• Child Studies in Asia-Pacific Contexts
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• v.1 no.1
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• pp.39-49
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• 2011

This study compared parents' and teachers' feeding practices with young children. Parents and teachers of children aged 0-3 years were recruited at 24 child care centers to complete surveys regarding their demographic characteristics, parenting styles, and feeding practices with young children. Respondents included 106 parents and 102 teachers. Participants' feeding beliefs and values were found to be related to their parenting style classifications (i.e., Authoritative, Authoritarian, or Permissive), ethnicity, income, and other demographic characteristics. Findings indicate the need for teachers and parents to begin communicating about their longterm goals for a child's development as soon as the child enters care. Understanding the goals and variation of feeding practices used at home and at school can help teachers and parents begin to construct a shared vision for care.

• Korean Journal of Child Studies
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• v.34 no.4
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• pp.1-17
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• 2013

The purpose of this study was to determine the correlation between young children's picky eating behavior and mother's attitudes, beliefs and practices regarding the eating habits of children. Using a sample of 304 mothers of four or five year-old children, confirmatory factor analysis was conducted to test a 7 factor model, which included mother's beliefs and practices related to the feeding of their children. Following this, a t-test was conducted to examine the differences between the feeding behaviors of mothers of both of picky and non-oicky eaters, respectively. The results indicated that picky eater's eating behaviors were positively related to the pressures exerted by mothers and negatively related to the mother's concerns about their child's weight and child's BMI. These findings suggest that the pressures mothers exert upon their children to eat, their child's weight and picky eating behaviors are correlated to each other.

• Human Ecology Research
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• v.52 no.1
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• pp.75-85
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• 2014

Family life culture embodies the ways of thinking and behaving among family members in everyday lives. With a noticeable growth of multicultural families since 2000, there has been an inflow of other culture into the existing Korean family life culture. This new phenomenon signals a potential transformation of the family life culture in Korean society. To forecast such changes, we compared the family life culture of Korean-Vietnamese multicultural families (as reported by 104 Korean husbands and their Vietnamese wives) with that of mainstream Korean families (as reported by 108 Korean married men and 92 Korean married women) by comparing family ritual practices and family values. We also sought to identify whether two cultures in Korean-Vietnamese multicultural families harmoniously coexist or clash by examining differences within couples. Results showed that Korean married men and Korean husbands of Vietnamese women were very similar in terms of family ritual practices and family values. Differences emerged between Korean husbands and their Vietnamese wives. Specifically, Korean husbands endorsed more traditional gender role beliefs while their family values were less patriarchal compared to their wives. Results suggest that more flexible gender role beliefs reported by Vietnamese wives may be a source of conflict in Korean-Vietnamese multicultural families. At the same time, it may be a driving force of change in their existing family life culture. It will be worthwhile to pay attention in future research to whether and how patriarchal values and flexible gender role beliefs would continue to coexist or modify each other.

• International Journal of Contents
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• v.9 no.4
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• pp.45-51
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• 2013

The purpose of this paper is to analyze educational theories and practices represented in the movie Dangerous Minds. This paper begins by giving the overview of the movie. Then this paper makes an analysis of the pedagogical methods and practices used by the teacher in the movie, which can encourage students to fulfill their academic success and social mobility. The lives of students at risk are transformed through the teacher's beliefs and pedagogical practices based on the constructivism, leading students on a path of selfdiscovery and self-empowerment. What is imperative in the students' lives here is their intrinsic motivation and self-efficacy toward the self and their educational system. By providing constructivist pedagogical paradigms and viewing these media texts within the context of an urban school, this paper intends to introduce educational theories and methods which can create better educational environment for students. In short, this study explores teaching theories and methods represented in the movie based on the constructivist perspectives, which are supposed to fully cultivate the potential of students.

• Cross-Cultural Studies
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• v.20
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• pp.149-182
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• 2010

This paper reports on an ongoing study that utilizes the literacy autobiographies of 10 Asian and 10 Western graduate students from TESOL Masters programs in Korea and America as data for a cross cultural study on the discursive process of identity formation and the development of critical consciousness (Freire, 2000). While the data suggests similarities and differences between cultures in terms of the effects of education, social relationships, media, and religion, no definitive claims may be made due to the small size of the research corpus. However, analysis of the data revealed that only four of the narratives could be judged as engaging in critical introspection of individual subjects systems of knowledge, values, and beliefs, as opposed to the other narratives that were primarily descriptive of individual personal experiences. As such, this study found that while the willingness and ability to engage in the critical practices which lead to the development of a critical consciousness are similar across cultures, they may be mediated by the literacy practices inscribed in education, media, and other social practices.

• Korean Journal of Child Studies
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• v.21 no.2
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• pp.233-251
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• 2000

Korean parents and schools are challenged with the issue of working together to provide education and support of children. This study examined variables that affect parent practices and volunteerism, specifically : beliefs of parents about children's education and family-school collaboration, relationships between parent practices and volunteerism, and teacher practices regarding family-school collaboration. Subjects were 651 parents who had children in K-grade 3. Data were analyzed using One-Way Analysis of Variance, Multiple Regression, and Stepwise Regression. Findings were that parents who thought they should be involved actually participated more in their children's education, and parents who reported a greater frequency of receiving information about their children's education and more invitations to volunteer actually were more involved.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.18
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• pp.7679-7686
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• 2014

Background: This study aimed to seek insights into Chinese women's lay beliefs about cervical cancer causal attributions and prevention. Materials and Methods: Twenty-three new immigrant adult women from Mainland China and thirty-five Hong Kong adult women underwent semi-structured in-depth interviews. Interviews were audio taped, transcribed and analyzed using a Grounded Theory approach. Results: This study generated three foci: causal beliefs about cervical cancer, perceived risk of cervical cancer, and beliefs about cervical cancer prevention. Personal risky practices, contaminated food and environment pollution were perceived as the primary causes of cervical cancer. New immigrant women more likely attributed cervical cancer to external factors. Most participants perceived cervical cancer as an important common fatal female cancer with increased risk/prevalence. Many participants, particularly new immigrant women participants, expressed helplessness about cervical cancer prevention due to lack of knowledge of prevention, it being perceived as beyond individual control. Many new immigrant participants had never undergone regular cervical screening while almost all Hong Kong participants had done so. Conclusions: Some Chinese women hold pessimistic beliefs about cervical cancer prevention with inadequate knowledge about risk factors. Future cervical cancer prevention programs should provide more information and include capacity building to increase Chinese women's knowledge and self-efficacy towards cervical cancer prevention.

• Nutrition Research and Practice
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• v.14 no.1
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• pp.45-54
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• 2020

BACKGROUND/OBJECTIVES: This study aimed to examine differences in weight control practices, beliefs, self-efficacy, and eating behaviors of weight class athletes according to weight control level. SUBJECTS/METHODS: Subjects were weight class athletes from colleges in Gyeong-gi Province. Subjects (n = 182) responded to a questionnaire assessing study variables by self-report, and data on 151 athletes were used for statistical analysis. Subjects were categorized into High vs. Normal Weight Loss (HWL, NWL) groups depending on weight control level. Data were analyzed using t-test, ANCOVA, x²-test, and multiple logistic regressions. RESULTS: Seventy-three percent of subjects were in the HWL group. The two groups showed significant differences in weight control practices such as frequency (P < 0.01), duration and magnitude of weight loss, methods, and satisfaction with weight control (P < 0.001). Multiple logistic regression showed that self-efficacy (OR: 0.846, 95% CI: 0.730, 0.980), eating behaviors during training period (OR: 1.285, 95% CI: 1.112, 1.485), and eating behaviors during the weight control period (OR: 0.731, 95% CI: 0.620, 0.863) were associated with weight control level. Compared to NWL athletes, HWL athletes agreed more strongly on the disadvantages of rapid weight loss (P < 0.05 - P < 0.01), perceived less confidence in controlling overeating after matches (P < 0.001), and making weight within their weight class (P < 0.05). HWL athletes showed more inappropriate eating behaviors than NWL athletes, especially during the weight control period (P < 0.05 - P < 0.001). CONCLUSIONS: Self-efficacy was lower and eating behaviors during pre-competition period were more inadequate in HWL athletes. Education programs should include strategies to help athletes apply appropriate methods for weight control, increase self-efficacy, and adopt desirable eating behaviors.

• Korean Journal of Child Studies
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• v.24 no.3
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• pp.57-71
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• 2003

This study investigates the relationships between parental efficacy and parental practices among Korean immigrant parents in the US. Parental efficacy constitutes a special aspect of parental belief systems focusing on the beliefs that parents have the capabilities to manage the tasks of nurturing and socializing their children. Results showed that parental efficacy was positively related to the authoritative dimension of parental practices. However, there was no significant negative relationship between parental efficacy and the authoritarian dimension of parental practices. Interestingly, the authoritative and authoritarian dimensions of parental practices were highly correlated among Korean immigrant parents. This finding is in contrast to much of the research on Anglo American parenting that indicates that authoritarian practices are not compatible with authoritative practices. For Korean immigrant parents, authoritarian practices seem not to have detrimental connotation. Therefore, it can be assumed that Korean immigrant parents parental practices have different underlying mechanisms compared to Anglo American parents. We need to focus parenting research with a broader perspective on the sociological and historical context from which parental practices arise.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.221-233
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• 2002

This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.