Education is undoubtedly the greatest instrument which man has devised for his own progress. All societies have one form of education or another but the use to which it is put varies. This study investigated study habits, academic locus of control and self-efficacy as correlates of academic achievement among undergraduate students of the University of Lagos, Nigeria. A descriptive research survey was utilised for the study. The sample consisted of 524 undergraduate students selected from five faculties through proportional stratified random sampling technique. Three research questions and corresponding hypotheses were tested at .05 significant level while data were generated using standardized psychological tests which are Internal Control Index (ICI), Self-Efficacy Scale (SES), Study Habit Inventory (SHI) and Cumulative Grade point Average (CGPA) of the participants. Pearson Product Moment Correlation Coefficient Statistics was used to analyse the data. Results obtained showed a significant relationship between study habits, locus of control, self-efficacy and academic achievement among undergraduate students of the University of Lagos, Nigeria. It was recommended that parents, lecturers and the stakeholders on the campus and in the society at large should empower the undergraduate students to match both external and internal locus of control by self-efficacy, competence and effective study habits to achieve their academic goals.

Purpose: The purpose of this study was to examine the impact of a problem-based simulation education program on nursing student’s academic achievement, academic efficacy, and clinical performance skills. Methods: This study examined a group of nursing students using the pretest-posttest test design. Second year pediatric nursing students studying the practical subject Integrated Simulation at S University in K region were asked to complete a self-administered questionnaire before and after using a problem-based simulation education program. In addition to using SPSS/WIN 21.0 for descriptive analysis, the data was analyzed using independent t-test, repeated measures ANOVA and Pearson- correlation. Results: After completing the simulation education program, participants showed statistically higher academic achievement (t = -5.795, p < .001) and clinical performance skills (t = -3.835, p = <.001) than before. However, there was no significant difference in academic efficacy score(t=-.217, p=.829). Conclusion: The results from this study indicate that lessons with various methods and content should be developed to –evaluate both theoretical knowledge and clinical performance skills. In addition, there is a need to develop a standard evaluation.

이 연구의 목적은 사범 대학 과학교육학부에 재학 중인 예비 과학 교사들을 대상으로 고등학교에서의 지구과학 선택 과목의 이수 여부와 대학 전공이 일반지구과학 수업에 대한 태도, 학업 성취도에 미치는 영향을 분석하는 것이다. 이 연구의 대상은 광역시 소재 대학교 과학교육학부 소속의 학생들 중 2012년 2학기부터 2015년 2학기까지 총 4개 학 기 동안 일반지구과학 강의를 수강한 273명의 학생들이다. 현재 전공과 고등학교 지구과학 교과목 이수 여부가 일반지 구과학 수업에 대한 태도 및 시험 체감 난이도, 학업 성취도에 미치는 영향을 SPSS 23.0을 활용하여 이원분산분석 (two-way ANOVA)을 실시하였다. 연구 결과에 따르면, 지구과학교육 전공 학생들과 타 과학교육전공 학생들 사이에는 일반지구과학 수업에 대한 태도와 시험 체감 난이도에 대해서 차이가 없었지만, 고등학교에서 지구과학의 이수 여부는 학생들의 태도와 성취도에 영향을 미쳤다. 즉, 고등학교에서 지구과학 I과 지구과학 II를 모두 이수한 학생은 지구과학 I만 이수한 학생 또는 지구과학을 전혀 선택하지 않은 학생들보다 일반지구과학 수업 태도가 더 좋았으며 높은 성취 수 준을 보이는 것으로 분석되었다. 과학 교사를 양성하는 사범 대학의 교육에서는 학생들의 요구와 수준을 반영한 교수학습적 접근이 필요하며, 과학 교사로서 필요한 교과 지식을 효과적으로 학습할 수 있도록 사범 대학 과학과 교육과정의 지속적인 보완이 있어야 할 것이다.

The present study was designed to examine the effects of a variety of factors on English vocabulary achievement. To this end, a total of seven hypotheses were posed in light of previous research on vocabulary learning. To test these hypotheses, an SEM procedure was performed for a sample of 368 Korean university students. The effects of gender and academic specialization on English vocabulary achievement were also examined through multi-sample analyses. Results of the present study demonstrate that Korean university EFL learners’ English vocabulary achievement was a direct function of motivation and vocabulary strategy. The effects of confidence, learner beliefs, and vocabulary learning methods, however, were found to be only indirectly connected to vocabulary achievement through motivation and strategy use. The results of multisample analyses for learners of different gender and academic major groups identified a total of four path coefficients whose effects functioned differentially across different learner groups. Implications of the present are also discussed.

This study examined the reading passages of the National Assessment of Educational Achievement (NAEA) and middle school English textbooks in terms of their readability and lexical difficulty. The readability was measured by using Flesch-Kincaid Grade Level Index, while their lexical difficulty was measured in terms of STTR (standardized type-token ratio), frequency of tokens per type, and vocabulary frequency levels by using VocabProfile and Oxford WordSmith Tools 7.0. The results showed that there was a gap between the readability of the English textbooks and that of the NAEA conducted from 2012 to 2014, while the readability between the English textbooks and that of the 2015 NAEA reached a comparable level. However, the textbooks from one publisher showed substantively lower readability than those from the other publishers and the NAEA. Secondly, regarding vocabulary frequency levels, the words in 1K and 2K accounted for more than 90% of the textbooks and the NAEA, while the NAEA had a higher STTR and lower frequency of tokens per type than the textbooks. It suggests that the NAEA employed more various words with less repetition than the textbooks. Pedagogical implications are discussed.

The purpose of the study was to investigate the causal relationships among factors affecting L2 reading achievement using a structural equation modeling (SEM) analysis. A total of 327 Korean EFL high school students completed a questionnaire on L2 reading motivation and strategies. The students’ L2 listening and reading comprehension abilities were measured by scores on the practice test for Scholastic Aptitude Test (PSAT) and self-assessed listening and reading proficiency. The study results showed that the students’ L2 reading efficacy, L2 reading strategy use, and L2 listening skills were significant predictors of their L2 reading achievement, while L2 reading motivation showed no significant relation with reading achievement. The nonsignificant path loading between reading motivation and reading achievement implies that reading motivation alone is not sufficient to promote students’ L2 reading proficiency. The final SEM model indicated a relatively strongest contribution of L2 listening ability over L2 reading efficacy and strategy use to L2 reading achievement. Pedagogical implications based on the findings are discussed.

목 적: 안경광학과 재학생들의 진로정체감, 전공만족도, 대학생활적응과 자아존중감이 학업성취도에 미 치는 영향을 알아보고자 한다. 방 법: D대학교 안경광학과 재학생 108명을 대상으로 설문조사를 실시하였으며, 학업성취도는 대학 입 학 후 2015학년도 1학기까지의 평균평점을 사용하였다. 수집된 자료는 IBM SPSS Statistics 22를 이용하여 신뢰도분석, 요인분석, 빈도분석, 기술통계량, t-검정과 분산분석, 다중회귀분석을 실시하였다. 결 과: 진로정체감, 전공만족도, 대학생활적응, 자아존중감과 학업성취도 간에는 모두 유의한 정적인 상 관관계를 보였고, 학업성취도와 가장 상관관계가 높은 것은 대학생활적응(ｒ=.320)이었다. 학업성취도에 영향을 미치는 요인은 진로정체감의 요인 중 흥미와 재능(β=.356, ｐ=.012)이었고, 전공만족도는 교과만족을 제외한 모든 변인이 유의미했으며, 대학생활적응 요인 중에서는 학업적응(β=.367, ｐ=.032)만이 유의한 영향을 미쳤고, 자아존중감의 하위요인 중 학업성취도에 영향을 미치는 요인은 자기존중(β=.292, ｐ=.047)이었다. 유의미한 변수들을 동시에 투입하여 학업성취도에 영향을 미치는 요인은 일반적인 전공만족도(β =.465, ｐ=.002)와 전공에 대한 인식만족도(β=-.415, ｐ=.003)가 유의한 영향을 미치는 것으로 나타났다. 결 론: 안경광학과 재학생의 학업성적을 높이기 위해서는 대학생활적응과 전공만족도 증진에 필요한 안 경광학과 특성에 맞는 구체적인 프로그램이 필요할 것으로 사료된다.

한자능력과 학업능력 사이의 상관은 오랫동안 한문교육자뿐만 아니라 인지과학자, 신경과학자 등 많은 연구자들의 주목을 받아왔다. 그러나 한자능력과 學業成就度 사이의 관계를 과학적으로 밝히는 것은 대단히 어려운 일이다. 본 연구는 고교생을 대상으로 한자능력과 學業成就度의 상관관계를 탐구하였다. 이를 위하여 고교생들의 學業成就와 관련되는 인지능력들을 검사하였다. 우선 言語知能으로서 言語理解力, 어휘력 등을 측정하고, 아울러 單語 認識 能力으로서 形態素 認識力을 검사하고, 한자발음, 한자의미, 한자 활용 등을 측정하는 일반 한자 능력 검사를 실시하였다. 또한 視覺的 技術을 측정하였다. 視覺的 技術은 한자 읽기와 높은 상관이 있는 것으로 알려져 있다. 조사 결과, 고교생의 학업 성취와 가장 높은 상관을 나타낸 것은 形態素 認識力이었고, 이어서 言語知能, 視覺的 技術의 순으로 나타났다. 한자능력은 學業成就와 유의한 상관을 나타내었으나, 形態素 認識力, 어휘력, 視覺的 技術과 비교하였을 때는 설명력이 약한 것으로 나타났다. 이는 한자 능력이 학업성취에 직접 관여하기보다는 형태소 인식력, 시각적 기술 등을 통해 간접적으로 관여되어 있을 가능성을 가리킨다. 본 연구의 결과는 한자어 교육에 있어서의 새로운 방향을 지시하며, 아울러 한자 능력의 검사 방법에 대한 재검토를 요청한다.

The study investigated the effect of the flipped class method implemented in a general English program in the tertiary level. The treatment variable of the experiment was a teaching method: a flipped class for the experimental group and a traditional class for the control group. A total of 13 class sessions were completed. The model of the experiment was a nested design with repeated measures. The dependent variables were positive affective experience, negative affective experience, class satisfaction, and language achievement. This study analyzed the data using factorial analysis, t-test, and repeated measures analysis of variance. The results showed that learners in the experimental group improved their positive experience during the treatment through statistically significant differences in pre-test and post-test scores; while the control group did not. The negative experience decreased at the end of the class in both groups. Although the mean differences were not statistically significant, the mean of the negative experience in the experimental group was lower than that in the control group. The class satisfaction was significantly different between the two groups. The experimental group improved language achievement on their final exam, while the control group’s mean decreased.

최근 기업현장에서는 급격한 기업환경의 변화 속에서 조직 구성원의 내재적인 특징과 조직의 직무성과와의 관계에 많은 관심을 가지고 있다.또한 많은 기업들이 이의 특징을 활용한 경영자의 공감대 형성과 제도적 인프라 구축 등을 실시하고 있거나 추진을 계획하고 있다.이처럼 기업들은 조직성과 유지 및 향상을 위해서 기업차원에서 다양한 노력을 기울이고 있다.하지만 실제 구성원들이 어떤 과정을 통하여 성격특성이 조직의 직무성과에 영향을 미치는지에 대한 정보는 미미한 실정이다.본 연구는 이러한 문제의식을 바탕으로 조직 구성원 관점에서 성격유형의 영향 요인을 찾아보고,조직의 직무성과에 영향을 주는 과정요인을 성격유형 및 감성지능을 통하여 통합적인 관점에서 밝히고자 하였다.분석 결과,조직 구성원들의 감정인식,상사감정,타인감정 그리고 감정조절의 감성지능 네 가지 차원 중 감정조절만이 상사 만족에 긍정적인 영향을 미침을 밝혔다.그리고 직무에 대한 동기부여 정도에 따른 감성지능이 상사 만족에 통계적으로 유의한 영향을 미치는 것으로 발견되었다.분석결과를 기초로 해서,본 논문은 기업차원에서 직무성과를 향상 시킬 수 있는 정책적,제도적 모색방안을 제시하였다.

After the content items of the secondary French curriculum changed to an achievement standards format, the new format appeared to be inconsistent with French education’s current content structure—language skills, language materials, and culture. This study aims to enhance the validity of the creation of the achievement standards by reshaping the curriculum to be more in line with the newly developed standards. This study provides a historical analysis of French curriculum structure and a review of existing literature on the second language education. And it also analyzes the foreign language curriculum structures in several foreign countries. Based on the discussion of preceding chapters, a restructuralization of French curriculum is suggested. The essence of the restructuralization is to divide the achievement standards into language achievement and cultural achievement, as well as to present language skills and materials—subcategories of language achievement in achievement standards formats. Also needed are standards for comprehensive skills including listening, speaking, reading, and writing. To be consistent with the purpose of the achievement standards format, the objectives, teaching and learning methods, and evaluation in French curriculum need to be modified. Finally, I suggest to the entities who are involved in the 2015 curriculum revision the need for scrutiny of the current curriculum format, as well as a change to the format in future development. Après le changement des éléments de contenu faisant partie du curriculum de l’enseignement du français au niveau secondaire pour un nouveau format basé sur les critères d’accomplissement, la structure actuelle de l’enseignement, composée de compétences langagières, de matières langagières et de contenus culturels, n’est plus conforme avec celle modifiée. Par conséquent, cette thèse vise à restucturer le cadre des contenus du curriculum, compte tenu des critères d’accomplissement développés, afin de réhausser la pertinence de l’établissement de ces critères. Cette étude explique l’analyse de la structure des contenus de tous les anciens curriculums et les résultats issus des études et de l’analyse précédentes portant sur les contenus de l’enseignement des langues vivantes. Elle présente ensuite les résultats de l’analyse des contenus des programmes en vigueur à l’étranger, ce qui nous conduit au dernier chapitre qui propose un programme restructuré. Pour résumer ce dernier, les points essentiels consistent à décliner les critères d’accompplissement en deux - critères langagiers et culturels ; proposer les compétences et les matières langagières, sous-catégorie des critères langagiers, sous forme du nouveau format des critères d’accomplissement ; présenter les critères d’accomplissement pour les compétences intégrales comprenant la compréhension et la production orales et écrites ; enfin, faire adapter d’autres points sous ce nouveau format des critères, tels que les objectifs d’enseignement, les méthodes didactiques et celles d’apprentissage, les critères d’évaluation dans le cadre du curriculum de l’enseignement du français. Avec cette proposition, cette thèse invite les chercheurs étudiant le nouveau curriculum 2015 à examiner avec prudence la stucture des contenus actuelle et à réfléchir à la nécessité de la restructuration des contenus à réaliser dans l’avenir.

Unlike many occupations, a salesperson’s performance is measured primarily by the extent to which he/she meets weekly, quarterly, and annual objectives. Long-term objectives, such as sales, profit, customer satisfaction, and market share quotas are driven by the achievement of short-term and more frequent quota targets, such as the number of leads generated or the number of sales meetings held. In addition, the sales process itself is defined by the achievement of “steps,” such as identifying prospects, securing meetings, identifying needs, overcoming resistance, and gaining commitment. Consequently, it is important to examine the sales agent’s need for achievement (NFA) and its influence on performance outcomes. To date, the research and anecdotal evidence have produced a few models that examine the outcomes of NFA, each explaining respective aspects of variance (Amyx and Alford, 2005; Riipinen, 1994; Hansemark, 1997). Extant literature in NFA domain provides a support for a link (positive correlation) between NFA and performance (Amyx and Alford, 2005). However, results are mixed concerning NFA’s influence on job satisfaction and organizational commitment (OC). Past literature contends that NFA will positively influence commitment (Steer, 1977; Morris and Snyder, 1979; Sager, 1991). However, in a recent empirically study, NFA was found not to have any significant effect on commitment and satisfaction (Amyx and Alford, 2005). Further, Johnson and Stinson (1975) empirically demonstrated that NFA negatively influence satisfaction. Contrarily, recent studies have argued that NFA positively influences satisfaction (Behrman and Perrault, 1984; Bluen, Barling, and Burns, 1990). An important variable often examined as key intervening variable in examining performance outcomes in management and sales domains is role clarity (Lang, Jeffrey, Bliese, and Adler, 2007). Role clarity is an indicator of the extent to which people understand their fit and purpose within an organization (Netemeyer, Maxham and Pullig, 1990; Fisher and Gitelson, 1983; Jackson and Schuler, 1985). This relative sense of fit and purpose may help explain the mixed results regarding the link between NFA and organizational commitment and job satisfaction. Previous research shows that salespeople with a high NFA perform better than those with a low NFA (Amyx and Alford, 2005). Organizations have a vested interest in retaining higher performing salespeople, and both job satisfaction (JS) and organizational commitment have been linked to retention. Given these relationships and the achievement-oriented nature of the sales job, it is important to understand the relationship, if any, between NFA and two outcome variables, namely, job satisfaction and organizational commitment. Specifically, this study first explores direct influence of NFA on job satisfaction and organizational commitment. Next, the study investigates how role clarity moderates the influence of NFA on organizational commitment and job satisfaction.

The present study explores the effects of peer intimacy on Korean primary English learners' collaborative group work in terms of writing achievement and peer interaction. Fifty six elementary school students engaged in small group work on English writing tasks. They were grouped in three different types: high intimacy level group, low intimacy level group, and random group. The study results indicated no significant group differences in the students' abilities and attitudes of English writing. However, the three groups differed in the quantity and quality of peer interaction. The high intimacy group produced the largest number of utterance and the most collaborative interactions. The low intimacy group, on the other hand, produced more utterances but less collaborative interactions than did the random group. Overall, the study results suggested that peer intimacy may have no immediate effect on students' learning through small group work but it possibly has delayed effects in prolonged group work by mediating the quantity and quality of peer interactions. Limitations of the study and pedagogical suggestions are provided.

This study investigated the effects of reducing the number of options in multiple-choice items on the psychometric characteristics of the English section of the NAEA (National Assessment of Educational Achievement). The purpose of the NAEA is to measure educational progress and achievement and it is administered to all sixth, ninth, and eleventh grade Korean students annually. The English section for the ninth graders is the focus of this study; it is made up of thirty-four five-option multiple-choice items and six constructed-response items. A five-option, multiple-choice English test was converted to a four- and a three-option version by eliminating the least and the second least frequently chosen options. Item difficulty, item discrimination, guessing, reliability, and information function were computed as a function of the number of options. This study employed the 3-parameter IRT model. Results showed that there were no significant differences among the three means of item difficulty as well as item discrimination indices; however, the inspection of the test information function indicated that the five-option version generally yielded the highest amount of test information function over the ability scale. Results indicate that streamlined three- or four-option versions are not likely to function as well as the five-option version at the test level.

Purpose: The purpose of this study was to verify the effect of student-generated rubrics on learning motivation and academic achievement in simulation education. Methods: Student-generated rubrics was developed through the negotiation process between teacher and students, content validity has been verified. The participants were 122 undergraduate nursing students recruited from the one university in G city. The participants were given the simulation education for 15 weeks from 2011 to 2012. Experimental group were presented to student-generated rubrics before course starting was not presented to the control group. The data were analyzed by t-test with SPSS win 18.0 program. Results: Student-generated rubrics presented simulation education was to improve learning motivation and academic achievement. Conclusion: Student-generated rubrics with high reliability and validity in a number of areas to be developed and there is a need to be refined and ensure objectification of simulation education.

본 연구의 목적은 자예(慈藝) 송수남의 삶과 업적 그리고 춤을 알아보고 그가 평소 강조했던 춤 철학과 송수남 류 ‘산조 춤’에 대한 미적 특성을 살펴보는데 있다. 그 결과 송수남은 한국 춤을 세계에 알려야할 사명감을 가지고 끊임없는 시도로 우리나라 무용 학 발전에 초석을 다진 예술가로서 공연 활동뿐만 아니라 학술 활동, 연구 활동에 있어 무용계 에 혁혁한 공을 세운바 있는 지적 소양과 능력을 갖춘 교육자였다. 그의 춤 철학을 보면 기존 방식을 탈피한 음악, 극본, 안무, 연출의 분업화로 무용을 종합예술 로서의 높은 경지를 이룩하려 노력했고, 통합적 사고를 토대로 총체적인 공연예술의 확장, 무용공 연의 대형화로 무대의 형식을 구체화시켰다. 춤의 미적 특성으로는 옛것을 수용하면서도 자신만 의 스타일 추구, 자연스러운 선이 겹사위로 이어지는 흥과 멋 강조, 개성 있고 기품 있는 한국 춤 의 멋으로 나타났다. 송수남은 늘 한발 빠른 행보와 국제적 감각을 지닌 시대를 앞서간 예술가로 서 우리나라 무용사에 있어서 중요한 예술적, 학술적, 교육적 업적을 남긴 무용가이다. 주요어 송수남의

The present study is triggered by the implementation of the achievement assessment system and the 2009 revised national curriculum, and the consequential need to help teachers to understand the new version of the curriculum when carrying out the achievement standard-based evaluation at school. The present study focuses on the newly introduced advanced courses of the 2009 revised national curriculum of English and provides an analysis of the hierarchical and interconnected relationship among these courses and the organization of their achievement standards. The study also provides guidelines for teachers on refining and customizing the curriculum-based achievement standards of the advanced English courses, for their own evaluation activities at school. Based on the analysis, the study attempts to suggest directions for the successful implementation of the new assessment system.

The purpose of this study was to analyze writing activities of 1st grade middle school English textbooks based on the achievement standards of the 2009 revised National Curriculum and provide suggestions for improvements of textbooks. In this study, seven textbooks out of twelve were selected and their writing activities were analyzed as to whether they stick to the guidelines of the 2009 revised National Curriculum. For this purpose, specific focuses of the current study were 1) to look into writing activities based on achievement standards stipulated in the 2009 revised National Curriculum, and 2) to investigate the ratio of integrated writing activities to separate writing activities ones. The results of the analysis revealed that most of the writing activities seemed suitable based on learners’ real-life situations for achievements standards; however, the types of writing activities were rather simple, mainly focusing on given words. Next, there were not only separate writing activities but also a variety of integrated activities such as listening-writing, speaking-writing, and reading-writing activities. At the end of the paper, a few suggestions were provided to improve the qualities of writing activities in the textbooks.