2019, Vol.9, No.2

Global Creative Leader: Education & Learning 2023 KCI Impact Factor : 1.5

pISSN : 2234-7534
https://journal.kci.go.kr/gcl

The purpose of this study is to analyze the educational need for mental coaching program development for sports leaders. Based on the previous research, the questionnaire for the educational needs analysis was prepared. The content validity was verified by one professor of pedagogy and two coaching experts, and 150 sports leaders were surveyed. The collected data was analyzed with t-test, Borich need assessment model and the Locus for Focus Model. The findings of this study showed that sports leaders recognized almost the importance and educational necessity of five sub-factors of mental control, self-regulation, coaching leadership, coaching skill and communication. According to the Borich’s educational need analysis, the ranked order was listening, emotion control, alternative search, concentration, and anxiety control. The results of the Locus for Focus Model were derived from the six components of concentration, behavior planning, listening, feedback, empathy, and understanding of others in the HH segment. Based on the results of this study, some implications were suggested.

This study was conducted to provide basic information for animal-mediated activities for improving the personality of 1-year-old infants. To do this, the researcher extracted the personality elements of 1-year-old infants, selected the mediated animal for infants, and developed the mediated activities. Twelve sessions of animal-mediated activities were applied to 1-year-old infants for testing the effectiveness of the activities. There were statistically significant differences in the pre- and post-test scores in sub-factors of personality such as respect, order, care, sharing and cooperation. Based on the results of the study, the researcher discussed animal-mediated activities for the development of personality of 1-year-old infants.

This study investigated the longitudinal relationships among self-concept, parenting behaviors, peer relationships by ACLM(Autoregressive Cross-Lagged Modeling) for early adolescents’students. For this analysis, metric invariance, configural invariance, and error covariance invariance assumptions were met. The data was Korean Education Longitudinal Study (KELS) collected by Korea Educational Development Institute (KEDI), for three years (1st year, 2013, elementary 5th), (2nd year, 2014, elementary 6 th) (3rd year, 2015, middle 1st). The results showed that the self-concept, parenting behaviors, and the peer relationships had a significant autoregressive effect (p<.01) across three years in the group. But, the autoregressive effects for the self-concept and parenting behavior were larger than the peer relationships’ autoregressive effect. That is, the peer relationship is less stable than self - concept or parenting behavior, and therefore it is more likely to change over time. The cross-lagged regressive effects showed that the self-concept is more influenced by the parenting behaviors than peer relationships. The parenting behaviors were also influenced by the self-concept, and these two variables were complementary causality that acted as cause and effect. In the relationship between the self - concept and the peer relationships, the self - concept only acted as a cause of the peer relationship.