2019, Vol.9, No.3

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

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

This study investigated the effect of bibliotherapy on emotion regulation competence and language learning outcomes, using theme-based English picture books with left-behind children who had experienced parental absence that caused the frequent expression of negative emotions. To examine its effectiveness, 90 participants were recruited and divided into three groups: a bibliotherapeutic treatment group, a semi-treatment group, and a control group. The data were analyzed via a paired samples t-test, one-way ANOVA, and Pearson correlation analysis. The results revealed that bibliotherapy with specific theme-based English picture books worked effectively in improving left-behind children’s emotion regulation competence and later their English proficiency. Some implications and suggestions for school counselling projects and future studies are offered and discussed.

The purpose of this study was to identify the effects of social support and self-directed learning ability on the maturity of career attitude of middle school students. For this purpose, 302 middle school students were selected and surveyed. Social support test (Cho, 2010), self-directed learning ability test (Yang, Lee, & Kim, 2018) and career attitude maturity test (Limon et al., 2012) were used in this study for measuring the variables. The results of the study were as follows: First, it confirmed that social support affected career attitude maturity (planning, independence, occupation attitude, self-understanding, information search, rational decision making). Thus, it is required to have accurate recognition of social support to improve career attitude maturity of the middle school students. Second, it confirmed that self-directed learning ability affected middle school students' career attitude maturity. It is necessary to make a special program for proper recognition of self-directed learning ability and its significance to one’s job, and to develop the ability to be self-directed learners at home. Third, there were correlations between social supports, self-directed learning ability, and career attitude maturity. Based on the results of this study, the program is necessary to develop mature attitude towards a career through considering the level of middle school students and confirming the individual’s self-directed learning ability and social support.

The purpose of this study was to investigate the effects of background variables and learning engagement of adult learners on their capacity for self-directed learning. The subjects of this study were 180 adult participants in a training program for the development of core occupational competencies of small and medium enterprises. The subjects’ ages ranged from their 20s to their 50s. Of the surveys administered to the participants, a total of 150 responses were used for the analysis in this study. The key findings of this study may be summarized as follows. First, the background variables and learning engagement of adult learners significantly influenced their capacity for self-directed learning. Adult learners who were passionate about learning and had clearly defined goals exhibited an improved capacity for self-directed learning. Secondly, the age and years of experience of adult learners were found to have a significant effect on the cognitive aspects of the capacity for self-directed learning. Third, among the aspects of learning engagement, cognitive engagement and emotional engagement were found to have a significant influence on the capacity for self-directed learning. When the adult learners realized that what they were learning was meaningful, their immersion in learning increased, resulting in self-directed learning. These results show that learners who have nurtured a self-directed attitude toward learning hold an advantage in the acquisition of new knowledge and technological skills, and that self-directed learning is a crucial ability in the modern era. This implies that systematic efforts should be made at the national level to boost self-directedness by enhancing the capacity for self-directed learning.