• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.155-165
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• 2010

The purpose of this study is to look into self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class, and investigate correlations among them. For this study, the survey was carried out on 338 elementary school teachers, and the interview was conducted with 5 of them. The results of this study are as follows; Self-concept of elementary school teachers about inquiry instruction in science class was more positive than usual. And the teachers who were male, older and majored in science education showed more affirmative self-concept about inquiry instruction in science class. Teaching anxiety of elementary school teachers about inquiry instruction in science class was less than usual. And the teachers who were male, older and majored in science education showed less teaching anxiety about inquiry instruction in science class. The correlation of self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class was an negative interrelation. This presents that the teachers, who have more positive self-concept about inquiry instruction in science class, have less teaching anxiety than those who have more negative one. Consequently, teacher training and retraining programs should be developed and conducted by grasping teachers' self-concept and their anxiety, to reduce anxiety about inquiry instruction in science class.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.209-223
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• 2017

The purpose of this study is to compare and analyze science self-efficacy, science self-concept and scientific attitude according to the class size in the elementary school. For this purpose, three research questions were set as follows; First, are there any differences in science self-efficacy according to the class size? Second, are there any differences in science self-concept according to the class size? Third, are there any differences scientific attitude according to the class size? To solve this research questions, the subjects in this study were 809 5th and 6th grade students of eight elementary schools in Busan. 220 were sampled from small-size classes, 354 from mid-size classes and 235 from large-size classes. The results of this study through the process are as follows; First, there were significant differences in science self-efficacy according to the class size. Second, there were significant differences in science self-concept according to the class size. Third, according to the result, there was not a significant difference in scientific attitude according to the class size. The findings of the study suggest that it is necessary the class size should be adjusted to the appropriate level for improving student's science self-efficacy and science self-concept.

• Journal of Korean Academy of Nursing Administration
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• v.7 no.3
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• pp.415-423
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• 2001

This descriptive study was designed to find out the relation between self concept and ethical concept of nurses. The data were collected from 224 staff nurses in a tertiary hospital located in Suwon city during February 24 to March 7, 2001. Self concept was measured with questionnaire developed by chung (1965) and ethical concept was measured with the questionnaire developed by the researcher. The 5 point Likert scale questionnaire had 95 items. The results were summarized as follows: 1) The mean score of self concept was 3.11. The ethical concept were measured in 4 areas and mean scores were : accountability, 3,93; collaboration, 3.70; caring, 3.63; an advocacy, 3.15. So accountability was the area with the highest score in ethical concept. 2) Nurses' self concept was significantly related to ethical concept (collaboration, r=.34, p<.001; advocacy, r=.32, p<.001; caring, r=.28, p<.001; and responsibility, r=.23, p<.001). 3) The self concept was significant in age(F=3.28, p=.000) and the ethical concept was significant in age(F=15.88, p=.000), education level(t=2.16, p=0.03), career(F=5.16, p=.001) In conclusion, there was a significant relationship between self concept and ethical concept of nurses. High score in accountability may be related to high level of legal responsibility of nurses. This finding suggests that it is the length of nursing career is significantly related to both self-concept and ethical concept. Thus, it is important to improve self concept in order to improve ethical concept of nurses from early the beginning of their career.

• Journal of Korean Clinical Health Science
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• v.4 no.4
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• pp.730-736
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• 2016

Purpose. The aim of this study was to provide Aromatherapist with analysis of the effect of natural aroma essential oil on middle school students' self-concept. Methods. In total, 20 students were recruited to answer a self-administered questionnaire in pre and post. The questionnaire was composed of questions about general self-concept, class self-concept, achievement self-concept, ability self-concept, social self-concept, family self-concept, emotional self-concept, physical self-concept. The natural aroma essential oil program was operational in a 90-minute once a week for ten weeks. Results. As a result, the score of emotional self-concept(t=-2.60, p<.05) is higher than pre the experiment post experiment. Conclusions. This study is to get a basic data of natural aroma should be applied to improve self-concept of middle school students.

• The Korean Journal of Community Living Science
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• v.20 no.2
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• pp.291-305
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• 2009

The purpose of this study was to examine how the career maturity of high school students was affected directly or indirectly by psychological separation from their mothers and through the mediation of self-concept. The subjects in this study were 496 juniors from regular high school in the city of Daegu, who included 243 boys and 253 girls. The measurements of this study were a career-maturity inventory, psychological separation inventory (PSI), and self-concept scale. The major findings of this study were as follows: First, career maturity had significantly positive correlation to conflictual independence from mothers for them. Second, as for the influence of psychological separation, and self-concept on career maturity, three variables, including competence self-concept, home self-concept, attitudinal independence from mothers, classroom self-concept, had significantly explanation of career maturity. Third, as a result of making a path analysis of the impact of psychological separation from mothers on career maturity through the medium of self-concept, conflictual independence gave a direct impact only, and its indirect effect was insignificant. The attitudinal independence showed both direct and indirect influences, for mothers had a significantly indirect impact only.

• The Korean Journal of Community Living Science
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• v.17 no.4
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• pp.137-149
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• 2006

The purpose of this study was to examine the relation of middle school students' stress in relation to certain variables, those of grade, gender, academic achievement, coping behavior and self-concept. The subjects were 574 students selected from 4 middle schools in the Incheon area. The instruments included a stress index, coping behavior questionnaire and self-concept inventory. The statistics used from this data were t-test, one-way ANOVA (Scheff test), correlation analysis and multiple regression analysis. This study showed that middle school students' stress was influenced significantly by the grade, gender and achievement in school. Also, coping behavior and self-concept were influenced significantly by the grade, gender, and achievement in school. Correlation analysis indicated that student's stress and certain coping behavior were postively correlated, especially avoidance coping behavior indicated a higher correlation to students' stress than active coping behavior. The relationship between stress and self-concept indicated a negative high correlation. It was also found that avoidance coping behavior, family self-concept, general self-concept, school and class self-concept, grade and academic achievement were significant predictors of middle school students' stress.

• Journal of Korean Physical Therapy Science
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• v.2 no.3
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• pp.633-643
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• 1995

A longitudinal study of self-concept and functional independence in 22 adolescents with progressive muscular dystrophy is reported. 30 adolescents with progressive muscular dystrophy completed Korean Self-Concept Scale, Modified Barthel Index, and a questionnaire examining demographic and medical factors. Functional independence was measured by Modified Barthel Index. Two years later, 22 of the 30 adolescents with progressive muscular dystrophy completed same Korean Self-Concept Scale and Modified Barthel Index. Adolescents with progressive muscular dystrophy were not changed on self -concept scores between test and retest. At retest adolescents with progressive muscular dystrophy scored significantly lower than at test on Modified Barthel Index. Compared to scale norms, subjects had significantly lower Total Self, Physical Self, Social Self, Self Satisfaction, Self Behavior scores. Age, years of education, and functional independence were significantly related self-concept. Functional independence was significantly related years of education.

• The Korean Journal of Health Service Management
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• v.5 no.4
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• pp.41-51
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• 2011

The purpose of this study was to identify self-efficacy and self-concept of professional nursing which might influence clinical practice satisfaction in nursing students. The participants were 278 nursing students in U city. Date were collected from November 29 to December 17, 2010. The collected data was analyzed with the PASW 18.0 statistics program. Self-efficacy had significant positive correlation with self-concept of professional nursing(r=.595, p<.001) and self-concept of professional nursing had significant positive correlation with clinical practice satisfaction(r=.396, p<.001). In multiple regression analysis, self-concept of professional nursing is most influential factor explained 21% of variance of clinical practice satisfaction. The results indicate that to develop a more reasonable and effective curriculum and teaching program for enhancement of students' self-concept of professional nursing.

• Journal of East-West Nursing Research
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• v.18 no.1
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• pp.18-24
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• 2012

Purpose: The purpose of this study was to identify the factors influencing nursing students' professional self-concept. Methods: This study was conducted through a survey on 365 nursing students. The data were collected by self-reporting questionnaires and analysed by the SPSS WIN 17.0 program using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient and stepwise multiple regression. Results: The mean score of professional self-concept was 2.83. Professional self-concept showed that there were differences according to grade, satisfaction on college life, motivation on choice of nursing, satisfaction on nursing, school work credit, interpersonal relationship, health status. There was a significant positive correlation between professional self-concept and between satisfaction with clinical practice. Significant positive correlations between professional self-concept and self-esteem, satisfaction with clinical practice and self-esteem were found. The significant factors influencing professional self-concept were self-esteem, satisfaction on clinical practice, satisfaction on nursing, interpersonal relationship, which explained 45.1% of the variance. Conclusion: This study suggests that a strategy increasing self-esteem is needed to enhance nursing students' professional self-concept.

• Journal of Korean Clinical Health Science
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• v.2 no.2
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• pp.98-106
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• 2014

Purpose. The purpose of this study is to investigate how professional self-concept and ego-resilience of nursing students affect their clinical competence. Methods. This study conducted a structured-questionnaire survey with 143 nursing students to look into their professional self-concept, ego-resilience and clinical competence. Results. According to the study result, professional self-concept scored 2.85 on average out of 4 points, ego-resilience 3.61 on average, and clinical competence 3.48 on average. It was found that clinical competence had significantly positive correlations with professional self-concept (r=.58, p<.01) and ego-resilience (r=.44, p<.01). According to regression analysis, the factors affecting clinical competence were professional self-concept, ego-resilience, and academic grades in order, and explanatory power was 39.5%. Conclusions. Given the above results, in order to improve clinical competence of nursing students, nursing educational institutes need to find an educational plan which can contribute to increasing professional self-concept, ego-resilience, and academic grades.