• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.473-483
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• 2020

The purpose of this study was to analyze the characteristics of students' academic achievement of middle school science curriculum achievement standards in the 2009 revised national curriculum and to generate implications for curriculum improvement. Based on the results of the 2015-2018 National Assessment of Educational Achievement (NAEA), we analyzed middle school students' mastery of 84 curriculum achievement standards. In the analysis, we used representative item information by achievement level and correct answer rate and checked the validity of the determination of mastery. According to the results of the analysis, 15 of the 84 achievement standards could not determine the degree of achievement. In science, many achievement standards could be mastered only by above-average group students. By achievement level, there were six achievement standards that advanced achievement-level students did not achieve, 38 achievement standards judged to represent mastery by advanced achievement-level students, 23 achievement standards judged to represent mastery by proficient achievement-level students, and two achievement standards judged to represent mastery by basic achievement-level students. By content area, the number of achievement standards corresponding to advanced and proficient levels was similar in the areas of motion and energy and earth and space domains. In the material and life domains, there were more achievement standards corresponding to advanced levels. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards that were under-achieved.

• (The) Korean Journal of Educational Psychology
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• v.31 no.3
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• pp.563-587
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• 2017

The purpose of this study was to understand the ways to enhance academic help-seeking by analyzing the structural relations among individual(achievement goal orientation) and contextural (teacher behaviors and classroom climate) factors known to affect help-seeking, one of the effective self-regulated learning strategies, for upper elementary students. More specifically, it explored the mediational roles of general classroom climate and student achievement goal orientation in the relation between supportive teacher behaviors and student academic help-seeking. A survey was administered to 315 fifth- or sixth-grade students in three elementary schools and the data from the survey was analyzed. Main results are as follows. First, supportive and learning-oriented teacher behaviors with high expectation related to more cohesive and positive classroom climate and more adaptive achievement goal such as mastery goal. Positive classroom climate played an important role in improving student mastery goal, and only mastery goal among different types of achievement goal orientation had a positive prediction of student help-seeking. Second, teacher behaviors significantly predicted student help-seeking through a double mediation of classroom climate and student mastery goal, which showed that classroom contextual factors and student individual factors interacted for help-seeking. These results suggest that the role of teachers as well as the mastery goal of students are important for enhancing students' help-seeking behavior as an adaptive learning strategy.

• (The)Korea Educational Review
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• v.22 no.3
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• pp.301-327
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• 2016

This study was to examine the differences of Korean and Chinese high school students on classroom goal structure(i.e., mastery, performance-approach, and performance-avoidance), help-seeking behavior(i.e., help-seeking, and help-seeking avoidance), and school engagement(i.e., behavioral, cognitive, and emotional), and to identify the mediating role of help-seeking behavior in the links between classroom goal structure and school engagement. The final samples consisted of 290 Korean and 294 Chinese students in high school. Results were as followed. Firstly, Chinese students had a higher classroom mastery goal structure, classroom performance-avoidance goal structure, help-seeking and emotional engagement than Korean students, whereas Korean students had a higher behavioral engagement than Chinese students. Secondly, for Korean students, help-seeking and help-seeking avoidance mediated between classroom mastery goal structure and school engagement. Moreover, for Korean students, help-seeking avoidance mediated between classroom performance-avoidance goal structure and school engagement. While, for Chinese students, help-seeking and help-seeking avoidance mediated between classroom performance-avoidance goal structure and school engagement. Also, for Chinese students, help-seeking avoidance mediated between classroom mastery goal structure and school engagement. Therefore, help-seeking should be promoted in order to improve students' school engagement, and classroom mastery goal structure need to be created in order to encourage students' help-seeking.

• Research in Mathematical Education
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• v.16 no.1
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• pp.31-50
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• 2012

The present study explored whether the implementation of focused activities (intervention programme) can enhance 22 pre-service mathematics teachers' proficiency in solid geometry thinking level as well as change for the better their feelings in this discipline. Over a period of 6 weeks the pre-service teachers participated in activities and diversified experiences with 3D shapes, using illustration aids and actual experience of building 3D shapes in relation to the various spatial thinking levels. The research objectives were to investigate whether the intervention programme, comprising task-oriented activities of solid geometry, enhance mathematics pre-service teachers' mastery of their geometric thinking levels as well as examine their feelings towards this discipline before and after the intervention programme. The findings illustrate that learners' levels of geometric thinking can be promoted, entailing control on higher thinking levels as well as a more positive attitude towards this field.

• Journal of Korean society of Dental Hygiene
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• v.14 no.5
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• pp.631-639
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• 2014

Objectives : The purpose of the study is to investigate the influencing factors on English interest and anxiety in dental hygiene students. Methods : A self-reported questionnaire was filled out by 1,040 dental hygiene students in six universities in Busan and Gyeongnam from April 1 to 30, 2013. The questionnaire consisted of general characteristics, foreign language performance anxiety scale, and English interest. The data were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, and multiple regressions. Results : Those who travelled abroad tended to have a liking for English. English credits significantly influenced on English interest. and employment. The period of English study was proportional to interest and grade of English. Conclusions : The interest and anxiety for English was the major factor to improve the mastery of English. The dental hygienists must try to improve the mastery of language proficiency.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.239-252
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• 2008

This study was to explore the causal relationship among teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation. Among the 278 6th grade students (average age: 12 years) who completed a self-report questionnaire during the second term, 230 (102 boys, 128 girls) returned the completed questionnaire (overall response rate : 82.7%). Measures of teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation were based on students' perceptions. Structural equation modeling tested relationships among the variables. Findings were that teacher efficacy influenced both students' achievement goal orientation and teachers' approaches to instruction. Teacher efficacy positively influenced teachers' mastery approach to instruction and students' mastery and performance approach goal orientations, whereas teacher efficacy negatively influenced teachers' performance approach to instruction.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.8-14
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• 2006

This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.

• Korean Journal of Child Studies
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• v.24 no.1
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• pp.47-59
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• 2003

The influence of depression, self-esteem, and well-being components of maternal psychological environment on child behavior problems was examined in Korean and American populations. Findings were that the level of mother's self-esteem was lower in Korean than in American mothers; the level of mother's "autonomy" and "environmental mastery" was lower in Korean than in American mothers; and "somatic complaints" were more frequent in the Korean group. The relationship between maternal psychological environment and child behavior problems was greater in the American group. In the Korean group, autonomy and enviornmental mastery were negative components causing both internalized and externalized behavor problems in children. Mothers' depression was the most powerful variable, affecting internalized and externalized behavior problems in both Korean and American groups.

• Korean System Dynamics Review
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• v.9 no.1
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• pp.33-56
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• 2008

With emphasis on the importance of systems thinking for the establishment of learning organization, Senge in his famous book "The Fifth Discipline", explains in depth four disciplines such as personal mastery, mental models, shared vision, team learning, which are all geared up to the implementation of learning organization. However, two critical pitfalls are found: First, a holistic picture is absent in his presentation of learning organization, which just seems like a puzzle with linking pieces missing between disciplines. Secondly, as is often the case too much details are discussed in expense of insights on each discipline. This paper thus attempts to draw core metaphysical insights underlying Senge's learning organization disciplines by reinterpreting them from oriental perspectives; and to identify mechanisms depicting how they are working together as a whole, which is enabled by exploiting causal loop diagrams as a tool of systems thinking. In addition some thoughts on the implications of systems thinking on each of the learning organization disciplines.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.173-188
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• 2005

To examine relationships between learning-related social skills(LRSS) and literacy development a sample of 167 children aged 5-6 years were selected from 3 preschools in Seoul. Instruments for measuring LRSS were the cooperation, assertion, and self-control scales of the Social Skills Rating System (Gresham & Elliott, 1990) and the mastery behaviors scales of the Child Behavior Rating Scale (Bronson, et al. 1990). Literacy development was measured by the Concepts about Print(Woon, 1999), the Learning Readiness Scale(Korean Educational Development Institution 1998), and the Writing Development Scale(Lee, 1997). Teachers rated children's LRSS. Data were analyzed by mean, standard deviation, t-test, bivariate correlation, and regression analysis. LRSS correlated with children's literacy development. Mastery behaviors were the best predictor of literacy development.