms of cognition, learners showed the highest cognitive factors in motivation to take the course, personal learning goals, and learner needs. In terms of interaction, in the process of participating in team-based learning, learners placed first, the attitude of participants, including communication, participation, and courtesy among team members, as the most important, and second, they meaningfully experienced positive experi-ences and emotional support. In terms of teaching and learning, positive experiences such as self-expression, dis-cussion and presentation, initiative, and overcoming presentation anxiety were recognized through participation in team learning. On the other hand, negative aspects could act as a hindrance to positive interactions between team members. In particular, to overcome these obstacles in the early stages of learning, multifaceted efforts were need-ed, such as clear motivation, setting learning goals, setting learning content that suits the learner's needs and inter-ests, emotional
{"title":"Learner-centered, team-based learning experience in college liberal arts classes","authors":"Heejeong Moon","doi":"10.22251/jlcci.2024.24.9.287","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.287","url":null,"abstract":"Objectives The purposes of this study were to explores the experiences that learners who participate in team-based learning experience during the learning process, examines the learners' experiences in team-based learning in a contextual setting through a qualitative approach, and seeks educational reflection and implications. \u0000Methods For this purpose, this study was conducted on 94 college students who participated in liberal arts classes. To achieve the purpose of the study, first, team-based learning was designed by selecting a ‘pedagogy-based lib-eral arts’ subject. Second, after analyzing the content covered in the selected subject, the instructor's lecture on the learning topic was conducted in advance in the first half of each lesson, and students studied individually through lectures on the learning topic. After watching various learning materials related to the learning topic, team-based learning related to the learning content was applied. Third, we analyzed individual and team activity sheets, study notes for each session, and reflection logs written by learners before and after learning. The response sheets used in the analysis were all qualitative data collected through classes, and were analyzed through the inter-action of categorization, coding, structuring, and interpretation during the data analysis process. \u0000Results In terms of learning motivation from the results of this study, first, the motivation for taking the course was participation due to obligation, accidental choice, and unclear expectations due to the nature of liberal arts subjects, and second, the topic and content of learning were based on their own real-life usefulness and career-related topics. Third, actively apply the cognitive information acquired through participation in learning to solve life problems. Fourth, setting learning goals shows educationally important information and context for converting extrinsic motivation into intrinsic motivation. In terms of cognition, learners showed the highest cognitive factors in motivation to take the course, personal learning goals, and learner needs. In terms of interaction, in the process of participating in team-based learning, learners placed first, the attitude of participants, including communication, participation, and courtesy among team members, as the most important, and second, they meaningfully experienced positive experi-ences and emotional support. In terms of teaching and learning, positive experiences such as self-expression, dis-cussion and presentation, initiative, and overcoming presentation anxiety were recognized through participation in team learning. On the other hand, negative aspects could act as a hindrance to positive interactions between team members. In particular, to overcome these obstacles in the early stages of learning, multifaceted efforts were need-ed, such as clear motivation, setting learning goals, setting learning content that suits the learner's needs and inter-ests, emotional","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975825","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 : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.439
Suna Oh, Eunchang Na, Jinyoung Kim
Objectives The purpose of this study was to derive directions and implications for quality of education through sentiment analysis and semantic network analysis of university descriptive course evaluations. Methods The analysis data consisted of 243,900 descriptive lecture evaluations from the first semester of 2020 to the first semester of 2023 at University A. Emotion words were classified in the order of positive, negative, and neutral, and the frequency and ratio of descriptive lecture evaluation contents by year, subject, and college were calculated. N-gram and clustering were analyzed using Textome, and network centrality between keywords was analyzed and visualized using Ucinet 6. Results First, in the sentiment analysis trend for descriptive lecture evaluation questions by year, course com-pleted, and university, positive opinions were found to be dominant. Second, as a result of the keyword frequency and N-gram analysis of the lecture evaluation contents, the frequency of ‘class’ and ‘thank you’ was high in pos-itive evaluations, and the frequency of ‘class’, ‘assignment’, and ‘unsatisfactory’ was high in negative descriptive course evaluations. In addition, ‘class’ was expanded around the keywords ‘content’, ‘progress’, ‘time’, and ‘regrettable’. Third, the results of semantic network analysis between keywords in the lecture evaluation contents showed that in the positive type, ‘gratitude’, ‘class’, ‘hard work’, ‘explanation’, ‘student’, ‘kindness’, ‘help’, ‘understanding’, ‘assignment’, ‘time’ were the most important and connected keywords. In the negative course evaluation, keywords including ‘class’, ‘lecture’, ‘professor’, ‘assignment’, ‘disappointing’, ‘difficult’, ‘anxiety of test’ were analyzed as the most connected. Conclusions This study showed the possibility of suggesting directions for education improvement through de-scriptive lecture evaluation using sentiment analysis and semantic network analysis.
{"title":"Sentiment Analysis and Semantic Network Analysis of University Lecture Evaluation Narrative Questionnaire through A University Practice","authors":"Suna Oh, Eunchang Na, Jinyoung Kim","doi":"10.22251/jlcci.2024.24.9.439","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.439","url":null,"abstract":"Objectives The purpose of this study was to derive directions and implications for quality of education through sentiment analysis and semantic network analysis of university descriptive course evaluations. \u0000Methods The analysis data consisted of 243,900 descriptive lecture evaluations from the first semester of 2020 to the first semester of 2023 at University A. Emotion words were classified in the order of positive, negative, and neutral, and the frequency and ratio of descriptive lecture evaluation contents by year, subject, and college were calculated. N-gram and clustering were analyzed using Textome, and network centrality between keywords was analyzed and visualized using Ucinet 6. \u0000Results First, in the sentiment analysis trend for descriptive lecture evaluation questions by year, course com-pleted, and university, positive opinions were found to be dominant. Second, as a result of the keyword frequency and N-gram analysis of the lecture evaluation contents, the frequency of ‘class’ and ‘thank you’ was high in pos-itive evaluations, and the frequency of ‘class’, ‘assignment’, and ‘unsatisfactory’ was high in negative descriptive course evaluations. In addition, ‘class’ was expanded around the keywords ‘content’, ‘progress’, ‘time’, and ‘regrettable’. Third, the results of semantic network analysis between keywords in the lecture evaluation contents showed that in the positive type, ‘gratitude’, ‘class’, ‘hard work’, ‘explanation’, ‘student’, ‘kindness’, ‘help’, ‘understanding’, ‘assignment’, ‘time’ were the most important and connected keywords. In the negative course evaluation, keywords including ‘class’, ‘lecture’, ‘professor’, ‘assignment’, ‘disappointing’, ‘difficult’, ‘anxiety of test’ were analyzed as the most connected. \u0000Conclusions This study showed the possibility of suggesting directions for education improvement through de-scriptive lecture evaluation using sentiment analysis and semantic network analysis.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976689","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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