• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.14 no.3
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• pp.85-95
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• 2019

The purpose of this study was to analyze the relationship between the service quality of entrepreneurship education, academic self - efficacy, and learning commitment in college students. The results of the study are summarized as follows. First, the difference of entrepreneurship education with professors of entrepreneurship education has a significant influence on the learning commitment, and the operation of entrepreneurship education has no significant influence. Second, the difference of entrepreneurship education and the operation of entrepreneurship education have a significant effect on academic self - efficacy, while the entrepreneurship professional instructor has no significant influence. Third, academic self - efficacy has a significant effect on learning commitment. Fourth, in the relationship between the service quality of entrepreneurship education and learning commitment, the academic self-efficiency was found to have a mediated effect.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.77-84
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• 2016

This study is intended to identify the impacts the Brain Education Meditation Program have on elementary school students' self-regulated learning ability and the academic self-efficacy, This study aims to answer these three questions: First, is the Brain Education Meditation Program effective in improving self-regulated learning abilities of elementary school students? Second, is the Brain Education Meditation Program effective in improving the academic self-efficacy of elementary school students? Third, is there any positive correlation between the Self-Regulated learning ability and the academic self-efficacy of elementary school students? The data analysis results showed as follows: The Program thereby changes the self-regulated learning ability of the students. Second, it has improved the self-confidence, which is a sublevel factor of academic self-efficacy, of the elementary school students who participated in the Brain Education Meditation Program. Third, there exists the positive correlation between self-regulated learning ability and academic self-efficacy.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.65-78
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• 2022

This study aims to 1) verify the validity of the Science self-efficacy scale and 2) perform a latent mean analysis of the background variables about a pre-service teacher. The study uses pre-tests to analyze data from 187 pre-service teachers, which uses Tark's Science self-efficacy scale (2011). To identify the factor structure, exploratory factor analysis was performed. Based on the results of the pilot test, the expert group council revised the scale for the pre-service teachers to respond to the 3-factor structure. In the main test, 354 data were analyzed through a modified Science self-efficacy scale, and exploratory and confirmatory factor analyses were performed. The results of the study are as follows: First, in the pilot test, the pre-service teacher responded to a 3-factor instrument, but the validity of two items was examined further below. Second, the pre-service teachers responded to a 3-factor instrument on 29 items for the modified Science self-efficacy scale. The total reliability of the instrument was .886 and the reliability of each factor was analyzed as .882-.886. Finally, the latent mean analysis by gender showed that females have a higher self-regulation efficacy factor and males have a higher self-confidence factor (Cohen's d > .3). Furthermore, there is a significant difference in task difficulty preference and self-regulatory efficacy factor (Cohen's d > .8) between the college preparatory and science subject preference. This study provides important insights into and contributions to the accurate scientific self-efficacy diagnosis of pre-service teachers, as well as proposes a curriculum to improve the scientific self-efficacy of prospective teachers.

• 대한공업교육학회지
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• v.38 no.1
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• pp.87-103
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• 2013

This study was designed to identify the Attitude toward Engineering and Teacher Efficacy of pre-service teachers of engineering department, evaluate the validity of the difference and inquire into correlation between the Attitude toward Engineering and Teacher Efficacy. The study results are as follows. First, the Attitude toward Engineering of pre-service teachers of engineering department turned out to be 2.94, which is below average(3.00), and a bit lower figure than that of Teacher Efficacy(M=3.34). Second, there was no significant difference between the Attitude toward Engineering and Teacher Efficacy in a gender factor. In case of a major factor and grade variables, there was significant difference between Attitude toward Engineering and teaching efficacy of Teacher Efficacy. Third, as a result of analysis on the correlation between Attitude toward Engineering and Teacher Efficacy, it turned out that there was significant difference between in sub-area a few, which leads to conclusion that the attitude toward engineering and Teacher Efficacy will be gradually improved if educational institutes training pre-service teachers of engineering department operate teacher education courses considering major characteristics and learners' levels and give successful guidance to pre-service teachers. In addition, since the gender factor didn't make any significant difference between the attitude toward engineering and Teacher Efficacy, there is no need to develop and operate separate educational programs only for female or male pre-service teachers.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.644-652
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• 2020

The objective of this study was carried out to examine the academic self-efficacy mediating effect in the relationships of AIS educaton and contextual performance. For this study, data collected from 282 students were analyzed using the SPSS 23.0 and AMOS 23.0 programs. Results of this study are as follows. First, it was found that AIS education had a positive (+) impact on contextual performance. Second, it was found that academic self efficacy had an effect on contextual performance. Third, it was found that academic self efficacy had a mediating effect on the relationship of AIS education and contextual performance. The Sobel test was performed to identify the mediating effect. AIS education had a direct impact on contextual performance as well as an indirect impact through academic self-efficacy. These results provide that AIS education improves academic self-efficacy and thereby be effective for contextual performance. Follow-on research needs to expand of sample and using diverse variables.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.443-460
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• 2017

The aim of this study was to develop and validate a mathematics teaching efficacy scale for South Korean Elementary Teachers. The sample was consisted of 300 elementary teachers in South Korea. A total of 13 items were developed and examined for internal consistence. The results of this study showed that the proposed scale was appropriate to represent mathematics teaching efficacy of elementary teachers.

• Journal of vocational education research
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• v.29 no.3
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• pp.265-289
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• 2010

This study aims to identify effects of outplacement support program for discharged soldier to settle and adapt successfully in Ministry of Patriots and Veterans Affairs. The subject of this study are 323 discharged soldiers who completed the outplacement support program. A survey questionnaire is conducted to measure variables of this study. All data analysis is accomplished using the AMOS 7.0 version. The results of this study are as follows. First, learning motivation has direct effect on learning flow and program satisfaction positively. Second, organizational support has direct effect on program satisfaction, psychological stability positively and on learning flow negatively. Third, outplacement support program has direct effect on learning flow, program satisfaction, job-seeking efficacy and psychological stability positively. Fourth, learning flow has direct effect on program satisfaction positively but don't have direct effect on job-seeking efficacy and psychological stability significantly. Fifth, learning motivation, outplacement support program has direct effect on job-seeking efficacy and psychological stability with partial mediation effect of program satisfaction while without mediation effect of learning flow. Based on the results of the study, the following recommendations have been made. First, it is necessary to design the outplacement support program with contents in relation to discharged soldiers' successful settlement because discharged soldiers who completed the outplacement support program showed higher job-seeking efficacy and psychological stability. Second, it is needed to conduct a longitudinal study considering other variables such as employment, establishment success etc.

• The Journal of Korean Association of Computer Education
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• v.21 no.5
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• pp.49-59
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• 2018

As the importance of technology increases, the need for TPACK, an knowledge for pre-service teachers, to integrate technology into education has increased. In order to improve TPACK of pre-service teachers, programming-based TPACK education program was developed. However, the developed educational program did not affect the self-efficacy of pre-service teachers. In order to solve this problem, in this study, the improved TPACK-P education program was applied to pre-service teachers to verify the change of self-efficacy. As a result, the improved TPACK-P education program was effective in the development of self-efficacy of pre-service teachers. In detail, pre-teacher's self-confidence and preference of task difficulty were significantly improved than previous. The TPACK-P education program, which is improved through this, confirms that the pre-service teacher promotes the integration of technology into the classroom rather than the existing education program.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.42-49
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• 2016

Chinese state-owned companies play an important role in national economy. Since training ensure gaining capabilities of human resources, the companies emphasize the importance of training human resources, also invest a lot of resources on training. The aim of this study is to find out the effect of training on job satisfaction and the mediating effect of self-efficacy. A total of 299 questionnaires is collected from Chinese state-owned companies to collect data and for hypothesis testing. The results show that training has a positive influence on internal and external job satisfaction. It is also found that a mediating effect of self-efficacy between training and job satisfaction.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.909-918
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• 2022

The aim of this study is to explore the day care center administrators' educational needs and self-efficacy in prevention of infectious diseases and identify the factors affecting the self-efficacy in preventing infectious disease. The participants were 172 day care center administrators in G, J, S City, data was collected using self report questionnaires. The data was analyzed with descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, Multiple regression analysis using SPSS 24.0. Educational needs of infectious disease 'When and how to hand wash', 'Method to clean and disinfect' were high and self-efficacy in prevention of infectious diseases on hand washing education and time were high. And there was a positive correlation between educational needs and self-efficacy in prevention of infectious diseases (r=.528, p<.001). The factors affecting self-efficacy in prevention of infectious diseases were the educational needs for the prevention of infection (β=.53, p<.001) and experience in infection prevention education (β=.25, p<.001). This study showed that it is necessary to develop and apply programs that can meet the Educational need of infectious disease for day care center administrators. Through such education, the self-efficacy in prevention of infectious diseases of participants can be improved.