Korean Association For Learner-Centered Curriculum And Instruction最新文献

{"title":"The impact of Koreans' income level and evaluation of one’s lives on overall happiness: Verification of the mediation effect moderated by stress level","authors":"Hyeeun Lee, Changmin Keum","doi":"10.22251/jlcci.2024.24.2.555","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.555","url":null,"abstract":"Objectives This study aimed to explore the mechanisms linking income and happiness, focusing on how Korean individuals' self-evaluation of their lives and stress levels influence this relationship among various other variables. \u0000Methods To this end, we used the 2022 data from the National Assembly Future Research Institute's ‘Korean Happiness Survey’ to determine how stress regulates the impact of income level and life evaluation on happiness, and 12,998 people were surveyed, excluding those without personal income. The moderated mediation model was verified using the responses. \u0000Results As a result, first, the suitability of the measurement model was verified, and all direct effects between latent variables were found to be significant. Second, in the relationship between Koreans' income level and overall happiness, we confirmed through a conditional indirect effect test whether the indirect effect of life evaluation is moderated by stress. As a result, the conditional indirect effect was found to be significant regardless of the stress level. \u0000Conclusions Discussions and implications were described based on the results of this study, and suggestions for follow-up research were made.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"262 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140475028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors Affecting the Organizational Efficiency of Nurse Managers","authors":"JeongA Ko, Heeyoung Kim","doi":"10.22251/jlcci.2024.24.2.353","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.353","url":null,"abstract":"Objectives This study aimed to identify the factors influencing front-line nurse managers’ organizational effi-ciency and construct a structural equation model based on the identified factors. \u0000Methods The study participants were 252 front-line nurse managers working for 23 general hospitals in G Metropolitan City and J Province. Data were collected from May 11 to July 17, 2020, and analyzed using SPSS 23.0 and AMOS 23.0 programs. \u0000Results The fitness of the hypothetical model was good, and all nine study hypotheses were supported. Factors that affect organizational efficiency were role identity, self-efficacy, interpersonal competence, and social support. Factors that affect role identity were self-efficacy, social support, and interpersonal competence. Factors that affect interpersonal competence were self-efficacy, and social support. \u0000Conclusions In Efforts to improve trust and pride should be made at personal level; role and responsibility educa-tion and support system should be provided at organizational level. In addition, the whole-of-society interests should be considered, and a supportive network should be created for front-line nurse managers who play a key role in nursing organizations.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"76 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Factors Influencing Grit in Elementary School Students Using Random Forest","authors":"Sojung Kim, Ga-young Yun","doi":"10.22251/jlcci.2024.24.2.453","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.453","url":null,"abstract":"Objectives The purposes of this study were to select relevant variables and analyze them through random forest to explore factors influencing grit in elementary school students. \u0000Methods For this purpose, Utilizing data from the 11th to 13th waves of the Korean Children's Panel, 1,359 sub-jects were analyzed after excluding cases with missing grit values. Random forest analysis was conducted using 41 selected variables for grit, perseverance, and interest consistency. \u0000Results In the analysis results, it was predominantly observed that certain child-related variables significantly in-fluenced grit and its aspects. For grit, variables like executive function, diligence, school adaptation, academic stress, and career maturity were crucial. Consistency of interests was notably affected by executive function, dili-gence, career maturity, academic stress, and school adaptation. Perseverance of effort was influenced by dili-gence, executive function, learning attitude, school adaptation, and self-esteem. Generally, higher levels of these variables were associated with increased grit in children. \u0000Conclusions To foster a child's grit, it's crucial to help them acquire executive function strategies, maintain a dili-gent attitude, and create a supportive environment for school adaptation. While the direct influence of parental and school characteristics on a child's grit is relatively minor compared to individual factors, establishing a suitable en-vironment and providing psychological and emotional support at both school and home will aid in children's grit development.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"65 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationship Between Children's Perceived Parental Attachment and Self-Resilience: The mediating effect of autonomy","authors":"Mi Jeong Park, SeonJin Hwang","doi":"10.22251/jlcci.2024.24.2.891","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.891","url":null,"abstract":"Objectives The purpose of this study is to examine the effects of children's perceived parental attachment on self-resilience and the effects of parental attachment on autonomy, and to explore the mediating role of autonomy in the relationship between children's perceived parental attachment and self-resilience. \u0000Methods The study used data from the 12th Panel Study on Korean Children(2019), which included 725 boys (52.5%) and 689 girls (48.9%). For the analysis, SPSS25.0 and SPSS Process Macro3.0 were used to analyze the relationship between variables. Descriptive statistics, Pearson correlation analysis, and bootstrapping were used to test the significance of mediating effects. \u0000Results The main findings based on the research questions were as follows First, parental attachment was sig-nificantly and positively related to both autonomy (r=.409, p<.001) and self-resilience (r=.404, p<.001). Second, autonomy was significantly and positively related to self-resilience (r=.396, p<.001). In contrast, the parental at-tachment subfactor, mother-alienation, was not significantly related to self-resilience. Third, we tested the me-diating effect of autonomy on the relationship between parental attachment and self-resilience. The results showed that parental attachment had a significant effect on autonomy and autonomy had a significant effect on self-resilience, suggesting that autonomy plays a mediating role between children's perceived parental attach-ment and self-resilience. \u0000Conclusions Digital, climate change, and self-direction are the main themes of the 2022 curriculum. Personalized education is emphasized due to the declining school age population. The importance of student initiative and self-resilience is growing in order to proactively prepare for future changes and strengthen their utilization skills. This study suggests that it is important to strengthen parental attachment and autonomy in order to improve the self-resilience of school-aged children.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"430 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practical Training Experiences of HMD-based VR Foley Catheterization Education Content in Nursing Students","authors":"Mi Ja Yoo","doi":"10.22251/jlcci.2024.24.2.541","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.541","url":null,"abstract":"Objectives This study aims to figure out the meaning of the practical training experiences of HMD-based VR foley catheterization education content for university nursing students, and look for effective training strategies that utilize VR. \u0000Methods The study method involves a focus group interview of 12 university nursing students who have practiced VR foley catheterization education content. Data collection is done from 2023 May to June by three divided groups and the practical training of VR foley catheterization education content is carried out two times per week, a total of 6 times for three weeks, and interviews are conducted after the training. To organize the collected data, the sec-ond interview is conducted after a month. The major question was “what’s the upsides and downsides of the practical training of HMD-based VR foley catheterization education content?” and the average interview time was 50 minutes. The results are derived from the collected data by using content analysis methods. \u0000Results The research outcome shows that the collected three topics derived from eight topics are stated as ‘the positive experiences of HMD-based VR foley catheterization education content practical training’, ‘the negative experiences of HMD-based VR foley catheterization education content practical training’, and ‘the double-sided-ness of HMD-based VR foley catheterization education content practical training’. During the practical training of VR foley catheterization education content, participants feel heightened immersion and strengthened core skill capacities of foley catheterization and increased confidence, but their experiences left room for improvement due to physical side-effects such as headache and dizziness, and lack of sense of reality, and participants are also aware of the double-sidedness of it as they feel pride for VR core skill training which is not actively used yet, but also they feel it is hard to be used for providing comprehensive care through interactions. \u0000Conclusions In conclusion, as the practical training of HMD-based VR foley catheterization content has both up-sides and downsides, its upsides need strengthening and its downsides need improving. Also, further continuous research is needed to diversely develop HMD-based VR core skill education content and to find effective practical training methods by expanding and applying it in each category.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"132 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An analysis and comparison of national standard high school mathematics curriculum for gifted students in Korea and China","authors":"Won Ho Hwang, Minshik Cho","doi":"10.22251/jlcci.2024.24.2.795","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.795","url":null,"abstract":"Objectives The purpose of this study is to find implications for Korean mathematics education by examining how gifted mathematics education is operated in Korea and China through a comparison and analysis of the basic direc-tions of gifted mathematics education in high schools in both countries. \u0000Methods We analyzed the contents and composition methods for mathematically gifted students in the education curriculum and textbooks in Korea’s 2022 and 2015 curricula and China’s 2017 revised mathematics and curricu-lum contents and textbooks. \u0000Results Korea adheres to standardized processes and contents in each area of algebra, analysis, geometry, proba-bility and statistics, and mathematical history and definitional areas, while China sometimes develops integrated processes that are not restricted to areas by focusing on specific topics. In the geometry area, Korea’s 2015 curric-ulum lacked content for mathematics gifted students compared to China, but this was sufficiently overcome in the advanced geometry newly established in the 2022 curriculum, and the parts that were lacking compared to China, such as mathematical history and definitional areas, were also expanded in mathematics and culture, AI mathe-matics, and other areas of the 2022 curriculum. \u0000Conclusions Both countries have advanced courses and textbooks being used in mathematics gifted education, but Korea is divided into general courses and elective courses and specialized courses used in special purpose high schools such as science high schools according to the content composition elements and difficulty, while China is only divided into required courses and elective courses. However, while Korea’s specialized course textbooks are a single book, China allows publishers to create level-based textbooks based on composition elements and difficulty, resulting in diverse content and levels.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"122 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140477885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between anxious attachment and SNS addiction tendencies of college students: The sequential mediating effect of Fear of Missing Out(FoMO) and interpersonal problems","authors":"Eun Joo Jo, Min Ji Kim, Eun Young Koh","doi":"10.22251/jlcci.2024.24.2.397","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.397","url":null,"abstract":"Objectives The purpose of this study was to examine the sequential mediating effect of fear of missing out(FoMO) and interpersonal problems on the relationship between college students' anxious attachment and SNS addiction tendencies. \u0000Methods An online survey was conducted on 275 college students, and SPSS 26.0 and AMOS 26.0 programs were used to analyze the relationship and mediation between the variables and their sequential mediating effect. \u0000Results First, the fear of missing out did not have a significant mediating effect on the relationship between anx-ious attachment and SNS addiction tendencies. Second, interpersonal problems had a significant mediating effect on the relationship between anxious attachment and SNS addiction tendencies. Third, the sequential mediating effect of fear of missing out and interpersonal problems on the relationship between anxious attachment and SNS addiction tendencies was significant. \u0000Conclusions The fear of missing out as experienced by college students with anxious attachment leads to inter-personal problems, which tend to result in SNS addition. The significance and implications of the study were pre-sented, and the limitations and the direction of subsequent research were discussed based on the findings.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"132 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Health Education Classes Applying Flipped Learning","authors":"Yun-Su Kim","doi":"10.22251/jlcci.2024.24.2.173","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.173","url":null,"abstract":"Objectives The purpose of this study is to provide basic data for nursing education by identifying the effects of health education classes applied with flipped learning on learning motivation, learning-related self-direction, self-efficacy, critical thinking disposition, problem-solving ability, and learning satisfaction of nursing students. \u0000Methods The study design is a one group pre-post design, and 151 sophomore nursing students who took health education courses at one university were selected from September 1st to December 6th, 2022. Data collection was conducted during the course of the class. For data analysis, descriptive statistics, paired t-test, Pearson's correlation, and stepwise regression were performed using the SPSS Statistics 22.0 program. \u0000Results As a result, learning motivation (t=-3.40, p<.001), learning-related self-direction (t=-2.84, p<.005), self-efficacy (t=-2.98, p<.003) and learning satisfaction ( t=-3.08, p<.002) was significantly higher than the level before flipped learning, and problem-solving ability (t=-1.23, p=.218) and critical thinking disposition (t=-0.86, p=.390) had no significant difference. In addition, the factor influencing learning satisfaction was learning motiva-tion, and their explanatory power was 40.0% (F=100.95, p<.001). \u0000Conclusions Through this study, it was confirmed that the health education class applying the flipped learning method is an effective teaching-learning method. A specific strategy for applying teaching and learning methods is required to increase learning satisfaction and strengthen learning competency for nursing students.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"123 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Study on Play and Education for Sustainable Development: Focusing on Competencies for Sustainable Development","authors":"Ye won Jeong, Young-Sook Nam","doi":"10.22251/jlcci.2024.24.2.697","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.697","url":null,"abstract":"Objectives This study aims to investigate the relationship between intrinsic play led by young children and Education for Sustainable Development (ESD), and to explore the role of teachers in facilitating this interaction. \u0000Methods The study was conducted using a literature review approach. From June to November 2023, a total of 21 papers on ESD in early childhood education, 4 UNESCO publications, 6 studies on ESD, and 17 papers and re-lated materials on play-centered education were collected and analyzed to explore the connection between play and ESD. \u0000Results First, it was found that children's play, which inherently involves the transformation of ‘living’ into ‘learn-ing’, is closely related to sustainable living practices. In this context, play and ESD are intimately connected. Second, teachers are required to act as supporters and guides in this process. \u0000Conclusions This study explores the significance of play not just as a simple activity, but as an inherent character-istic of early childhood in relation to sustainable development education. This highlights the importance of play as a key approach in the development of ESD competencies. Furthermore, it underscores the role of teachers in giv-ing educational meaning to ESD through play.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"407 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analyze the effect of teaching and learning with fractals on high school students' affective characteristics of mathematics","authors":"Yeon Ok Park, In Sun Shin","doi":"10.22251/jlcci.2024.24.2.755","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.755","url":null,"abstract":"Objectives As one of the ways to overcome the problem of low defining characteristics of mathematics among Korean students, this study aimed to investigate whether teaching and learning guidance using fractals improves interest and value perception, which are sub-factors of defining characteristics of mathematics. \u0000Methods To this end, we conducted a pre- and post-survey on interest and value perception among 18 high school students in grades 1-2 in Seoul, and conducted a t-test on the results. In addition, we analyzed the activity sheets written by students during the 10th session of teaching and learning guidance, and conducted semi-struc-tured interviews with four students about their teaching and learning activities. \u0000Results After analyzing the pre- and post-survey results for reliability, a t-test was conducted, and significant re-sults were found in the areas of interest and value perception. We also analyzed activity sheets from each lesson and transcribed and analyzed semi-structured interviews with four students, all of which showed that a variety of fractal-based teaching and learning instruction improved high school students' interest in and perceived value of mathematics. Furthermore, we found that the teaching and learning activities that were affected by the increase in defining characteristics differed across students. \u0000Conclusions The findings that fractal-based teaching-learning guidance improves high school students' interest and value perception in mathematics suggest that it is necessary to actively explore various teaching-learning methods to improve students' defining characteristics, and that the activities affected by students' defining char-acteristics are different from each other, providing educational implications for teaching-learning guidance.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"770 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}