• Women's Health Nursing
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• v.12 no.3
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• pp.249-256
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• 2006

Purpose: This study was to identify the state of recognition and experience of love, sex knowledge and self-esteem targeting girls who attended middle and high schools. Method: Data was collected from 391 girls of middle and high schools from Aug. 2004 to Nov. 2004. The collected data was analysed through t-test, and ANOVA. Result: The average age of the girls of this study was 16.9 years, and 31.6% of them discussed sex with their parents. The girls' experiences with love were hand-holding(80.8%) the most, and shoulder to shoulder(68.5%), arm in arm(67.8%), hugging(57.0%) and kissing(37.9%) in sequence, while coitus and pregnancy appeared in 0.8% of the cases. The score of sex knowledge was 68.8 and self-esteem was 74.4. Self-esteem was related to age and discussing sex with their parents. Conclusion: As the results above show, the majority of girl-students were mostly knowledgable about friendship and love expressions. At school and home, society's support and encouragement are required so that sex education at a young age and a positive self-concept may be formed.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.901-917
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• 2018

The purpose of this study is to develop the questionnaire on pre-service elementary teachers' recognition of self-understanding and change capacity for science education and to investigate their recognitions with it. At the beginning of the study, we made a tool to investigate the self-understanding and change capacity of pre-service elementary teachers through literature review and discussions. The former half of the questionnaire was related to self-understanding with factors such as 'self-concept clarity,' 'career identity' and 'self-efficacy:' 'self-understanding as a pre-service elementary teacher' (12 items) and 'self-understanding as a pre-service elementary science teacher' (12 items). Its latter half was about the change capacity with factors such as 'change sensitivity,' 'goal consciousness,' 'collaboration,' 'reflection,' and 'mastery.' It consisted of three parts: 'general change capacity,' 'change capacity as a pre-service elementary teacher' and 'change capacity as a pre-service elementary science teacher' with 17 items, respectively. With this tool, we surveyed 153 pre-service elementary teachers. The results are as follows: First, pre-service elementary teachers have a positive recognition about self-understanding and change capacity, but the recognition of self-understanding and change capacity as pre-service elementary science teachers were relatively less positive. Second, factors of self-understanding and change capacity as pre-service elementary science teachers have a significant correlation with each other. Especially, there was a high correlation between 'self-efficacy' of self-understanding and 'goal consciousness' and 'mastery' of change capacity. Based on these results, some implications for self-understanding and change capacity related to science education were discussed.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.325-340
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• 2022

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.507-521
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• 2017

The purpose of this study is to investigate a meaningful path model among the components of students' positive experiences about science and science learning to understand the interactive relationships among different variables of affective domains. Positive Experiences about Science (PES) means whole experiences that have positive effects on students' affectional achievement related with science learning, which consists of science academic emotion, science-related self-concept, science learning motivation, science-related attitude, and science-related career aspiration. We conducted an online survey with 1,841 students consisting of 4th, 6th, 8th, and 10th graders from 17 provinces and cities using Test for Indicators of Positive Experiences about Science (TIPES). To explore the structural relationships among variables, we selected and analyzed an optimal structural equation model and then conducted multigroup analyses among groups. According to the analysis of the structural equation model, 'positive as well as negative science academic emotion' has effects on science learning motivation, science-related attitude, and science-related career aspiration via science-related self-concept. According to the independent t-test results for TIPES scores by participants' characteristics, there were statistically significant differences in the average scores of five sub-components of PES depending on gender, school-level, school location, and participation in science-related activities. According to the multi-group analysis results, the difference of path coefficients by gender and school-level were statistically significant, whereas the difference of path coefficients by school location and participation were not significant. Discussed in the conclusion are the implications of this research for science education research and ways to help students' affectional achievement related with science learning.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.335-346
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• 2017

In this study, we developed and examined the validity and reliability of the Test for Indicators of Positive Experiences about Science (TIPES) that measures students' positive experiences about science. We have developed TIPES through literature reviews, development of the preliminary version of TIPES, a pilot test and revisions of the preliminary version, and the test of the final version. Through literature reviews and Delpi methods, we developed the preliminary version of TIPES, which consists of five categories such as science academic emotion, science-related self-concept, science learning motivation, science-related career aspiration, and science-related attitude. Using the preliminary version, we conducted a pilot test with 198 students consisting of 4th, 6th, 8th, and 10th graders, and modified the first version based on the results from the pilot test and expert meetings. We then conducted a main test with the revised version of TIPES with 1,841 students consisting of 4th, 6th, 8th, and 10th graders. According to a confirmatory factor analysis, a reliability test and descriptive statistics analyses, TIPES found to have a good validity as well as reliability. In addition, there are statistically significant differences in the norm distribution and scores of TIPES by student's grade, gender, school location, and level of participation in science-related activities. Discussed in the conclusion are the implications of this research for science education research and science teaching and learning practices in the school.

• Journal of Korean Academy of Nursing
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• v.29 no.5
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• pp.1087-1102
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• 1999

Diabetes mellitus, a universal and prevalent chronic disease, is projected to be one of the most formidable worldwide health problems in the 21st century. For those living with diabetes, there is a need for self-care skills to manage a complex medical regimen. Self-efficacy which refers to one's belief in his/her capability to monitor and perform the daily activities required to manage diabetes has be found to be related to self-care. The concept of self-efficacy comes from social cognitive theory which maintains that cognitive mechanism mediate the performance of behavior. The literature cites several research studies which show a strong relationship between self-efficacy and self-care behavior. Meta-analysis is a technique that enables systematic review and quantitative integration of the results from multiple primary studies that are relevant to a particular research question. Therefore, this study was done using meta-analysis to quantitatively integrate the results of independent research studies to obtain numerical estimates of the overall effect of a self-efficacy with diabetic patient on self-care behaviors. The research proceeded in three stages : 1) literature search and retrieval of studies in which self-efficacy was related to self-care, 2) coding, and 3) calculation of mean effect size and data analysis. Seventeen studies which met the research criteria included study population of adults with diabetes, measures of self-care and measures of self-efficacy as a predictive variable. Computation of effect size was done on DSTAT which is a statistical computer program specifically designed for meta-analysis. To determine the effect of self-efficacy on self-care practice homogeneity tests were conducted. Pooled effect size estimates, to determine the best subvariable for composite variables, metabolic control variables and component of self-efficacy and self-care, indicated that the effect of self-efficacy composite on self-care composite was moderate to large. The weighted mean effect size of self-efficacy composite and self-care composite were ＋.76 and the confidence interval was from ＋.66 to ＋.86 with the number of subjects being 1,545. The total for this meta-analysis result showed that the weighted mean effect sizes ranged from ＋.70 to ＋1.81 which indicates a large effect. But since reliabilities of the instruments in the primary studies were low or not stated, caution must be applied in unconditionally accepting the results from these effect sizes. Meta-analysis is a useful took for clarifying the status of knowledge development and guiding decision making about future research and this study confirmed that there is a relationship between self-efficacy and self-care in patients with diabetes. It, thus, provides support for nurses to promote self-efficacy in their patients. While most of the studies included in this meta-analysis used social cognitive theory as a framework for the study, some studies use Fishbein & Ajzen's attitude model as a model for active self-care. Future research is needed to more fully define the concept of self-care and to determine what it is that makes patients feel competent in their self-care activities. The results of this study showed that self-efficacy can promote self-care. Future research is needed with experimental design to determine nursing interventions that will increase self-efficacy.

• Journal of Korean Academy of Nursing
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• v.24 no.4
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• pp.616-622
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• 1994

Precise concept analysis has been neglected be-cause of a lack of understanding of its necessity and a lack of conceptual analytic knowledge. Concept analysis is the mental work of examining parts, phenomenon and the interrelated whole of a thing. Focus in this article is to extract the critical attributes of hardiness and make an operational delinition. The process of concept analysis is illustrated and documented using the analytic approach described by Walker and Avant (1983). To explore the explicit or implicit meanings of hardiness, existing literature was reviewed. The evolution of hardiness and the dictionary definitions were also added. Hardiness can be defined as follows : A condition of being inured to fatigue or hardship which has three subcomponents-challenge, control and commitment. Critical attributes of hardiness were extracted that may be used in naming the occurrence of the phenomenon. Model case, contrary case, borderline case and related case were described. Antecedents and consequences were explored. The defining critical attributes of hardiness are : 1. Resistance-hardiness involves resistance of stress or hardship. 2. Hardiness involves appraisal of change as a chance. 3. Hardiness implies interpretation of events and self as influential,. 4. Hardiness requires active involving reaction Implications for nursing and for further study are added.

• Korean Journal of Health Education and Promotion
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• v.25 no.3
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• pp.153-165
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• 2008

Objectives: The purpose of this study was to understand health-promotion behaviors and to find factors associated with the behaviors among Korean-Chinese workers who live in Korea. Methods: The number of Korean-Chinese workers participated in this study was 187, and the sample was chosen using a convenient sampling method. To understand general characteristics, frequencies and percentages were utilized. To examine the seven categories of health-promotion behavior, their average scores were calculated. To explore factors related to health-promotion behaviors, a multiple stepwise regression analysis was performed. Independent variables used for the analysis were self-concept, social support, stress, perceived health status, and demographics. Results: The average score of the seven health-promotion behaviors was 2.35. Of the seven subcategories of health-promotion behaviors, the scores of rest/sleep and self-actualization were relatively higher; the scores of exercise and stress management were relatively lower. Of demographics and four factors of main interest (i.e., self-concept, social support, stress, perceived health status), education level, types of residence, social support, and perceived health status remained statistically significant. Among the four factors, social support had the greatest impact on health-promotion behaviors. Conclusions: This study has two suggestions. First, it is needed to develop strategies, which can help Korean-Chinese workers enhance levels of health-promotion behaviors regarding stress management and exercise. Second, considering the greatest effect of social support on health-promotion behavior, it is necessary to strengthen social support among Korean-Chinese workers.

• Journal of Korean Academy of Nursing
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• v.28 no.4
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• pp.1013-1026
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• 1998

This study was performed to analyse the tendency of the self-care studies, to investigate the variables related to self-care, which could be applied for the data establishing the theory of self-care. To accomplish the objectives of this study, the researchers analyzed 83 studies available that contained the area of self-care, which was published in local and foreign areas between 1981 and Feb. 1997. The findings of this study are as follows : 1) Studies published in Korea were about twice more than foreign studies. According to the statistics, the number of studies in this study tended to increase year by year. Between 1991 and 1995 were most. Analysis on the subject of those studies showed, that they were most dealt with chronic diseases an adaults. 2) The theoretical definition of self-care were most referred to Orem's self-care. For the main concept of studies, self care performance was the most. 3) The correlational study was most often used design and experimental study is tended to increase. The questionnares were the most often used data collection method. There was lots of different variable measuring technique to evaluate main concepts. 4) In the results of analysis on the propositions related to the self-care performance, a client's education, social support, self-efficacy, and level of knowledge as a causal variable were found. Also, the physiological index improved and quality of life were found to be significant effective variables.

• Child Health Nursing Research
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• v.14 no.1
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• pp.61-70
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• 2008

Purpose: The purpose of this study was to investigate the relationship between high school students' self-differentiation, family function and their level of stress. Method: A questionnaire which consisted of questions on general characteristics of the high school students, and 36 questions on self-differentiation, 17 questions on family function, and 37 questions on level of stress was used to collect the data. Participants were 201 second grade high school students from Bucheon City. Descriptive statistics, T-test, ANOVA, correlation and multiple regression were used with SPSS 10.0 to analyze the data. Results: The mean scores for self-differentiation, family function, and levels of stress were 3.27, 3.39, and 2.61 respectively. The relationship between self-differentiation and level of stress revealed a significant negative correlation. The relationship between self-differentiation and family function showed a significant positive correlation. The relationship between family function and stress level showed a significant negative correlation. Conclusion: The results of the study show that variation in level of stress was related to family regression, recognition/emotional function, family projection, role recognition and emotional support and emotional cutoff which together explained 40.9% of the variance in level of stress.