• Title/Summary/Keyword: Learning self-efficacy

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Effects of Learning Motive Enhancing Program on Academic Self Efficacy, Learning Habits, and Self Esteem in Underachieve Nursing College Students (학습동기향상프로그램이 학습부진 간호대학생의 학업적 자기효능감, 학습습관 및 자아존중감에 미치는 효과)

  • Lee, Sung-Hee
    • The Journal of Korean Academic Society of Nursing Education
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    • v.12 no.1
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    • pp.5-12
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    • 2006
  • Purpose: The purpose of this study was to examine the effects of learning motive enhancing program on academic self efficacy, learning habits, and self esteem in underachieve nursing college students. Method: This study was an one group pre and post test design. Underachievers in nursing college (n=38) were participated. Learning motive enhancing program was carried out for 110 minutes a week for 8 weeks. Academic self efficacy was measured by an academic self efficacy scale developed by Kim ae young & Park in young in 2001. To assess learning habits, the learning habits measurement scale developed by Kim young jin was used. Self esteem was measured by Rosenberg's self esteem scale. Result: After completing the learning motive enhancing program, significant improvement was found in learning habit and self esteem. As for sub-factors, efficacy for self confidence among academic self efficacy showed significant differences after treatment. Conclusion: Learning motive enhancing program appears to be effective in increasing learning habit and self-esteem of underachievers in nursing college students.

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The Effect of e-PBL in the Earth Science Class of the High School (고등학교 지구과학 수업에서 e-PBL의 효과)

  • Kim, Hyeon-Jeong;Kim, Sang-Dal;Lee, Sang-Gyun
    • Journal of the Korean Society of Earth Science Education
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    • v.2 no.1
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    • pp.23-32
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    • 2009
  • e-PBL based on constructivism adopted PBL(Problem Based Learning) and WBI(Web Based Learning), and it becomes the advanced model of instruction to be achieved PBL on-line. In this thesis, I applied e-PBL to 'the changing weather' part in the high school earth science I, compared to the lecture centered instruction, and analyzed how it affected on. On the basis of these, this study predicts the applicability on the cooperative learning and self-directed learning in the high school and suggests the improving of the teaching-learning with the results. The following shows the conclusion with as the central result of research. Firstly, the instruction applied e-PBL proved more effective academic achievement than the lecture centered instruction. Secondly, the instruction applied e-PBL proved more effective on the improving self-directed learning ability. Thirdly, the instruction applied e-PBL proved more effective self-efficacy than the lecture centered instruction.

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The impacts on school life of a occupational therapy student use of smartphone

  • Lee, Sun-Myung
    • Journal of Korean Clinical Health Science
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    • v.7 no.2
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    • pp.1289-1297
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    • 2019
  • Purpose: The purpose of this study was to investigate occupational therapy at M college in Changwon and the impact of smart phone use on the school life of college students and to help them find ways to further develop in the future. Methods; Data collection was conducted using questionnaires, and the questionnaires consisted of 152 total questions with 15 interpersonal questions, 23 problem solving skills, 43 self-efficacy, 16 class participation scale, and 55 self-directed learning scale. It was conducted to first and second graders of M college and conducted a survey through the corresponding academic year from March 26, 2019 to March 29, 2019 to retrieve 120 questionnaires and use them for analysis. The collected data were analyzed using SPSS. Statistic 20.0. Results: Studies show that "school life satisfaction" is usually the highest at 53 percent. The "smartphone user motivation" was the highest with 50.8 percent, while the "most frequently used feature on smartphones" was the highest with 57.5 percent on SNS. Satisfaction after using a smartphone was the highest with 49.2 percent, while 41.7 percent said it would be easier to acquire and utilize information in the areas of satisfaction. Conclusion: Smartphone addiction, interpersonal relationships, problem-solving skills, self-efficacy, participation in classes, and self-control learning items are not only affected by one part, but also by the other.

The Effects of Tea-culture Education on Learning maladjusted children's Self-efficacy (차 문화교육이 학습부적응 아동의 자기효능감에 미치는 영향)

  • HWANG, Mi-Young;WON, Hyo-Heon
    • Journal of Fisheries and Marine Sciences Education
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    • v.28 no.3
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    • pp.848-860
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    • 2016
  • The purpose of this study was to help children with poor learning capacity to enhance their sense of self-efficacy by providing them the tea-culture education program. It had been executed for the target participants of 11 in 2012, 19 in 2013 and 24 in 2014 respectively during 3 years the participants who were recruited by 00 District office Dream start. The scores of pretest and posttest for the item of self-efficacy by gender did not show a significant meaning in 2012, while the scores of self-efficacy of female students were identified as higher than those of male students in 2013 and 2014. As the result of applying the tea-culture education program, there was no meaningful difference in the item of social self-efficacy among the sub-components of typical self-efficacy in 2013, but all has been revealed as improved in 2012, 2013, and 2014 including sub-variables such as learning self-efficacy, social self-efficacy and emotional self-efficacy as well as the general self-efficacy. Thus, the results of this investigation show that the tea-culture education program were effective in developing the self-efficacy of learning maladjusted children.

Effects on learners' learning self-efficacy and English accomplishments by two types of level-based collaborative groupworks (수준별 소집단 협력학습 유형이 학습자의 학업적 자기효능감과 영어학업성취도에 미치는 영향)

  • Lee, Nam-Sook;Im, Byung-Bin
    • English Language & Literature Teaching
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    • v.12 no.4
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    • pp.211-234
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    • 2006
  • The purpose of the present study was to investigate how two types of cooperative groupworks will affect learners' academic self-efficacy and English achievement in the first graders of Middle school. Experimental class A was done by similar-level groupwork, experimental class B by differential-level groupwork, and controlled class C by whole classwork. In order to accomplish the goals of the study, questionnaires on learners' academic self-efficacy were examined before and after the experiment. Also English achievement tests were done during the experiment. The analytic results of the questionnaires and English achievement tests were like the following conclusions: First, two types of cooperative groupworks were more effective on improving learners' academic self-efficacy than the whole classwork. Second, two types of cooperative groupworks were more effective on improving two levels' (higher and medium) academic self-efficacy. Third, among three types of classworks, differential-level groupwork was the most effective on improving learners' English achievement. Fourth, in case of medium-level learners, differential-level groupwork was more effective on improving their English achievement than similar-level groupwork.

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Satisfaction of Practice and Clinical Skill in Participation Learning and Observation Learning (참여학습과 관찰학습의 실습만족도 및 임상수기술)

  • Shin, Eun-Ju
    • Journal of Oriental Neuropsychiatry
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    • v.19 no.2
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    • pp.195-207
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    • 2008
  • Objective: The purpose of this study was to compare satisfaction of practice and clinical skill in different participation learning and observation learning, and to offer the basic data to promote quality of nursing education. Method: The study used a quasi-experimental, nonequivalent control group post-test design. The subjects were 62 nursing students of K college in Jeonbuk, and the period of data gathering was limited from 19 Nov. 2006 to 30 Nov. 2006. Experience group was taught by hand-on education and control group was taught by conventional education. The instrument tools included self-efficacy, satisfaction of practice and clinical skill. The collected data were analyzed by SPSS-PC programme. Result: The results of this study were as follows: There was statistically a significance difference between the two group about satisfaction of practice(t=2.011 p=.043), and clinical skill(t=11.997, p=.000). Self-efficacy showed a significantly positive correlation with satisfaction of practice(r=.476, p=.000) and clinical skill(r=.178, p=.014). Also, satisfaction of practice showed a significantly positive correlation with clinical skill(r=.l82, p=.000). Conclusion: In conclusion, this study suggests that hand-on education is an effective learning method to nursing students. By utilizing hand-on education, makes nursing students plan self-directed nursing performance and improve their clinical skills.

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Effect of a Self-Evaluation Method Using Video Recording on Competency in Nursing Skills, Self-Directed Learning Ability, and Academic Self-Efficacy (비디오 녹화를 통한 자가평가 학습법이 간호술기 수행능력과 자기주도적 학습능력, 학업적 자기효능감에 미치는 영향)

  • Song, So-Ra;Kim, Young-Ju
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.22 no.4
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    • pp.416-423
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    • 2015
  • Purpose: The purpose of this study was to evaluate the effect of a self-evaluation method using video recording on competency in nursing skills, self-directed learning ability, and academic self-efficacy in nursing students. Methods: The study design was a non-equivalent pre-post quasi-experimental design. The experimental and control groups were randomly assigned with 35 participants in each group. Interventions for the experimental group were video recording and students' self-evaluation of what they did. Nursing skills included in the study were tube feeding, intradermal injection, subcutaneous injection, and intramuscular injection. Competency in nursing skills was measured one time at the end of the study using a checklist. Self-directed learning ability and academic self-efficacy were measured 3 times (pre-, mid-, and post-intervention) over the 8 weeks. Independent t-test, chi-square test, and repeated measures ANOVA were used for data analyses. Results: There was no statistically significant difference for competency in nursing skills and self-directed learning ability over the 8 weeks of the practice session. There was a significant difference in academic self-efficacy by groups over time. Conclusion: Results indicate that self-evaluation method using video recording is an effective learning way to improve academic achievement in nursing students.

A Case Study on Convergence-based Mobile English Curriculum (융합기반의 모바일영어커리큘럼에 관한 사례 연구)

  • Kim, Young-Hee;Oh, Seong-Rok
    • Journal of the Korea Convergence Society
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    • v.10 no.8
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    • pp.115-120
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    • 2019
  • This study aims to prove the value of convergence-based mobile English curriculum for English education prior to its practical use. This is deferent from the existing studies in developing and studying a curriculum using an English program loaded in mobile to make an effective English learning. In order to find out how well teachers are aware of this curriculum, we performed qualitative researches. Some English teachers asked for feedback about the curriculum gave us positive feedback in most areas such as learning authentic English, repetition effects, cooperative learning, self-efficacy experience, and so on. As a negative feedback, they were afraid of students' easy and free attitudes because of the new learning environments. This problem can be solved by the very close communications between teacher and student through on and off line. Next time applying this curriculum to the field and analyzing will be expected.

The Comparison of Learning Experience, Recognition of Importance, Learning Self-Efficacy and Self-Confidence for Core Fundamental Nursing Skills according to the Grade of Nursing College Student (간호대학생의 학년별 핵심기본간호술에 대한 학습경험, 중요성인식, 수행자신감, 학습 자기효능감의 차이비교)

  • Kang, ji-soon
    • Proceedings of the Korea Contents Association Conference
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    • pp.429-430
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    • 2016
  • 본 연구는 핵심기본간호술을 중심으로 간호학생이 학년별에 따라 학습경험, 중요도 인식, 수행자신감 학습 자기효능감에 어떤 차이가 있는지를 파악하기 위해 실시한 서술적 조사연구이다. 연구대상자는 D지역 소재 일개대학 간호학과 재학중인 231명이었으며, 자료 수집은 2015년 5월에서 6월 까지 실시하였다. 자료 분석은 SPSS 21.0 Program을 이용하여 t-test로 분석하였다. 연구결과는 대상자의 학습경험은 학년간의 유의한 차이가 있었다(t=5.009, p<.001). 핵심기본간호술 난이도에 따른 학년별 학습경험의 차이검정을 살펴보면 핵심술 상영역, 핵심술 중영역, 핵심술 하영역에서 모두 학년간에 유의한 차이가 있었다. 중요성인식은 학년간에 유의한 차이는 없었다(t=.288, p>.773). 핵심기본간호술 난이도에 따른 학년별 차이는 핵심술 상영역과 핵심술 하영역은 학년간에 유의한 차이가 있었다. 그러나 핵심술 중영역은 학년간의 유의한 차이가 없었다. 수행자신감은 학년간에 유의한 차이가 있었다(t=7.845, p<.001). 핵심기본간호술 난이도에 따른 학년별 수행자신감의 차이를 살펴보면 핵심술 상영역, 핵심술 중영역, 핵심술 하영역모두에서 학년간에 유의한 차이가 있었다. 학습 자기효능감은 학년간에 유의한 차이가 있었다(t=2.370, p<.019). 따라서 본 연구결과를 토대로 각 학년별 효율적인 실습운영 방안을 모색할 필요가 있으며, 아울러 학습경험을 높이고 중요성인식에 따른 학습경험을 높이고 수행자신감과 학습 자기효능감을 증진시킬 수 있는 교과과정 모색이 절실히 필요하다.

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Factors affecting participation and achievement in wiki-based online learning (위키 기반 협력학습에서 자기효능감과 위키에 대한 불안이 참여도 및 성취도에 미치는 영향)

  • Lim, Kyu Yon
    • The Journal of Korean Association of Computer Education
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    • v.15 no.6
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    • pp.65-74
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    • 2012
  • Wiki is an online-based collaborative tool, and has been frequently used more recently as it realizes the paradigm of web 2.0 in educational context. Especially, wiki promotes collaborative knowledge building which is the major interest of this study. The purpose of this research is to investigate the relationships among academic self-efficacy, self-efficacy for group work, wiki anxiety, participation in wiki activity, and learning achievement. Fifty nine college students participated in the wiki activity, and the data from fifty three were used for the multiple regression and path analysis. The results reported that academic self-efficacy and wiki anxiety affected participation in wiki activity, and these two variables also had indirect effects on learning achievement, mediated by participation.

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