Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

This study was done to investigate satisfaction of fifth-grade(n=264) and sixth-grade(n=117) students from school foodservice in five elementary schools in Won-ju. On a scale of 1 to 5, with 1 being very poor and 5 being very good, overall satisfaction from school foodservice was found to be 3.21+/-0.98('so-so~satisfaction'). The highest satisfactory factor was neatness of foodservice staffs(3.79+/-1.00), while the lowest satisfactory factor was the students' overall opinions of school foodservice(3.03+/-1.06). The biggest unsatisfactory factor was found to be 'bland food'. 'Enhancement of taste'(49.08%) caused the most complaints against school foodservice. Soup was identified as the type of food most likely to be left over, and there was some significant difference between fifth-graders and sixth-graders. The reason cited most often for leftovers was unfavorable menus(33.42%). Students were more likely to try foods which were unfamiliar to them and also foods they previously disliked as a result of using school foodservice(28.87%). Also significant, when the meal director was present during the meal service, satisfaction was markedly higher than when the director was not present.
Humans ; Meals

PURPOSE: This study is to identify the types of role awareness of home health care specialists working at medical institutions, to understand their role awareness correctly by grasping the quality of each type, and to provide useful help in the education of home health care specialists. METHOD: Q-methodology is used to objectify role awareness of medical institution specialists who may recognize situations differently according to their individual experience and comprehension based on the view of behavior. Q-classification was carried out on 30 home health care specialists working at medical institutions using 30 selected questions. Collected data were examined through factor analysis using QUANL PC program. RESULTS: Three different types of role awareness of home health care specialists working at medical institutions were identified. Type I is "educational-function-centered", Type II "patient-centered" and Type III "professional-service-centered". CONCLUSION: Regardless of these types, home health care specialists commonly had a high pride as a specialist and a sense of mission regarding themselves as important persons responsible for patients' health.
Comprehension ; Delivery of Health Care* ; Education ; Hand Strength ; Humans ; Missions and Missionaries ; Specialization*

PURPOSE: The purpose of this study was to explore maternal physical activity support for preschool children. METHODS: Survey methodology using a self-administered questionnaire was employed. Mothers with preschool children from a daycare center in Daejeon participated in the study. One hundred and fifty-six questionnaires were analyzed. RESULTS: Mothers with preschool children showed a moderate level of physical activity support for their children. Significant factors affecting physical activity support of mothers were monthly household income (beta=.417, p=.002), maternal self-efficacy for physical activity support (beta=.231, p=.003), information for physical activity support (beta=.173, p=.022), and experience of education about physical activity support (beta=.237, p=.002). These variables explained 26.4% of the variance in physical activity support (F=7.628, p<.001). CONCLUSION: To improve maternal support for increasing physical activity of preschool children, maternal education and appropriate information should be provided to improve self-efficacy for physical activity support.
Child ; Child, Preschool* ; Surveys and Questionnaires ; Education ; Family Characteristics ; Humans ; Methods ; Mothers ; Motor Activity* ; Surveys and Questionnaires

PURPOSE: The purpose of this study was to describe breastfeeding knowledge, attitude and nursing practice of neonatal intensive care unit (NICU) nurses. METHODS: Survey methodology using a self administered questionnaire was employed as the research design. A total of 153 questionnaires from 7 university hospital NICUs in Seoul, Daejeon, and Daegu were used for data analysis. RESULTS: The percentage of correct answers on the breastfeeding knowledge questions for the NICU nurses was 59.3%. The nurses in NICU reported a somewhat positive attitude to breastfeeding, mean per item 3.70+/-0.41 on a scale of 5 points. Their breastfeeding nursing practice was at a moderate level, mean per item, 3.26+/-0.74. Breastfeeding knowledge had significant correlations with breastfeeding attitude (r=.554, p<.001) and nursing practice (r=.203, p=.002). Also, There was a significant correlation between breastfeeding attitude and nursing practice (r=.243, p=.002). CONCLUSION: These results suggest that breastfeeding educational programs and strategies for NICU nurses should be developed to increase their breastfeeding knowledge, attitude, and nursing practice.
Breast Feeding ; Surveys and Questionnaires ; Infant, Newborn ; Intensive Care Units, Neonatal ; Intensive Care, Neonatal ; Nursing, Practical ; Research Design ; Surveys and Questionnaires

This study focused on the socialist camp's North Korean medical support and its effects on North Korean medical field from liberation to 1958. Except for the Soviet assistance from liberation to the Korean War, existing studies mainly have paid attention to the ‘autonomous’ growth of the North Korean medical field. The studies on the medical support of the Eastern European countries during the Korean War have only focused on one-sided support and neglected the interactions with the North Korean medical field. Failing in utilizing the materials produced in North Korea has led to the omission of detailed circumstances of providing support. Since the review of China's support and the North Korea-China medical exchanges has been concentrated in the period after the mid-1950s, the impacts of China's medical support on North Korea during the Korean War period and the post-war recovery period have not been taken into account. In terms of these limitations, this study examined the medical activities by the Socialist camp of the Eastern European countries in North Korea after the Korean War. The medical aid teams from Hungary, Romania, Bulgaria, Czechoslovakia, Poland, and East Germany that came to North Korea in the wake of the Korean War continued to stay in North Korea after the war to build hospitals and train medical personnel. In the hospitals operated by these countries, cooperative medical care with North Korean medical personnel and medical technology education were conducted. Moreover, medical teams from each country in North Korea held seminars and conferences and exchanged knowledge with the North Korean medical field staffs. These activities by the Socialist countries in North Korea provided the North Korean medical personnel with the opportunity to directly experience the medical technology of each country. China's support was crucial to North Korea's ‘rediscovery’ of Korean medicine in the mid-1950s. After the Korean War, North Korea began to apply the Chinese-Western medicine integration policy, which was performed in China at that time, to the North Korean health care field through China's medical support and exchanges. In other words, China's emphasis on Chinese medicine and the integration of the Chinese-Western medicine were presented as one of the directions for medical development of North Korea in the 1950s, and the experiences of China in this process convinced North Korea that Korean medicine policy was appropriate. The decision-makers of the North Korean medical policies, who returned to North Korea after studying abroad in China at that time, actively introduced the experiences from China and constantly sought to learn about them. This study identified that a variety of external stimuli had complex impacts on the North Korean medical field in the gap between ‘Soviet learning’ in the late 1940s and the ‘autonomous’ medical development since the 1960s. The North Korean medical field was formed not by the unilateral or dominant influences of a single nation but by the stimulation from many nations and the various interactions in the process.
Asian Continental Ancestry Group ; Bulgaria ; China ; Congresses as Topic ; Czechoslovakia ; Delivery of Health Care ; Democratic People's Republic of Korea ; Education ; Germany ; Humans ; Hungary ; Korean War ; Learning ; Poland ; Romania ; USSR