• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.665-674
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• 2020

This study determined the relationship between grit and self-regulated learning in South Korean teens in order to gain an understanding of grit, which is still at the beginning stage of the research, and to obtain implications for Korean learners' self-directed learning. This study also clarified the process by which learners are involved in selecting effective goals for self-directed learning and to provide cognitive efficacy for learners to encourage efforts to achieve their goals. This study was conducted over the period of 4 weeks, and was mainly targeted at the middle-school and high-school boys and girls in Daejeon, Sejong and Cheonan by using 376 collected survey questionnaires. Confirmatory factor analysis, reliability analysis, correlation analysis, structural equation, and Sobel-tests were performed using SPSS 23.0 and AMOS 23.0 for the data analysis. The hypothesis test results of this study are as follows. First, the grit of teens had a positive influence on their academic self-efficacy. Second, the grit of teens had a positive influence on their self-directed learning. Third, academic self-efficacy of teens was found to have a positive effect on their self-directed learning. Fourth, academic self-efficacy of the teens had a mediating effect in the relationship between the teens' grit and self-directed learning.

• Journal of Korean society of Dental Hygiene
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• v.9 no.3
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• pp.536-544
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• 2009

Purpose : This study aimed to examine the relationship between intragroup peer evaluation and self-directed learning readiness(SDLR) in an Introduction to Education class that used a team based learning(TBL). Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. Method : The research subject pool comprised of 87 $1^{st}$ students in D Health College. Each team was composed of 6~8 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. Results : SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, 'openness to challenge' and 'self-confidence as a learner' was shown to have the predictive power for the peer assessment. Conclusion : The colleges should provide dental hygiene students with learning opportunities on ability to do self-directed learning through diverse learning methods such as team based learning.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.267-278
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• 2024

This study was a descriptive research study targeting medical students to determine the impact of self-directed learning ability, self-regulated learning, and communication ability on self-efficacy in performing medical treatment. This study randomly selected medical students from Region J, located in Province G, as the approximate population, and a total of 125 copies were finally analyzed. Descriptive statistics were analyzed using t-test, ANOVA, correlation, and multiple regression analysis using IBM SPSS/25. Self-efficacy in performing medical treatment was related to self-directed learning ability (r=.61, p<.001), self-regulated learning (r=.50, p<.001), and communication ability (r=.33, p<.001). There was a positive correlation with all of them. As a result of analyzing the variables that affect the subject's self-efficacy in performing medical treatment using hierarchical multiple regression, self-directed learning ability was found to be the factor that best predicts self-efficacy in performing medical treatment, followed by self-regulated learning and communication ability. The total explanatory power was 46.6%. Acquiring specialized knowledge and becoming a doctor after graduation through clinical practice and acquiring the basic clinical practice skills necessary to successfully perform one's duties are important tasks that medical students must accomplish. Therefore, in order to improve medical students' self-efficacy in performing medical treatment, the importance of improving health care, major satisfaction, and life satisfaction must be recognized and managed. In addition, efforts to develop programs and improve systematic systems that can improve self-directed learning, self-regulated learning, and communication skills should also be supported.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.2
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• pp.252-261
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• 2008

Purpose: The purpose of this study was to explore how an educator can empower students by fostering communication, problem-solving, and self-directed learning ability. Method: In order to accomplish this purpose, 136 students who were attending J University and 105 students attending M University participated in the questionnaire. The students were freshman in the nursing or social welfare departments, There were 136 in the control group and 105 in the experimental group. The control group was given an applicable class of project learning. On the other hand, the experimental group was given traditional lessons once a week for 15 weeks. The research instrument used the measuring instruments developed by KEDI for communication and problem-solving and self-directed learning ability. Data was analysed by ANCOVA with SPSS/PC. Result: The results of analysis show that communication, problem-solving, and self-directed learning ability significantly increased in the experimental group. Conclusion: Based on the research finding, project learning has an educational value. Interdisciplinary cooperation project learning is effective for communication, problem-solving, and self-directed learning ability.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.4
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• pp.416-423
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• 2015

Purpose: The purpose of this study was to evaluate the effect of a self-evaluation method using video recording on competency in nursing skills, self-directed learning ability, and academic self-efficacy in nursing students. Methods: The study design was a non-equivalent pre-post quasi-experimental design. The experimental and control groups were randomly assigned with 35 participants in each group. Interventions for the experimental group were video recording and students' self-evaluation of what they did. Nursing skills included in the study were tube feeding, intradermal injection, subcutaneous injection, and intramuscular injection. Competency in nursing skills was measured one time at the end of the study using a checklist. Self-directed learning ability and academic self-efficacy were measured 3 times (pre-, mid-, and post-intervention) over the 8 weeks. Independent t-test, chi-square test, and repeated measures ANOVA were used for data analyses. Results: There was no statistically significant difference for competency in nursing skills and self-directed learning ability over the 8 weeks of the practice session. There was a significant difference in academic self-efficacy by groups over time. Conclusion: Results indicate that self-evaluation method using video recording is an effective learning way to improve academic achievement in nursing students.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.399-408
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• 2015

This study is to find out that the effects of a creative experience activity program to scientific concepts and self-directed learning skills. This study has been aimed at 2 class 40 students of 4th grade in D metropolitan city A elementary school in 2015, one class 20 students are the research group to apply Scientific research program using creative experience activity, another class 20 students were comparison groups to apply general science classes. The related class section of this study is 4th grade 2 semester of science 4 chapters, 'The Earth and the moon' This section is in fourth grade elementary science curriculum revision in 2009 is a Sections to learn for the first time about astronomical area. Target research group in club activities as part of the creative activities implemented using scientific inquiry and analyzed the results. In addition, in order to better research based on the results of this study as follows. First, the science curriculum in elementary schools, as well as applied research about the creative experience activity classes in other subjects is required. The ongoing research is needed to classes utilizing the characteristics of creative experience activities in several subjects of the elementary school curriculum. Second, Creative experiential learning is only effective when it is done consistently, it is worth studying for long periods of time.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.272-281
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• 2018

The purpose of this study was to examine the influence of an academic tutoring program on interpersonal relationships, self- directed learning capability and academic self-efficacy. The research question posed in this study was whether an academic tutoring program would affect interpersonal relationships, self-directed learning capability and academic self-efficacy. To address the research question, a self-administered survey was conducted to gather data on 214 students who participated in an academic tutoring program during a semester from September 4 to November 10, 2017. The findings of the study were as follows: After their participation in the tutoring program, there was a little decrease in self-directed learning capability and personal learning orientation, and they made progress in interpersonal relationships and academic self-efficacy. By gender, there was the greatest improvement in interpersonal relationships as well after their participation in the tutoring program. By academic year and motivation for participation, they showed the best improvement in interpersonal relationships as well, followed by academic self-efficacy. In other words, it could be said that the parts which the tutoring program brought about the biggest change to and worked best on were interpersonal relationships and academic self-efficacy. In conclusion, the improvement of interpersonal relationships and academic self-efficacy could boost not only the school adjustment of students but their academic levels and then eventually prevent them from dropping out. Therefore this program seems to be one of outstanding learning programs that could make a contribution to the stable management and qualitative competitiveness of universities.

• Journal of Internet Computing and Services
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• v.7 no.6
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• pp.131-141
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• 2006

In many papers, item difficulty does apply to the E-Learning system for advance learning effect. But there have to need item revision difficulty for more correct item difficulty. Also, there have to support self-directed learning process which learner can make plan and operate learning progress. In this research, I developed self-directed E-Learning system using item revision difficulty. For efficiency of system development, il is implemented and composited by component based development. In the applied result, it was able to support more correct item revision difficulty to learner. And I displayed efficiency of operation the component based self-directed learning system.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.14 no.2
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• pp.27-40
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• 2003

In the society of lifelong learning, a school library has to play an important educational role in improving self-directed learning ability that school education is seeking. First of all, This study makes it clear that the goal of school library use education is to develop self-directed learning ability. It carries out a research into the present condition of school library use education which is an important educational role of a school library. Finally this study proposes some improvement plans in school library use education, as mentioned below : 1. Building an administration system of school library media center. 2. Re-establishing information literacy as culture education 3. Team teaching by a curriculum based approach

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.1-14
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• 2016

The purpose of this study is to develop SPA system using diagnostic and formative assessment in earth science classes in order to discuss its effect on learning achievement and self-directed learning attitude. For this purpose, we developed total management system, app for teachers, and app for students. This research was practiced to 76 students in 5th grade. The results are as follows. Firstly, the group taking a class used by app for diagnostic and formative assessment had an effect of improving learning achievement. However, as for learning achievement long term endurance test, the group taking a class using app for diagnostic and formative assessment had no effect. Secondly, the group taking a class using apps for diagnostic and formative assessment had an effect of improving learners' self-directed learning attitude. As for self-directed long-term endurance test, the group taking a class using app for diagnostic and formative assessment had an effect. In conclusion, I hope that this SPA system might apply to the science classes as it is a system that will satisfy the needs of both teachers and students, giving much needed feedback to students.