• Journal of the Korean Society of Food Culture
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• v.30 no.6
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• pp.703-713
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• 2015

The purpose of this study was to determine the relationship between children's dietary self-efficacy, general characteristics and mother's parenting self-efficacy among elementary school students. Mother's parenting self-efficacy was significantly higher as parents' educational levels increased (p<0.001), as family monthly income level increased (p<0.001), and when father's job was professional or managing work (p<0.001). Children's dietary self-efficacy was meaningfully higher when parents' educational levels were higher (p<0.01), and family income level was higher (p<0.01). Mother's parenting self-efficacy showed a correlation with children's dietary self-efficacy (p<0.001). All factors comprising parenting self-efficacy, such as 'general parenting self-efficacy' (p<0.001), 'healthy parenting self-efficacy' (p<0.001), 'communication parenting self-efficacy' (p<0.001), 'educational parenting self-efficacy' (p<0.001), and 'control parenting self-efficacy' (p<0.001) showed correlation with children's dietary self-efficacy. It is suggested that in order to improve children's dietary self-efficacy and mothers' parenting self-efficacy, families, schools, and communities must put forth a concerted effort. By complementing existing nutritional programs focusing on nutritional knowledge, one can develop a education program and social support to enhance children's dietary self-efficacy and mothers' parenting self-efficacy.

• Korean Journal of Community Nutrition
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• v.29 no.2
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• pp.114-128
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• 2024

Objectives: The purpose of this study was to investigate the perception of nutrition teachers and the factors influencing their intention toward sustainable dietary education utilizing the theory of planned behavior (TPB). Methods: The self-administered online survey was completed by nutrition teachers in Jeollanam-do, South Korea. A total of 151 valid questionnaires were analyzed. Factor analysis and multiple regressions were employed to test the research model. Results: The study findings demonstrated that all TPB variables significantly influenced the sustainable dietary educational intention, with the degree of influence ranking as follows: external perceived behavioral control (β = 0.417), attitude (β = 0.240), internal perceived behavioral control (β = 0.207), and subjective norms (β = 0.181). For external perceived behavioral control, nutrition teachers and elementary schools exhibited higher levels compared to dietitians and middle/high schools, respectively. The participants in sustainable dietary education training programs exhibited a higher level of internal perceived behavioral control compared to those who did not participate. The highest perception levels were reported for attitude (4.26), followed by subjective norms (4.02), internal perceived behavioral control (3.67), and external perceived behavioral control (3.20). Conclusions: This study affirmed that the TPB variables elucidated the sustainable dietary educational intentions of nutrition teachers. The significant impacts of external and internal perceived behavioral control, attitude, and subjective norms on educational intentions were confirmed. Consequently, proactive support from schools and governments is essential to enhance the facilitating factors and mitigate the barriers toward sustainable dietary education in schools.

• Journal of Industrial Convergence
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• v.22 no.7
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• pp.93-102
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• 2024

The purpose of this study wa to analyze the impact of nurses' perceptions of care and professional self-concept on their organizational socialization. The participants were 193 nurses working in university hospitals and general hospitals in regions C and D. Data collection took place from July to August 2016, and the data were analyzed using descriptive statistics and multiple regression analysis with IBM SPSS 22 software. The results indicated that educational level and professional self-concept are determining factors influencing organizational socialization. Nurses with an associate degree showed higher levels of organizational socialization compared to those with a bachelor's degree or higher, and higher levels of professional self-concept were associated with higher organizational socialization. Therefore, it is necessary for hospitals to implement effective human resource management that enables nurses of each educational level to quickly socialize within the organization, providing differentiated support and programs based on educational level. Additionally, continuous research is required to enhance nurses' professional self-concept and establish their work identity.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.79-96
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• 2008

This study analyzed differences of role behaviors of participants in bullying according to bystanders' characteristics. Participants were 112 $5^{th}$, $6^{th}$ and $7^{th}$ grade students. Bystanders' characteristics of empathy, negative attitudes about bullying, psychological burden, distorting of consequences, and attribution of blame were classified by K-Means Cluster Analysis into three groups with similar characteristics : lack of empathy/cognitive distorting, anti-bullying, and perception of cost groups. Major findings were that : the lack of empathy/cognitive distorting group had higher levels of bullying behavior than the anti-bullying group and higher levels of victimization than the perception of cost group. The anti-bullying group showed higher levels of defense behavior than the lack of empathy/cognitive distorting group. Implications for future research were discussed.

• Child Studies in Asia-Pacific Contexts
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• v.6 no.1
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• pp.17-29
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• 2016

To help define future research direction and enhance educational service for children from Asian and Latino immigrant backgrounds, this review examines research investigating social competence with reference to host and heritage language skills. A targeted search obtained 14 peer-reviewed studies published from 1994 to 2014 focusing on children aged from birth to 12 years. Social competence is mainly measured by four dimensions: externalizing behaviours, internalizing behaviours, social skills and relationships with others. The evidence suggests that English proficiency levels are positively associated with social skills and parent-child relationships are of higher quality when parent-child heritage language difference is minimal. However the findings are mixed regarding how English levels are associated with externalizing, internalizing behaviours and relationships with others and how heritage language levels are associated with social competence. This review makes a set of recommendations for future research including assessment of participants' language proficiency with language tests and examination of emotional factors in the relationship between English and social competence. The implications of the findings are also discussed for educators.

• Korean Journal of Health Education and Promotion
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• v.10 no.2
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• pp.32-39
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• 1993

The authors have examimed 349 primary school children with questionare in order to appraise the oral health educational levels, one month later after performing oral health education as direct education and indirect education with video film, and compared the data from 350 uneducated children. The obtained results were as followings ; 1. It was estimated that the direct and indirect oral health education for school children were effective for in creasing the knowledge levels of oral health. 2. It was revealed that such items of oral health education as preventive measure for caries, tooth brushing method, etiology of dental caries and etiology of malocclusion were more effective for increasing the knowledge levels, compared to uneducated group. 3. Tooth Brushing Method should be educated in practical, not only to school children but also school teachers. 4. It should be established the goals and items for oral health education in practical as national level.

• Journal of Nutrition and Health
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• v.19 no.6
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• pp.402-408
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• 1986

Since diet is an essential component of the treatment for diabetic mellitus, a progressive educational plan was designed to educate diabetic children for the proper selection of their foods. Seven suspicious children were chosen according to the previous oral glucose tolerance test and present blood glucose levels (fasting and postprandial 2 hours). The education program includes the basic nutrition study, learning of the five basic food groups. familiarization with the food exchange lists. calorie calculation and menu planning, and follow-up evaluation by checking every day -food intake. The duration of the education was five weeks. The levels of fasting blood glucose and postprandial -2 hours blood sugar of the seven children were significantly reduced after the 5-weeks education:FBS:from 92-125mg% to 67-80mg%, pp-2hours BS: from 130-169mg% to 69-90mg%. The children have felt much better with profound self-confidence after to program . Their oral glucose tolerance test levels were also significantly decreased after the 5-weeks education in comparison with those of one year ago.

• School Mathematics
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• v.3 no.2
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• pp.355-372
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• 2001

The primary school mathematics emphasizes some activities such as visualizing figures, drawing figures and comparing figures from various angles. These activities could be undertaken throughout examination, experiments and exploration of the substantial materials. They could also be undertaken by using the objects found in a daily life informally. The 7th curriculum of mathematics reflects this trend and includes the systematized activities in teaching spatial sense in geometry. However, it still requires more researches on the teaching methodology of spatial sense and the conceptual analysis of spatial sense. In this study, the concept of spatial sense is analyzed and Mackim's 3-levels teaching methodology and Bruner's EIS theory and suggestions are reviewed as a possible teaching methodology of spatial tasks. As a conclusion, this study suggests a teaching-learning methodology of spatial tasks at the levels of 2-GA and 3-Ga of the 7th curriculum of mathematics.

• Korean Journal of Child Studies
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• v.26 no.3
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• pp.43-59
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• 2005

A sample of 578 adolescents responded to self-report questionnaires. Results showed that parental education levels and occupation and adolescent perceptions of their socioeconomic status were positively related to maternal expectations. Adolescent perceptions of their socioeconomic status were related to maternal emotional support and adolescent self-esteem. Adolescent achievement motives were positively related to parental education levels and adolescent perceptions of their socioeconomic status. Maternal expectations/emotional support and adolescent perceptions of their socioeconomic status were positively related to adolescent achievement motivation. Maternal expectations played a mediating role between parental educational levels and adolescent perceptions of their socioeconomic status and adolescent achievement motives. Maternal emotional support and adolescent self-esteem played mediating roles between adolescent perceptions of their socioeconomic status and achievement motives.

• Educational Technology International
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• v.22 no.2
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• pp.311-339
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• 2021

This study examined the effects of scaffolding types (Toulmin's Argument Pattern: TAP or Argumentation Vee Diagram: AVD) and individual metacognition levels (low or high) on students' learning achievement in online collaborative argumentation. A total of 191 Chinese undergraduates took part in this study. They were randomly assigned to either the TAP scaffolding, AVD scaffolding, or no scaffolding condition. They were teamed up in small groups of two or three students to argue with their peers using SNS as the online collaborative argumentation environment. The results revealed that students in the TAP and AVD scaffolding conditions did not gain significantly higher retention or transfer scores than students without scaffolding. However, students in the TAP scaffolding condition significantly outperformed those in the AVD scaffolding condition on transfer scores. Individual metacognition did not significantly affect learning achievement in online collaborative argumentation. Additionally, there was no significant interaction effect between scaffolding types and individual metacognition levels on retention or on transfer. The findings have implications for scaffolding design for online collaborative argumentation and also suggest that more attention should be paid to social metacognition rather than to individual metacognition when students work collaboratively.