• Korean Journal of Culture and Social Issue
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• v.10 no.3
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• pp.37-59
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• 2004

This study examines longitudinally influences that parents have on their children's academic achievement and the mediating role of various psychological factors. In terms of parents-child relationship, the following variables are examined: Social support from parents, achievement pressure, parental expectation, sense of indebtedness to parents, and respect for parents. For adolescents functioning, the following variables are examined: Efficacy for self-regulated learning, achievement motivation, studying time, and academic achievement. In the first phase of the longitudinal study, a total of 961 Grade 6 students completed a questionnaire. In the second phrase, a total of 856 students completed a questionnaire when they were Grade 7. In the third phrase, a total of 830 students completed a questionnaire when they were Grade 9. In the third phase, a matched sample of 722 fathers and 767 mothers of the adolescents completed a questionnaire. From the sample, 694 matched sample of adolescents, mothers, and fathers have been selected for the following analysis. The results of the path analysis indicate that adolescents' past academic grade was the most powerful predictor of adolescents' current academic achievement. Second, a sense of indebtedness felt towards the parents increased adolescents' achievement motivation, which increased their studying time and which in turn positively affected their academic achievement. Third, adolescents' respect for their parents increased their efficacy for self-regulated learning, which had a positive effect on their academic achievement. Fourth, parental social support increased adolescents' efficacy for self-regulated learning and parental achievement pressure increased adolescents' achievement motivation. Fifth, parental expectation had positive influence on adolescents' academic achievement. Sixth, efficacy for self-regulated learning had direct positive influence on academic achievement. These results indicate that the past achievement is the most important predictor of adolescents' current academic achievement and parent-child relationship and efficacy for self-regulated learning are also important variables that influence adolescents' achievement.

• Journal of Families and Better Life
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• v.23 no.4 s.76
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• pp.55-65
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• 2005

Although increasing number of children are being raised by grandparents these days, little research exists on the development of the children in this arrangement. This study aimed at examining school adjustment of the children raised by grandparents, by comparing academic achievement and general classroom and school behaviors of the children in grandparent families with those of their peers from other types of families such as two-parents, single parent, kinship and institution care, and single parent with grandparent(s). Three hundred and twenty four 2nd graders md two hundred ninety eight 5th graders were surveyed for this study. It was found that children raised solely by grandparents did quite well, relative to children in traditional families where two parents were present. Children from single-parent families were significantly worse in school achievement and study habits than children in traditional nuclear families. Girls obtained higher scores on school achievement and study habits whereas they showed lower scores on problem behaviors than boys. There was also an interaction effect between family structure and gender of child in school achievement.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.7 no.2
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• pp.334-343
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• 2003

This paper suggests the education method of information communication ethics by harmful word filtering on web boards as a way to solve the malfunctioning problem occurring in making informations at the step of their positive activities of information offers. The harmful word filtering system for the education of information communication ethics describes the method to construct a harmful word dictionary by extracting harmful words related with improper doing of writing, sexual insult, abusive language and expressions of criticizing others shown in web boards. Decrease by more than 90% in writing with harmful words and inappropriate writing was shown as the result of application of the harmful word filtering system on school home pages.

• Journal of Animal Environmental Science
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• v.6 no.2
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• pp.91-96
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• 2000

This study was carried out to determine the effect of sound stimulation on growth performance, feeding behaviour and egg production of laying hens. A total of 180 laying hens(4 weeks old) were alloted to 18 cages with 10hens per cage and 6 cages per treatment. Laying hens were exposed to three sounds: control, Leq 50dB and Leq 75dB. The growth performance was measured fro m4 weeks to 17 weeks of age, feeding behaviour was observed at 5weeks, 7weeks, 10weeks and 50 weeks of age using data from real-time videotapes, while eg production was recorded from 20 weeks to 50 weeks of age. Growth performance was improved in the sound stimulated laying hens from 12 weeks to 17 weeks of age. In the 50dB simulated laying hens spent more longer time for feeding than others during the experimental period. Egg production of 50dB stimulated laying hens from 20 weeks to 50 weeks was higher than others, however 75dB stimulated laying hens were significantly lower than 50dB stimulated hens(P<0.05). The results indicated that the growth and egg production of egg type chicken can be influenced by sound stimulation through physiological rhythm.

• Journal of Animal Environmental Science
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• v.6 no.2
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• pp.97-104
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• 2000

This study was carried out to determine the effects of different weaning age on feeding performance and behaviour of piglets. Sixty crossbred(YLxD) litters of piglets were randomly alloted to be 15 pens with 4 piglets per pen and 5 pens per treatment by weaned at 14, 21, and 28 days. Pens were video-taped for 24 hours immediately at 7 weeks and 8 weeks of age. The piglets weaned at 14 and 21 days were significantly (P<0.05) much intake than piglets weaning at 28 days. The piglets weaning at 14 days were significantly lighter than piglets weaning at 14 and 21 days fro m2 weeks to 8 weeks age. However, feed conversion ration was significantly(P<0.05) improved according to late weaning days. Times spent engaged in Feeding, lying and walking were similar in piglets across weaning age. They also showed similar occurrence of drinking and agonistic behaviour at 7 weeks and 8 weeks of age. Piglets weaned at 14 days exhibited more belly-nosing behaviour at 7 weeks of age, but similar in piglets at 8 weeks of age across weaning age. We concluded that piglets performance influenced by weaning day, however time spent for feeding, lying and walking behaviour were no significance. Drinking, Agonistic and belly-nosing were not significantly different by weaning age.

• Proceedings of the Korea Information Processing Society Conference
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• 2002.11a
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• pp.273-276
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• 2002

사이버 공간은 개방성, 익명성, 탈중심성의 특성을 갖는다. 이러한 특성으로 인하여 긍정적인 측면과 부정적 측면이 동시에 나타나고 있다. 청소년들의 사이버 공간에서의 활동은 제공되는 정보를 단순하게 탐색하는 수동적 역할에 그치지 않는다. 청소년들은 자신의 의견을 제시하거나 정보를 제공하는 역할도 동시에 하고 있다. 이 과정에서 스스로 유해한 정보를 생산하거나 게시판에서 타인에게 해를 끼치는 행위가 발생하고 있다. 본 논문은 청소년들의 적극적인 정보제공 활동 시점에 발생하고 있는 정보화 역기능 현상을 해결하는 방안으로 인터넷 게시판에서 유해단어 필터링에 의한 정보윤리 교육 기법을 제안한다. 인터넷 게시판에서 유해단어 필터링 기법은 초 중등학교 홈페이지 게시판에서 나타나는 부적절한 행동과 상대방에 대한 성적 모욕, 욕설의 사용, 상대방 비하 등에 관련된 유해단어를 추출하여 유해단어 사전을 구축하고 필터링하는 방법이다. 필터링 된 결과에 따라 글 쓰는 시점에서 정보윤리 컨텐츠를 제공한다. 이 기법을 학교 홈페이지 게시판에 적용한 결과 그렇지 않은 경우에 비하여 학생들의 글쓰기 자세와 글 내용이 바른 것으로 나타났다.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.4
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• pp.405-413
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• 2019

Purpose: The study was done to investigate the influence of voice behavior, self-esteem and sexual knowledge on sexual assertiveness of nursing college students. Methods: A structured self-report questionnaire was used to measure voice behavior, self-esteem, sexual knowledge and sexual assertiveness. During March, 2019, data were collected from 133 nursing students in D city and G city. Data were analyzed using t-test, one-way ANOVA, Pearson's correlation coefficients, and stepwise multiple linear regression with the SPSS/WIN 25.0 program. Results: Voice behavior and self-esteem were positively correlated with the sexual assertiveness of participants, while voice behavior was positively correlated with the self-esteem of participants. Also, self-esteem was a significant predictor of sexual assertiveness in nursing college students. The predictor explained 12% of their sexual assertiveness. Conclusion: The finding indicates that self-esteem is an important factor for sexual assertiveness of nursing students. It is also expected that self-esteem can further promote their sexual assertiveness.

• 교육공학연구
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• v.33 no.4
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• pp.1001-1024
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• 2017

Flipped classroom has used widely in university in that its unique structure can facilitate learners' higher-thinking skills and promote competencies. Learners are expected to extend knowledge through performing online and offline, but they have difficulty in understanding their roles and specific behaviors to achieve the learning goals in the flipped learning. Therefore, a guidance for students has been required to support learners' mastery learning. The purpose of this study is to identify successful learners' characteristics in terms of "competency". For this, three-phased competency modeling was employed. In Phase I, Behavioral Event Interviews were conducted with eight learners of the flipped classroom. In Phase II for identifying competencies and developing a competency model, the data was coded, followed by testing reliability of the coding. Based on the meaning codes, competencies and behavioral indexes were developed. The final competencies consist of learning orientation, learning management, feedback seeking, peer interaction, and knowledge extension. In Phase III, validation of the competency model was conducted by explanatory factor analysis. As last, competencies were aligned by the two-phase of the flipped classroom. The finding will be used as the guidance for the learners and instructors in the flipped classroom.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.501-507
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• 2018

This study was conducted to identify a relationship between Helicopter Parenting, Critical thinking disposition, and Learning Competences of Nursing students. This was a descriptive analyzed study, data were collected from April 3 to 14, 2017, study subjects were 208 nursing students in nursing colleges located C and I city, using self-reported questionnaires. The results of the study showed the mean scores of Helicopter parenting and critical thinking were $73.94{\pm}13.88$, $113.30{\pm}12.33$. And learning motivation, cognition, behavior were consisted in learning competence, learning cognition (F=3.62, p=.014) and learning behavior (F=4.07, p=.008) were statistically significant differences in school score. Helicopter parenting and critical thinking were a significant negative relationship (r=-.14, p=.043), according to critical thinking of learning cognition (r=.43, p<.001) and behavior (r=.42, p<.001) were a significant positive relationship. Based on the results, they were taken a baseline data for developing a Parent-Parenting Education Program to enhance on critical thinking and learning competence of nursing students and a Clinical Nursing Empowerment Program.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.211-225
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• 2021

The purpose of this study was to investigate the effect of academic self-efficacy, task value, behavioral participation, cognitive participation, emotional participation, and initiative participation on learning satisfaction in 462 college students who took a flip learning class. Results, As for the direct effect of variables affecting learning satisfaction, behavioral participation was the largest factor, followed by initiative participation, task value, emotional participation, and academic self-efficacy. These variables explained 86% of learning satisfaction. Academic self-efficacy and task value had an indirect effect on learning satisfaction through behavioral, emotional, and proactive participation. In the multi-group moderating effect with the upper-middle class (B+ or higher) and the lower-middle class (below B) group as the moderating variables, there was a partial moderating effect because the path coefficients of leading participation and learning satisfaction differed between the groups. It is necessary to seek various ways to increase the degree of participation in learning and to develop an intervention strategy through a program tailored to each individual.