• 수산해양교육연구
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• 제29권1호
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• pp.180-187
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• 2017

The purpose of this research is to analyze the relationship between using computer for learning and subjective achievement in high school. It is also to explore the relationship among gender, school type, subjective achievement and computer use for learning. We conduct structural equational modeling analyses using Korean Child Youth Panel Study (KCYPS) data with 1st grade middle school students panel. We found these results: (a) Using computer for learning effects on the subjective achievement of 3rd grade high school students. (b) Girls more use computer for the purpose of learning than boys during high school. (c) School type has an effect on using computer for learning in high school significantly. From these results, some strategies and guides are suggested in the use of computer for learning.

• 산업진흥연구
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• 제9권4호
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• pp.455-465
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• 2024

본 연구는 중국 대학생의 그릿이 학습 만족에 미치는 영향에서 학습몰입과 주관적 안녕감의 이중 매개효과를 확인하여, 학습만족 증진을 위한 기초자료를 제공하는데 있다. 조사대상은 중국의 한 대학교의 대학생들을 편의표집하였으며, 자료는 온라인 설문조사를 통하여 수집하였다. 불성실한 응답을 제외하고, 350명을 최종 분석에 활용하였다. 통계기법은 빈도분석, 신뢰도 분석, 상관분석을 활용하였고, 학습몰입과 주관적 안녕감의 이중 매개효과 분석을 위해 PROCESS macro의 모델 6번을 적용하였다. 연구의 결과는 첫째, 그릿, 학습몰입, 주관적 안념감, 학습만족은 서로 유의미한 정적인 상관관계가 있었다. 둘째, 학습몰입과 주관적 안녕감이 그릿과 학습만족의 관계에서 이중 매개역할을 하였다. 이러한 결과를 토대로 그릿, 학습몰입 및 주관적 안녕감을 활용하여 학습만족을 증진시킬 수 있는 방안을 제언하였다.

• 조명전기설비학회논문지
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• 제25권1호
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• pp.30-41
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• 2011

This study performs the subjective evaluations of LED illumination conditions according to three types of color temperatures (7,000[K], 5,000[K], 3,000[K]) after employing LED illumination system in the classroom, Since the objective of this study is to develop an artificial lighting conditions like day light comfortable to students in the classroom, the learning effect based on three types of LED illumination conditions are analyzed. Three factors (learning intention, learning environment, learning motivation) are extracted by ANOVA and there are preference differences of LED illumination conditions between learning intention and learning environment factors. Especially, preference differences of LED illumination conditions are existed about calculation, reading and fatigue reduction. The test results of this study can be applied to obtaining high achievement of learning based on the lighting conditions.

• 대한간호학회지
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• 제40권2호
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• pp.182-190
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• 2010

Purpose: This study was done to identify self-directed learning readiness, achievement goal orientations, learning satisfaction and learning achievement, and to evaluate the factors affecting learning achievement for nursing students using a web-based Health Assessment e-Book. Methods: The research design was a cross-sectional study with a structured questionnaire and data were collected before using the web-based Health Assessment e-Book and 1 week after finishing. The participants were 80 nursing students who were taking the Health Assessment class from March to June 2009. Results: Mean score for subjective learning achievement was 31.26 and for objective learning achievement, 69.25. Subjective and objective learning achievement were positively correlated with self-directed learning readiness, mastery goal, attitude toward distance education, and learning satisfaction. In subjective learning achievement, learning satisfaction and mastery goal were significant predictive factors and explained 64% of the variance. Objective learning achievement was significantly predicted by learning satisfaction and self-directed learning readiness, which explained 24% of the variance. Conclusion: Learning satisfaction, mastery goal and self-directed learning readiness were found to be very important factors associated with learning achievement for nursing students using a web-based Health Assessment e-Book. To provide high quality and effective web-based courses and to improve nursing students' learning achievement and learning satisfaction, educators should consider the learner's characteristics from the initial stages of lecture planning.

• 한국콘텐츠학회논문지
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• 제15권8호
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• pp.564-578
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• 2015

본 연구는 지속경력학습 선행변인(개인-직무적합성, 인적자본투자)과 결과변인(주관적 경력성공)에 대한 인과관계 규명과 개인-직무적합성, 인적자본투자와 주관적 경력성공의 관계에서 지속경력학습 매개효과를 규명한다. 연구목적을 달성하기 위한 자료는 울산지역 자동차 및 제주지역 공기업 종사자 241명으로부터 수집되었으며, 동일방법편의 대안으로 측정환경 분리방법으로 자료를 수집하였다. 분석결과, 첫째, 개인-직무적합성과 인적자본투자가 지속경력학습에 긍정적인 영향을 미치고, 둘째, 지속경력학습인 주관적 경력성공을 촉진하는 주요원인으로 확인되었으며, 셋째, 지속경력학습은 개인-직무적합성 및 인적자본투자와 주관적 경력성공의 관계를 각각 부분매개 하는 것으로 규명되었다. 본 연구의 시사점으로는 직무 및 조직차원변인을 활용하여 지속경력학습의 선행변인을 실증적으로 규명하여 지속경력학습의 연구범위 확대에 기여하고 있으며, 주관적 경력성공 연구에 대한 연구자들의 관심을 촉발하는 계기를 제공하고 있다. 또한 지속 경력학습의 매개효과 규명을 통해 개인의 경력개선 과정 메커니즘을 실증적으로 규명하고 있다.

• 직업교육연구
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• 제37권6호
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• pp.85-104
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• 2018

이 연구는 평생교육강사의 프로티언 경력태도와 주관적 경력성공의 관계에서 작용하는 셀프리더십의 매개효과를 알아보고, 이들 간 관계에 대한 이론적 시사점 및 실천적 제언을 하고자 하였다. 연구의 목적을 달성하기 위해 Briscoe, Hall과 Demuth(2006)의 프로티언 경력태도 측정도구, Houghton과 Neck(2002)의 셀프리더십 측정도구와 Greenhaus 외(1990)의 경력만족, Mobley 외(1994)의 직무만족, Johnson(2001)의 고용가능성 측정도구를 사용하여 설문조사를 실시하였다. 인천지역 평생교육강사를 대상으로 총 450부를 배포하여 430부가 회수되었고, 회수된 430부 중 불성실한 응답이라 판단되는 4부를 제외한 426부를 최종 분석에 사용하였다(유효 자료율: 95.6%). 수집된 자료는 측정도구의 타당도 및 신뢰도를 검증하기 위해 확인적 요인분석을 실시했고, 연구의 가설을 검정하기 위해 구조방정식 모형 분석을 실시하였다. 분석 결과, 평생교육강사의 프로티언 경력태도는 주관적 경력성공에 직접적인 정(+)의 영향을 미치고 있었고, 셀프리더십의 매개를 통해 간접적 영향을 미쳤다. 이상의 연구결과를 바탕으로 평생교육사의 프로티언 경력태도, 셀프리더십과 주관적 경력성공의 관계에 대한 이론적 시사점과 각 변인들의 수준을 향상시킬 수 있는 몇가지 실천적 방안을 제시하였다.

• International Journal of Advanced Culture Technology
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• 제8권2호
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• pp.101-108
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• 2020

One difficulty in language learning is the training of reading ability. The improvement on this ability directly affects the process and effect of language learning. At the same time, there are numerous difficulties in actual learning and teaching. Depending on current research, there is two ideas that can utilize to enhance the reading efficiency of learners. One is to amend objective factors; the other is to change subjective factors. Compared with the two ideas, idiosyncratic factors are more manipulable and controllable, so it is more valuable to conduct researches on this. But among the many subjective factors, the degree of their effectiveness is not the same, so this article attempts to compare and analyze the driving effects of two important subjective factors (peer-driven and task-driven) on reading performance. The results show that both factors can have a positive impact on reading comprehension, but different in driving effects. The task-driven has obvious short-term effectiveness; while peer-driven needs to establish its long-term effect on the basis of early coordination and cooperation among team members. Therefore, in order to maximize the achievement of learning, it is necessary to combine strengths and avoid weaknesses according to the characteristics of two factors, so as to help learners improve reading ability most efficiently.

• ETRI Journal
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• 제35권1호
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• pp.89-99
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• 2013

The problem of the sentence-based pronunciation evaluation task is defined in the context of subjective criteria. Three subjective criteria (that is, the minimum subjective word score, the mean subjective word score, and first impression) are proposed and modeled with the combination of word-based assessment. Then, the subjective criteria are approximated with objective sentence pronunciation scores obtained with the combination of word-based metrics. No a priori studies of common mistakes are required, and class-based language models are used to incorporate incorrect and correct pronunciations. Incorrect pronunciations are automatically incorporated by making use of a competitive lexicon and the phonetic rules of students' mother and target languages. This procedure is applicable to any second language learning context, and subjective-objective sentence score correlations greater than or equal to 0.5 can be achieved when the proposed sentence-based pronunciation criteria are approximated with combinations of word-based scores. Finally, the subjective-objective sentence score correlations reported here are very comparable with those published elsewhere resulting from methods that require a priori studies of pronunciation errors.

• 한국학교ㆍ지역보건교육학회지
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• 제19권3호
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• pp.53-64
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• 2018

Objectives: The purpose of this study was to investigate the factors affecting the satisfaction of tutoring and some dental hygiene students and to investigate whether the self - efficacy and subjective norm are mediating effects. Methods: This study was conducted on 81 students in the first year, 82 students in the second year, 30 students in third year of girls who are majoring in the dental hygiene of a college in north Gyeonsang province Form September 1 to October 15 2017 asked them to answer the questionnaire and retrieved the questionnaire, among the 193 questionnaires except for the inaccurate response, 186 were final analysis. Results: In the relationship between the affective factors of tutoring learning and the satisfaction of tutoring learning, the relationship of social interdependence, group intimacy, program usefulness, group commitment, academic self - efficacy, subjective norm, It was found to be relevant. The usefulness of the program was found to have a significant effect on the satisfaction of tutoring learning. Conclusions: It is expected that the tutoring learning satisfaction is mediated by the academic self - efficacy and the subjective norm, so that it can be utilized as the basic data of the study application of the new education program in the field of dental hygiene.

• 한국콘텐츠학회논문지
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• 제21권12호
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• pp.477-489
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• 2021

본 연구는 프로티언 경력지향성이 지속학습활동을 통해 주관적 경력성공에 영향을 미치는 매개과정에 대해서 조직문화 불균형성이 조절변인으로서의 역할을 하는지를 확인하기 위해 실시되었다. 이를 위해 대기업 경력 5년 이상의 사무직 근로자 276명을 대상으로 설문조사를 실시하였으며, SPSS 25와 Process Macro v3.5를 활용하여 자료를 분석하였다. 분석 결과 프로티언 경력지향성이 주관적 경력성공에 영향을 미치는 관계를 지속학습활동이 매개하는 것은 확인되었지만, 조직문화 불균형성의 조절효과 및 조절된 매개효과는 통계적으로 유의하지 않았다. 그러나 프로티언 경력지향성의 하위변인인 '자기주도성'이 지속학습활동을 통해 주관적 경력성공 및 그 하위변인 '고용가능성', '경력만족'에 영향을 미치는 매개과정에 대한 조직문화 불균형성의 조절 효과는 통계적으로 유의하게 나타났다. 마지막으로 본 연구의 시사점에 제한점, 후속연구 제언을 논의하였다.