• 한국노년학
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• 제39권2호
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• pp.241-259
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• 2019

The purpose of this study was to study the performance of volunteer work for the elderly from the perspective of self-efficacy and self-extension of the elderly, not from successful aging or productive aging. Through this, the research aims to confirm the expansion of internal growth and self-sufficiency that can occur in old age, and to provide an opportunity to re-examine one's life in old age. In order to verify the purpose of this research, questionnaires were distributed to 300 senior citizens who participated in volunteer activities at the City Hall and the District Office of Busan Metropolitan City over a period of three months from September to November 2018 and used the data from 266 questionnaires for the study, excluding the 34questionnaire answered unfaithfully. The results of the study are as follows. First, the motivation for volunteering activities (value function, social function, understanding function) of the elderly has a positive effect on self-efficacy. Second, the motivation for volunteering activities (value functions, social functions, understanding functions) have a positive effect on self-extension. Third, it has been shown that the elderly's sense of self-efficacy (self-regulation efficacy, confidence) has a positive effect on their self-extension. Fourth, it was found that self-efficacy has a mediated effect on the motivation of the elderly to participate in volunteer activities and the relationship of self-extension. This study identified the relevance of the motivation for volunteering activities of the elderly to influence their effectiveness and self-extension. In particular, the research suggests practical and policy measures for the revitalization of volunteer activities of the elderly by providing a new perspective on the welfare of the elderly by utilizing parameters of self-efficacy, a psychological and social concept for the elderly.

• Journal of Digital Convergence
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• 제12권5호
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• pp.479-490
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• 2014

The purpose of this study is to develop a tea culture therapy program development for the improvement of self-efficacy of juvenile probationers, which is a key factor of social adaptability of juvenile probationers. After developing a tea culture therapy program, this study examines the effect of the program empirically, by applying to juvenile probationers. For this purpose, this study employs an integrative approach of qualitative and quantitative methods. It is shown from the qualitative analysis that juvenile probationers' positive attitude and active participation are considerably progressed. The results from quantitative analysis indicate that the sub-dimensions of self-efficacy such as general self-efficacy and social self-efficacy are significantly improved.

• 한국벤처창업학회:학술대회논문집
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• 한국벤처창업학회 2023년도 추계학술대회
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• pp.53-59
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• 2023

국내 베이비붐 세대 은퇴가 본격화하며 국내 시니어들의 은퇴후 평생직업 대안에 대한 수요가 폭증하며 창업이 그 대안으로 부상하였지만 주로 자영업창업 중심이어서 효과적인 대안이 되지못하고 있는 현실이다. 본 논문은 시니어들이 노후 대책으로 재대로 된 창업을 준비하도록 창업교육을 통한 만족도 제고를 통해 창업기회를 인식하는 방안을 모색하는데 목적이 있다. 본 연구는 시니어의 노후준비도와 창업교육만족도가 자기효능감과 창업기회인식에 미치는 영향에 관한 실증 연구로서 각 변인에 대한 관계를 분석하였다. 이를 위해 첫째, 시니어의 노후준비도가 자기효능감과 창업기회인식에 미치는 영향관계와 둘째, 창업교육만족도가 시니어의 자기효능감과 창업기회인식에 미치는 영향을 연구한다. 가설검증 결과로 첫째, 시니어의 노후준비도는 하위 변위에 따라 차이는 있을 수 있으나 시니어의 자기효능감과 창업기회인식에 영향을 미치는 것으로 예상된다. 둘째, 시니어의 창업교육만족도가 자기효능감에는 영향을 미치나 셋째, 시니어의 창업교육만족도가 창업기회인식에는 영향을 미치지 안는 것으로 예상된다. 본 논문은 시니어 창업에 영향을 주는 요인 중 하나로 노후준비도를 살펴봄으로써 시니어가 가진 노후준비 특성이 창업기회인식에 어떤 영향을 미치는지를 검정했다는 점에서 의미가 있다. 또한 시니어의 창업 활성화 및 노동력 활용 방안으로 창업교육의 확대 필요성과 시니어 창업 교육 프로그램의 확대 등 창업을 준비할 수 있는 사회 분위기와 제도적 지원 및 프로그램 설계 필요성을 시사한다.

• 대한근관절건강학회:학술대회논문집
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• 대한근관절건강학회 2001년도 제15회 추계학술대회
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• pp.346-356
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• 2001

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• 제14권5호
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• pp.61-78
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• 2019

This study is about the effect of the founder's self-efficacy on the sales of the founding company by focusing on the factors that are currently emphasized in the founding education. In particular, this paper starts from the consciousness of the problem that the education that is being implemented to achieve the purpose of successful start-up among various government-based start-up support projects is failing to produce many start-up failures. Entrepreneurs cannot be assessed by objective financial data, but there is a high degree of uncertainty that should be determined based on their personal and learning abilities. In addition, many previous studies, which are likely to be successful when there is a high self-efficacy in a specific field due to the influence of factors such as personal experience or learning, will answer the direction of support for start-up companies. This study focuses on the impact of the founder's self-efficacy on the sales of the founding firms, especially the sales that are the key to the survival of the founding firms. This study has six major studies. First, to analyze whether the self-efficacy of entrepreneurs with respect to entrepreneurship affects the sales of entrepreneurs. Second, to analyze whether the self-efficacy of entrepreneurs with respect to market orientation affects the sales of entrepreneurs. Analysis of whether the founder's self-efficacy affects the sales of the founding firms. Fourth, analysis of whether the founder's self-efficiency affects the sales of the founding firms' understanding of management environment changes. An analysis of whether efficacy affects the sales of a start-up company, and sixth, an analysis of whether the founder's self-efficacy of business model building ability affects the sales of a start-up company. As a result of the empirical analysis, this study found that the self-efficacy of entrepreneurs on product differentiation capability and business model building capacity had a positive influence on the sales of entrepreneurs. The self-efficacy had a positive effect on self-efficacy, and the customer orientation had a positive effect on self-efficacy on business model building capacity. Also, it was confirmed that a path exists between the components of self-efficacy and that self-efficacy through the path has a positive effect on the sales of the start-up company. Therefore, the results of this study suggest the implications of establishing such a path and strengthening self-efficacy to create the survival and start-up performance of a start-up company if the goal of the start-up company is to survive when implementing various support projects for the start-up company.

• Journal of The Korean Association For Science Education
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• 제31권6호
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• pp.958-969
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• 2011

The purpose of this study is to investigate relationships among scientific self-efficacy, achievement in science and cognitive self-regulation learning strategy. The subjects were composed of 158 elementary school students. Data of students' self-efficacy related to science and cognitive self-regulation learning strategy measured by questionnaire were analyzed. Science achievement scores were also collected. The results indicated that self-efficacy and cognitive self-regulation learning strategy predicted science scores. The findings showed that cognitive selfregulation learning strategy mediated the relation between self-efficacy and achievement in science. Memory learning strategy, considered a cognitive self-regulation learning strategy, did not mediate the relation between self-efficacy and science scores. The implications of science education to develop students' science achievement in the classroom and the suggestions for future researchers are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제14권3호
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• pp.1148-1156
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• 2013

The purpose of this study is to investigate the relationship among self-efficacy, motivation proposed by self-determination theory and academic achievement and to confirm the relative predictive power of motivation variables in predicting 480 middle/high students' achievement. The instruments used in this study were 'Self-efficacy' and 'Self - regulation' scale. The data were analyzed with Pearson correlations and multiple regression (stepwised) analysis. The correlations among self-efficacy, self-determination motivation and academic achievement were significant. The variables among self-determination were correlated to academic achievement in middle school. Among the variables of self-determination motivation, identified regulation, Integrated regulation and intrinsic regulation were positively related to academic achievement in high school but amotivation was negatively related to academic achievement. Self-control efficacy and self-confidence were the significance predictor of academic achievement in middle school. Hard-task preference and self-control efficacy were the significance predictor of academic achievement in high school students. Introjected-regulation was the best predictor of academic achievement in middle school. Identified-regulation was the best predictor of academic achievement in high school.

• The Journal of the Korea Contents Association
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• 제17권12호
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• pp.319-329
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• 2017

This study is on the effects of lifelong education participative motivation, self-efficacy, and self-directed learning on subjective happiness of middle age adults. Middle age adults 40-64 years old are questionnaire survey target in Incheon and Gyeonggido and total 289 copies among 300 were analyzed through SPSS 21.0. The major findings of this study con be seen as follows: The variables more affected on educational satisfaction of middle age adults are goal-oriented motivation and activity-oriented motivation in lifelong education participative motivation, self-regulated efficacy in self-efficacy, and each personality, recognition and environment in self-directed learning. In conclusion, new paradigm is needed for middle age adults in lifelong learning society. This program should provide them with knowledge and information for adapting the future society, Furthermore, middle age adults can achieve their own self exploration, self-development and self-realization through the lifelong education program. Given a chance of lifelong education, middle age adults should be provided with the specific programs.

• Journal of the Korean earth science society
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• 제37권3호
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• pp.173-185
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• 2016

The purpose of this study is to investigate the effects of systems thinking on high school students' self-regulatory efficacy and self-confidence that constitute science self-efficacy. We set self-regulatory efficacy as a factor of students' systems thinking affects their self-confidence on science through self-regulatory efficacy. A total of 210 students were sampled from general high schools and 188 valid cases were analyzed. The instrument has 39 items that consist of 20 items measuring systems thinking and 19 items of science self-efficacy. The result of the exploratory factor analysis indicated that 20 items for systems thinking, 8 items for self-regulatory efficacy, 4 items for self-confidence are reasonable. Testing the goodness of fit of a structural equation model, it turn out to be appropriate (${\chi}^2$=344.498, df=242, TLI= .921, RMSEA= .044) using 24 items (mental model, personal mastery, systems analysis, self-regulatory efficacy, and self-confidence were constructed). In addition, the mental model, which is one factor of systems thinking, is mediated by self-regulatory efficacy that affects self-confidence directly and/or indirectly. The results suggest that systems thinking affects science self-efficacy directly and indirectly. Utilizing systems thinking in science education can produce a theoretical basis in improving students' confidence and self-efficacy about science.

• Journal of Science Education
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• 제41권3호
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• pp.351-364
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• 2017

This study investigated science self-efficacy, sources of science self-efficacy, and creative personality by grade and gender. For this study, 495 $3^{rd}-6^{th}$ elementary students were participated. The findings showed that there was no significant difference by grade and gender in science self-efficacy. In sources of science self-efficacy, there was significant differences by gender, but not by grade. $3^{rd}$ and $4^{th}$ graders' scores about 'vicarious experiences' and 'physiological and affective states' were higher than the those of $5^{th}$ and $6^{th}$ graders. Among creative personality, $3^{rd}$ and $4^{th}$ graders' scores about 'motivation' and 'challenge' were higher than those of $5^{th}$ and $6^{th}$ graders. Comparing the scores among sources of science self-efficacy, the mean scores of 'social persuasion' were relatively low than other sources. This showed that praises and encouragement of teacher, parents and friends had not been sufficient. In terms of variables' influences on science self-efficacy, multiple regression results showed that 'mastery experiences' in sources of science self-efficacy had the most explanatory power and 'social persuasion' had the second explanatory power. 'Patience' in creative personality showed the third explanatory power. The variables' influences on science self-efficacy showed differences by grade and gender.