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

{"title":"An Qualitative Meta-Analysis of University Students Experiences in Smartphone Overdependence","authors":"Hee Seung Jung, Ji Woong Yang","doi":"10.22251/jlcci.2024.24.7.499","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.499","url":null,"abstract":"Objectives The purposes of this study were to analyze qualitative meta-analysis of university students’ experiences in smartphone overdependence. Though this, we intend to help find alternatives by looking at from various angles and understanding the difficulties of smartphone overdependence experienced by university students. \u0000Methods Based on the preceding qualitative meta-synthesis procedures, among the qualitative studies published in Korea on the subject of university students’ experiences in smartphone overdependence, 10 studies to be analyzed were selected for the purpose of this study. Six stages of qualitative meta-synthesis were conducted: selection of topics and research questions, selection of studies, coding and categorization of data, mutual comparative analysis between 3 researchers, derivation of results, comprehensive results and diagraming. By qualitative meta-analysis of 10 qualitative studies, the results were integrated and new meanings were discovered. \u0000Results By analyzing the selected studies, the experience of university students’ smartphone overdependence was shown as six major components and examples of each component. The main components were derived as ‘swamp of smartphone convenience’, ‘obsession with smartphone’, ‘recognition of smartphone overdependence’, ‘problem due to smartphone overdependence’, ‘difficulty in self-regulation of smartphone’ and ‘smartphone self-regulation motivation and effort’. \u0000Conclusions In the derived process, university students with smartphone overdependence were found to experience a cycle of self-regulation for their problem perception and problem behavior change. Based on this, we need to find ways to respond to university students with smartphone overdependence, and the implications and limitations of this study and suggestion for future study were proposed. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"3 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140700836","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 Effect of self-discrepancy on Materialism: Mediating effect of fear of negative evaluation and Face Sensitivity","authors":"Da-hyeon Yu, Jee-yon Lee","doi":"10.22251/jlcci.2024.24.7.129","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.129","url":null,"abstract":"Objectives This study aimed to explore the mediating effect of negative evaluation and face sensitivity in the relationship between self-discrepancy by college students and materialism. \u0000Methods From December 4, 2023 to December 15, 2023, 369 male and female college students who voluntarily participated in the study collected survey data on variables related to self-discrepancy, fear of negative evaluation, face sensitivity, and materialism. after collected survey data, descriptive statistics analysis, reliability analysis, correlation analysis, and mediating effect analysis were performed using SPSS 28.0 and AMOS 28.0 programs, and bootstrapping was performed to verify the significance of indirect effects. \u0000Results The main research finding were as follow: First, self-discrepancy, fear of negative evaluation, face sensitivity, and materialism showed positive correlation. Second, the partial mediating effect of face sensitivity was confirmed in the relationship between self-discrepancy and materialism. Third, the double mediating effect of fear of negative evaluation and face sensitivity was confirmed in the relationship between self-discrepancy and materialism. \u0000Conclusions This study can be used to help understand of the process in which college students who highly perceive self-discrepancy experience materialism and by revealing the internal mechanisms of fear of negative evaluation and face sensitivity that mediate this relationship, presented evidence to organize counseling goals and programs for a client who have complain of pain due to highly materialism. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"49 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701657","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":"Relationship between adolescents’ frequency of physical activity and major social problems","authors":"Moo Hyun Kim, Ki-Sook Bae","doi":"10.22251/jlcci.2024.24.7.29","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.29","url":null,"abstract":"Objectives This study aims to determine whether the number of physical activities of adolescents affects subjective health status and variables related to social problems. The 2021 data was used from the National Health and Nutrition Survey, a nationwide health and nutrition survey that has been conducted every three years since 1998. By confirming the relationship between physical activity and the general characteristics of adolescents and health practices, major social problems of adolescents, and health practices, we aim to provide basic data needed to find ways to improve physical activity and health in adolescents. \u0000Methods 442 adolescents aged 12 to 18 were selected as subjects for the study, and frequency analysis was performed on the general characteristics of the subjects and the characteristics of major social problems of adolescents, and differences between general characteristics and major social problem characteristics of adolescents according to physical activity practice were analyzed using Independent Two Sample-test and One-way ANOVA, and Scheffé 's post-test was conducted. In addition, the relationship between physical activity practice and general characteristics and major social problems among adolescents was analyzed by Pearson correlation coefficient. \u0000Results The health of our country's youth shows a high correlation to their main health problems, including lack of physical activity and exercise, easy access to smoking and drinking, and an environment in which they are easily exposed to depression, anxiety, and stress. This study also found that drinking alcohol has a negative impact on the youth's body. It appeared to be a variable closely related to activity. \u0000Conclusions In conclusion, this study is significant in that it empirically investigated the relationship between the number of physical activities, subjective health perception, and social problems of adolescents, and in particular, it is academic in that it provided implications for promoting adolescent health by using reliable. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"300 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703576","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":"접촉이론을 활용한 남북한 학생의 통합전략 모색을 위한 문헌연구","authors":"Jiah Seo","doi":"10.22251/jlcci.2024.24.7.541","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.541","url":null,"abstract":"Objectives The purpose of this research was to explore effective integrated strategies utilizing Contact Theory principles, to reduce prejudice and discrimination and build friendships between North and South Korean students. \u0000Methods A literature review synthesizing the findings of literature retrieved from searches for integration between North and South Korean students. Especially, Contact Theory was particularly used for the theoretical framework. \u0000Results Intergroup cooperation: Repeated integrated strategies and high-quality contact strategies should be applied in school curriculums to build friendships based on intergroup cooperative tasks such as discussion or presentations about each other’s culture, and societal issues between the two Koreas’ students. Common goals: Both students groups should discuss and debate the common goal of peace within the Korean Peninsula by allowing students to consider the advantages and disadvantages of inter-Korean unification on their own. Equal status: Schools should provide some programmes via literature or films related to North Korean words which are neglected by South Koreans who will need to change their perception by developing a more objective view of North Korean culture and their way of thinking that can ultimately bring equal status between the two Korean student groups. Support of institutions: The support of authorities of the Korean government is suggested. Especially, the government will need to provide more effective teacher education for integrated education between two Korean students to prepare for future reunification. \u0000Conclusions The implications and limitation of the study is provided. Suggestions for future studies are also presented. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"333 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703657","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":"Development and Validation of Job Crafting Scale for Early Childhood Teachers","authors":"HyeRyn Yu, Jeonghwa Lee","doi":"10.22251/jlcci.2024.24.7.391","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.391","url":null,"abstract":"Objectives This study aims to develop and validate a Job Crafting Scale for early childhood teachers, which is possible to measure job crafting performed by early childhood teachers to find the value and meaning of their jobs and work. \u0000Methods To develop the job crafting scale for early childhood teachers, literature review, Focus Group Interview with teachers and administrators of early childhood education, content validity, and preliminary survey of 203 early childhood teachers were conducted. To validate the developed scale, 342 early childhood teachers were surveyed. \u0000Results The final Job Crafting Scale for early childhood teachers developed and validated in this study is a 5-point Likert scale which consists of 29 items of 6 factors including Cognitive crafting (5 items), Curriculum planning crafting (4 items), Curriculum implementing crafting (8 items), Child relational crafting (4 items), Teacher relational crafting (4 items), and Parental relational crafting (4 items). \u0000Conclusions This scale is meaningful in that it can be used as an example for early childhood teachers to self-evaluate their own job crafting and practice job crafting. In addition, we hope that it will be used in various empirical studies to find support measures at the individual, organizational, and national levels to improve the Job Crafting of early childhood teachers. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"6 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140700898","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 mediating effect of self-esteem in a relationship between longitudinal analysis of elementary students’ reading books and learning attitude of 6th grade","authors":"Su Yeon Ryu, Y. Pack, Jin Wook Kim","doi":"10.22251/jlcci.2024.24.7.805","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.805","url":null,"abstract":"Objectives This paper examines longitudinal changes in the amount of reading of elementary students and the relationship between the longitudinal changes and learning attitudes of 6th-grade elementary students. Moreover, it analyses the mediating effect of self-esteem in the relationship between the variables. \u0000Methods The data is from the 9th year of 2016 to the 13th year of 2020 provided by the Panel Study on Korean Children(PSKC). A total of 972 students were studied, excluding cases in which children did not respond to the total amount of reading per week reading from the 9th to the 13th year in PSKC. It investigates whether the total amount of reading per week from the 2nd to 6th grade of elementary school changed linearly through the Latent Growth Model and the Unconditional Latent Growth Model. Then it conducts the Structural Equation Model to confirm the relationship between the amount of weekly reading from the 2nd to 6th grade and the learning attitude of the 6th grade, and whether self-esteem of the 6th grade mediates the relationship between the variables. \u0000Results First of all, the total amount of reading per week for an elementary student from the 2nd to the 6th grade gradually decreased as his/her age increased. Secondarily, the initial total amount of reading per week and the changes from 2nd-grade to 6th-grade elementary school of total amount of reading per week directly affected the 6th-grade students’ learning attitude. In addition, self-esteem in the 6th grade of elementary school indirectly mediates on the relationship between the total amount of reading per week and learning attitude. \u0000Conclusions As a result, the research reveals that reading can have a positive effect on the learning attitude of elementary students. Whether students read many books at an early age in elementary school, students’ learning attitudes get more positive although the amount of reading decreases as they get older. Furthermore, it discloses school-aged children’s self-esteem partially mediated the relationship between children’s reading and learning attitudes. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"68 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140700001","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":"Relationship between Midlife Crisis and Mental Health: Mediating Effects of Mindfulness and Stress Coping Strategies","authors":"Miyoung Kim, Mina Cho","doi":"10.22251/jlcci.2024.24.7.69","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.69","url":null,"abstract":"Objectives This study aimed to test the mediating effect of mindfulness and stress coping strategies (problemsolving- centered, social support seeking, avoidance-centered) on the relationship between midlife crisis and mental health in middle-aged adults (45 to 64 years old). \u0000Methods For this, a survey was conducted on 444 adult men and women from July 1 to August 31, 2022, and 427 people who responded faithfully were analyzed. The measurement tools used were midlife crisis, mindfulness, stress coping strategies, and brief mental health. To analyze the results, the correlation between major variables was analyzed, and through confirmatory factor analysis, we checked whether the measurement variables appropriately explained the latent variables and verified the suitability of the research model through path analysis. The mediation effect was verified through AMOS. \u0000Results The results of the research show that midlife crisis has a negative impact on mental health. Mindfulness was found to mediate significantly between midlife crisis and mental health. As for stress coping strategies, only avoidance-centered coping was found to mediate between midlife crisis and mental health significantly. \u0000Conclusions The bigger the midlife crisis, the lower the level of mindfulness, which worsens mental health. The higher the level of midlife crisis, the higher the level of avoidance-centered stress coping, which leads to poor mental health. Therefore, through a mindfulness-based program that strengthens avoidance-centered coping strategies, it is possible to effectively help improve the mental health of middle-aged adults who are experiencing a sense of crisis. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140702956","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 Impact of Cognitive Self-Regulated Learning Strategies on Students' Academic Self-Efficacy: An Empirical Examination Differentiated by Family Background","authors":"Chun-Sik Oh, Jeon-Yi Lee","doi":"10.22251/jlcci.2024.24.7.647","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.647","url":null,"abstract":"Objectives This study empirically examined how cognitive self-regulated learning strategies influence students' academic self-efficacy, considering variations in family backgrounds. \u0000Methods To achieve this, data from the 1st, 3rd, 5th, and 7th waves of the Korean Educational Longitudinal Study (KELS) 2013 cohort were used, selecting data based on the inclusion of cognitive self-regulated learning strategies in surveys (2nd, 3rd, 5th, 7th waves), post-middle school time points (3rd, 5th, 7th waves), and parental demographic background surveys (1st wave). \u0000Results Analyzing three time points of longitudinal data, vulnerable students showed lower academic self-efficacy and cognitive self-regulated learning strategies compared to non-vulnerable students. Using a two-way fixed effects model, an increase in cognitive self-regulated learning strategies had a static effect on changes in academic self-efficacy, with a greater impact observed among vulnerable students. \u0000Conclusions This study suggests evidence that socioeconomic-based disparities in students' academic self-efficacy can be mitigated. The need for additional cognitive self-regulated learning strategy education for vulnerable students is emphasized. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"271 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703978","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":"Middle School Teachers' Perceptions of the Context and Level of Student Agency","authors":"Eun-Jeong Yu, Sueim Chung","doi":"10.22251/jlcci.2024.24.7.841","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.841","url":null,"abstract":"Objectives This study was conducted to discover substantive and formal theories about the contexts and levels at which student agency, which has recently been recognized as a future educational competency, is manifested. \u0000Methods In order to uncover and reproduce the concept of student agency as a social and contextual product through teachers' perspectives and voices, the data from in-depth interviews with five middle school teachers about student agency were analyzed in the order of initial coding, focused coding, and theoretical coding according to constructivist grounded theory. \u0000Results The findings revealed that teachers categorized student agency as agency in learning and life and agency in the individual and community, with differing perceptions of the orientation, noting the timing specificity of middle school students undergoing major transitions in learning and life, and that personal and external factors contribute to the gap in agency among middle school students. They emphasized the need for teachers to take agency, such as running phased and customized lessons through cross-curricular activities and connecting life and learning. In particular, students who have experienced agency have the power to extend their personal agency to other contexts, accumulate opportunities for continuous growth, spread agency to others, and empower communities. Most importantly, we captured a shared perspective that the transfer and expansion of student agency, when supported by committed guidance and support from teachers, can be aggregated and amplified at the individual and community levels. \u0000Conclusions The findings suggest that the realization of student agency requires the convergence of a variety of factors, including personal, home environmental, and socio-contextual aspects, and recommend further research on teacher agency to bring student agency to the forefront. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"30 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140702332","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":"Structural Equation Modeling in Regard to Planned Happenstance Skills, Basic Psychological Needs, Occupational Engagement and Career Decision Self-efficacy amongst University Students","authors":"Gwangsung Ham, Hanik Jo","doi":"10.22251/jlcci.2024.24.7.447","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.447","url":null,"abstract":"Objectives The purpose of this study is to select variables that affect university students' career decision-making self-efficacy and to confirm the structural relationship among them. \u0000Methods A related survey was conducted on 302 university students located in Seoul and Gyeonggi-do. The collected data were subjected to correlation analysis, normality verification, structural model analysis, path analysis, and bootstrapping using SPSS21 and AMOS21 programs. \u0000Results First, there was a significant positive correlation between the variables of college students' Planned Happenstance Skills, Basic Psychological Needs, Occupational Engagement, and Career Decision Self-efficacy. Second, it was found that Basic Psychological Needs and Occupational Engagement completely mediated the relationship between college students' Planned Happenstance Skills and Career Decision Self-efficacy. \u0000Conclusions It was confirmed that it was possible to satisfy Basic Psychological Needs and increase Occupational Engagement through the reinforcement of Planned Happenstance Skills for university students in the period of career decision, which has a positive effect on self-efficacy in career decision-making. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"61 s82","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140700185","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}