• Journal of Korean Dental Hygiene Science
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• v.4 no.2
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• pp.31-41
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• 2021

Background: To investigate the mediating effect of learning flow in the relationship between blended learning achievement and learning satisfaction in dental hygiene students, and to identify whether face-to-face studies should be substituted with non-face-to-face studies. Methods: Total 134 dental hygiene students, who underwent blended learning in the dental hygiene class during the first semester of 2021, were recruited. The research tools were blended learning achievement, learning flow, and learning satisfaction, comprising 15 questions in total. Mediation regression analysis was used to analyze the mediating effect of learning flow in the relationship between learning achievement and learning satisfaction, and that between each variable. Results: Learning flow and learning satisfaction (r=0.490, p<0.001) were positively interrelated, and the interrelation between variables was statistically significant. Class environment had the biggest effect as a subfactor of class achievement, and it appeared to have an effect on class attitude and learning motive. The effect of learning flow on learning satisfaction was statistically significant. Learning flow was partially mediated by both blended learning achievement and learning satisfaction. Learning flow was directly related to blended learning satisfaction and learning achievement. Conclusion: The results showed the possible use of blended learning in dental hygiene theory and practical subjects.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.848-859
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• 2008

The purposes of this study were to investigate the relationship between science achievement and student-related variables in the 2006 National Assessment of Educational Achievement (NAEA), the subjects of which included 3% of students within the entire population of the grades 6, 9 and 10. The results showed that the more they talk with parents, study by themselves, and read the books, the higher the students achieved in science. The science achievement was also significantly and positively related to self-regulated learning, adaptation to school life and attitude toward science. It is implied that the approach of stimulating internal motive such as interest, attitude toward science and human relations is more effective in resulting in the students' higher science achievement than focusing on external attitudes such as forcing good study habits.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.101-109
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• 2002

A cooperative teaming has been taken to consolidate the autonomous motivation of students and to develop a desirable attitude in a mutual cooperative atmosphere. Some studies on the reward effect showed that the reward after the evaluation, in the processes of cooperative learning, worked on students' learning motive directly, and the group reward was effective in learning attitude and the individual reward in academic achievement, respectively. Assuming that the group reward and the individual reward are organized and applied as a complex reward, the effects of rewards will appear, this study examined the effect of the complex reward on academic achievement and teaming attitude. For this study. 2 classes were randomly selected out of a elementary school in Gwangju and the teaming unit was based on chapter 4「The structure and function of plants」 in the 5-1 elementary Science textbook. This research has been done for 4 weeks after the students learned STAD for 8 weeks previously. The learning attitude was examined in pre and post tests, and the academic achievement was inspected twice at 2-week intervals after the pre test. The results were analysized by the SAS program In the case of academic achievement, both groups showed a significant improvement(p<.05). The experimental group showed no significant improvement in the first test, compared with the control group(p>.05), but after 4 weeks, it showed a significant improvement in the second test, compared with the control group(p<.05). From this result, it is identified that the reward should be done for a long time and the individual reward of the complex reward is successful in improving academic achievement. However, in the case of learning attitude, there was no meaningful difference in both groups(p>.05). But the control group showed a significant improvement, compared with the experimental group(p<.05). According to this result, it is indicated that the group reward only is more effective in improving learning attitude and complex reward can decrease the individual competition in experimental group.

• Korean journal of food and cookery science
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• v.32 no.6
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• pp.754-761
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• 2016

Purpose: This study was investigated the effects of culinary and foodservice major selection motive and work value on the major satisfaction, career search efficacy and career exploration behavior of college students. Methods: Survey comprising total 53 questions including 8 for major selection motive, 8 for work value, 6 for major satisfaction, 20 for career search efficacy, 5 for career exploration was distributed to 400 college students majoring in culinary or foodservice. Frequency analysis, factor analysis, correlation analysis, and multiple regression were conducted using SPSS Statistics (ver. 21.0). Organization of concept and analyses of the relationship between variables based on the advanced study and database is essential. Research model based on the theory and analysis of the extracted data was established; and subsequently, the proof relations between the variables were analysed. Results: The study results indicated that, only intrinsic work values among personal motivation and work values were significant. This is because personal motivation and intrinsic work values are related to subjects' aptitudes, interests, talents, and future professions when students choose their majors. Therefore, interest, abilities, achievement, high understanding, and satisfactory schooling are important factors. Conclusion: This study has newly expanded the research on career search behavior to include psychological factors and cognitive and attitudinal factors. We also determined competitive operations that enhance students' major satisfaction, career search efficiency, and career search behavior.

• Journal of Information Technology Applications and Management
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• v.28 no.5
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• pp.1-16
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• 2021

This paper attempts to explore the need and importance of values integration in educational activities to mitigate learning crisis and promote sustainable learning achievement. The traditional approach, commercial motive, focus on instrumental knowledge coupled with many other contemporary issues have collectively smothered the fundamental humanistic principles of education. To avert the situation and execute the core objectives, we need to shift our focus: a shift from instrumental knowledge to humanistic-transformational knowledge; a shift from the traditional approach of supplying and storing information to learning to deal with the real-world problems; a shift from head to heart. Values integration is an attempt to initiate and promote this shift. Rather than teaching values and moral principles under a particular subject heading, values need to be a part of everyday in-school and out-school activities. To concretize this concept, a model is proposed in this study as a holistic model of values integration via whole school ambiances and community support.

• Journal of the Korea Convergence Society
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• v.8 no.12
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• pp.369-378
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• 2017

This study is devoted to investigating participation motivations of billiard players who join games through open-ended questionnaires, and identify the difference of participation motivations in the game according to age and experience. Thus, 696 original data on participation motivations was obtained from 267 billiard players in Gyeonggi-do based on open-ended questionnaires. Results from inductive analysis are as follows. First, their participation motivations included 10 general sectors such as interests, objective achievement motive, competition, interpersonal relationship, mental health, job, gambling, sport competence, suggestion by others, and university admission. Second, enjoyment showed the highest percents among participation motivations according to participants' age. Third, interest showed the highest percents among participation motivations in less than five years of their experiences. Objective achievement motive was the highest portion for more than five years. These outcomes will be used as a basic data to understand the relationship of billiard players who participate in the game and further create better billiard game culture.

• Journal of Technologic Dentistry
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• v.33 no.4
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• pp.479-493
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• 2011

Purpose: The career education of the college student needs a new awareness. This research provides fundamental data from analyzing necessities of student's career education according to plans of a career education. Methods: Make use of SAS 8.0 of windows and descriptive statistics analysis on investigate Dental Technology 570 students in Daegu. And also it analyzes difference of ispectable t-test and ANOVA. Results: According to a gender, a job experience, where they are come from, there is a meaningful difference of an information and an entrance motive for choosing a major (<.05). The time of choosing the major are different meaningfully (<.001). An awareness about the method of a career achievement is a meaningful difference between men and women(<.05). As getting old, the method of a career achievement is higher and there are meaningful differences according to a grade, job experience and a entrance screening(<.01). In accordance with a gender, a grade, entrance screening, there are meaningful differences of a degree for obtaining the career information activities(<.01). In accordance with an age, when they choose a major, there is a difference(<.001). In accordance with a gender and a age, there are meaningful differences of a career plan(<.001). The age difference is slight. In accordance with a gender and a age, there are meaningful differences how to effort for the career(<.001), and also according to an entrance screening, an entrance motive(<.05). These mean that the first priority for choosing the career and going into the world is a school record. There are meaningful differences of people that the student choose for consulting the career(<.01). According to the job experience there are meaningful differences(<.001). Conclusion: By investigating and analysing the student's career plan, we need to seek how students choose their career reasonably and desirably. And also we need to teach a career education systematically.

• Korean Journal of Human Ecology
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• v.1 no.1
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• pp.27-43
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• 1998

The purposes of this study were to find the general trends of marriage-ideology reflected on the view of marriage of unmarried men and women, to estimate the differences according to related variables and to investigate relation of variables and marriage-ideology. The samples were selected from the unmarried 164 men and 235 women living in Kwang-ju. The major findings were as follows; 1. Unmarried men and women didn't reveal high level of marriage-ideology but men's marriage-ideology scores were higher than women. The overall tendencies were that women's achievement of vicarious status was more imporant than that of personal status, marriage was the male-leading union and men's conditions of mate-selection must be superior than woman. Unmarried men and women usually did not accept equality between sex and they have strong gender-stereotype. In the view of sexuality, premarital viriginity and extramarital intercourse were more rigid with woman and they took a serious view of man-centered kinship. 2. Marriage-ideology were significantly different according to mother's age, necessity of marriage, motive of marriage, marriage taboo according to family origin, the eldest son's parent care-giving, a notion of preferring a son. 3. Men and women's marriage-ideology was positively related to variables. Especially, women's marriage-ideology had high relation to motive of marriage and a notion of preferring a son. But women's marriage-ideology was negatively related to educational level. (Korean J Human Ecology 1(1) : 27∼43, 1998)

• Journal of Families and Better Life
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• v.20 no.6
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• pp.129-140
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• 2002

The purpose of this study was to collect baseline data for women＇s needs for social education, in order to eventually contribute to improving the quality of women's social education. In the needs survey, information on the motive to participate in social education programs, obstacles to participation, and program preferences was collected. The data were then analyzed by women＇s socio-demographic characteristics. Survey participants were married women between the ages of twenty to fifty, who were sampled from Seoul, six metropolitan areas, and nine provinces. For the final analysis, 1,026 survey forms were used. The motive for participating in women＇s social education programs was examined by each category. Overall, the participants showed the highest level in educational achievement motif. The motivations for lifestyle change, self-realization, and social accomplishment were also high and at a similar level. As for obstacles to participation, social obstacle received the highest rate, followed by family obstacle and personal reasons. As for the type of social education programs, home management programs were the most preferred, followed by psychological education, family education, leisure activity programs, physical education, and social education programs.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.765-777
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• 2007

Investigations into how the status of prior learning on the textbook of science were conducted, and the effects of prior learning on students' attitudes towards science class were carried out. The investigations for the status of prior learning were performed with a number of students who experienced prior learning, (self-directed and unself-directed prior learning), a selfless intention as the starting motive for prior learning, the problem solving strategies used by students in prior learning, and the important factor that influenced prior learning. The effects of prior learning on student attitude towards science class were also examined with respect to four categories, including confidence, interest, learning intention, and value (effect). The effects of prior learning on the four categories were analyzed on the basis of the students' level of scientific achievement, the types of prior learning, the starting motive for prior learning, and the extent of the students' understanding of the content on prior learning. The analytical results for the effects of prior learning on students' attitudes towards science class showed that the mean values of confidence, learning intention, and value among the students in the self-directed prior learning group were higher than those of the students in the unself-directed prior learning group. These findings are the result of positive recognition, such as the possibility that the students experienced with self-directed prior learning can do, the induction of an inherent motive based on their level of achievement in science class, and the operant learning of strategies for solving problems in science class. Meanwhile, by the effects of having a teacher lead the science class and the consensus formed between friends, the mean level of interest was higher in the unself-directed prior learning than in the self-directed prior learning.