• Journal of The Korean Association For Science Education
• /
• v.20 no.2
• /
• pp.344-352
• /
• 2000

In this study, high school students' environmental conceptions and attitudes, and their relationships with affective variables (self-esteem, enjoyment of science lesson, and leisure interest in science) were investigated. Students' environmental conceptions were found to be low, and male students' environmental conceptions were higher than female students. However, the environmental attitudes of female students were more positive than those of male students. There were no differences between male and female students in the ecocentric attitudes, but male students had more egocentric attitudes than female students. Students of higher prior science achievement level possessed higher level of environmental conceptions than their counterparts. Among the affective variables studied, leisure interest in science was significantly correlated with environmental attitudes.

• Journal of the Korean earth science society
• /
• v.28 no.4
• /
• pp.445-452
• /
• 2007

A project-learning model of web-based self-directed (WBSD) was applied to teach a theme of 'weather and climate' to high school students in four classes of the 11th grade. Results showed that the WBSD model was overall effective in improving learning ability, self-consciousness, and attitude toward school. Specifically, the results of WBSD instructions reported that there was a significant difference in 7 variables of learning ability except for action control, 3 variables of self-consciousness, and 2 variables of school attitude when compared with those of traditional instructions. In addition, the project-learning model of WBSD presented the positive effect to all leaners at any level in self-directed learning.

• Korean Journal of Human Ecology
• /
• v.12 no.4
• /
• pp.449-462
• /
• 2003

The purpose of this study was to investigate the effect of the environmental factors on the life-positioning and the self-concept of adolescents from the military families. Subjects were 75 male and 92 female students from Y-middle school in Kye-Ryong city. The results of this study were as follows: First, the life-positioning was influenced by the scholastic achievement of an adolescent and father's rank. Second, the self-concept was influenced by the gender, the order of birth, the scholastic achievement of an adolescent and parent's age, social economic status, and father's rank. Finally, the self-concept of an adolescent was influenced by one's life-positioning.

• Journal of The Korean Association For Science Education
• /
• v.25 no.7
• /
• pp.721-727
• /
• 2005

This study investigated the effects of small group drawing in learning the concepts of particulate nature of matter. Three classes of seventh graders (N = 126) at a coed middle school were randomly assigned to a pair drawing group, an individualistic drawing group, and a control group. The students were taught the 'three states of matter' and 'motion of molecules' for eight class periods. Prior to these classes, student self-efficacy, learning motivation, and attitude toward science instruction were examined. After instruction, tests assessing achievement, conception, learning motivation, and attitude toward science instruction were administered. Two-way ANCOVA results revealed that scores of achievement and conception for the pair drawing group were significantly higher than those for the control group. However, scores of the three groups did not significantly differ in learning motivation and attitude toward science instruction. Furthermore, no significant interactions surfaced between instruction and the level of self-efficacy in all dependent variables.

• Journal of The Korean Association For Science Education
• /
• v.41 no.3
• /
• pp.267-281
• /
• 2021

The shift in the perspective on learning as participation draws attention to learners' identity work. This manuscript foregrounds the ongoing and fluid processes of identity, and focuses on the structure surrounding learners where identity work occurs and the expression of individual agency. From the perspective of learning as participation, we introduce Holland et al. (1998) identity-in-practice theory, as the theoretical lens that dialectically describes structure, agency and identity. The concepts representing this theory are 'figured world', 'positionality' and 'authoring self'. The figured world is a web of meaning encompassing the continuous construct/reconstruct through human actions and also exerts as the social force that shapes human actions. 'Positionality' on the other hand, means an understanding of one's social position in the world. The notion of 'authoring self', is a dimension that synthesizes the above two concepts, which describes the improvisation of one's self through the orchestration and collaboration of various social voices. Next, we analyzed and described various cases of this theory that we found within the scope of science education. However, due to the nature of this theory, which takes a sociocultural approach, international research studies cannot be simply applied to the Korean context. Therefore, we sought to expand the applicability of this theory as a methodological tool, by discussing the directions in which this theory can be used in a domestic context. It is intended that the introduction of this theory, which emphasizes multi-layered, continuous and cumulative identity work, will be used as a resource to further expand the horizon of science education reform that is required for the times.

• Journal of dental hygiene science
• /
• v.16 no.5
• /
• pp.331-338
• /
• 2016

This study sought to examine the factors influencing clinical competence of dental hygienists. A survey on burnout, critical thinking tendency, self-esteem, self-leadership, professional self-concept and clinical competence was conducted with 254 dental hygienists using self-administered questionnaires. Correlation analysis was performed between study variables, and linear regression analysis identified factors influencing clinical competence. To determine a causal relationship among these factors, a path analysis was conducted at the 0.05 level of significance. Relationships among research variables showed significant positive correlations (p<0.01). Self-esteem, self-leadership, and professional self-concept were found to influence clinical competence (p<0.01). A causal relationship was also found among variables influencing clinical competence. Burnout and critical thinking had an indirect effect, whereas self-esteem, professional self-concept, and self-leadership had both direct and indirect effects. In conclusion, important factors influencing clinical competence of dental hygienists include self-esteem, self-leadership, and professional self-concept. Based on these findings, programs to enhance clinical competence of dental hygienists should be developed.

• Korean Journal of Human Ecology
• /
• v.14 no.6
• /
• pp.925-936
• /
• 2005

The purpose of this study was to investigate the levels of the adolescents' self-concept, communication, and conflict with parents, and to examine relationship between adolescents' conflict and their communication. This study also investigated the effect of the conflict and the communication on their self-concept. 179 second graders of 3 middle schools and 182 6th graders of 2 elementary schools of East Jeonnam were selected as the subjects. The questionnaires for the communication and the conflict between the adolescents and the parents and the self-concept inventory were used. The data were analyzed by regression analysis, t-test, paired-t-test, one way ANOVA and Duncan analysis. First, mother was better than father in the communication with the adolescent. The conflicts with the parents were as shown below in order; the homework, school record, sibling relationship, playing computer games, etc.. The adolescents' self-concept was above the median. Second, the adolescents' conflicts and communications with parents were negatively correlated. Third, there was a difference in the adolescents' self-concept according to the conflict with the parents. Fourth, the adolescents' self-identity was influenced by the communication with the parents. Their self-acceptance was highly influenced by the conflict and the communication with the parents. Their self-behavior was influenced by the communication with the parents.

• Korean Journal of Human Ecology
• /
• v.21 no.4
• /
• pp.649-664
• /
• 2012

The purpose of this study was to examine the impact of the emotional intelligence of preservice early childhood teachers on their self-concept and self-efficacy in an attempt to provide some information on the development of the emotional intelligence of preservice early childhood teachers. The subjects in this study were the freshmen, sophomores and juniors who were in the departments of early childhood education in private colleges and universities in Chungcheong, Kyonggi, Seoul, in Korea. After a survey was conducted, the following findings were given: First, the juniors had the best self-concept of the others, and the freshmen were ahead of the others in self-efficacy. The university students had a better self-concept than the college students. Second, emotional intelligence had a statistically significant positive correlation to self-concept and self-efficacy. Third, all the sub-factors of emotional intelligence exerted a statistically significant positive influence on self-concept. Among the sub-factors of emotional intelligence, emotional regulation and emotional utilization exerted a statistically significant positive influence on self-efficacy. The findings of the study illustrated that the preservice early childhood teachers had a better self-concept and a better self-efficacy when they were better at emotional intelligence.

• Journal of East-West Nursing Research
• /
• v.24 no.2
• /
• pp.171-181
• /
• 2018

Purpose: The study aimed to validate a structural model of self-concept among children and adolescents from multicultural families. Methods: Data were collected from 325 mothers of multicultural families and their 417 children. Confirmatory factor analysis, path analysis and multiple mediation analysis with a phantom variable approach were used to assess construct validity and relations between model variables. Results: Goodness of fit indices of the modified theoretical model, the standardized ${\chi}^2$ (2.75), RMR (.02), RMSEA (.07), NFI (.90), TLI (.92), CFI (.94), GFI (.89), and AGFI (.87), met criteria. Social support and mental health problem had significant direct effects on self-concept, whereas residential environment and school adjustment had significant indirect effects, accounting in combination for 53% of the variance in self-concept. Conclusion: Based on the results, mental health problem mediated the relationships of self-concept and parenting stress.

• Journal of Science Education
• /
• v.42 no.2
• /
• pp.214-229
• /
• 2018

The purpose of this study was to investigate the effect of science-based STEAM program on the positive science experience of elementary school students. The participants of this study were 64 fourth graders of S elementary school located in Gyeonggi-do. They were divided into the experimental group of 30 students and the comparative group of 34 students. The program was reorganized into the STEAM program, which emphasized communication with students in the second semester of 4th grade, centered on 'Earth and Moon' unit which were carried out in total 16 times. The experimental group was giving the science-centered STEAM program, and the comparative group was giving the general instruction model based on the instructional book guidelines. The results of the study are as follows. The science-centered STEAM program showed a further influence on the positive science experience of elementary school students. Based on these results, it can be confirmed that the class using the science-centered STEAM program positively influenced the improvement of students' positive science experience.