• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권2호
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• pp.99-121
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• 2019

This article looks back and also looks forward at the values aspect of school mathematics teaching and learning. Looking back, it draws on existing academic knowledge to explain why the values construct has been regarded in recent writings as a conative variable, that is, associated with willingness and motivation. The discussion highlights the tripartite model of the human mind which was first conceptualised in the eighteenth century, emphasising the intertwined and mutually enabling processes of cognition, affect, and conation. The article also discusses what we already know about the nature of values, which suggests that values are both consistent and malleable. The trend in mathematics educational research into values over the last three decades or so is outlined. These allow for an updated definition of values in mathematics education to be offered in this article. Considering the categories of values that might be found in mathematics classrooms, an argument is also made for more attention to be paid to general educational values. After all, the potential of the values construct in mathematics education research extends beyond student understanding of and performance in mathematics, to realising an ethical mathematics education which is important for thriveability in the Fourth Industrial Revolution. Looking ahead, then, this article outlines a 4-step values development approach for implementation in the classroom, involving Justifying, Essaying, Declaring, and Identifying. With an acronym of JEDI, this novel approach has been informed by the theories of 'saying is believing', self-persuasion, insufficient justification, and abstract construals.

• 사물인터넷융복합논문지
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• 제8권6호
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• pp.1-13
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• 2022

본 연구는 문헌 검색을 통해 중국의 23편의 관련 실증 연구를 얻은 후 review manager를 이용하여 정량 분석을 진행한 결과로 VR 기술은 학생들의 전반적인 학습 효과에 긍정적인 영향을 미치고 VR 기술은 학습 효과의 각 차원(이론 성적, 조작 성적, 학습 동기, 학습 흥미, 학습 태도)에도 유의미한 영향을 미치며 각 차원 간에는 유의한 차이가 없음을 발견했다. 과목 유형, 교수 시간, 교수 방법 등 조절 변수에는 유의한 차이가 있었고, 학군 및 VR 기술 유형에는 유의한 차이가 없었다.

• The Journal of Asian Finance, Economics and Business
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• 제8권8호
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• pp.513-524
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• 2021

Many organizations have realized that to stand out in today's competitive business world, they need not only academic skills but also emotional intelligence (EI). This study aims to investigate the relationship between EI and the organizational performance of university teachers. The convenient sampling technique has been used to select 200 respondents from 25 universities, and a self-administered research instrument has been employed to collect data from the respondents. The reliability test of items is confirmed by Cronbach's Alpha test using SPSS. Factor analysis has been used to find out the significant constructs of EI, which influence organizational performance. Likert scale and multivariate regression analysis have been used for measuring questionnaire items and testing hypotheses. The key outcomes of this study suggest that interpersonal competence, job performance, effective leadership, motivation and creativity, and social competence have a vital influence on organizational performance. The study also reveals that a decision-making system should be developed and the policymakers and concerned authorities should give more emphasis on key variables of EI that are affecting the advancement of higher education. Further investigation is encouraged to identify the mediating and moderating effects of EI on the relationship between employee work engagement and job performance in the organization.

• 대한융합한의학회지
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• 제5권1호
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• pp.25-44
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• 2023

Objectives: Gaming disorder has been viewed as a disease in the DSM-5 and ICD-11. Its essential symptoms are loss of control over gaming, gaming becoming a markedly prioritized activity over other activities of daily living, and continued and excessive use of gaming despite negative problems occurring. Methods: Children and adolescents are especially vulnerable to gaming disorder because the striatal pathways related to reward develop earlier than the control regions of the prefrontal cortex. It is also associated with decreased dopamine D2 receptors. Addiction is related to 'want' and is explained by incentive-sensitization. In addition, allostasis, in which homeostasis is continuously achieved at a new target value, is also related to gaming disorder. In addition, personality causes, unchangeable factors, and external factors can influence on the onset of gaming disorder. Results: Prevention is the best solution for gaming disorder, and the role of parents is important. For gaming disorder, bupropion is used, cognitive-behavioral therapy and family-based therapy are also beneficial. Herbal medicine treatment such as Antler velvet and ginseng can be effective. Electroacupuncture and acupuncture using PC6, SP6, and LR3 has a correlation with relieving Internet craving. Ear-acupuncture was also effective in treating addiction. Conclusion: Psychologically, 'want' is an intense longing for reward and motivation, and is related to addiction. This 'want' may rather be related to avoidance, and game addiction in children and adolescents may be due to wanting to escape from academic stress or avoidance of comparison. Therefore, the importance of 'like', which gives pleasure in itself, increases. It can also be explained with Sasang Constitutional Medicine.

• Educational Technology International
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• 제20권2호
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• pp.195-221
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• 2019

This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.

• 산경연구논집
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• 제14권11호
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• pp.19-25
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• 2023

Purpose: Prior studies regarding ethical management on worker's performance have primarily focused on specific industries or regions, potentially limiting the generalizability. This gap in knowledge underscores the need for a comprehensive investigation that considers a diverse range of industries and thoroughly examines the multifaceted aspects of ethical management. Research design, data and methodology: The academic search platform used for this study was 'Google Scholar', 'Scopus', and 'Web of Science' indexes various scholarly articles, including peer-reviewed journals and books. By utilizing specific search terms such as "corporate ethical management" and "employee performance," a vast pool of relevant studies was identified. Results: The findings indicated four effects: first, a positive correlation between ethical management practices and heightened employee motivation and engagement; second, an augmentation in organizational commitment and job satisfaction among employees; third, a reduction in turnover rates, indicating enhanced employee retention; and fourth, an elevation in overall productivity and performance outcomes. Conclusions: In sum, this study offers actionable insights, advocating for adopting and reinforcing ethical management strategies as a potent means to foster a high-performance work culture. These encompass fostering a robust ethical framework, cultivating a culture of transparency and open communication, and providing avenues for employees to voice ethical concerns without fear of retribution.

• International Journal of Advanced Culture Technology
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• 제12권1호
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• pp.20-25
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• 2024

The qualitative effect of class is influenced by the instructor's class design and operation method, but it comes from motivating students to actively participate in class and utilizing potential qualities that lead to student-centered learning. Students' activities and the quality development of class participation can be utilized in presentation-based classes. This could be confirmed through the presentation classes in English language curriculum applied to English major students in Korea. In other words, with presentations conducted in language-theoretic classes such as phonetics/phonology, and syntax, it turned out that immersion in learning, concentration on class, and motivation for learning can be improved, developing systematic self-directed learning ability and cooperative mutual communication ability. Instructors need to lead the direction and design of the classes, but the actual educational effect depends on how students accept the academic tasks, how well they understand the learning contents, and how well they can systematically transmit them to others. In this respect, this study aims to investigate that learner-centered presentation classes contribute to making learners develop their competencies in class design, data utilization, imparting knowledge, and communication, which would bring about the improvement of learning quality and educational effects.

• 한국간호교육학회지
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• 제9권1호
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• pp.144-154
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• 2003

Recently, in the academic disciplines critical thinking has been emphasized as the new evolution in education. Problem-based learning is suggested as the evolutionary learning method in developing critical thinking. In the nursing education, PBL is offered as an appropriate teaching method to prepare nurse student for professional. PBL is a student-centered learning strategy aimed at developing critical thinking, motivating self-directed study and attaining autonomy. The purpose of this study was to develop the communication curriculum of nursing education based on PBL and implementing of it. PBL module was developed focused on five communication situations. And learning strategies to facilitate the learning process and the guided questions to stimulate student inquiry were also developed. This PBL education was conducted for six students in the master's course during the 14 weeks from March, 2000 to June, 2000. The outcomes of the PBL education were examined based on the content analysis of the students reflective journal. As a result, it was found that students experienced the effect of it focused on self-oriented, group-oriented, and practice-oriented domain. In the self-oriented domain, the findings indicate that there were 5 kinds of concepts including 'motivation for self-directed study', 'transition toward certainty in knowledge acquisition', 'attempt to apply their prior knowledge into new situation', 'enhancement of self-image in real situation', 'self-growth with self reflection'. In the group-oriented domain, there were 3 kinds of concepts including 'cognitive work in group', 'perception of co-responsibility in attaining learning objectives', 'socialization with group members'. In the practice-oriented domain, there were 3 kinds of concepts including 'linkage theoretical knowledge with real situation', 'attempt to apply in real situation', 'development problem solving skill in real situation'. In conclusion, PBL had a significant effect on self, group, and clinical domain. And assessing PBL outcomes is challenging because standardized instrument do not develop yet. So the findings of this study can suggest the basic data for examining the PBL outcome.

• 유통과학연구
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• 제12권11호
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• pp.45-53
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• 2014

Purpose - Goal setting is effective in any domain in which an individual or group has some control over the outcomes. It applies not only to work tasks but also to sports and health, and in various other settings. Its success depends on considering the mediators and moderators determining its efficacy and applicability. This study investigates the individual factors influencing academic goal attainability. Unlike previous studies, we focused on the effect of the relationships between individual traits (passion, tenacity, self-control) and specific motivation (vision, self-efficacy, implementation intentions) with academic goal attainability, rather than the effects of the relationship between commitment and the goal shielding mechanism with goal attainability. Research design, data, and methodology - Data collected through questionnaires were analyzed by the SPSS program. A total of 293 school students, who participated in the TOEIC program, participated in the survey. Slightly more than half were female (male: n=145 vs. female: n=148). We verified nine hypotheses through various statistical methods (reliability analysis, exploratory factor analysis, confirmatory factor analysis, structural equation model for the hypothesis test, bootstrapping test for the mediation test). Results - Data was analyzed in three phases. The first phase involved measurement analysis (i.e., item purification and factor structure confirmation), involving the scales of the three variables of individual traits, three mechanism variables, and goal attainability. The second phase involved estimating the proposed structural relationships among the key constructs (see Figure 1), using the results to test H1 to H9. The final phase involved examining the mediating effects of the three variables (vision, implementation intention, and self-efficacy). The research model shows that the independent variable passion has a significant result with both the mediators-vision and self-efficacy. Further, vision and self-efficacy significantly affect goal attainability. The second variable, self-control, shows a significant effect when mediated by implementation intentions, but the direct relationship between implementation intension and goal attainability shows an insignificant result. However, when further mediated by self-efficacy, it showed a significant effect between self-efficacy and goal attainability. Similarly, the third variable, tenacity, shows an insignificant result when mediated by vision. In contrast, the mediator self-efficacy shows a positive effect between tenacity and goal attainability. Conclusions - This study shows how these individual traits, when mediated with the appropriate motivational factors, resulted significantly in the attainability of academic goals. We may identify several theoretical and practical contributions. Theoretically, we developed a step further in the research into consumer goals and related studies. Future research could examine the effects of different learning goal types and their combinations with performance goals (e.g., learning goals first, then performance goals), different types of goal framing (approach success vs. avoid failure), the relation between goals and cognition (which, by implication, entails all of cognitive psychology), goal hierarchies, and macro goal studies with organizations of different sizes. More studies on the relationship between conscious and subconscious goals would also be valuable.

• 한국산학기술학회논문지
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• 제17권2호
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• pp.147-155
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• 2016

본 연구의 목적은 간호대학생의 대인관계, 임상실습 스트레스 및 임상실습 만족도를 파악하고, 제 변수의 상관관계를 조사하기 위해 시도되었다. 본 연구는 대구 경북 지역 3개 대학교 간호학과에 재학 중인 3,4학년생 261명을 대상으로 2015년 9월 7일~18까지 설문조사하였고, 기술통계, t-test, ANOVA, Pearson correlation coefficients, Stepwise multiple regression으로 분석하였다. 연구결과 대상자의 대인관계는 평균 $3.74{\pm}0.39$점, 임상실습 스트레스는 $3.21{\pm}0.54$점, 임상실습 만족도는 $3.44{\pm}0.45$점이었다. 대인관계는 연령(F=3.12, p=.046), 간호학 전공만족도(F=15.84, p<.001), 대인관계 중요성(F=4.76, p=.001), 학업성적(F=3.80, p=.011)에 따라 유의한 차이가 있었다. 임상실습 스트레스는 연령(F=8.05, p<.001), 간호학 지원동기(F=4.55, p=.001), 간호학 전공만족도(F=2.69, p=.046)에 따라 유의한 차이가 있었다. 임상실습 만족도는 간호학 전공만족도(F=3.24, p=.022), 대인관계 중요성(F=3.01, p=.019), 학업성적(F=5.24, p=.002)에 따라 유의한 차이가 있었다. 대인관계와 임상실습 만족도(r=.24, p<.001)는 유의한 순 상관관계가 있었으며, 임상실습 만족도에 영향을 미치는 요소는 대인관계(${\beta}=.21$, p<.001), 학업성적(${\beta}=.12$, p=.045)이었다. 결론적으로 간호대학생의 임상실습 만족도를 높이기 위해서 간호대학생의 대인관계능력을 향상시키기 위한 중재 방안이 필요하다.