• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.131-140
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• 2023

This study aims to investigate the impact of pre-service early childhood teachers' civic awareness and multicultural beliefs on their ability to teach democratic citizenship education and to verify the mediating effect of multicultural beliefs in the relationship between civic awareness and the ability to teach democratic citizenship education. The subjects of the study were 226 pre-service early childhood teachers, and a survey was conducted. As a result of the study, first, the civic awareness of pre-service early childhood teachers influenced the ability to teach democratic citizenship education, and the influence of the sub-variables of civic awareness was in the order of rights awareness, responsibility, community awareness, and rational decision-making awareness. Second, the multicultural beliefs of pre-service early childhood teachers also affected the ability to teach democratic citizenship education, and multicultural understanding had the strongest influence among the sub-variables of multicultural beliefs. Thirdly, we found that multicultural beliefs partially mediated the relationship between civic awareness and the ability to teach democratic citizenship education. Additionally, the results highlight the importance of educational interventions targeting multicultural beliefs, as they partially mediate the relationship between civic awareness and the ability to teach democratic citizenship education.

• Korean Journal of Child Studies
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• v.32 no.2
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• pp.1-13
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• 2011

This research exercise was undertaken in order to examine whether academic achievement, academic attitudes, achievement goals, and family process had an influence on beliefs about intellectual ability. The subjects were 434 junior-high school students in Seoul and Incheon. The results of this study indicated that 162 students with incremental beliefs had higher scores in all five sub-factors of academic attitudes, two sub-factors in their achievement goals (namely their mastery goals and approach performance goals), and four sub-factors of family process (closeness, monitoring, communication, and approval) than 155 students with entity beliefs. The results of the binary logistic regression analysis revealed that academic self-perceptions, attitudes towards teachers, goal values, approach performance goals, closeness, and communication factors significantly affected beliefs about intellectual ability.

• Journal of Korean Clinical Nursing Research
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• v.18 no.3
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• pp.402-412
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• 2012

Purpose: The purpose of this study was to explore influencing factors of dysfunctional beliefs and emotion regulation strategy for nurses' problem solving ability. Methods: This study was a cross-sectional design with a sample of 745 nurses from 1 university hospital located in Gyeonggido. The scales were Dysfunctional Beliefs Test (70 items), Emotion Regulation Strategy Questionnaire (25 items) and Social Problem Solving Inventory (52 items). The data were analyzed using SPSS 17.0 employing ANOVA, pearson correlation coefficients and multiple regression analysis. Results: The mean score for problem solving ability was 11.26 points. Influencing factors for nurses' problem solving ability were identified as 'active regulation style' in emotion regulation strategy and 'negative concept of social self' in dysfunctional beliefs. Conclusion: It is plausible to assume that dysfunctional beliefs which are vulnerability factors in cognitive variables and emotion regulation strategy affect nurses' problem solving ability.

• Journal of Families and Better Life
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• v.35 no.2
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• pp.47-61
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• 2017

The purpose of this study was to examine the influences of mothers' beliefs, guidance, and use of resources for writing on young children's writing ability. A total of 450 children aged 3 to 5 years and their mothers from 6 different provinces participated in this study. The results of this study are as follows. First, mothers conducted more writing guidance to older children. And their beliefs and use of resources for conventional writing were reinforced as children got older. There was no difference in mothers' beliefs and use of resources for emergent writing according to children's age. Second, mothers' beliefs, guidance, and use of resources for children's writing were robustly correlated. These correlations were prominent in each factor of emergent or conventional writing. Third, mothers' writing guidance and use of emergent writing resources had positive effects on children's writing ability, while the use of conventional writing resources had a negative impact.

• Journal of Korean Physical Therapy Science
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• v.18 no.4
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• pp.11-18
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• 2011

Purpose : This study attempts to assist stroke patients lead independent daily life movements by providing basic data for stroke patients' successful rehabilitation program and understanding the relationship between health beliefs of stroke patients and their guardians, and patients' rehabilitation performance level and daily life movement fulfillment ability. Methods : 23 stroke patients receiving treatments at rehabilitation specializing hospital after getting diagnosed with a stroke, along with 23 guardians were selected as research subjects, and health belief was measured by modifying supplementing Byun Young-Hee(2002)'s health belief measurement tool for leg movement disorder patients. Research findings revealed the following relationship between health beliefs of stroke patients and their guardians, and patients' rehabilitation performance and daily life movement fulfillment ability. Results : The patients group's initial MBI score was $33.13{\pm}3.46$, and measurement after four weeks was $38.43{\pm}3.47$. As health beliefs got stronger, MBI score increased significantly(p<.05). Correlation analyses of factors that affect rehabilitation attendance rate showed that perceived susceptibility, seriousness and usefulness were statistically significant, and perceived disability was not statistically significant(p<.05). Guardians' health belief index(susceptibility, seriousness, usefulness, disability) had no correlation with rehabilitation attendance rate. Conclusion : In order to increase daily life movement fulfillment ability of patients who are being treated with stroke, health beliefs must be raised to increase changes in daily life movement fulfillment ability. Therefore, it is believed that managing programs that can increase health beliefs of stroke patients can allow patients obtain positive health beliefs, further increase rehabilitation performance rate of stroke patients as well as independent daily life ability.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.326-331
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• 2004

In this study, the relationships among self-directed learning ability, science teaching efficacy beliefs (personal science teaching efficacy and science teaching outcome expectation), life satisfaction, job satisfaction, and other background variables of elementary school teachers were investigated. A survey was administered to 234 teachers from 25 elementary schools in Jeonju. It was found that self-directed learning ability of the teachers was significantly correlated with their personal science teaching efficacy, science teaching outcome expectation, life satisfaction, job satisfaction, and age. A stepwise multiple regression analysis revealed that personal science teaching efficacy, life satisfaction, science teaching outcome expectation, and age were the significant predictors on their self-directed learning ability.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.485-506
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• 2020

The purpose of this study is to analyze of the effect in Mathematics Teachers beliefs on their students beliefs by Latent Class Regression Model (LCRM). For this analysis, the study used the findings and surveys of Kang, Hong (2020) who developed a belief profile by analyzing the mathematical beliefs of 60 high school teachers and 1,850 second-year high school students learning from them through the Latent Class Analysis (LCA). As a result It was observed that 'Nature of Mathematics', 'Mathematic Teaching' and 'Mathematical Ability' of mathematics teachers beliefs influence the mathematical beliefs of students. The teacher's belief of 'Nature of Mathematics' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Mathematics Learning'. The teacher's belief of 'Teaching Mathematics', 'Mathematical Ability' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Self-Concept'. The results of this study can give a preview of the phenomenon in which teacher's mathematical beliefs are reproduced into student's mathematical beliefs. In addition, the results of observation of this study can be used to the contents that can achieve the purpose of reorientation for mathematics teachers.

• Journal of Korean Academy of Nursing
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• v.36 no.8
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• pp.1301-1307
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• 2006

Purpose. To determine the effects of provision of information on mother's problem focused coping ability during their child's intravenous procedure. Methods. Data were collected from 56 mothers whose children have admitted to pediatric ward in the hospital. The participants included 27 intervention group mothers and 29 control group mothers. For the information intervention, 'Programmed Information for Parental Coping before Intravenous Procedure (PIPC- IP)', video program was made based on self-regulation theory for the experimental group mothers. Mother's coping ability was measured by parental supportive behavior, parental beliefs and Profile of Mood State (POMS). Results. Mothers who received PIPC-IP showed significantly higher levels of supportive behavior (t = 3.55, p = .005) and Parental Beliefs (t = 2.95, p = .005), but no significant difference in negative mood on POMS (t = .15, p = .87) compared to mothers in the control group. Conclusions. These results demonstrate that PIPC-IP is an effective intervention to increase the supportive behaviors and beliefs of mothers' problem focused coping ability but not the negative mood.

• Korean Journal of Human Ecology
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• v.23 no.6
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• pp.1127-1140
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• 2014

The purpose of this study was to explore the effects of father's socio-demographic variables and father's literacy beliefs on father's literacy interaction. Participants were 204 fathers who have children in 3 to 5 years of age. Data were analyzed by descriptive statistics, correlation analysis and stepwise multiple regression analysis. The findings are summarized as follows: (1) Father's education level was generally correlated with 'father role efficiency', 'open interaction', 'picture-book reading interaction' (2) Monthly income of the household was related 'father role efficiency', 'positive feelings on reading books'. (3) 'Literacy ability development from books', 'father role efficiency', 'positive feeling on reading books' were correlated 'open interaction' and 'picture book reading'. But, 'literacy ability development from books', 'father role efficiency', 'positive feeling on reading books' were negatively correlated 'direct interaction'. (4) The most influential factor on father's 'open interaction', 'direct interaction' was 'literacy ability development from books'. The most influential factor on father's 'picture-book reading' was 'positive feeling on reading books'. These findings highlight that 'literacy ability development from books' and 'positive feeling on reading books' may play critical roles in father's literacy interaction. So, it is very important that adequate training and support on father's literacy beliefs for father's high quality literacy interaction.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.877-892
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• 2014

This Study was to examine whether high school students' autonomy support and beliefs of intelligence ability influence their self-regulated strategies. Of the 600 high school students surveyed from 3 high schools in two metropolitan cities, Korea, 478 completed and returned the questionnaires yielding a total response rate of 79.7%. Among the final sample consisted of 109 gifted students (22.8%), 190 high-achieving non-gifted students (39.7%), and low-achieving non-gifted students (37.4%). Measures of students' perceived autonomy support (i.e. from parents, teacher, peer), beliefs of intelligence ability (i.e. incremental, entity) and self-regulated strategies (i.e. managing environment and behavior, seeking and learning information, maladaptive regulatory behavior). Spearman's rho(${\rho}$) indicated that students' achieving level was positively associated with autonomy support (i.e. parents, teacher), beliefs of intelligence ability (i.e. incremental) and self-regulated strategies (i.e. managing environment and behavior, seeking and learning information). However, students' achieving level was negatively associated with beliefs of intelligence ability (i.e. entity) and self-regulated strategies (i.e. maladaptive regulatory behavior). Hierarchical multiple regression analyses showed that students' perceived autonomy support (i.e. from teacher) and beliefs of intelligence ability (i.e. incremental) were the crucial contributors for enhancing students' self-regulated strategies. Results are discussed in relation to theoretical implications and school settings.