• Korean Journal of Childcare and Education
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• v.18 no.6
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• pp.59-73
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• 2022

Objective: The purpose of this study is to verify the effect of early childhood teacher's constructivist educational beliefs and teaching efficacy on creative teaching behavior. Methods: The subjects of this study were 262 early childhood teachers working in daycare centers and kindergartens all over the country. A questionnaire was administered which assessed early childhood teacher's constructivist educational beliefs, teaching efficacy, and creative teaching behavior. SPSS 28.0 was used for data analysis. Results: First, the constructivist educational beliefs of early childhood teachers had a positive effect on teaching efficacy. Second, it was found that early childhood teachers' constructivist educational beliefs and teaching efficacy had a positive effect on creative teaching behavior, and at the same time, early childhood teachers' constructivist educational beliefs were partially mediated by teaching efficacy. Conclusion/Implications: This study revealed the mediating effects of teaching efficacy in constructivist educational beliefs and creative teaching behavior relationships. Therefore, in order to promote creative teaching behavior of early childhood teachers, efforts should be made to increase teaching efficacy based on constructivist educational beliefs.

• Journal of the Korean Home Economics Association
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• v.41 no.4
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• pp.85-100
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• 2003

Maternal beliefs about preschoolers' displays of aggression and social withdrawal and the extent to which their strategies for dealing with these behaviors can be predicted from beliefs were examined. And the extent to which maternal childrearing behavior and preschoolers' social problematic behaviors can be predicted from beliefs. 202 mothers of 5-year-old(114 boys; 88 girls) were presented with descriptions of hypothetical incidents of peer-directed aggression and social withdrawal. Maternal beliefs were different according to kinds of problematic behaviors. Thus most mothers attributed preschoolers' aggression to situational factors, social withdrawal to disposition. Mothers felt embarrassed about aggression and concerned about social withdrawal. The power assertive strategies were more used for dealing with aggression than social withdrawal. The choice of strategies for dealing with these behaviors and maternal childrearing behavior were related to maternal beliefs. Also preschoolers' social problematic behaviors were effected from maternal beliefs and childrearing behavior.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.37-52
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• 2012

The purpose of this study was to investigate the moderating effect of parent's neglectful behavior on children's irrational beliefs and their style of expressing anger. The subjects consisted of 354 5th and 6th grade elementary school children. The instruments used were the Multidimensional Neglectful Behavior Scale (Straus et al., 1995), the Irrational Belief Scales (Lee, 2004), and the Anger Expression Scale (Spielberger, Krasner, & Solomon, 1988). Data were analyzed by means of both descriptive statistics and hierarchical regression analysis using the SPSS 18.0. The result of this study indicated that there were significant correlations between parent's neglectful behavior and the irrational beliefs and style of anger expression exhibited by the children concerned. Hierarchical regression analysis indicated that, the effects of children's irrational beliefs on their anger was moderated by parent's neglectful behavior. The effects of children's irrational beliefs on their anger control was also moderated by parent's neglectful behavior. In conclusion, parent's neglectful behavior has a moderating effect upon a child's irrational beliefs as it relates to the style of anger expression as exhibited by their children.

• The Journal of the Korea Contents Association
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• v.19 no.4
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• pp.303-314
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• 2019

The purpose of this research is to analyze the actual behavior of foreign students health behavior and toothbrush behavior, analyze the relationship with health beliefs, and prepare basic materials for maintaining and promoting foreign students health. Analyzed with the SPSS WIN 12.0 program and gained meaningful results(p<.05). The gross average of health beliefs was 3.71.Perceived sensitivity mean was 2.99, perceived seriousness mean was 3.47 and perceived profitability mean was the highest at 4.35.In the case of Health beliefs according to health behavior and oral health behavior, perceived sensitivity and health beliefs was high in non-drinking. Perceived profitability and health beliefs was high in non-smoking. Health beliefs, perceived importance and profitability were high at the replacement time of brushing where the crust was sensitive in the range of brushing. In the brushing range, perceived sensitivity was high. In the brushing exchange cycle, health beliefs, perceived seriousness and perceived profitability were high. As a result of regression analysis, non-smoking(p=.009), brushing exchange time was 1-3 months (p=.000), health belief was high. A comprehensive systematic education of appropriate health and brushing behavior will be carried out for international student health promotion.

• Korean Journal of Human Ecology
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• v.18 no.2
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• pp.313-324
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• 2009

The study is to investigate mothers' parental beliefs about child development and the children's developmental tasks, and to explore the relationship between mother's parental beliefs and child-rearing behaviors. The subjects are 113 pairs of 4- to 5-year-old children and their mothers. For measuring maternal beliefs about child-development, 'beliefs about development scale' and 'child-rearing beliefs scales' were used. For mother's child-rearing behaviors, 'child rearing behavior observation scale' was used. The main results were: first, mothers value the cognitive theory and 'autonomous behavior' higher than 'conforming behavior' in developing their children. Second, there were no differences in mother's parenting beliefs in the factors of 'gender of their children' and 'maternal job status', while there were significant differences in maternal beliefs according to the levels of mother's education and family income. Third, sub-scales of their parenting beliefs were correlated with interactive behaviors between them and their children. The more mothers put importance on cognitive theory and children's autonomous behaviors, the more their supportive child-rearing behaviors during child-mother task solving situations were showed.

• Korean Medical Education Review
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• v.14 no.2
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• pp.64-68
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• 2012

Learning in medical school is usually regarded as a very specialized type of learning compared to that of other academic disciplines. Medical students might have general beliefs about their own learning. Beliefs about learning have a critical effect on learning behavior. There are several factors that affect medical students' learning behavior: epistemological beliefs, learning styles, learning strategies, and learning beliefs. Several studies have addressed epistemological beliefs, learning styles, and learning strategies in medical education. There are, however, few studies that have reported on medical students' beliefs about learning. The purpose of this study was to determine what learning beliefs medical students have, what the causes of these beliefs are, and how medical educators teach students who have such beliefs. In this study, the five learning beliefs are assumed and we considered how these beliefs can affect students' learning behaviors. They include: 1) medical students are expected to learn a large amount of information in a short time. 2) memorization is more important than understanding to survive in medical schools. 3) learning is a competition and work is independent, rather than collaborative. 4) reading textbooks is a heavy burden in medical education. 5) the most effective teaching and learning method is the lecture. These learning beliefs might be the results of various hidden curricula, shared experiences of the former and the present students as a group, and personal experience. Some learning beliefs may negatively affect students' learning. In conclusion, the implications of medical students' learning beliefs are significant and indicate that students and educators can benefit from opportunities that make students' beliefs about learning more conscious.

• Korean Journal of Child Studies
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• v.37 no.6
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• pp.57-68
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• 2016

Objective: The purpose of this study was to explore whether there are gender differences in the influences of paternal parenting behavior on the relational aggression of adolescents and to examine the mediating effects of internal attribution and normative beliefs about aggressive behaviors. Methods: This study assessed 492 fifth to sixth graders from an elementary school (237 males and 255 females). Results: The results of this study were as follows: First, the effect of paternal affectionate parenting behavior on girls' reactive aggression was partially mediated by internal attribution. Second, the effect of paternal coercive parenting behavior on boys' proactive aggression was completely mediated by normative beliefs about aggressive behavior. Third, girls' proactive aggression was partially mediated by normative beliefs about aggressive behavior. Conclusion: These results suggest the need to further examine relational aggression and to help children gain positive relationships with peers.

• Nutrition Research and Practice
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• v.8 no.1
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• pp.66-73
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• 2014

The purpose of this study was to determine if Theory of Planned Behavior (TPB) variables predict soy milk intake in a sample of WIC participants in 2 Illinois counties (n = 380). A cross-sectional survey was used, which examined soy foods intake, behavioral beliefs, subjective norms, motivation, and intention. Soy product intake was low at both sites, and many participants (40%) did not know that soy milk was WIC approved. Most (> 70%) wanted to comply with their health care providers, but didn't know their opinions about soy milk (50-66%). Intention was significantly correlated with intake (0.507, P ${\leq}$ 0.01; 0.308, P ${\leq}$ 0.05). Environmental beliefs (0.282 and 0.410, P ${\leq}$ 0.01) and expectancy beliefs (0.490 and 0.636, P ${\leq}$ 0.01) were correlated with intention. At site 1, 30% of the variance in intention to consume soy milk was explained by expectancy beliefs and subjective norm beliefs (P < 0.0001); at site 2, 40% of the variance in intention was explained by expectancy beliefs. The TPB variables of expectancy beliefs predicted intention to consume soy milk in WIC participants. Therefore, knowing more about the health benefits of soy and how to cook with soy milk would increase WIC participants' intention to consume soy milk. Positive messages about soy milk from health care providers could influence intake.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.23-40
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• 2008

This study investigated the beliefs in Developmentally Appropriate Practice (DAP) of 447 mothers of 4- and 5- year-old children by mother's childhood experience, parenting efficacy, and parenting behavior. Results showed that mother's beliefs in DAP were related to children's age, early childhood educational institution, monthly household income, mother's educational background, mother's childhood experience, parenting efficacy, and parenting behavior. Mothers with higher beliefs in DAP were mothers of kindergarten rather than mothers of daycare children; they had 4 years or more college education, and more than $3000 monthly household income.

• Nutrition Research and Practice
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• v.9 no.1
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• pp.63-70
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• 2015

BACKGROUND/OBJECTIVES: Use of nutrition labels in food selection is recommended for consumers. The aim of this study is to examine factors, mainly beliefs explaining nutrition label use in female college students based on the Theory of Planned Behavior (TPB). SUBJECTS/METHODS: The subjects were female college students from a university in Seoul, Korea. The survey questionnaire was composed of items examining general characteristics, nutrition label use, behavioral beliefs, normative beliefs, corresponding motivation to comply, and control beliefs. The subjects (n = 300) responded to the questionnaire by self-report, and data from 275 students were analyzed using t-test or ${\chi}^2$-test. RESULTS: The results showed that 37.8% of subjects were nutrition label users. Three out of 15 behavioral beliefs differed significantly by nutrition label use. Nutrition label users agreed more strongly on the benefits of using nutrition labels including 'comparing and selecting better foods' (P < 0.001), 'selecting healthy foods' (P < 0.05). The negative belief of 'annoying' was stronger in non-users than in users (P < 0.001). Three out of 7 sources (parents, siblings, best friend) were important in nutrition label use. Twelve out of 15 control beliefs differed significantly by nutrition label use. These included beliefs regarding constraints of using nutrition labels (e.g., time, spending money for healthy foods) and lack of nutrition knowledge (P < 0.001). Perceived confidence in understanding and applying the specifics of nutrition labels in food selection was also significantly related to nutrition label use (P < 0.001). CONCLUSIONS: This study found that the beliefs, especially control beliefs, suggested in the TPB were important in explaining nutrition label use. To promote nutrition label use, nutrition education might focus on increasing perceived control over constraints of using nutrition labels, acquiring skills for checking nutrition labels, as well as the benefits of using nutrition labels and receiving support from significant others for nutrition label use.