Reviewerly/exHarmony huggingface dataset:
Improving Peer Ecology and Classroom Norms Using ClassNet: Students’ Academic Engagement and Social Behavior

The objective of this study was to evaluate the impact of teacher-led interventions in the classroom on students’ academic and social behavior. The intervention focused on improving positive peer relationships and classroom norms. To fulfill this purpose, 115 classes (N = 2,858 students) across elementary, middle, and high school levels were divided into an experimental group (n = 66 classes) and a control group (n = 49 classes). Students’ academic engagement (behavior, emotion), social behavior (overt and relational aggression, prosocial behavior), teacher―student relationships (support, conflict), teacher alignment, and peer network attributes were collected at the beginning and end of the semester through student and teacher reports as well as peer nominations. Multilevel analyses and longitudinal social network analyses were utilized to evaluate the impact of the teacher-led intervention. The results of the multilevel analysis revealed that teacher alignment, teacher―student conflict, and an initial level of academic engagement were significant factors to improve academic engagement. In terms of overt and relational aggression, teacher support played a crucial role in the experimental effect, with varying impacts observed in elementary and middle school groups. Longitudinal social network analysis revealed significant classroom intervention effects on prosocial behavior. Both peer choice and socialization (influence) effects were significant in the experimental group, while only the peer influence effect was observed in the control group. This suggests that the class-based intervention contributed to the development of prosocial behaviors as class norms. This study has educational significance in that it highlights the importance of creating positive class norms and peer ecology to enhance students’ academic engagement and social behavior.
Introduction of the ‘RISE’ and the current status, problems, and alternatives of higher education in Gwangju city

If higher education jurisdiction is partially delegated/transferred to local governments according to the Regional Innovation System and Education (RISE), which is scheduled to be introduced in 2025, Korea's higher education system will experience structural changes. The core content of structural change is the dualization of guidance/supervision authority for higher education institutions. The central government and local governments jointly govern higher education. The purpose of this paper is to discuss win-win cooperation measures between Gwangju City and universities in response to the ‘RISE’. To achieve the purpose of this paper, three topics were intensively discussed based on literature analysis. First, in order to understand the relationship between local governments and universities, the relationship between the two was identified and the meaning of win-win cooperation was critically discussed. Second, in order to understand the current status of higher education in Gwangju city, the reality of higher education in Gwangju was analyzed at the national/regional level, focusing on key indicators. Third, in the problems and alternatives of Gwangju higher education, key problems were pointed out and alternatives were presented based on the four factors that make up the higher education system (purpose structure, governance structure, financial structure, and performance management). In the conclusion, it was emphasized that public value should be emphasized in the direction of innovation in the higher education system at the national/regional level and a special change in perception in local governments' understanding of universities was emphasized.
Analysis of Differential Impact of Metacognitive Utilization Strategies on Writing Assignment Achievement and Self-directed Learning Abilities among University Students using ChatGPT

The purpose of this study is to analyze the difference between writing task achievement and self-directed learning ability. The metacognitive utilization strategy involves comparing, contrasting, and organizing the information provided by ChatGPT to facilitate reflective learning.&#x0D; A conducted an experimental study with 70 participants from University, divided into three groups: a group utilizing ChatGPT, a group utilizing ChatGPT along with metacognitive strategies, and a control group. The research results are as follows. First, the ChatGPT-using group was significantly higher in writing task achievement and self-directed learning ability than the non-using the ChatGPT group. Second, the group that provided both ChatGPT and metacognition utilization strategies showed significantly higher writing task achievement scores than the group that provided only ChatGPT. Third, the metacognitive variables that positively affect the writing task achievement were found to be self-evaluation, checking and correcting. Fourth, the pre and post-analysis of metacognition revealed significant improvements in attention regulation, organization, and content monitoring. This study holds educational significance in empirically verifying the difference in writing task achievement and self-directed learning abilities among groups by integrating ChatGPT with metacognitive utilization strategies.
Analysis of College Students' Longitudinal Academic Achievement by Admission Type

This study explored trends in academic achievement over the past five academic years among admitted students. Focusing on the longitudinal analysis of academic growth, we utilized panel data from students admitted to K University in the metropolitan area from 2018 to 2022. The analysis revealed that trends in academic achievement varied differentially based on the year of admission and admission types. According to the analysis of GPA data from 2018 to 2022, students generally outperformed in the order of document-based interview, document-based, high school subject achievement-based, and test score-based admission types. Particularly, for students admitted through document-based admission, there was a distinct change in the grade trend before and after the COVID-19 pandemic. Furthermore, significant interaction effects between the enrollment period and admission types were statistically significant in the academic performance data for the years 2018 and 2020. This indicates that trends in academic achievement over the enrollment period differ by admission types. The study provides valuable insights by longitudinally analyzing students' academic growth from admission to enrollment, contributing to the assessment of university education outcomes.
Analysis of the Relationship between Secondary School Students’ Digital Literacy Attitudes and Levels

This study aims to identify secondary school students’ digital literacy attitudes and levels, analyze the relationship between these two variables, and provide educational recommendations for improving digital literacy levels. The results of the study, conducted with 284 high school students in Sejong Special Self-Governing City, are as follows. First, in terms of digital literacy activities, students use social media (e.g. KakaoTalk), watching videos, and searching for information through smartphones almost every day, with a high frequency of use on weekends. Second, digital literacy attitudes were higher than the levels. Third, digital literacy attitudes and levels were positively correlated. Fourth, digital literacy attitudes had a significant influence on the levels. These findings suggest that attitude-related education should be conducted to improve secondary school students’ practical digital literacy skills.
The Mediating Effect of Ego-Resilience in the Relationship between Empathy Ability and Interpersonal Satisfaction of College Students

The purpose of this study was to examine the mediating effect of ego-resilience in the relationship between empathy ability and interpersonal relationship satisfaction of college students. For this purpose, 158 students from J University located in Chungnam area were surveyed and 158 data were analyzed by using SPSS 21.0. The data analysis method used correlation analysis, hierarchical regression analysis, and boot strapping to verify the significance of the indirect effect. As a result, first, among the sub-factors of college students' empathy ability, ego-resilience and ego-resilience, the higher the positivity, the higher the interpersonal relationship satisfaction. Second, college students' empathy ability affected interpersonal relationship satisfaction through ego resilience, and ego resilience was found to have a full mediating effect. Third, the three sub-factors of ego resilience, positivity, control, and sociability, were all found to have a mediating effect, and among them, positivity was found to have the greatest impact. Therefore, this study is meaningful in that it confirmed the influence of ego-resilience and positivity in strengthening interpersonal relationship satisfaction of college students.
An Analysis of Factors Influencing Participation in Lifelong Education Among Adults with Developmental Disabilities

Purpose: This study utilized the raw data from the 2020 Disability Status Survey conducted by the Korea Institute for Health and Social Affairs to analyze the factors affecting the participation of adults with developmental disabilities in lifelong education. Methods: These factors were categorized into demographic, health, psychological, and social activity aspects. A logistic regression analysis was conducted with lifelong education participation as a dependent variable and the influencing factors as independent variables. Results: The findings are as follows. First, in the health aspect, higher subjective health status and lower need for assistance in daily life were associated with increased participation in lifelong education. Second, in the social activity aspect, previous experience in lifelong education, leisure activities, and use of welfare centers were found to enhance participation. Third, psychological factors did not significantly influence the participation of adults with developmental disabilities in lifelong education. Conclusions: Based on these results this study proposes practical and policy measures to enhance lifelong education participation among adults with developmental disabilities. These include developing health-related programs, promoting autonomous living in daily life, encouraging participation in leisure activities rather than formal education, expanding lifelong education institutions beyond welfare centers, and creating more opportunities for participation in lifelong education.
Analysis of Translation Techniques in the Article "Cyberbullying: A Digital Society Dilemma" in NADI Magazine Edition 28/2021

The aim of this research is to find out common translation and classification techniques in translating the article "Cyberbullying: A Dilemma of Digital Society". This investigation is a translation investigation. Molina and Albir's theory is used to analyze translation techniques. The data for this research are articles in Indonesian and German with the title "Cyberbullying: A Dilemma in Digital Society". The data source for this research is NADI Magazine Edition 28/2021 pages 21-27. Data analysis in this research used qualitative descriptive methods. The translation techniques used were: adaptation with two sentences (0.88%), strengthening with one sentence (0.44%), borrowing with 33 sentences (14.53%), compensation with 20 sentences (8.81%), general equivalent with 14 sentences (6.16%). ), generalization with five sentences (2.20%), linguistic reinforcement with 32 sentences (14.09%), literal translation with seven sentences (3.08%), modulation with 26 sentences (11.45%), specification with five sentences (2.20%), reduction with 27 sentences (11.89%), transposition with 55 sentences (24.27). This translation technique is divided into six types, namely: couplet technique with six sentences (10.17%), triplet technique with 19 sentences (32.20), quartet technique with 19 sentences (32.20), quintet technique with eight movements ( 13.56%), sextet technique with six movements (10.17%), and septet technique with one movement (1.70%). There are two most common classifications, namely the triplet technique with 19 movements (32.20), the quartet technique with 19 movements (32.20). The translation results are then validated by experts. Expert assessment of the quality of the translation is good.
A Study on the Development of Self-Certified Evaluation Rubric for the Quality Management of University Major Curriculum

This study attempted to present a standard manual through the case of University A that can be applied when domestic universities want to improve or upgrade the rubric, which is the evaluation standard for curriculum certification evaluation, more than 10 years after conducting their own curriculum certification evaluation to manage and improve the quality of major curriculum. To this end, a rubric draft was first developed by revising and supplementing the evaluation criteria based on the results of analyzing related literature research and analyzing cases of major domestic universities that introduced curriculum certification evaluation through the advice of experts(N=3) in the curriculum . The draft rubric developed in this way verified the validity and feasibility of research results through a meeting with a modified Delphi survey(N=10) and a practitioner in charge of major curriculum certification evaluation(N=5) for experts in the field of education who have conducted research related to curriculum evaluation and curriculum evaluation. The results are as follows. First, evaluation criteria were developed to systematically evaluate the entire course of the major curriculum, including curriculum development, support, operation, performance, and improvement. Second, the evaluation criteria developed in this way were designed with a total of 3 items and 19 evaluation criteria, and an evaluation criterion with a content validity(CVI) of 0.80 or more was developed. Third, based on the results of the curriculum certification evaluation using this rubric, a feedback system was proposed to strengthen the quality of major education by establishing a continuous curriculum quality management system. It is expected that these findings will help improve the quality of the curriculum and operate a substantial curriculum.
A Study on the Effective Institutionalization Measures to guarantee the Basic Political Rights of Public Servants: Focusing on the Cases of the United Kingdom, Japan, and Taiwan

The act of expressing political opinions by public servants can be a great hurt to those in charge of running the state, but it can also be a great source of balance and a great driving force in the management of state affairs. While previous governments have focused on the former possibility and restricted the political expression of public officials, future governments may need to regulate by focusing on the latter, as will be the case in the countries below.&#x0D; The reason for guaranteeing the status of civil servants and demanding political impartiality was to provide an institutional foundation for them to carry out their official duties independently of the influence of the ruling party in a party-based state. However, what should be taken into account here is that the civil servant already has the status of an ordinary citizen before obtaining that status.&#x0D; In terms of the form of regulations on the political expression of civil servants in each country, there are countries that restrict the basic political rights of civil servants as much as possible, while there are countries that guarantee them to a certain extent, and there are countries that impose only minimal restrictions on the operation of state administration and widely recognize basic political rights. However, this difference in recognizing the basic political rights of civil servants does not lead to a difference in the management of state administration.&#x0D; Therefore, this article examines the process of restricting the basic political rights of civil servants in Korea, and examines whether it would not be better for the Korean government to accept civil servants as active agents of expression in the management of the state through the examples of the United Kingdom, Japan, and Taiwan. In the case of the United Kingdom and Japan, the basic political rights of civil servants are allowed differently depending on the rank or whether they are in charge of central or local administration, and in the case of Taiwan, the basic political rights of civil servants are allowed through a special law. It was thought to provide us with considerable implications.
Structural Relationships among Middle School Students’ Perceived Classroom Goal Structure, Growth Mindset, Achievement Goals, and Self-Regulated Learning

This study aimed to explore the structural relationships among middle school students’ perceived classroom goal structure, growth mindset, achievement goals, and self-regulated learning. To do so, 373 students at S Middle School in D City participated; 348 of them were used for preliminary analyses, structural equation model analyses, and bootstrapping. The results showed that mastery goal structure had a positive effect on self-regulated learning through the mediation of the mastery approach goal and of the performance approach goal, respectively. Also, the mastery goal structure had a significant effect on self-regulated learning by sequentially mediating growth mindset and mastery approach goals. On the other hand, the performance goal construct had direct effects on only performance approach goals and performance avoidance goals. A growth mindset predicted mastery approach goals and performance approach goals. These results suggest the importance of understanding the structural relationship between environmental factors, such as classroom goal structures, and intrinsic factors in order to promote adaptive academic behaviors. This study also identified a consistent mastery goal structure in classrooms for enhancing a growth mindset and mastery approach goals, along with the necessity for teacher capabilities, home―school partnerships, and policy support.
A Case Study on Blended PBL Courses for Enhancing Field Competency in Teacher Education Course

This study attempted to present a specific case of blended Problem-Based Learning (PBL) in teacher education course to enhance the field competency of pre-service teachers. The participants were first-year adult learners majoring in Early Childhood Education who were enrolled in the educational psychology course. The blended PBL process was organized by appropriately combining face-to-face and online sessions, following the sequence of 'Course Introduction,' 'Problem Presentation,' 'Subsequent Problem Steps,' 'Presentation of Results and Discussion,' and 'Review and Evaluation of Learning Outcomes.' Five PBL problems were developed, and during the initial five weeks, students were assigned to individually contemplate one problem per week. In the 10th week, a face-to-face group discussion session was conducted. Subsequently, continuous online communication through Learning Management System (LMS) and Social Networking Services (SNS) was maintained, leading to the group presentation of the final project at the end of the semester. The analysis of reflection journals submitted by students after the class was conducted to assess the effectiveness of a blended PBL course. The case presented in this study proposes a form of instructional design that integrates real-world experiences, suggesting a hybrid approach to PBL in education. Furthermore, the application of blended PBL in educational psychology courses suggests the potential to enhance field competency in teacher education courses.
The Effect of Artificial Intelligence Convergence Invention Education Program on Invention Attitude

This study was conducted to develop and apply an artificial intelligence convergence invention education program to students enrolled in middle schools to find out whether this education program is effective as an invention education program. As a result of the study, first, an 8th artificial intelligence convergence invention education program was developed based on the method of utilizing artificial intelligence technology in solving the problem of inventions in previous studies. Second, the 8th artificial intelligence convergence invention education program developed could bring about a positive change in the invention attitude, and it worked regardless of gender. This study was applied only to second-year students of D middle school, and it was applied in conjunction with the 'appropriate technology and sustainable development' unit of the technology subject, so care should be taken, but it is expected that it will be the basic data necessary to introduce artificial intelligence technology in invention education and a precedent case.
An Analysis of Instructional Factors for Development of AI Course for Pre-service Mathematics Teachers

With the advancement of artificial intelligence (AI) technology and the increase in societal interest, the &lt;Artificial Intelligence Mathematics&gt; course has been introduced. However, this introduction may place a burden on mathematics teachers in preparing for the new subject. This study examines the relevance between the curriculum and textbooks and the major subjects of teacher training colleges. It aims to suggest the essential instructional content elements by thoroughly considering the theories of artificial intelligence and mathematics, along with the use of computer programming in AI. This approach is intended to equip prospective mathematics teachers with the necessary skills and knowledge to effectively teach the &lt;Artificial Intelligence Mathematics&gt; course.
A Case Study on the Program for Pre-service Teachers to Improve Teaching Profession and Character Education Competency

Despite the development of science &amp; technology and changes in the educational system, ‘high morality’, ‘social and emotional intelligence’, ‘pursuit of social justice’, and ‘passion for the teaching profession’ will be treated as important things in the future teacher paradigm. Based on this awareness of the problem, this study intends to develop and operate a program to improve pre-service teachers’ teaching profession and character education competency, and verify the effectiveness. During the 2021 Spring semester, 148 pre-service teachers, in a college of education located in Chungbuk Province, were participated in this research. The curriculum included several areas of teaching profession, character education, multi-cultural education, and civic education. In order to verify the effectiveness of this program, pre- and post-survey were conducted and analyzed with t-tests. In the statistics, pre-service teachers’ teaching profession and character education efficacy were significantly improved. Based on these results, this paper adds further suggestions for pre-service teacher education.
The Effect of Early Childhood Science Education Class Based on Kolb’s Experiential Learning Theory on The Pre-service Early Childhood Teacher’s Science Knowledge, Science Attitude, and Science Teaching Efficacy

The purpose of this study was to analyze changes in the science knowledge, science attitude, and science teaching efficacy of pre-service early childhood teachers through early childhood science education classes based on Kolb’s experiential learning theory. To this end, 21 pre-service early childhood teachers who took early childhood science education courses were provided for 15 weeks based on Kolb’s experiential learning theory. The results of the study had a positive impact on science knowledge, science attitude, science teaching efficacy of total and sub-factor. These results suggest that early childhood science education classes based on Kolb’s experiential learning theory are an effective method of early childhood science teacher education