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This research aims to investigate the relationships among self management, perceived performance and performance satisfaction targeting for athletes of physical education middle school. Based on this, Using the SPSS WIN.Ver 20.0 Statistics Program has been frequency analysis, factor analysis, correlation analysis and multiple regression has been conducted and following conclusions has been conducted. This First, in the results of verifying the relationship between self management, perceived performance and performance satisfaction in athletes of physical education middle school, there were significant effects on it. Second, in the results of verifying the relationship between self management and perceived performance in athletes of physical education middle school, there were significant effects on it. Third, in the results of verifying the relationship between perceived performance and performance satisfaction in athletes of physical education middle school, there were significant effects on it.

본 연구는 세팍타크로 종목 활성화와 경기력 향상을 위한 전략 수립을 위해 세팍타크로 선수들을 대상으로 자기관 리가 인지된 경기력에 미치는 영향을 분석하였다. 최종적으로 채택된 141부의 자료를 토대로 SPSS WIN Ver. 20.0 통계 프로그램을 사용하여 빈도분석, 요인분석, 신뢰도분석, 상관관계분석, 다중회귀분석을 실시하여 다음과 같은 결과를 도 출하였다. 첫째, 세팍타크로 선수의 자기관리, 인지된 경기수행, 인지된 경기만족의 상관관계를 분석한 결과 각 변수간의 통계적으로 유의한 상관관계가 있는 것으로 나타났다. 둘째, 세팍타크로 선수의 자기관리가 인지된 경기수행에 미치는 영향을 분석한 결과 통계적으로 유의한 영향을 미치는 것으로 나타났다. 셋째, 세팍타크로 선수의 자기관리가 인지된 경기만족에 미치는 영향을 분석한 결과 통계적으로 유의한 영향을 미치는 것으로 나타났다.

The purpose of this study is to investigate the relationship between self-management and perceived performance in sepaktakraw players for development in sepaktakraw and competition strategy establishment. Based on this, the following conclusions were obtained by performing frequency analysis, factor analysis, correlation analysis, and multiple regression analysis using SPSS WIN.Ver 20.0 Statistics Program. First, as a result of investigating the relationship between sepaktakraw players self-management and perceived game performance, there were significant effects on it. Second, as a result of investigating the relationship between self-management and perceived performance, perceived performance satisfaction of sepaktakraw players, there were significant effects on it. Third, as a result of investigating the relationship between self-management and perceived performance satisfaction of sepaktakraw players, there were significant effects on it.

This study explores the potential of LLM-based AI assistants to alleviate labor shortages in East Asia, with a focus on South Korea, by attracting foreign workers. Previous research indicates that AI assistants can enhance job performance and adaptability. Through case studies and semi-structured interviews with a unique sample of seven foreign workers in South Korea who utilize AI assistants in their roles, along with three local colleagues, this study reveals that the advantages of AI assistants are particularly pronounced among foreign employees. All participants noted that AI assistants significantly improved communication and translation, leading to enhanced job performance and adaptability. The findings suggest that AI was beneficial across all levels of Korean language proficiency, with those possessing lower proficiency relying on it more heavily. The study advocates for further research to quantitatively validate these results, especially concerning foreign workers in other multilingual environments.

Purpose: This study was conducted in order to understand the correlation between professionalism, job satisfaction, and job performance of physical therapists Methods: Subjects included 148 physiotherapists. We conducted a questionnaire survey on professionalism, job satisfaction, and business performance. We then performed a correlation analysis. Results: The highest 'compliance of professional organization' in professionalism, the lowest 'vocation awareness of the profession'. In job satisfaction, the highest satisfaction was reported for 'supervisor', and the lowest satisfaction for 'duty'. Professionalism and job satisfaction/job satisfaction and job performance showed a clear positive correlation, and professionalism and job performance showed a weak positive correlation. Conclusion: The results of this study indicate that, in order to improve the job performance of the physical therapist, it is necessary to improve professionalism and job satisfaction. Physical therapists should improve their professionalism in order to improve job performance. In addition, research to improve job satisfaction and job performance of the physical therapist should be continued.

Purpose: This study was conducted in order to understand the influence of professionalism on job satisfaction and job performance of the physical therapist. Methods: Subjects were 148 physical therapists. We conducted a questionnaire survey on professionalism, job satisfaction, and job performance. Professionalism questions were 'Compliance of professional organization', 'Beliefs about public service', 'Autonomy', 'Beliefs about self-regulation', and 'Vocation awareness of the profession'. A regression analysis was then performed. Results: The subjects' average score for professionalism was $3.18{\pm}0.31$ points. The lowest score for satisfaction was observed for 'Compliance of professional organization'. Professionalism had an effect on job satisfaction. 'Vocation awareness of the profession (${\beta}=0.44$, p<0.001)', 'Beliefs about public service (${\beta}=0.25$, p<0.01)', and 'Autonomy (${\beta}=0.17$, p<0.05)' had an effect on job satisfaction. R square=0.46 (adjusted R square=0.45). Professionalism had an effect on job performance. 'Autonomy (${\beta}=0.29$), p<0.001)', 'Vocation awareness of the profession (${\beta}=0.22$, p<0.05)', and 'Beliefs about self-regulation (${\beta}=0.18$, p<0.05)' had an effect on job performance. R square=0.25 (adjusted R square=0.22). Conclusion: The results of this study indicate that in order to improve job satisfaction and job performance, it is necessary to improve professionalism. Therefore physical therapists should improve their professionalism ('Compliance of professional organization', 'Beliefs about public service', 'Autonomy', 'Beliefs about self-regulation', and 'Vocation awareness of the profession') in order to improve their job satisfaction and job performance. In addition, research to improve professionalism of the physical therapist should be continued.

Objective: This study is a single-group pre-post experimental study to determine the effects of simulation-based practice education on nursing students' self-efficacy, performance confidence, and educational satisfaction. Design: Single-group pre-post experimental studies Methods: This study was conducted from September 1, 2023 to November 30, 2023 for nursing undergraduate students in a simulation based practical education program. The subjects were provided with learning materials about an acute myocardial infarction case with chest pain for preliminary learning. After that, they were divided into teams of 6 people and asked to do self-study for 2 hours per team, twice a week, before conducting simulation practice. For the simulation based practical education, the participants were divided into 9 teams of 6 people each, and each team had 10 minutes for orientation, 15 minutes for scenario operation, and 50 minutes for debriefing. Results: After the simulation based practical education, self-efficacy increased statistically significantly from a mean of 3.51 before training to a mean of 3.80 after training (t=-2.12, p=0.038). However, there was no significant difference in performance confidence. There was a significant positive correlation between self-efficacy and performance confidence (r=0.62, p<0.001) and training satisfaction (r=0.67, p<0.001) after the simulation based practical education. Self-confidence was also significantly correlated with educational satisfaction (r=0.76, p<0.001). Conclusions: The results of this study showed that utilizing simulation-based practical education can increase nursing students' self-efficacy, which positively affects their performance confidence and educational satisfaction. Therefore, simulation-based practical education is an effective nursing education method that can improve nursing students' practical skills.

본 연구의 목적은 코로나 팬데믹 시기 대학의 온라인 수업과 비대면 혼합수업의 성과와 만족도를 비교하 기 위함이다. 연구는 일 대학 간호학과에서 성인간호학 강의를 수강하는 4학년 학생을 대상으로 하였으며 전면 비대면 수업에 참여한 113명과 비대면 혼합수업에 참여한 134명의 학습 성과와 수업 만족도를 비교하였다. 연 구결과 비대면 혼합수업의 성과와 만족도가 전면 비대면 수업보다 통계적으로 유의하게 높았다. 코로나 팬데믹 시기를 지나오면서 대학 구성원은 수업의 질을 결정하는 요인은 대면이냐 비대면이냐 형식의 문제라기보다는 가르치는 사람의 성의와 배우는 사람의 열의가 더욱 중요함을 모두 경험했다. 따라서 교육과 학습에 대한 성의와 열의를 기본으로 하여 앞으로의 교육환경 변화에 대비한 새로운 교육방법 개발 운영, 이에 따른 효과연구는 계속 되어야 할 것으로 생각된다.

The purpose of this study is to compare the performance and satisfaction of online classes and non-face-to-face mixed classes at universities during the COVID-19 pandemic. This study was conductedtargeted fourth-grade students taking adult nursing lectures at the Department of Nursing at one university. Class performance and class satisfaction were compared between students who participated in the non-face-to-face class and participated in the non-face-to-face mixed class. class performance, students' average scores out of 100 on the final exams were compared. Class satisfaction compared the average score of questionnaire on class satisfaction Class performance was high in online classes, Class satisfaction was higher in mixed classes than in non-face-to-face classes. In the future, it will be necessary to develop and operate various educational methods for university education in the post-COVID-19 era.

The study reveals the relationships between the level of self-directedness and educational performance of students in the cyber education environment. Where the motivations for participating cyber education may vary, the final destination of education may be the same – improving the level of self achievement by study. As the researchers believe that the paramount success factor of cyber education would be self-directedness, we probed the factors to build up self-directedness. Researchers developed the level of self-directedness as object-orientation, action-orientation, and learning orientation. Those composite orientations were compared with learning achievement. The study showed the significant relationship between some factors of self-directedness and educational performance.

The purpose of this study is to investigate the effects of mobile-learning (m-learning) on EFL student satisfaction and performance. For this empirical study, a research model was proposed with hypotheses. For m-learning attributes, four variables were suggested: Mobility, Content Personalization, Interactivity, and Accessibility. In addition, Learning Supports mechanisms used as potential moderating factor was proposed in order to test whether this variable enhances the relationship between Satisfaction and Performance in English m-learning. the data were collected from actual m-learning EFL students. A total of 279 responses were analyzed to test the proposed hypotheses. Results show that all hypotheses were significantly supported, suggesting that m-learning attributes are crucial factors for increasing EFL learners’ satisfaction and performance. Furthermore, the relationship between Satisfaction and Performance is enhanced by the inclusion of various types of Learning Supports. Finally, academic and practical implications are discussed.

This study attempts to measure the possible impact that flipped teaching has had on the improvement of learners’ academic performance, as well as their satisfaction in a cross-cultural communication course. A total of 90 students learning English as a foreign language (EFL) were assigned to three conditions: a structured flipped classroom using a WebQuest active learning strategy, a semi-structured flipped classroom, and a traditional classroom. Results showed that the structured flip lessons were the most effective instructional intervention in improving participants’ academic performance, followed by the semi-structured flip lessons and the traditional lessons. Data collected from the questionnaire and interviews indicated that learners were more satisfied with the structured flip lessons than the semi-structured flip lessons. Given the positive results, the present study argues that the flipped classroom model could be a useful and promising pedagogical approach in EFL teaching. However, additional research is needed to contribute to the knowledge base of this approach across disciplines.

This study investigates what are the potential components for academic research collaboration, and which makes possible to achieve higher academic productivity. The components include collaboration factors and collaboration model. We use two major collaboration factors to develop a framework for understanding the mechanisms that influence academic research collaborations: motivational factors and mediating factors. Motivational factors are self-motivation and trust and mediating factors are collaboration orientation, and peer support. We are going to analyze the effect of ecollaboration with research performance, reward and satisfaction with research output. We conducted the survey from the academicians. Using factor analysis and structural equation model with SPSS 20 AMOS, we illustrate the possible influence of these factors on research performance and satisfaction. We found that both motivational factors and mediating factors play important roles on the success of academics’ research.

The study was originated from recognition that project participants’ satisfaction should be improved to raise project performance and to make progress of a successful project since the above dissatisfaction was operated as a danger factor of the project. The study selected one large-scale sample project and attempted measuring characteristics of the project, participants’ satisfaction and project performance with the whole project participants. The study analyzed correlations between individual level (team members) and group level (development team), and examined what effect a sub project manager under complicated hierarchical organization of the large-scale project, namely PL (project leader)’s leadership style had on each individual project participant’s satisfaction and what effect project uncertainty in organization/technology environment had on project participants’ satisfaction and project performance. The study verified that development team (group) had an effect on team member (individual)-level project participants’ satisfaction by disclosing that there was a significant dispersion among groups within project participants’ satisfaction by each individual. It is analyzed that it is necessary to make improvement through approach by each pertinent team to raise individual-level project participants’ satisfaction. The study also verified PL’s ideal leadership under strict methodology and hierarchical control of the large-scale project. Based on the verification of the hypotheses, the results of the analysis were produced as follows. First, the development team affects the satisfaction level that an individual has when he/she participates in a project. This suggests that the satisfaction with project participation should be improved at the team level. In addition, the project management style and leadership orientation of the manager of a sub project who is mostly affected by the team proved to have a direct influence on the satisfaction with project participation and project performances. Second, both the performance-oriented leadership and the relationship-oriented leadership of the PL of the development team were verified to have a significant effect on the satisfaction of the team members associated with project participation. In other words, when the team members recognize that the PL of the development team shows both the performance-oriented leadership and the relationship-oriented leadership, their satisfaction with project participation increases accordingly. Third, it was verified that the uncertainty of the organizational environment significantly affects the satisfaction level when the PL of the development team exerts a relationship-oriented and performance-oriented leadership. The higher the uncertainty of the organizational environment is, the more the satisfaction with project participation decreases whereas the relationship-oriented leadership has a more positive effect on the satisfaction than the performance-oriented leadership style. Fourth, when the PL of the development team exerts the relationship-related and performance-related leadership, the uncertainty of the technological environment has a significant influence on the satisfaction level. The higher the uncertainty of the technological environment is, the more the satisfaction with project participation decreases whereas the performance-oriented leadership has a more positive effect on the satisfaction than the relationship-oriented leadership style. The result of the research on the uncertainty of the project environment suggests that when the development team leader exerts a relationship-oriented and performance-oriented leadership style, the uncertainty of the organizational environment has a significant effect on the satisfaction with project participation; the higher the uncertainty of the organizational environment, the more the satisfaction level decreases, and the relationship-oriented leadership style affects the satisfaction level more positively than the performance-oriented leadership style. In addition, when the development team leader displays a relationship-oriented and performance-oriented leadership style, the uncertainty of the technological environment has a significant effect on the satisfaction with project participation; the higher the uncertainty of the technological environment, the more the satisfaction level decreases. The performance-oriented leadership style as well affects the satisfaction level more positively than the relationship-oriented leadership style. Based on the above results, the research provides the following implications when handling multiple concurrent projects. First, the satisfaction with the participation in the multiple concurrent projects needs to be enhanced at the team (group) level. Second, the manager of the project team, particularly the middle managers should have both a performance- oriented and relationship (task and human)-oriented attitude and exert a consolidated leadership in order to improve the satisfaction of team members with project participation and their performances. Third, as the uncertainty factor of the technological and organizational environment among the characteristics factors of the project has room for methodological improvement depending on one’s effort even though there are some complications, we need to continuously prevent and control the risks resulting from the uncertainties of the technological and organizational environment of the project in order to enhance the satisfaction of project participation and project performances. Fourth, the performance (task)-oriented leadership is required when there is uncertainty in a technological environment while the relationship (human)-oriented leadership is required when there is uncertainty in an organizational environment. This research has the following limitations. First, this research intended to select one large-sized sample project and measure the project characteristics, the satisfaction of all the participants associated with project participation, and their performances. Therefore, it is inappropriate to generalize and apply the result of this result onto other numerous projects. Second, as this case study entailed a survey to measure the characteristics factors and performance of the project, since the result value was based on the perception of project team members, the data may have insufficient objectivity. Third, though this research targeted on all the project participants, some development teams did not provide sufficient data and questionnaires were collected from some specific development teams among the 23 development teams, causing a significant deviation in the response rate among the development teams. Therefore, we need to continuously conduct the follow-up researches making comparisons among the multiple projects, and centering on the characteristics factors of the project and its satisfaction level.

This study investigates the potential components for academic research collaboration, and the factors that make it possible to achieve higher academic productivity. The components include collaboration factors and a collaboration model. We use two major collaboration factors to develop a framework for understanding the mechanisms that influence academic research collaborations: motivational factors and mediating factors. Motivational factors include self- motivation and trust whereas mediating factors are collaboration orientation and peer support. We analyze the effect for use of e-collaboration with research performance, reward, and satisfaction with e-research output. A survey of academicians was conducted, and by using the factor analysis and the structural equation model with SPSS 20 AMOS, we illustrate the possible influence of these factors on research performance and satisfaction. We discovered that both motivational and mediating factors play important roles on the success of academic research. This study offers several implications for academicians. We develop a parsimonious research model, which is related to e-collaboration in academic research. This unique model offers academicians to achieve good publication output from the research team. The motivational factor, self-motivation and trust, are important factors which has received positive impact of mediating factor collaboration orientation and peer support. Our research sheds light on the crucial factors for use of e-collaboration which offer the ultimate effect on performance and satisfaction with e-research output. Satisfaction motivates people to work more and more on the field of their interest, thereby influencing the performance of academicians. Rewards should be distributed according to performance of the individual, which will motivate the person to become more enthusiastic for his work of interest. Our evidence suggests that in understating the collaborative process, one must account for the context in which the collaboration occurs, the motivation of the collaborators, the scope and nature of the project, the roles and activities undertaken, and interpersonal processes such as trust. Researchers’ motivations for engaging in collaboration were both instrumental and intrinsic.

This study explores whether American employees have different psychological contracts with subsidiary Korean companies than do Chinese employees, and if so, whether the different psychological contracts influence the job performance, job satisfaction, and job retention of employees of different nationalities. A survey of Chinese and American employees was conducted in China and in the USA during the summer of 2016. The 480 usable responses were analyzed with Hierarchical Multiple Regression. The results revealed significant differences in employees’ psychological contracts with Korean companies between American employees and Chines employees, indicating that psychological contracts with subsidiary Korean companies influenced job performance, job satisfaction, and job retention for all employees. However, national culture affected job performance more strongly for Chinese employees than for Americans. This result also indicated that subculture significantly influenced work efficiency and productivity. However, job satisfaction and job retention based on employees’ perceived psychological contracts was the same for Chinese and American employees. The study results implied that psychological contracts are measurable and are related to important organizational outcomes. However, interpretation of the results should be limited to study populations and Korean subsidiary companies.

본 연구는 보건의료계열 대학생을 대상으로 환자안전 부트캠프의 효과를 평가하기 위해 학습전이 효능 감, 환자안전 태도, 환자안전 수행자신감, 그리고 교육만족도를 확인하였다. 본 연구는 단일군 전후설계 로 2023년 8월과 11월에 일 대학교의 보건의료계열 2, 3학년 학생 35명이 16시간의 환자안전 부트캠프에 참여하였다. WHO의 환자안전 교육과정 지침을 바탕으로 개발된 부트캠프는 강의, PBL 학습, 시뮬레이 션 등의 교육 방법을 활용하였다. 부트캠프 효과는 대응표본 t-검정으로 분석하였다. 연구결과, 부트캠프 후 학습전이 효능감은 6.00점에서 6.84점으로(t=-6.23, p<.001), 환자안전 태도는 4.12점에서 4.47점으로 (t=-5.70, p<.001), 환자안전 수행자신감은 4.03점에서 4.72점으로(t=-7.25, p<.001) 유의하게 증가하였다. 교육만족도는 5점 만점에 평균 4.85점으로 높게 나타났다. 본 연구의 환자안전 부트캠프는 보건의료계열 대학생들의 단기적인 환자안전 역량 향상에 효과적이었으며, 이는 집중적인 단기 교육 프로그램이 환자 안전 역량 강화에 기여할 수 있음을 시사한다. 향후 연구에서는 장기적인 효과와 임상 현장에서의 적용 가능성, 그리고 다양한 교육 방법과의 비교 연구가 필요하다.

This study evaluated the effectiveness of a 16-hour patient safety bootcamp program for healthcare college students using a one-group pretest-posttest design. Second-year and third-year students participated in the patient safety bootcamp in August and November 2023. The curriculum, based on World Health Organization guidelines, incorporated lectures, problem-based learning, and simulations. Paired t-tests revealed significant improvements post-bootcamp in learning transfer efficacy (from 6.00 to 6.84; t=-6.23, p<.001), attitudes of patient safety (from 4.12 to 4.47; t=-5.70, p<.001), and confidence in patient safety performance (from 4.03 to 4.72; t=-7.25, p<.001). Satisfaction with program was high (Mean=4.85 point out of 5). These findings suggest that intensive short-term educational programs can effectively enhance patient safety competencies among healthcare college students. Further research is warranted to assess long-term effects and compare the efficacy of various educational methods.