• Proceedings of the Korea Association of Information Systems Conference
• /
• 2001.12a
• /
• pp.271-282
• /
• 2001

• Journal of The Korean Association For Science Education
• /
• v.24 no.1
• /
• pp.171-182
• /
• 2004

The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

• Journal of The Korean Association of Information Education
• /
• v.2 no.1
• /
• pp.10-18
• /
• 1998

In a VOD server, media data are usually encoded by VBR compression technique such as MPEG, therefore, media stream rates vary. We propose a striping strategy called VCS considering VBR compression in Clustered VOD servers. Simulation are conducted to evaluate and compare the new strategy with a known striping strategy. The results show that the VCS strategy improves the performance.

• Journal of the Korean Home Economics Association
• /
• v.37 no.2
• /
• pp.55-72
• /
• 1999

The purpose of this study was to investigate developmental trends in organization strategy for taxonomic and slot-fiber lists and category typicality, use of organization strategy in relation to developmental changes in category knowledge structure, emergent organization capacity and effects in category typicality on children's recall. Moreover, the influences of children's age, use of organization strategy, list types and category typicality on children's recap were figured out. The major results were as follows. 1. Children's recall use of organization strategy increased with age. That is, the older children performed better recap and used organization strategy on both list types than the younger children. 2. AU children performed recall and used organization strategy better for the slot-filler than taxonomic list. The 4-year-olds, however, demonstrated better recap and use of organization strategy for the slot-filler than taxonomic list. While the 6-year-olds and 8-year-olds showed no such differences. These findings were supported the view that script-based slot-filler categories have a strong influence on young children's memory performance. 3. At each age level, children showed higher level of recall and use of organization strategy for category typical than category atypical list. AU children received higher scores for the typical than atypical items on recap and use of organization strategy. 4. Children's age, use of organization strategy, list types, and category typicality of lists significantly predicted children's recap.58% of the variance of children's recap was explained by four variables.

• Journal of the Korean Home Economics Association
• /
• v.36 no.12
• /
• pp.129-143
• /
• 1998

The purpose of this study was to develop a Korean Coping Strategy Scale and to examine coping characteristics of Korean housewives form urban low-income families using this Scale. Two hundred and forty mothers were either interviewed or filled out this Coping Strategy Scale and Demograpic Information Questionnaire. The Coping Strategy Scale consisted of 14 items under 4 dimensions of problem-solving, support-seeking, emotion-regulation/explosion, and abandonment. Item analysis and construct validation were found acceptable. The alpha coefficient of the Scale was 73. The results showed that the mothers used problem-solving most as a coping strategy, followed by supportseeking and emotion-regulation/explosion. Abandonment coping strategy was used least frequently. The demographic variables of mother's and their husbands' age, duration of marriage, income and expenditure per moth were significantly related to mothers' coping strategies.

• Journal of the Korean Home Economics Association
• /
• v.33 no.6
• /
• pp.99-113
• /
• 1995

The purposes of this study were to investigate the interrelationships between family functioning, marital conflicts, conflict coping strategies and couple's psychological adjustment, and to identify the influence of each variables on couple's psychological adjustment. The subjects of this study were 532 couples with teen-aged children in seoul. the major findings were as follows ; 1) The couples' perception of their family funstioning(family cohesion and family adaptability) had linear relations with psychological adjustment(marital satisfaction, self-esteem, and depression). 2) For both spouses, marital conflicts, avoidance strategy, action-expression strategy, emotional strategy and outside-aid seeking strategy were negatively related to family functioning, marital satisfaction and self-esteem, and were positively related to depression, Rational coping strategy was positively related to marital satisfaction and self-esteem, and were negatively related to depression. 3) Couples' marital satisfaction were significantly affected by marital conflicts, avoidance strategy, family functioning and family income. Couples' self-esteem were significantly affected by rational coping strategy, family functioning, family income and avoidance strategy. Couples depression were significantly affected by marital conflicts, emotional strategy, and avoidance & action expression strategy. In addition, wives' self-esteem were affected by family functioning. And there were differences between wives and husbands in the findings.

• Journal of the Korean Home Economics Association
• /
• v.44 no.7 s.221
• /
• pp.99-111
• /
• 2006

This study was conducted to investigate children's emotional response, emotion regulation strategy, and emotion regulation effect (regulation effect of strategies), and to determine the relationships among emotion regulation strategy, emotion regulation effect and children's psychological well-being in anger, (ear, and disappointment situations. Emotion regulation strategy recomposed four strategies through factor analysis based on the children's direct answers to the question inquiring on the method used to regulate anger, fear, and disappointment. A total of 359 elementary school children in glades 5 or 6 selected one strategy use to regulate anger, fear, and disappointment. The effect of that selected strategy were estimated. Psychological well-being is evaluated by a questionnaire. The results of this study showed that most of elementary school children used the attention evocation strategy to regulate anger, fear, and disappointment, and this strategy was confirmed to be the most effective. Children's psychological well-being was associated with only emotion regulation effect in anger, fear, and disappointment situations.

• Journal of The Korean Association of Information Education
• /
• v.13 no.4
• /
• pp.423-432
• /
• 2009

This study aims to analyze strategy, one of the predictor variables that have influence on the effectiveness of learning in e-learning environment and to define the factors of e-learning strategies of elementary school students. Preceding studies on face-to-face strategy and e-learning strategy, and existing face-to-face and e-learning strategy test sheets were analyzed. Questions are developed based on the results to make clear the area of leaning strategies used by elementary school students in e-learning environment and to analyze the e-learning strategies of elementary school students. The results from this study are, the e-learning strategies of elementary school students are shown in five areas including strategy for learning activity, strategy for learning attitude, resource use strategy, planning strategy, and overload management strategy. It was found that five strategy areas have explanatory power in the order of strategy for learning activity, strategy for learning attitude, resource use strategy, planning strategy, and overload management strategy.

• English Language & Literature Teaching
• /
• v.15 no.3
• /
• pp.249-282
• /
• 2009

This study reports on the use of the trait and state cognitive/metacognitive strategy use and the difference of the trait/state strategy use according to students' proficiency level. First of all, for checking up the trait strategy use, 119 first-grade male students in a high school completed the questionnaire on strategies which they thought they used during a reading test. Secondly, to find out their state strategy use, students took a fifteen-item reading comprehension test, followed by filling out questionnaires on cognitive and metacognitive strategies used in the test. This study employed quantitative data analysis. The results suggested that (1) the cognitive and metacognitive strategy use in the trait and state conditions are used the most by the high proficiency group and they are correlated respectively; (2) these strategies are used with statistically significant difference according to students' proficiency level, especially to the lower level students. The highly successful group uses the cognitive and metacognitive strategy in the actual test situation more than the lower proficient group; there is no difference in trait and state strategy use.

• Journal of the Korean Home Economics Association
• /
• v.41 no.5
• /
• pp.41-58
• /
• 2003

The purpose of this study is to develop and evaluate a social competence enrichment program for institutionalized children in early childhood. The program was developed to enhance institutionalized children's social competence. The program consists of sixteen 30-minute sessions. 19 institutionalized children (11 boys and 8 girls) participated in this program. The effect of this program was evaluated by institutionalized preschool children's emotional knowledge and interpersonal problem solving strategy. Assessment of emotional knowledge consists of identification and situation task. Interpersonal problem solving strategy includes forceful, prosocial, and manipulative strategy. Results showed that there was a significant experimental effect for emotional knowledge. Experimental children showed higher scores of emotional knowledge than control children. Also, there was a significant experimental effect for prosocial and forceful strategy. Experimental children showed higher ratio of prosocial strategy and lower ratio of forceful strategy than control children. The results of program evaluation revealed that this program was helpful for promoting institutionalized children's social competence.