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2019, Vol.9, No.6

  • 1.

    Turkish Adaptation of Integrated Creativity Test-Preschooler- ICT-P: A Validity and Reliability Study

    Binhan Koyuncuoğlu | İsmihan Artan | 2019, 9(6) | pp.1~17 | number of Cited : 0
    Abstract PDF
    The aim of the study is to investigate the psychometric characteristics of the “Integrated Creativity Test-Preschooler-ICT-P” (Creative Thinking Ability Domain) for Turkish children. The study included 104 Turkish children aged 4-5 from Sinop city center. The ICT-P (Creative Thinking Ability Section) has language and drawing sub-domains. The language domain consists of imagination, fluency, flexibility and originality factors. The drawing domain consists of continuation & connection, completion, new elements addition, theme, and unconventionality factors. The translation and back translation processes were conducted for the Turkish adaptation of the scale. Expert opinions were obtained for scope, semantic and conceptual equivalence. The validity and reliability analyzes were conducted to determine that the test was successful in fulfilling certain objectives related to the characteristics that fit wanted to measure. For the reliability assessment: To predict the stability of the test, Test-Retest Reliability and Pearson Moments Multiplication Correlation Coefficient were evaluated. For observer reliability, intra-observer consistency and the inter-measure consistency percentage were utilized. For internal consistency Cronbach's alpha reliability coefficient was calculated. For determining the validity of the test, content validity with expert opinions and construct validity with factor analysis were tested. Exploratory Factor Analysis projected that the scale has a two factor structure composed of 11 sub factors. Results of CFA clarified that the scale has a two factor structure. Inner consistency coefficients and test-retest values proved that the test is a reliable measurement tool. The results of the study confirmed that the test can be used in the assessment of the creative thinking ability of 4-5 year-old Turkish children.
  • 2.

    The Relationship between Early Childhood Teachers’ Leisure Satisfaction and Resilience

    김민지 | Kyung Hwa Lee | Kyungjoo Shin | 2019, 9(6) | pp.19~32 | number of Cited : 0
    Abstract PDF
    The purpose of this study was to identify the relations between leisure satisfaction and resilience of early childhood teacher. Thus, the problems what is relationship between leisure satisfaction and resilience, and are there differences according to the background variables of early childhood teachers were set and confirmed. The research was conducted with 250 early childhood teachers of national daycare center in Seoul. In order to measure teachers’ leisure satisfaction, the validated leisure satisfaction scale by Kim, Lee, & Hwang (2010) and resilience index text by kwon & Lee (2010) were used. The collected data was analyzed using statistic software, SPSS Statistics 24.0. To confirm reliability of the program, Chronbach alpha was calculated. And Pearson correlation coefficient was calculated to determine the relations between early childhood teachers’ leisure and resilience. In addition, t-test and one-way ANOVA were accomplished to verify the difference of leisure satisfaction and resilience according to the general backgrounds of early childhood teachers, and Scheffé was used as post-test method. The result of this study were as follows: First, there was a positive relationship between leisure satisfaction and resilience of early childhood teachers. This represents that the higher level of leisure satisfaction is proportional to the higher resilience. Second, the differences in leisure satisfaction and resilience of teachers according to background variables were confirmed. There was no statistical difference in the leisure satisfaction of teachers. However, there was a considerable difference in leisure satisfaction according to the health status of teachers. And there was significant difference in the resilience level. In particular, the resilience level was high in accordance with their marital status, academic background, and health status. The results of this study suggest that there is a static relationship between early childhood teachers’ leisure satisfaction and resilience.
  • 3.

    Some Observations on the Construct Validity of Psycholinguistic Measures in Foreign Language Learning Research

    Mun-Hong Choe | 2019, 9(6) | pp.33~47 | number of Cited : 0
    Abstract PDF
    Psycholinguistic measures in the context of foreign language (L2) learning research isolate the phenomenon of interest from irrelevant factors and thereby increase the likelihood of scientific observations. This article is a critical review of the issues concerning the construct validity of some of the traditional measures, focusing specifically on three measurement variables: response time, eye movement, and dysfluency. The advantages and liabilities of several task types are discussed in some detail. Furthermore, two widely recognized problems in assessing and validating constructs, construct misrepresentation and intervention of extraneous variance, are recapitulated. In conclusion, it is suggested that a single measure cannot provide strong evidence for the explanandum in L2 research, and thus the triangulation of methodological tools in both their applications and interpretations should be given priority over efforts to extend their individual validity.
  • 4.

    Managing Team Diversity: Effects of Shared Leadership and Dynamic Capability

    나명익 | HONG, AHJEONG | 김용주 and 1other persons | 2019, 9(6) | pp.49~71 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to consider the implications of diversity management by investigating the influence of team diversity on team effectiveness and the mediating effects of shared leadership and team dynamic capability. Sixty four teams were selected from Korean companies and 292 team members participated in the questionnaire survey. Collected data was analyzed using SPSS 23. The results of the study shows that there were significant correlations among team diversity, shared leadership, team dynamic capability and team effectiveness, and that team diversity had a negative correlation with the rest of the variables. Second, team diversity had a negative influence both on shared leadership and team effectiveness, and did not have a valid influence on team dynamic capability. Shared leadership and team dynamic capability both had a positive influence on team effectiveness. Third, shared leadership partially mediated between team diversity and team effectiveness, and fully mediated team diversity and team dynamic capability. Lastly, shared leadership and team dynamic capability had double mediated effect between team diversity and team effectiveness. The findings of the study implies that in order to minimize the negative influence of team diversity, sharing visions, objectives, task method or norms with team members is crucial and providing diversity management systems and educational programs could be a starting point for developing organizational culture for managing team diversity. Facilitating shared leadership among team members will enhance team dynamic capability that could bring out the positive influence of team diversity and ultimately lead to company’s success.
  • 5.

    Lifelong Learning Policies in Korea: Central Administration in 2018

    Jeong Hongin | Eun-Bee Kim | CHO, DAEYEON | 2019, 9(6) | pp.73~91 | number of Cited : 0
    Abstract PDF
    The first Lifelong Education Long-term Promotion Plan (2003 ~ 2007) was established in Korea in 2002. Recently, the fourth plan (2018 ~ 2022) has been announced, and various policies are being formulated to promote lifelong learning for all citizens. In order to examine the current status of national lifelong education, we reviewed the policy projects of 18 central departments in 2018, and looked into the central budget and major promotion departments’ budgets, among other policy budgets, for the six areas specified in the Lifelong Education Act. According to our analysis, in 2018, a budget of 7.1 trillion KRW—2.03% of the total departmental budget—was organized for the project of vitalizing lifelong education. In addition, of projects targeting specific groups, the highest budgets were earmarked for low-income groups. Based on this expenditure plan, the future tasks of the lifelong education policy industry are laid out.
  • 6.

    How Online Task Value and Collaboration Preference Affect Learning Engagement in Flipped Learning: Mediating Effects of Self-Regulated Learning Ability

    Xueying Cui | Song, Hae Deok | Kim, Yeon-Kyoung and 1other persons | 2019, 9(6) | pp.93~117 | number of Cited : 1
    Abstract PDF
    This study aims to analyze the degree that online task value and collaboration preference can predict learning engagement, and to verify the mediating effects of self-regulated learning ability in flipped learning. This was done in terms of both pre-class and in-class of flipped learning, which are actively applied in higher education. To this end, a survey of 220 college students taking a flipped learning class at C University in Seoul was conducted. The study’s findings showed that online task value and collaboration preference had a significant effect on learning engagement, while also predicting self-regulated learning ability. Self-regulated learning ability was found to affect learning engagement, and was also found to partially mediate the relationships of both online task value and collaboration preference in relation to learning engagement.
  • 7.

    The Effect of Flipped Learning on University Students’ Learning Competency

    Kyung Hwa Lee | Jun, Jusung | Kyoung hoon Lew | 2019, 9(6) | pp.119~127 | number of Cited : 1
    Abstract PDF
    The purpose of this study was to analyze the effect of flipped learning on improvement in learning competency of university students. In this study, two types of flipped learning were applied to two education-related classes at S University in Seoul, Korea. Two 75-minute classes were held each week and pre and post-tests which measure learning competency were conducted based on the achievement goals for each subject before and after the experiment. The results indicated that (1) both types of flipped learning were effective in improving the learning competency of university students, and (2) the method used in Experiment 1, where an on-line course was conducted, followed by the instructor intervening and conducting discussions, demonstrated verified improvements with a statistically significant difference (p< .05) between groups. In both the common and specific detailed competency in the area compared to the method in Experiment 2, where on-line material was studied and an instructor then played the role of an off-line facilitator.
  • 8.

    Examining Factors Affecting Student-Centered Instruction: Focusing on School Organizational Features

    Sohn, Dajung | 강호수 | 최보미 | 2019, 9(6) | pp.129~146 | number of Cited : 0
    Abstract PDF
    This study examines factors affecting student-centered instruction focusing on school organizational features. More specifically, we look at organizational features of a school type (Hyukshin school), an open school climate, and teachers’ decision-making authority in curriculum development and student management. The study uses data from the Gyeonggi Education Panel Study (GEPS), and samples 1,277 teachers at 159 middle schools in the Republic of Korea. The results show a positive relationship between the teachers’ use of student-centered instruction and the Hyukshin School, while an open school climate and the teachers’ decision-making authority in curriculum development and student management were not associated with the use of teachers’ student-centered instruction. The implications and limitations of the study are also discussed.