• Journal of Nutrition and Health
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• v.45 no.4
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• pp.324-335
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• 2012

The purpose of this study was to examine the relationship of dietary self-efficacy and illness beliefs, perceived benefits, and perceived barriers for the reduction of sodium intake in the elderly. A cross-sectional study was performed on 252 elderly people, aged 65 yrs and above, living in Daejeon Metropolitan city and Jecheon city, Chungbuk from March 21 to March 30, 2011. Dietary self-efficacy of three factors (resisting relapse, reducing salt and behavioral skills), perceived benefits and barriers, accurate and inaccurate illness beliefs were measured by 5 or 4 point Likert scale. With the increasing education level of the elderly, dietary self-efficacy, and accurate illness belief score increased and perceived barrier score decreased. Perceived benefits score was higher in the subject living alone compared to those living with siblings or spouses. Among three factors of dietary self-efficacy, reducing salt was scored highest and behavioral skills scored lowest in the elderly. Recording meal diary and reading labels for salt content in the items of behavioral skills showed lower score than other items. Accurate illness beliefs and perceived benefits were more scored than inaccurate illness beliefs and perceived barriers respectively in the subjects. The subjects with higher accurate illness beliefs, lower inaccurate illness beliefs, higher perceived benefits, and lower perceived barriers for the reduction of sodium intake showed higher dietary self-efficacy. In summary, accurate illness beliefs and perceived benefits positively correlated with dietary self-efficacy for the reduction of sodium intake in the elderly, whereas inaccurate illness beliefs and perceived barriers are negatively correlated.

• Proceedings of the KAIS Fall Conference
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• 2011.05b
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• pp.1057-1060
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• 2011

본 연구는 건강신념모형의 주요 변수와 고지혈증 환자의 건강행태와의 관계를 파악하여 고지혈증 환자의 건강행태를 촉진하고 더 나아가 만성질환 보건사업 및 교육프로그램을 계획하는데 기초 자료를 제공하고자 시도되었다. 자료는 2009년 07월부터 2010년 9월까지 총콜레스테롤이 240mg/dl 이상이고, 중성지방이 200mg/dl 이상으로 고지혈증을 진단받은 20세 이상의 성인 남녀 146명을 대상으로 구조화된 설문지를 이용하여 조사하였으며, SPSS WIN(14.0 한글판) 프로그램을 이용하여 Chronbach's alpha의 신뢰성 분석, 요인분석, 단변량 및 다변량 분석을 시행하였다. 본 연구의 결과는 다음과 같다. 첫째, 본 연구에서는 LDL-cholesterol, HDL-cholesterol, TG에 대한 인지수준 중 TG에 대한 인지가 가장 높았고, 3가지 모두를 인지한 경우는 28.08%였다. 또한 9가지 항목에 대한 고지혈증 지식수준은 9점 만점에 평균 6.51이었으며, 지식수준이 높을수록 건강행태수준도 높았다. 둘째, 요인분석을 통하여 10개의 건강행태를 2개 요인으로 재분류 하였다. 그 결과, 건강행태 요인 1은 '식이, 운동 습관 및 고지혈증 검사 및 관련 검사요인', 건강행태 요인 2는 '흡연, 음주 습관 및 고지혈증 치료 관련 요인'이었다. 건강행태 요인1에 유의한 관련성이 있는 건강신념변수는 심각성, 이득, 장애로 나타났고, 취약성은 상관 관계가 없는 것으로 나타났다. 각 신념 요인들과 건강행태 간의 상관되는 순서는 이득(r =.455), 심각성 (r=.38), 장애(r=-.244) 순으로 나타나 고지혈증에 대한 이득 인식이 건강행태 요인1과 가장 관련성이 높은 것으로 파악되었다. 그러나, 건강행태 요인2는 건강신념변수와 관련성이 없는 것으로 나타났다. 셋째, 행동계기에 따른 건강행태의 관계를 살펴보면, 교육을 받았을 때 건강행태 요인1과 요인2에 모두 유의한 차이를 보이는 것으로 나타나, 교육이 고지혈증 환자의 건강행태에 중요한 영향을 미치는 것을 보여 주었다. 넷째, 다중회귀분석 결과 고지혈증 건강행태 요인1에 영향을 미치는 요인 중 유의한 요인으로 인지된 심각성 및 이점 신념요인, 교육여부, 보건소 교육정도 이었다. 건강행태 요인2에서는 성별, 연령, 교육여부가 유의한 영향을 미치는 요인으로 나타났다. 이상의 결과를 종합하면 건강신념모형이 고지혈증 건강행태를 예측하는데 적합한 모형이라고 판단 할 수 있으며, 건강행태 요인 특성에 따라 건강신념변수 중 고지혈증 예방에 대한 이득을 높이 인식할 수 있도록 프로그램과 교육목표를 설정하면 보다 효과적인 교육이 될 것이라 생각된다.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.229-259
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• 2012

The purpose of the present study is to develop instrument of mathematical belief of middle school and high school students and to analysis results of test using the instrument. Based on the results of literature review, mathematical belief is the cumulative effects of self-assessment and self-concept in mathematical learning and achievement experience. Four sub-components of mathematical belief is identified belief of school mathematics, belief of mathematical problem solving, mathematical self-concept, belief of mathematical teaching and learning. The instrument was developed to investigate mathematical belief by reflecting Korean middle school and high school students' psychological characters. To develop the appropriate items for the mathematical belief, after reviewing literature thoroughly, first version of the instrument was developed and exploratory factor analysis and confirmatory factor analysis were conducted. Then, to reduce the effect of the gender difference and achievement level difference, Correlation Analysis and 1-way ANOVA was performed. Also, using multiple group confirmatory factor analysis, this instrument was investigated to see whether this can be used for both middle school and high school. The final items for middle school students is consisted 7 items of belief of school mathematics, 9 items of belief of mathematical problem solving, 11 items of mathematical self-concept, 10 items of belief of mathematical teaching and learning. Instrument of mathematical belief for high school students is consisted 9 items of belief of school mathematics, 9 items of belief of mathematical problem solving, 11 items of mathematical self-concept, 11 items of belief of mathematical teaching and learning. This study examined the differences about mathematical belief's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of most factors ware the highest excepting stereotype of belief of school mathematics. Also, Male students preferred more positive in mathematics belief than female students.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.931-938
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• 2015

In the study, epistemological beliefs, metacognition, and scientific inquiry skills all directly affected the science academic achievement levels of high school students. Also, epistemological beliefs indirectly affected science academic achievement mediated by scientific inquiry skills and metacognition, while metacognition had an indirect effect on science academic achievement level mediated by scientific inquiry skills. We found that scientific inquiry skills had the biggest direct effect, while epistemological beliefs showed the most robust indirect effect on academic achievement level. Thus, we argue that students' scientific inquiry skills should be nurtured for the advancement of their academic achievement. In addition, more careful scholarly attention must be given to both epistemological beliefs and metacognition, which directly and indirectly affected academic achievement level. We believe that epistemological beliefs, metacognition, and scientific inquiry skills should all be considered in an integrative manner when developing educational programs and strategies.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.549-569
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• 2015

Reflecting on own beliefs about teaching and learning, developed during "the apprenticeship of observation", is a central task for pre-service years. This case study analysed a lesson observation course which could identify, challenge pre-service teachers' folk pedagogy about classroom communications and induce to change of beliefs about teaching and learning. Our analysis shows that targeting and refuting pre-service teachers' specific belief may be an effective strategy for teacher educators to foster new teaching practice.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.59-66
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• 2019

This study was conducted to investigate correlation between oral health belief and oral health-related quality of life (OHIP-14) based on oral health education experience. A survey was conducted on adults living in Busan, Ulsan, and Gyeongnam region. Collected data was analyzed using SPSS 25.0. As a result, adults with oral health education experience had significantly higher scores in subfactors of oral health belief and subfactors of oral health-related quality of life than adults without oral health education experience. There were correlations between factors in oral health education experience, oral health belief, and oral health-related quality of life. Therefore, operating oral health education program by life cycle will promote oral health as well as will help to enhance the importance and necessity of oral health education by improving quality of life.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.43-55
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• 2022

It is critical to examine changes in teachers' beliefs on how to teach and learn mathematics through teacher education programs. This study aims to develop an instrument measuring elementary pre-service teachers' beliefs on student- and teacher-centered instruction. After developing questionnaires with mathematics education experts, the structural validity of the instrument was evaluated by collecting and analyzing data from 166 pre-service teachers. Parallel analysis and exploratory factor analysis were applied sequentially to collect validity and reliability evidence. The results showed that this instrument can be used to examine changes in pre-service teachers' two different types of belief: student- and teacher-centered instruction. We also suggested how to interpret scores appropriately.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.329-349
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• 2018

The purpose of this study is to investigate the mathematical belief of elementary school preservice teachers and elementary school teachers and to analyze their differences in mathematical belief. The results of the analysis are as follows. First, Elementary school preservice teachers generally regard the belief in the nature of mathematics as 'rules and procedures' and emphasize the 'process of inquiry' about the beliefs of learning mathematics. When comparing the beliefs according to gender, there is a significant difference only in the category of 'teacher instruction' among the beliefs of learning mathematics. Second, elementary school teachers generally regard the nature of mathematics as a 'inquiry process' and have a 'student-led' belief about the learning mathematics. There is no significant difference of the belief about the nature of mathematics and learning mathematics between the elementary school teachers by gender and majors. However, when comparing the mathematical beliefs according to educational level, there is a difference in beliefs about the nature of mathematics. Third, comparing the mathematical beliefs of elementary school preservice teachers and elementary school teachers, there is no statistically significant difference between the two groups in the 'rules and procedures' subcategories of the nature of mathematics, but there is a significant difference in 'inquiry process'.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.805-821
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• 2012

The purpose of this study was to investigate the relationship between epistemic beliefs and creativity of gifted students. To resolve the above research questions, this study used epistemic beliefs inventory and Torrance's TTCT to 87 1st grade gifted middle school students enrolled in Daegu metropolitan city. The results of this study are as follows. Firstly, sophistical epistemic beliefs of the gifted students were higher than their naive epistemic beliefs. Secondly, Pearson's correlation analysis showed significant relations between fixed ability and verbal creativity, and between provisional knowledge and verbal creativity, and showed significant relations between variables of sophistical epistemic beliefs and figural creativity. Lastly, this study revealed that fixed ability, expert authority and provisional knowledge explain considerable amount verbal creativity of the gifted students. And authority of the acceptance and provisional knowledge affect considerably their figural creativity.

• 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%.