• Journal of Integrative Natural Science
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• v.4 no.2
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• pp.158-165
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• 2011

Statistics by structural equation modeling techniques were used to assess a model of chemistry learning strategy based on performance goal orientation. In the optimal Model III of this research, Performance-approach goal was positively related to the use of learning strategy(p<.05) and achievement need(p<.05). Performance-avoidance goal was negatively related to learning strategy(p<.05) and was positively related to self-handicapping tendency(p<.15). Performance-approach goal affected learning strategy indirectly through achievement need(p<.05). Use of achievement need was positively related to learning strategy(p<.05) and self-handicapping tendency(p<.35). Self-handicapping tendency affected learning strategy negatively(p<.05). Implications of these findings for learning strategy in chemistry education are discussed.

• Journal of Information Technology Services
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• v.18 no.5
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• pp.183-191
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• 2019

The purpose of this study is to compare the impulsive purchasing tendency of Korean and U.S. college students. In particular, the study examined the effects of self-regulated learning and self-regulated consumption on college students' impulsive buying tendency. A total of 680 valid samples were obtained from online self-reported surveys in Korea and the United States. Both self-regulated learning and self-regulated consumption (self-control and self-supervision) were higher in US college students than Korean students. Self-regulated learning did not influence impulsive purchasing tendency. However, the impulsive purchasing tendency increased as the level of self-supervision among self-regulated consumption decreased. When purchases were made in stores, impulsive purchasing tendency increased in both South Korea and the US. Therefore, it is necessary to make efforts to decrease the impulsive purchasing tendency by fostering self-regulated consumption capacity of college students through consumer education.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.3
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• pp.361-370
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• 2017

In this paper, correlation analysis was performed between questionnaire and machine learning based aggressive tendency measurements. this study is part of a aggressive driver detection using machine learning and questionnaire. To collect two types tendency from questionnaire and measurements system, we constructed experiments environments and acquired the data from 30 drivers. In experiment, the machine learning based aggressive tendency measurements system was designed using a driver behavior detection model. And the model was constructed using accelerate and brake position data and hidden markov model method through supervised learning. We performed a correlation analysis between two types tendency using Pearson method. The result was represented to high correlation. The results will be utilize for fusing questionnaire and machine learning. Furthermore, It is verified that the machine learning based aggressive tendency is unique to each driver. The aggressive tendency of driver will be utilized as measurements for advanced driver assistance system such as attention assist, driver identification and anti-theft system.

• Journal of the Korean Chemical Society
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• v.51 no.5
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• pp.459-470
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• 2007

The structural equation modeling techniques were used to assess a model of chemistry learning strategy based on self-handicapping tendency and goal orientation. Data were collected during chemistry lessons in two high schools. In the optimal model II-2 of this research, the self-handicapping tendency was negatively related to the use of self-efficacy. The learning goal was positively related to the use of self-efficacy and to learning strategy. The performance- approach goal was positively related to self-efficacy but presented an negative relationship to learning strategy. The performance-avoidance goal was negatively related to self-efficacy but presented an positive relationship to learning strategy. Besides affecting the learning strategy through self-efficacy indirectly, the learning goal, performance-approach goal, and performance-avoidance goal affected learning strategy directly. The self-handicapping tendency and performance- avoidance goal were a negative predictors of self-efficacy, but the learning goal and performance-approach goal were a positive predictors. And the self-efficacy affected learning strategy positively. The implications of these findings for learning strategy in chemistry are discussed. Although the paths model of relationships of the motivations to learn and learning strategies in chemistry education as mentioned above is established, the more systematic search for the higher self-efficacy and learning strategy in different courses and curriculums may be needed.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.79-97
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• 2011

As the necessity of the special education for the gifted to develop their talents and national power is gradually recognized, many kinds of teaching-learning materials have been developed. However, the development tendency of the materials is not systematically studied because their database is not sufficiently constructed nor most of them are made public. In this research, we would like to provide the reference data to improve the quality of developed materials and reduce the deviation among the classified fields when we will develop the teaching-learning materials by collecting the already developed materials and analyse their development tendency by classifying them according to the contents.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.17 no.1
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• pp.82-89
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• 2010

Purpose: The purpose of this study was to compare nursing students before using problem-based learning and after the experience in: class satisfaction, tendency to critical thinking, learning attitude and motivation. Method: The data were collected on March 20 and June 5, 2008. The PBL study was given for 15 weeks from March through June involving 216 junior nursing students. To test effects of PBL, a one group pretest-posttest design was used. Statistical analysis was performed with SPSS 13.0. Paired t-test, $x^2$-test, and Pearson correlation coefficient were performed. Results: The results are summarized as follows: Following PBL, the students scored significantly higher on the class satisfaction (t=-3.321, p= .001), tendency to critical thinking (t=-2.218, p= .034), learning attitude (t=-2.910, p= .004) and motivation (t=-4.407, p<.001). The Pearson correlation coefficients among the three variables were significantly positive. Conclusion: This study contributes to our understanding of outcomes from the PBL approach. The students undertaking PBL showed that they developed a more positive attitude with their educational experience. Also, students' tendency to think critically improved through the use of the PBL approach.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.425-442
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• 2008

This study aims to investigate the differences between gifted students and general students in elementary school by comparing their attribution tendency and self-regulated learning strategy and verify the attribution tendency and self-regulated learning strategy of gifted students in elementary school. The subjects of this study were 105 gifted students in the fifth and sixth grades from the gifted education center and 105 general students in the fifth and sixth grades. The study findings were as follows: First, The gifted students showed a higher score on the success attribution while the general students showed a higher score on the failure attribution Second, the gifted students showed a higher score on all over the self-regulated learning strategy with its subordinate factors. Third, the gifted students in humanity showed a higher score on the control factor of cognitive strategy, the gifted students in mathematics on the action control factor of motive strategy and the gifted students in science on the other subordinate factors and all over the self-regulated learning strategy. Fourth, the boys showed a higher score on the factor of action control while the girls on all the other subordinate factors and all over the self-regulated learning strategy.

• The Mathematical Education
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• v.50 no.3
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• pp.367-381
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• 2011

It is important to concern about individual difference on every subject and every class. How can we know the individual difference? It is helpful for that to find out students' math learning style and learning type. In this paper, I conducted a survey to look for math learning style and math learning type of 4th, 5th and 6th grade students, and analyzed those data. The research findings are summarized as follows; First, 4th, 5th and 6th grade students prefer the visual learning style to the verbal style, and they have more wholistic tendency than analytical tendency in the domain of the cognitive learning style. Second, they prefer the authoritative and goal-oriented learning style to the practical and recreational learning style, and they have more interior-oriented than exterior-oriented in the domain of affective learning style. Third, the representative math learning type of 4th, 5th and 6th grade students is visual/holistic/authoritative and goal-oriented/interior-oriented. The math learning styles of students have a lot of influence on their learning, so that an appropriate teaching method for each student could arouse a maximum effect in the math study.

• Journal of Digital Convergence
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• v.16 no.7
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• pp.243-248
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• 2018

The most important factor for collaborative learning to be effective is the selection of tools that constitute groups. Grouping is to facilitate collaborative learning, learners form groups based on various characteristics. If a group of students fails to form properly due to the selection of the wrong tools, problems can arise where complaints from students can lead to lectures and the effects of learning. In this paper, we have implemented a group of configuration tools that considered improving learning effects and diagnosing bulling tendency. We have proposed a group composition tool that can take into consideration the learning effect and also diagnose the tendency of the bullring by constructing the group according to the teacher's preference by inputting the class preference and the student's grade through the sociometry survey. We expect that the teacher will be able to grasp the students' friendship in advance and cope with the bulling that can happen in the class, as well as the cooperative learning that can lead the class to improve the learning effect.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.32 no.3
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• pp.247-264
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• 2021

This study aims to create a deep learning-based classification model to classify suicide tendency by suicide corpus constructed for the present study. Also, to analyze suicide factors, the study classified suicide tendency corpus into detailed topics by using topic modeling, an analysis technique that automatically extracts topics. For this purpose, 2,011 documents of the suicide-related corpus collected from social media naver knowledge iN were directly annotated into suicide-tendency documents or non-suicide-tendency documents based on suicide prevention education manual issued by the Central Suicide Prevention Center, and we also conducted the deep learning model(LSTM, BERT, ELECTRA) performance evaluation based on the classification model, using annotated corpus data. In addition, one of the topic modeling techniques, LDA identified suicide factors by classifying thematic literature, and co-word analysis and visualization were conducted to analyze the factors in-depth.