• Title, Summary, Keyword: beliefs

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A study on the formation of parental beliefs of the unmarried : Focused on the internal representation of childhood and communication of one's parents (미혼 성인의 부모신념형성에 관한 연구: 아동기 내적 표상과 부모와의 의사소통을 중심으로)

  • Kim, Yeon-Ha;Jung, Min-Ja;Kim, Yang-Eun
    • Korean Journal of Human Ecology
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    • v.13 no.4
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    • pp.521-535
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    • 2004
  • The purpose of this study is to investigate the formation of parental beliefs. For this study, 154 unmarried university students were asked to fill in a packet of survey questionnaire about parental beliefs, the internal representation of childhood, and communication with their parents. Data collected were analyzed using correlation and multiple regression by SPSS PC program. It was reported that the internal representation of parenting formed in childhood influences the development of rational authoritative beliefs, distancing beliefs, and direct authoritative beliefs. Also, the open communication with parents affected the distancing beliefs and rational authoritative beliefs.

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Paranormal Beliefs: Using Survey Trends from the USA to Suggest a New Area of Research in Asia

  • Kim, Jibum;Wang, Cory;Nunez, Nick;Kim, Sori;Smith, Tom W.;Sahgal, Neha
    • Asian Journal for Public Opinion Research
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    • v.2 no.4
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    • pp.279-306
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    • 2015
  • Americans continue to have beliefs in the paranormal, for example in UFOs, ghosts, haunted houses, and clairvoyance. Yet, to date there has not been a systematic gathering of data on popular beliefs about the paranormal, and the question of whether or not there is a convincing trend in beliefs about the paranormal remains to be explored. Public opinion polling on paranormal beliefs shows that these beliefs have remained stable over time, and in some cases have in fact increased. Beliefs in ghosts (25% in 1990 to 32% in 2005) and haunted houses (29% in 1990, 37% in 2001) have all increased while beliefs in clairvoyance (26% in 1990 and 2005) and astrology as scientific (31% in 2006, 32% in 2014) have remained stable. Belief in UFOs (50%) is highest among all paranormal beliefs. Our findings show that people continue to hold beliefs about the paranormal despite their lack of grounding in science or religion.

Situated Theory and Two Kinds of Mathematics Instructional Beliefs of Teachers

  • Zhang Xiaogui
    • Research in Mathematical Education
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    • v.10 no.2
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    • pp.103-113
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    • 2006
  • The mathematics instructional beliefs of a teacher include the exterior mathematics instructional beliefs and the internal mathematics instructional beliefs. These two kinds of beliefs are formed in two kinds of different situations. The situated theory thinks that beliefs are related with the situations; so, the two kinds of beliefs are showed in the different situations. The internal instructional mathematics beliefs effect on the actual mathematics instruction, they ought to be noticeable.

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Medical Students' General Beliefs about Their Learning (의과대학/의학전문대학원 학생들의 학습에 대한 신념)

  • Park, Jaehyun
    • Korean Medical Education Review
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    • v.14 no.2
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    • pp.64-68
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    • 2012
  • Learning in medical school is usually regarded as a very specialized type of learning compared to that of other academic disciplines. Medical students might have general beliefs about their own learning. Beliefs about learning have a critical effect on learning behavior. There are several factors that affect medical students' learning behavior: epistemological beliefs, learning styles, learning strategies, and learning beliefs. Several studies have addressed epistemological beliefs, learning styles, and learning strategies in medical education. There are, however, few studies that have reported on medical students' beliefs about learning. The purpose of this study was to determine what learning beliefs medical students have, what the causes of these beliefs are, and how medical educators teach students who have such beliefs. In this study, the five learning beliefs are assumed and we considered how these beliefs can affect students' learning behaviors. They include: 1) medical students are expected to learn a large amount of information in a short time. 2) memorization is more important than understanding to survive in medical schools. 3) learning is a competition and work is independent, rather than collaborative. 4) reading textbooks is a heavy burden in medical education. 5) the most effective teaching and learning method is the lecture. These learning beliefs might be the results of various hidden curricula, shared experiences of the former and the present students as a group, and personal experience. Some learning beliefs may negatively affect students' learning. In conclusion, the implications of medical students' learning beliefs are significant and indicate that students and educators can benefit from opportunities that make students' beliefs about learning more conscious.

Elementary school teachers' beliefs about science teaching, science learning and the nature of science (초등 교사의 과학 교수, 과학 학습, 과학의 본성에 대한 신념)

  • Kim, Jeong-In;Yoon, Hye-Gyoung
    • Journal of Science Education
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    • v.37 no.2
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    • pp.389-404
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    • 2013
  • This study aimed to explore elementary teachers' beliefs about science teaching, science learning and the nature of science and consistency among these beliefs. Data was collected by using an open questionnaire and semi-structured individual interview. Teachers' beliefs were classified as traditional beliefs and constructivist beliefs. Traditional beliefs were further divided into content knowledge-centered beliefs and procedural knowledge-centered beliefs. The result showed that a relatively large number of teachers among the total 30 teachers had traditional beliefs about science teaching, science learning, and the nature of science(respectively 60.0%, 66.7%, 83.3%). Most of traditional beliefs were identified as content knowledge-centered beliefs. The proportion of teachers with consistent beliefs for all three aspects was 40.0%, the proportion of those with consistent beliefs for two of them (those with related beliefs) was 53.3%, the proportion of those with different beliefs for them (those with divergent belief) was 6.7%. Most of the teachers with the consistent beliefs had the content knowledge-centered beliefs of traditional beliefs. Although constructivism has been widely emphasized in science education from the 1980's, the rate of the teachers with the consistent beliefs in constructivism was as low as 6.7%.

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A Comparative Study on Chinese Teachers' and Students' Beliefs about Mathematics, Mathematics Teaching and Learning in Middle School

  • Meiyue, Jin;Feng, Dai;Yanmin, Guo
    • Research in Mathematical Education
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    • v.12 no.3
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    • pp.235-249
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    • 2008
  • The paper used the quantitative method to compare Chinese students' and teachers' mathematics related beliefs, including beliefs about mathematics, mathematics teaching and learning. The result indicated that there are some differences between their beliefs. Based on the results, we give some recommendations.

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A Comparison of Chinese Secondary School Mathematics In- and Pre-service teachers' beliefs about Mathematics, Mathematics Teaching and Learning

  • Jin, Meiyue;Guo, Yanmin;Dai, Feng;Jia, Ping
    • Research in Mathematical Education
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    • v.11 no.4
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    • pp.221-234
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    • 2007
  • A comparison of mathematics teachers' personal beliefs between in- and pre-service teachers for Chinese secondary schools (grades 7-12) about mathematics theories, teaching and learning has been studied. In-service teachers' beliefs are close to constructivist's aspect and pre-service teachers' beliefs are close to absolutist's views. Based on the results, we give some suggestions to both teacher education and in-service teachers' training.

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Beliefs about Tic Disorders and Tourette's Syndrome in South Korea: An Online Panel Survey

  • Lee, Minji;Park, Subin
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.30 no.3
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    • pp.109-115
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    • 2019
  • Objectives: This study investigates lay beliefs about the etiology and treatments of tic disorder and Tourette's syndrome, as well as identifying sociodemographic and personality variables affecting these beliefs among South Koreans. Methods: In total, 673 participants (mean age $41.77{\pm}12.03$ years) completed an online survey regarding their beliefs about tic disorder and Tourette's syndrome. The factors related to their lay beliefs about the disorders were analyzed, and the correlates were investigated. Results: Results indicated that lay people in South Korea held strong beliefs that the causes of tic disorder and Tourette's syndrome lie within the parenting/psychological and neurological/biological categories, compared to the dietary/environmental one. Among the sociodemographic variables, sex, age, and levels of subjective mental health knowledge were primarily associated with the aforementioned beliefs. Familiarity with tic disorder and Tourette's syndrome was also associated with these beliefs. Among the personality traits investigated, extraversion and conscientiousness had significant influences on the beliefs people had about tic disorder and Tourette's syndrome. Conclusion: The results suggest that both policy makers and mental health service providers should adopt a strategic approach for developing and implementing health education interventions about tic disorder and Tourette's syndrome because individual sociodemographic variables, familiarity with the disorders, and personality traits are all associated with the beliefs about these disorders.

Mediating Effects of Irrational Beliefs on the Relationships Between Autonomy of Psychological Growth Environment and Behavioral Anger Responses Perceived by Middle School Students (중학생이 지각한 심리적 성장환경의 자율성과 분노행동의 관계에서 비합리적 신념의 매개효과)

  • Kim, Taeeun
    • Journal of Korean Home Management Association
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    • v.34 no.6
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    • pp.27-40
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    • 2016
  • This study examined the mediating effects of irrational beliefs on the relationships of middle school students' autonomy of psychological growth environment and behavioral anger responses(impulsive reaction, verbal aggression, physical confrontation and indirect expression). A sample of 346 first and second year students of middle school participated in the autonomy of psychological growth environment scale, the irrational beliefs scale and behavioral anger responses scale. Pearson's correlation analysis and regression analysis were performed. The results showed that: ⑴ The relations among autonomy of psychological growth environment, irrational beliefs and behavioral anger responses were significant. The autonomy of psychological growth environment had negative correlations with irrational beliefs and behavioral anger responses. Irrational beliefs produced positive correlations with behavioral anger responses. There were positive correlations among the subtypes of behavioral anger responses. ⑵ There were mediating effects of irrational beliefs between autonomy of psychological growth environment and behavioral anger responses. The effects of autonomy of psychological growth environment on impulsive reaction, physical confrontation and indirect expression were fully mediated by irrational beliefs. However, the effect of autonomy of psychological growth environment on verbal aggression was partially mediated by irrational beliefs. This study demonstrated that irrational beliefs mediate the relationship between autonomy of psychological growth environment and behavioral anger responses.

Examining the Relationships Among Elementary Mathematics Teachers' Self-Efficacy Beliefs, Constructivist Beliefs, and Years of Experience (초등학교 수학 교사의 자기효능감, 구성주의적 교육신념, 그리고 교사경력간의 관계 분석)

  • Hwang, Sunghwan;Chu, Yoosun;Albert, Lillie R.
    • Journal of Elementary Mathematics Education in Korea
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    • v.24 no.1
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    • pp.31-52
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    • 2020
  • This study aimed to examine the relationships among elementary mathematics teachers' self-efficacy beliefs, constructivist beliefs, and years of experience. This study used the primary data set of 299 Korean elementary school teachers. Exploratory and confirmatory factor analysis, Pearson's correlation test, multivariate analysis of variance, and structural equation modeling were conducted. This study found that mathematics teachers' self-efficacy beliefs were positively related to their years of experience and constructivist beliefs, whereas there was no significant association between teachers' years of experience and constructivist beliefs. Additionally, teachers' self-efficacy beliefs significantly mediated the relationship between years of experience and constructivist beliefs.

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