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

{"title":"Mediating effect of caring efficacy on the relationship between aging anxiety and attitude toward caring for the older adults in nursing students","authors":"Eun Yi Yeom, Kawoun Seo","doi":"10.22251/jlcci.2024.24.2.51","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.51","url":null,"abstract":"Objectives The purpose of this study was to investigate the mediating effects of caring efficacy on the relationship between aging anxiety and attitude toward caring for the older adults in nursing students. \u0000Methods The participants were 142, 3rd and 4th year nursing students in C and J provinces. Data were collected from May 25 to August 11, 2023, through a self-reported structured questionnaire. Data analysis was performed using descriptive statistics, independent t-test, Pearson’s correlation coefficients, hierarchical multiple re-gression, and Sobel test using the SPSS 23.0 program. \u0000Results Aging anxiety correlated negatively with caring efficacy and attitude toward caring for the older adults. Care efficacy correlated positively with attitude toward caring for the older adults. Second, care efficacy was ob-served to have a complete mediating role in the relationship between the subject's aging anxiety and attitude to-ward caring for the older adults. In other words, it was found that aging anxiety among nursing students affects attitude toward caring for the older adults by changing caring efficacy. \u0000Conclusions Through this study, it was confirmed that there is a need to improve care efficacy in nursing students to improve their attitude toward caring for the older adults in the presence of aging anxiety. Therefore, when de-veloping a program on nursing students' attitudes toward caring for the older adults in the future, it is necessary to develop a systematic program that includes elements of care efficacy.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"181 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140475662","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 Relationships among Gains and Strains of Mothers’ Work-Family Balance, Parenting Stress, Chidren’s Psychological Characteristics, School Adjustment","authors":"Hyosik Choi, Seonyoung Lee","doi":"10.22251/jlcci.2024.24.2.525","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.525","url":null,"abstract":"Objectives The purpose of this study was to identify the structural relationship among the gains and strains of mothers’ work-parenting balance with children in the sixth grade of elementary school and to explore how its rela-tionship changes through the influences of parenting stress, elementary school students' self-esteem, and grit on school adjustment. \u0000Methods A total of 769 pairs of mother-child data in the 13th wave of the Panel Study of Korea Children were ana-lyzed by using structural equation modeling. The measurement model verification was followed by the structural model verification, and the maximum likelihood method (ML) was used. \u0000Results The results of this study are as follows. First, the strains between mothers' work-family balance had a positive effect on parental life stress and parental role stress, and the gains of mothers' work-family balance had a negative effect on parental role stress. Also, parental role stress has a negative effect on children's self-esteem and grit, mother’s life stress did not shown any relationship with self-esteem, grit, and school adjustment. In ad-dition, it was confirmed that childrens’ self-esteem had a positive effect on grit and school adjustment, and grit had a positive effect on school adjustment. Second, the strains in work-family balance has a negative effect on school adjustment through the multiple mediators of parental role stress, self-esteem, and grit, and the gains of work-family balance has a positive effect on school adjustment through the multiple mediators of parent role stress, self-esteem, and grit. \u0000Conclusions This study suggests that the gains and strains of work-family balance affect the self-esteem, grit, and school adjustment of children through the mothers’ parental role stress. It implies that its important to reduce the parental role stress in order to help psychological stability and school adjustment of children.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"533 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476801","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 Influence of Centrality of Event on Posttraumatic Stress Symptoms and Posttraumatic Growth in (Under)Gradute Students: Moderated Mediation Effect of Core Belief Challenge and Self-Compassion","authors":"Youkyung Lee, Kee-Hwan Park","doi":"10.22251/jlcci.2024.24.2.615","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.615","url":null,"abstract":"Objectives This study aimed to comprehensively examine the mediating effect of core belief disruption and the moderating effect of self-compassion in the pathway through which event centrality affects posttraumatic stress symptoms and posttraumatic growth. \u0000Methods To investigate the model of this study, self-report survey data from 372 (under)graduate students living in metropolitan area were analyzed. The self-report questionnaires used in this study were as follows: Trauma Events Checklist, Centrality of Event Scale-Korean(CES-K), Korean Version of Core Belief Inventory(K-CBI), The Korean Version of Impact of Event Scale-Revised(IES-R-K), Korean version of Self-Comapssion Sclae(K-SCS). Descriptive statistical analysis, correlation analysis, mediating effect analysis, moderating effect analysis, and moderated mediation effect analysis were performed using IBM SPSS Statistics 21.0 and PROCESS macro. \u0000Results Core belief challenge indirectly mediated in the effect of centrality of event on posttraumatic stress symp-toms and directly on posttraumatic growth. As a result of the moderating effect test, the effect of core belief chal-lenge on posttraumatic growth was different according to the level of self-compassion. Also, core belief challenge mediated the relationship between centrality of event and posttraumatic growth, and self-compassion moderated it. \u0000Conclusions These results suggest that self-compassion can work as a facilitator in the path of centrality of event to posttraumatic growth through core belief challenge. Finally, clinical implications and limitations of the study were discussed.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"284 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471522","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 Grounded Theory Study on the Experience of Dialectical Behavior Therapy Skills Training Group Counseling","authors":"Sulim Lee","doi":"10.22251/jlcci.2024.24.2.309","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.309","url":null,"abstract":"Objectives The purpose of this study is to explore the experiences and changes of participants in a Dialectical Behavior Therapy(DBT) skills training group counseling. \u0000Methods To do this, a 12-week DBT skills training group counseling was conducted for 11 graduate students, and data from participant reflections recording data and reports were collected for each session, and analyzed using a grounded theory approach. The open coding, axis coding, process analysis and selective coding was conducted. \u0000Results The analysis resulted in a total of 154 concepts, 43 subcategories, and 19 categories. The central phe-nomena that emerged were ‘self-awareness and hope’ and ‘will for growth,’ while causal conditions included ‘emotional difficulties,’ ‘cognitive difficulties,’ ‘behavioral difficulties,’ and ‘self-identity difficulties.’ Contextual conditions encompassed ‘hesitancy about group participation,’ ‘confronting one's own inadequacies,’ and ‘difficulties in applying the skills.’ Mediating conditions included ‘group cohesion’ and ‘positive interactions within the group.’ Action/interaction strategies involved ‘opening the heart’ and ‘trying,’ and the outcomes included ‘e-motional change,’ ‘cognitive change,’ ‘behavioral change,’ ‘self-identity change,’ and ‘interpersonal relationship change.’ Process analysis revealed the stages of DBT skills training group counseling as ‘facing pain and in-adequacy,’ ‘willingness for change,’ ‘self-disclosure and mutual encouragement,’ ‘effort,’ and ‘growth and change.’ \u0000Conclusions The study confirmed the group counseling experience and positive changes of the DBT skills training group counseling participants.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"5 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140477157","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":"Comparative analysis of children’s literature in primary school English textbooks in Korea: Focusing on five types of English textbooks for all primary school students(3rd, 4th, 5th, 6th) learning English in school","authors":"Hyun-Sook Kim, Doo-Hyun Park","doi":"10.22251/jlcci.2024.24.2.673","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.673","url":null,"abstract":"Objectives The purpose of this paper is to compare and analyze all the children's literature books on primary English textbooks that are currently used in primary school English classes in Korea, and to discuss their current status, problems, and improvements. \u0000Methods Five types of primary English textbooks for each of 3rd, 4th, 5th, and 6th grades were collected. Children's literature included in each English textbook was compared and analyzed by dividing it into four criteria: type, subject matter, degree of original content modification, and teaching method by referring to previous re-search and related theories. The teaching method was subdivided into language function and learning time for comparative analysis. \u0000Results As for the types of children's literature, ‘traditional literature’ was the mainstream in the 3rd & 4th grades while there were many ‘realistic literature books’ in the 5th & 6th grades. For the subject matter, the 3rd & 6th graders introduced ‘personal life’, the 4th graders introduced ‘public morality’, and the 5th graders introduced ‘cultural differences’ the most. In terms of the degree of adaptation of the original content of children's literature, 3rd, 4th, and 5th graders partially adapted the original children's literature work in the form of a script to review the learning goals and communication functions of the learned unit. Most of the 6th children's literature was newly created by the textbook writers so that students can review the lesson of the learned unit. The method of teaching children's literature focuses on speaking, listening, and some simple writing activities in the 3rd grade, and at-tempts were made to integrate speaking, listening, writing, and reading in the 4th, 5th, and 6th grades. Children's literature was organized so that most of the grades were simply taught as a single lesson. \u0000Conclusions Since the types of children's literature are limited to a few types in primary English textbooks, it is necessary to introduce more diverse types of children's literature. In addition, children's original literature was adapted so much to review the communication functions of learned lesson, depriving of students’ interest on the literature, so more careful consideration is needed when modifying children's literature. It is also needed to in-crease the lesson time of teaching children’s literature and to provide children's literature guidance with more di-verse and interesting activities.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"419 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476966","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 Consensual Qualitative Study on Experiences in Group Dynamics by Clients for Group Counseling via Videoconferencing","authors":"Jaehyun Cho, Yoojin Jang","doi":"10.22251/jlcci.2024.24.2.649","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.649","url":null,"abstract":"Objectives This study was conducted to examine the group dynamics experience during video group counseling, focusing on the perspectives of group members who have undergone in-person group counseling. \u0000Methods In-depth interviews were conducted from July to September 2021 with 10 participants who had experi-enced both in-person and video group counseling, and the collected data were analyzed using the consensual qualitative research (CQR) method. \u0000Results The analysis resulted in a total of 4 areas, 12 categories, and 28 subcategories, and the main findings are as follows. Firstly, the online space was characterized by a unique experience marked by maintaining boundaries with others and a degree of immersion in the group. Secondly, relationships with group members were repre-sented as self-disclosure of group members depending on the atmosphere, rapport between group members that is somewhat difficult to form, and bonding that starts with a sense of connection still exists. Thirdly, the interactive experience on monitors was summarized as lack of realism does not prevent group dynamics, interaction formed while being watchful of others, omniscient monitoring, and conflict sparked within the group. Lastly, preferences for the video method were demonstrated in efficiency of video, confidentiality and privacy, and utilizing video tools and programs. \u0000Conclusions This study extensively examined the group dynamics by analyzing the experiences of participants who underwent video group counseling in comparison to in-person counseling and also discussed the practical efficacy of video group counseling and its future implications.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"67 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140475428","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":"Analysis of the differences in coping alternatives for college entrance examinees according to psychological distance control","authors":"Jin Suk Kim, So Hee Jeong","doi":"10.22251/jlcci.2024.24.2.273","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.273","url":null,"abstract":"Objectives This study was conducted to determine whether there is a difference in the way test takers, who are emotionally vulnerable due to the college entrance examination, create alternatives to cope with conflict situations when they control psychological distance through self-distancing. \u0000Methods The subjects of the experimental study were 40 prospective high school seniors who completed their second year of high school and took classes during the winter vacation as a preparation course for their third year, and they would be suitable for the purpose of the experiment because they had the highest academic stress throughout their school years. An experimental design was conducted to verify whether self-distancing had a sig-nificant effect on the generation of coping alternatives. Two scenarios were presented that set the psychological distance far and close according to the construal level theory in the situation commonly occurring among test tak-ers when the mock test was taken in the same form as the college entrance exam. The t-test and multivariate analysis of variance(MANOVA) were used as analysis methods. \u0000Results There was a significant difference in coping style between the self-immersion group who accepted as what happened to them and the self-distancing group who accepted as what happened to others. Compared to groups that are psychologically distanced from themselves, they created more alternatives to cope with conflict situations than those who are immersed in their work, and created more flexible and creative alternatives in quality. Looking at each sub-area of coping alternatives, the self-distancing group had a high percentage of pos-itive coping alternatives to solve problems and low percentage of negative coping. In contrast, the self-immersion group had a high response rate with negative copin and a low response rate with problem-oriented alternatives. \u0000Conclusions This study suggests that adolescents' use of cognitive methods such as self-distancing in conflict situations is effective in coping effectively.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"63 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140478847","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 serial multiple mediating effects of career decision-making self-efficacy and social support on the relationship between career motivation and self-leadership of university students","authors":"Heejung Oh, Youngmahn You, Youngtae Choi","doi":"10.22251/jlcci.2024.24.2.157","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.157","url":null,"abstract":"Objectives The purpose of this study is to verify the serial multiple mediating effects of career decision-making self-efficacy and social support on the relationship between career motivation and self-leadership of university students. \u0000Methods To this end, the results of 351 responses were analyzed, excluding 13 non-response and unfaithful re-sponses, among 364 fourth-year students at H University in Seoul. As for the relationship between the variables, Pearson's titration correlation analysis was performed, and Hayes (2018)'s PROCESS Macro Model 6 was used to analyze the serial multiple mediator model. \u0000Results As a result, first, there was a statistically significant positive(+) correlation between university students' career motivation, self-leadership, career decision-making self-efficacy, and social support. Second, in the rela-tionship between university students' career motivation and self-leadership, the mediating effect of career deci-sion-making self-efficacy was found to be significant, but the mediating effect of social support was not. In addi-tion, the serial multiple mediating effects of career decision-making self-efficacy and social support was found to be significant. \u0000Conclusions These findings suggest that synergy occurs when an individual's intrinsic psychological variable of career decision-making self-efficacy and external environmental variable of social support are sequentially medi-ated in the relationship between university students' career motivation and self-leadership. In addition, it is mean-ingful in that it has expanded the research area of self-leadership, which is emphasized as an important part of individual life.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"406 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471012","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":"Diagnosis of Digital Literacy Competence for Preservice Early Childhood Educators","authors":"Jung-Eun Kim","doi":"10.22251/jlcci.2024.24.2.327","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.327","url":null,"abstract":"Objectives The purpose of this study is to diagnose the digital literacy competency of pre-service early childhood teachers. \u0000Methods For this purpose, a survey was conducted on 245 pre-service early childhood teachers in the Busan, Ulsan, and Gyeongnam regions. The collected data were analyzed using the SPSS 21.0(ver.) statistical program, and descriptive statistics, independent samples t-test, one-way analysis of variance(ANOVA), and Scheff's post hoc test were performed. \u0000Results First, the digital literacy competency level of pre-service early childhood teachers was above average, in-dicating an excellent level. Based on a 5-point scale, the average scores for each variable were in the high 4-point range. Second, the analysis of digital literacy competency differences based on background variables of pre-serv-ice early childhood teachers revealed significant variations, excluding grade. \u0000Conclusions To foster digital literacy competency, it suggests that education should not only focus on completing relevant courses or solely rely on instructional methods. Instead, it should take into consideration individual per-sonality traits, psychological factors, and other aspects.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"351 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140473203","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 Mediating Effect of Unconditional Self-Acceptance on the Rational and Irrational Beliefs and Unconditional Life Acceptance","authors":"Mo-ra Kim, Kyung-ae Park","doi":"10.22251/jlcci.2024.24.2.243","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.2.243","url":null,"abstract":"Objectives The purposes of this study were to analyze the mediating effect of unconditional self-acceptance be-tween rational and irrational beliefs and unconditional acceptance of life. \u0000Methods To this end, a survey was conducted on 750 adults in the metropolitan area from October 2022 to December 2022 to measure rational/irrational beliefs, unconditional acceptance of life, and unconditional self-ac-ceptance, and 684 copies were used for analysis. Data analysis was conducted using descriptive statistics, reli-ability analysis, correlation analysis, and mediation analysis. \u0000Results First, the correlation analysis results showed that the relationships between rational beliefs, unconditional self-acceptance, and unconditional acceptance of life all had a positive correlation, while irrational beliefs were found to have a negative correlation with unconditional self-acceptance and unconditional acceptance of life. appear. Second, the partial mediating effect of unconditional self-acceptance was significant in the relationship between rational beliefs and unconditional acceptance of life. Third, the partial mediating effect of unconditional self-acceptance was significant in the relationship between irrational beliefs and unconditional acceptance of life. \u0000Conclusions By analyzing the relationship and mediating effect between rational and irrational beliefs, uncondi-tional acceptance of life, and unconditional self-acceptance, this study expands unconditional self-acceptance in the process of refuting irrational beliefs and replacing them with rational beliefs. It is significant in that it suggests a path to increase satisfaction.","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"248 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472201","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}