• 한국수학교육학회지시리즈A:수학교육
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• 제58권1호
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• pp.41-54
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• 2019

The purpose of this study was to examine the effects of career identity on learning persistence and academic achievement, and mediating effect of utility value. To examine the effect of mediating role of utility value, we divided utility value into two types, utility value of daily matters and utility value of career. This study was conducted on 228 senior students in high school, to investigate relations among career identity, utility value, learning persistence and academic achievement in mathematics, by using the structural equation model. The results are as follows. First, career identity positively predicted learning persistence in mathematics. Second, career identity positively predicted the utility value of daily matters and career. Third, both type of utility value in mathematics positively predicted learning persistence in mathematics. Fourth, the utility value of daily matters and career, in mathematics subjects, showed differential predictability toward learning persistence and academic achievement. Both type of utility value in mathematics positively predicted learning persistence, but showed differential predictability toward learning academic achievement. Specifically, the utility value of daily matters in the near future did not predict the academic achievement, but the utility value of career in the distant future positively predicted the academic achievement. Fifth, the utility value was found to play a mediating role in the relationship between career identity and learning persistence. Based on the results of this study, implications for mathematics education were discussed.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권2호
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• pp.117-133
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• 2022

Examining ways to interact with students in small groups is an important topic for researchers to understand. Existing studies pertaining to the topic have not shed light on knowing why teachers interact with students in small groups the way they do. Given that teacher identity shapes teaching practices, this study explores how teacher identity shapes teachers' interaction with students in small groups. Working with two beginning teachers, I conducted four interviews to collect the data related to reasons behind their interactions with students in small groups in the interview. I analyzed the interview transcripts using a thematic analysis. I found that one teacher's teacher identity was related to her personal experiences as a child and a learner and another teacher's teacher identity was related to her view of teachers' roles as a teacher. I provide discussion and implications of this study.

• 한국간호교육학회지
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• 제15권1호
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• pp.15-21
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• 2009

Purpose: This study was performed to identify the level of career identity and clinical competency and the relationships between them in nursing students. Method: Subjects were junior students of 2 colleges in Daegu(N=217). A self-rating questionnaire included demographic data, career identity of nursing students and the clinical competency Korean scale. We received consents from teachers and students. The data was analyzed by frequency, percentage, t-test, ANOVA and Pearson's correlation coefficient using the SPSS 12.0 Program. Result: The mean score of career identity was 31.90 points and clinical competency was 145.13. Career identity showed a significant difference in the age, satisfaction of college entrance and satisfaction of clinical practice. Clinical competency showed a significant difference in the sex, marriage, satisfaction of college entrance and satisfaction of clinical practice. The data showed a negative correlation between career identity and clinical competency. Conclusion: It is necessary to find affecting factors on career identity of nursing students and to develop objective tools for clinical competency and to improve clinical competency programs.

• 한국학교ㆍ지역보건교육학회지
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• 제19권2호
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• pp.31-42
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• 2018

Objectives: This study was conducted to analyze the mediating effect of self-identity on the relationship between aggression and school life adaptation of early adolescents. Methods: This study used the 5th-year data of the Korean Children & Youth Panel Survey (KCYPS) including 159 middle school 2nd students from single-parent families. The data was analyzed with open source statistics program R 3.5.0 to determine whether self-identity had a mediating effect on school life adaptation as an independent variable. Results: A moderate correlation was found among aggression, self-identity, and school life adaptation. As a result of the Sobel test, self-identity of early adolescents demonstrated a significant mediating effect on the relationship between aggression and school life adaptation. Conclusions: Given the significant mediating factor of self-identity, the strategies for early adolescents to boost their overall school life adaptation should be considered through intervention programs that help to enhance their self-identity.

• 가정과삶의질연구
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• 제10권1호통권19호
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• pp.207-228
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• 1992

This study investigated the relationship between personality characteristics of individual and adjustment in the mid-life. The subjects of the study consisted of 374 married persons(185 men and 189 women) who live in Seoul and are 40 to 50 years old and whose last child is in middle school. Bem's short form BSRI, Rotter(1966)'s Internal-External Scale and Hayes & Stinnett(1977)'s MYLSS were used as measurements tools. The major results of the study were summarized as follows ; 1) While sex-role identity of middle aged men appeared in the follwing order ; Androgynous, masculine, undifferentiated, feminine, sec-role identity of middle aged women appeared in the following order ; Undifferentiated, androgynous, feminine, masculine. Both men and women had the moderate scores on the locus of control. The middle aged expressed a moderate level of life satisfaction with middle aged men reporting significantly a higher life satisfaction than did women. 2) Socio-demographic variables such as age, education, occuption and income have turned out to be significant on the life satisfaction of middle aged men. As for the life satisfacton of middle aged women, age, education, husband's occuption and religon had significant influences However, employment status of women, family structure, marital duration, number of child, status of last child, status of first child had no significant influences on Mid-life satisfaction. 3) Mid-life satisfaction of men and women was influenced significantly by sex-role identity and internal-external locus of control. Those men described as masculine and those women androgynous in the sex-role identity had the highest life satisfaction. On the other hand those of undifferentiated in the sex-role identity had the lowest life satisfaction. High levels of internal control were associated with high levels of life satisfaction. 4) The variables affecting the life satisfaction of middle aged men and women were education, income, sex-role identity, internal control. These 4 variables explained 27% of the life satisfaction of middle aged men and 24% of the life satisfaction of middle aged women.

• 의학교육논단
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• 제22권3호
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• pp.153-162
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• 2020

The aim of modern medicine is to prolong life by fighting death. Doctors have traditionally believed that this was an ethical good deed. The negative connotation surrounding death has led to the avoidance of terminally ill patients. But in a modern society where death is medicalized, doctors have to see dying patients every day and are in a state of guilt from implementing meaningless life-sustaining treatments. Therefore, medical schools should allow medical students to embrace a new perspective through death education. Yonsei University Medical College has implemented death education since 2017 as an optional class for first and second year medical students. Students watch videos related to death once a week for 6 weeks and submit their reflections by e-mail. The professor reads the students' reflections and gives them weekly feedback. Through this coursework, students realize that death is not a medical event, but rather a part of life and completion. The ultimate purpose of death education is to transform blind life-absolutist identity into narrative identity.

• 정보교육학회논문지
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• 제14권2호
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• pp.219-227
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• 2010

교과의 정체성은 해당 교과에 내포된 교육적 가치에 대한 다양한 정당화를 통해 가능할 것으로 보인다. 그러나 정보교과는 기초학문으로서 필요의 극대화에도 불구하고 교과로서의 가치를 인정받지 못하고 있는 면이 적지 않다. 특히 개정교육과정에서는 교육과정과 교과서가 있음에도 불구하고 정작 학교 교육에서는 외면당하고 있는 실정이다. 이에 본 연구는 정보교과의 교과교육으로서 가치를 컴퓨터과학교육의 측면에서 논의하였다. 그리고 컴퓨터과학교육의 특성을 토대로 교과로써 가치와 목적에 대한 교육적 성찰을 제공하였다.

• 한국간호교육학회지
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• 제28권3호
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• pp.248-258
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• 2022

Purpose: This study aimed to identify the mediating effect of professional self-concept on the relationship between nurse's image and career identity, and between satisfaction with the nursing major and the career identity of nursing students. Methods: This study utilized a descriptive methodology, and 205 nursing students attending three universities in Busan Metropolitan City participated in it. Data were collected from self-reported questionnaires between March 26 and April 30, 2022. Data were analyzed with descriptive statistics, an independent t-test, analysis of variance, Pearson's correlation coefficient, and simple and multiple regression using the IBM SPSS 22.0 program and Sobel test. Results: The mean score of career identity was 2.92±0.57 out of a possible 4. Career identity showed a significantly positive correlation with nurse's image (r=.32, p<.001), satisfaction with major (r=.47, p<.001), and professional self-concept (r=.32, p<.001). Additionally, professional self-concept had a partial mediating effect on the relationship between nurse's image (Z=2.44, p<.001), satisfaction with major (Z=2.35, p<.001), and career identity. Conclusion: The results of the study show professional self-concept had a mediating effect on the relationship between nurse's image, satisfaction with the nursing major, and career identity. Based on the study's results, career identity education programs for nursing students need to include nursing image, satisfaction with major, and professional self-concept.

• 지역사회간호학회지
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• 제21권3호
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• pp.341-350
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• 2010

Purpose: The purpose of this study was to contribute to enhancing elementary school health teachers professional job performance by analyzing their job identity and job stress. Methods: The participants were 138 elementary school health teachers registered at the Busan Metropolitan City Office of Education, and the survey was conducted from the 22nd to 23rd of July, 2010. The collected data were analyzed by percentile, t-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression using the SPSS/WIN 17.0 program. Results: The average percentiles of job identity and job stress were 70.6 and 64.0 respectively. Among the sub-factors of job identity, autonomy was highest as 73.5, and among the sub-factors of job stress, job demand was highest as 73.9. There were significant differences in the degree of job identity and job stress according to education status, the number of classes, job satisfaction, enthusiasm for work, and the image of nursing teachers expressed in a word. The regression model explained 21.2% of the variance of job identity. job stress explained 32.0% of the variance. Conclusion: It is important to develop various comprehensive programs for improving job identity and managing job stress. In addition, it is necessary to provide support systems including persons, promotion and rewards to school health teachers.

• 한국간호교육학회지
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• 제20권2호
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• pp.223-233
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• 2014

Purpose: The purpose of this study was to identify the specific types and characteristics of gender role identity in view of male nursing students. Method: Q-methodology, a technique for extracting subjective opinions, was used. Forty participants completed the Q-sort activity, rating each statement relative to the others. The Q sample has two categories, representing masculinity and femininity, and each category has 20 statements, resulting in 40 adjectives. The collected data were analyzed by QUANL PC program. Results: Three types of gender role identity of male nursing students were identified: 'Taciturn warmth type', 'assertive power type', 'empathic warmth type'. Despite the differences among the types in this research, male nursing students are likely to have the understanding and keep faith. Conclusion: Male nursing students were exposed to many problems because of the gendered culture of nursing education. To understand the male nursing students' gender role identity will help to promote adaptation in nursing field.