• Journal of People, Plants, and Environment
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• v.22 no.6
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• pp.601-609
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• 2019

The purpose of this study was to investigate the applicability of rational emotive behavior therapy(REBT) technique to the horticultural activity program as a method of reducing irrational beliefs and job-seeking stress, and improving career maturity through the change of irrational beliefs. The subjects were 30 university students with irrational beliefs, 15 of them in the control group and 15 in the experimental group. The horticultural therapy program was carried out in total 10 sessions once a week for one and a half hours. For irrational beliefs, the experimental group showed a significant decrease (p=.002) in the total score after the program, but the control group showed an insignificant change (p=.529). Total job-seeking stress score was decreased significantly in the experimental group (p=.002) after the program, whereas it was increased in the control group (p=.023). For the career maturity, the experimental group showed a significant increase (p=.008) in the total score, whereas the control group showed a significant decrease (p=.028). Therefore, it can be found that REBT applied horticultural activity programs are helpful for reducing irrational beliefs and job-seeking stress and improving career maturity for young adults.

• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.185-193
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• 2019

In this paper, we propose the effects of programming-based TPACK educational program on the pre-service teacher's self-efficacy beliefs for technology integration. For this study, pre-service teachers who received programming education and TPACK education based on ICT were set as control group and pre-service teachers who received programming-based TPACK education as experimental group. In order to observe the change, the pre-service teachers conducted the test tool to measure the self-efficacy beliefs for technology integration before and after applying the educational program. As a result of the study, only the pre-service teachers who received the programming-based TPACK education showed significant improvement in the self-efficacy beliefs for technology integration. Furthermore, in the post-test, the experimental group showed a significantly higher difference than the control group. Through this study, it was concluded that programming-based TPACK educational program is effective in enhancing pre-service teacher's self-efficacy beliefs for technology integration.

• Korean Journal of Community Nutrition
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• v.8 no.6
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• pp.867-875
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• 2003

The purpose of this study was to investigate the psychosocial factors influencing dairy product consumption of female university students in Daejeon. The Theory of Planned Behavior provided the basis for this study. As a result of the pilot-study, 18 behavioral beliefs, 8 normative beliefs, and 12 control beliefs were identified. The subjects (n=236) were grouped into a high-consumption group (1 serving/day, n=117) and a low consumption group (< 1 serving/day, n=119). The data were analyzed using t-tests or $\chi$$^2$-tests. Among the general characteristics, there were significant differences in the amount of pocket money spent per month, residence type (p<0.01), weight, frequency of exercise and perceived health status (p<0.05) of the subjects. With respect to the 18 behavioral beliefs, the high consumption group responded less negatively on ‘eating dairy foods would not be convenient’ than the low consumption group (p<0.05). None of the subjective normative items were significantly different between the two groups. However, notable differences were found in regard to the control beliefs (8 out of 12 control beliefs). These included overall control over consuming dairy products (p< 0.001), as well as specific beliefs regarding barriers such as easy spoilage of dairy products, the cost, eating them for snacks and dislike for them (p<0.05). In addition, specific situations, such as ‘when I want them I get them’ (p<0.01), eating out and the availability of dairy foods at home (p<0.05) were significantly different between the two groups. The high consumption group showed more control over these barriers or situations. These results suggest that nutritional education for young female adults should incorporate strategies to increase their perceived control over the consumption of dairy products by removing barriers and including environmental approaches which address the availability issues.

• The Mathematical Education
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• v.54 no.2
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• pp.99-117
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• 2015

The purpose of this study was qualitatively conducted for getting the answer of this problem by searching the beliefs of mathematics teachers with experience in technology and the factors that influences these beliefs. The participants in this study consist of eight teachers and one university professor having technological experiences from three years to ten years with a higher degree than M.A. The data was collected through focused group interviews for twice and individual interview as well. Data analysis was completed through several readings of transcripts and then main themes were derived by classifying, comparing, and contrasting codings. The result of this study showed that teachers with the experiences of technological tools have the concrete belief that technology helps both students and teachers understand mathematical concepts and enhance various representational activities and motivations. The result also identified the impeding factors of three beliefs of mathematics teachers. From these beliefs and factors, this study would suggest how to help teachers hold their beliefs about using technologies to improve their teachings and students' learning.

• Journal of the Korea Society of Computer and Information
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• v.20 no.11
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• pp.17-23
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• 2015

In this paper, we propose a plural subject account of group beliefs using grounding concept, which bridges the gap between the two main approaches of ACLs, the mentalistic accounts and the social commitment accounts. The key idea of this Gilbert's plural subject account of group beliefs is to extend the grounding logic into the common ground framework for the semantics of ACLs which is fully verifiable, fully formalized and easily applicable. Thus, we formalize the proper group belief concept using common ground framework and we define the semantics of the primitive speech acts of FIPA-ACL such as inform, request and confirm as case studies. Also, we illustrate our framework on an e-commerce agent purchase negotiation and compare this proposed framework with two traditional semantics for ACLs.

• Journal of the Korean Home Economics Association
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• v.35 no.6
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• pp.221-234
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• 1997

The purposes of this study were (a) to ascertain early childhood teachers' beliefs and practices relative to the developmentally appropriate practices, and (b) to determine the relative differences of child care center teachers' beliefs and practices and kindergarten teachers' beliefs and practices. Although interest in obtaining information regarding teachers' beliefs and practices for developmentally appropriate practices in early childhood education is not new, it has commanded considerable attention recently, reflecting concern about growing fragmentation and discontinuity between the early childhood education and care services. A questionnaire measure of 4-and 5-year-old classroom teachers' beliefs and practices based on the guidelines for developmentally appropriate practices of the National Association for the education of Young children, which was consisted of the Teachers' Beliefs Scale(TBS) and the Instructional activities Scale(IAS), was administered to 215 child care center teachers and 215 kindergarten teachers. Positive correlations were found not only between teachers' beliefs and practices but also between developmentally appropriate belief and activities, and between developmentally inappropriate beliefs and activities. There was significant difference between child center and kindergarten teacher groups on the mean scores of each subscale, revealing that kindergarten group had a greater mean score on both TBS and IAS than child care center group. The results of this study implies that there is a great deal of teaching in either child care centers or kindergartens which is not congruent with developmentally appropriate practice. Also, the information obtained with the questionnaire has supported the contention that early childhood education and care services are need to be amalgamated based on the developmentally appropriate practices.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.125-136
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• 2010

The purposes of this study were to examine the effects of narrative therapy group counseling on children's dysfunctional beliefs and levels of aggression. The subjects were 20 students in grade 5 who had been randomly assigned to an experimental group and a control group. The experimental group was treated with narrative therapy group counseling. The experiment was performed over 10 sessions for 10 weeks. In order to test the experimental effects, post testswere administered after treatment. The results were analyzed by means of MANOVA. The findings of the study were as follows : Compared to the control group, the experimental group experienced a significant reduction in dysfunctional beliefs and levels of aggression.

• Journal of dental hygiene science
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• v.17 no.3
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• pp.226-232
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• 2017

This study aims to determine the changes in health beliefs and practices of dental hygienists on infection control after having received special training on that subject. The study population consisted of dental hygienists working at the dental institutions located in Seoul and Gyeonggi areas. The intervention group and the control group each had randomly assigned 26 dental hygienists. The intervention group received training courses on infection control once a week for 3 hours, for a total of 4 training sessions. We used a survey tool to find the changes between the two groups regarding their health beliefs and practices on infection control measures. The survey was conducted prior to the training sessions, 3 months and 2 weeks after the training. The study results revealed statistically significant increases in perceived sensitivity, perceived seriousness, and perceived benefits after the training courses in the intervention group (p<0.05). A statistically significant decrease in perceived barriers was also noted in the intervention group (p<0.05). Additionally, there was a statistically significant increase in the practice of infection control in the intervention group as compared to the control group (p<0.05). Therefore, we conclude that infection control training is crucial in bringing about positive changes to the health beliefs of dental hygienists, and a structured system is necessary for continuous infection management along with training in order to improve infection control practices.

• Journal of the Korean Institute of Intelligent Systems
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• v.27 no.1
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• pp.7-14
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• 2017

Theoretically, it is known that common beliefs and/or common knowledge cannot be attained in asynchronously distributed multiagent environments, however, it show that some propositions with deadlines can be attained as common beliefs among a set of fully trusted agents even when they communicate to each other asynchronously. Generally, in the multiagent environment, the attainment of common beliefs is approached as a problem of communication, and for the common beliefs paradox that the common beliefs is not attained on a system without communication time restriction is applied to loose coarser granularity and it prove that forming common beliefs is possible by relaxing necessary requirements through the KakaoTalk chatting model. I also experimented with the reasoning function that confirms the common beliefs by inquiring about the common belief generated by implementing the inference function in each agent of the KakaoTalk chatting model. Through utilizing metalogic programming, a formalization of the presentation and reasoning of common beliefs has been achieved, and the group chatting model of KakaoTalk was adopted in experiments to show that common beliefs can be formed among distributed agents using asynchronous communication.

• Korean Medical Education Review
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• v.14 no.2
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• pp.64-68
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• 2012

Learning in medical school is usually regarded as a very specialized type of learning compared to that of other academic disciplines. Medical students might have general beliefs about their own learning. Beliefs about learning have a critical effect on learning behavior. There are several factors that affect medical students' learning behavior: epistemological beliefs, learning styles, learning strategies, and learning beliefs. Several studies have addressed epistemological beliefs, learning styles, and learning strategies in medical education. There are, however, few studies that have reported on medical students' beliefs about learning. The purpose of this study was to determine what learning beliefs medical students have, what the causes of these beliefs are, and how medical educators teach students who have such beliefs. In this study, the five learning beliefs are assumed and we considered how these beliefs can affect students' learning behaviors. They include: 1) medical students are expected to learn a large amount of information in a short time. 2) memorization is more important than understanding to survive in medical schools. 3) learning is a competition and work is independent, rather than collaborative. 4) reading textbooks is a heavy burden in medical education. 5) the most effective teaching and learning method is the lecture. These learning beliefs might be the results of various hidden curricula, shared experiences of the former and the present students as a group, and personal experience. Some learning beliefs may negatively affect students' learning. In conclusion, the implications of medical students' learning beliefs are significant and indicate that students and educators can benefit from opportunities that make students' beliefs about learning more conscious.