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J Cosmet Med 2022; 6(1): 48-55

Published online June 30, 2022

https://doi.org/10.25056/JCM.2022.6.1.48

The effect of learning attitude on learning flow among students at beauty specialized high schools in South Korea

Seung-Hee Seo , PhD, Eun-Ju Kang , PhD

Department of Cosmetology, Dongshin University, Naju, Rep. of Korea

Correspondence to :
Eun-Ju Kang
E-mail: juju5768@naver.com

Received: January 27, 2022; Revised: April 8, 2022; Accepted: April 13, 2022

© Korean Society of Korean Cosmetic Surgery

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Background: The class form of beauty specialized high schools is mainly practical education rather than theoretical education, and the acquisition of national technical qualifications and employment skills are given priority. In the beauty industry, both theoretical basic knowledge and technical practical competence must be equipped. Learning in beauty education requires, above all, the attitude of the learner to constantly study the knowledge and skills delivered by the instructor. This can lead to lasting classroom effects.
Objective: This study aimed to examine the effect of learning attitude on learning flow among students at beauty specialized schools to provide a foundation for improving the quality of beauty education and preparing a plan to increase the learning satisfaction of students.
Methods: A total of 370 questionnaires were distributed to students at beauty specialized high schools in South Jeolla Province, of which 335 were analyzed after excluding 35 that lacked sincerity.
Results: The results of this study showed statistically significant positive correlations between the sub-factors of learning attitude, namely attention factor, learning skill factor, and self-learning factor, and, the sub-factors of learning flow, namely the cognitive and affective domains.
Conclusion: These findings can be used as a foundation for designing educational plans to improve the academic achievement and learning satisfaction of students at beauty specialized high schools.

Keywords: academic achievement, beauty specialized high school, learning attitude, learning flow, learning satisfaction

  1. Ham H, Cha K. A study on the serviceability of ICT beauty de-vice design properties by the spread of beauty industry. J Ind Des Stud 2021;15:1-11.
    CrossRef
  2. Lee B, Na YY. The effects of academic self-efficacy on satis-faction with academic major, career awareness among stu-dents from cosmetology high schools. J Korea Soc Beauty Art 2018;19:201-14.
    CrossRef
  3. Kang EJ. The correlation between achievement goal orien-tation and learning flow in beauty specialized high school students: a focus on mediating effects of learning attitude. J Korea Converg Soc 2019;10:275-81.
  4. Lee MR. The effect of learning motivation on learning flow, academic achievement and learning transfer: focused on NCS-based barista learners who applied ARCS learning mo-tivation theory [dissertation]. Seoul: Kyung Hee University; 2020.
    CrossRef
  5. Csikszentmihalyi M. Flow: the psychology of optimal experi-ence. New York (NY): Harper & Row; 1990.
  6. Csikszentmihalyi M, Larson R. Being adolescent: conflict and growth in the teenage years. New York (NY): Basic Books; 1984.
  7. Shulman LS. Making differences: a table of learning. Change 2002;34:36-44.
    CrossRef
  8. Lee SJ, Kang MY. Cosmetic beauty-related high school stu-dents??career awareness and their view of vocation. J Health Beauty 2007;1:113-48.
  9. Kang SW, Ok JP. New directions for the improvement of specialized high schools. In: Korea Research Institute for Vocational Education and Training (KRIVET), editor. 2000 Research abstracts. Seoul: KRIVET; 2001. p. 22-6.
  10. Lee JH. The effect of leadership style of academy teachers on elementary student?셲 academic self-efficacy, flow on learn-ing, learning attitude, and learning satisfaction [dissertation]. Seoul: Yonsei University; 2018.
  11. Kim CH. The relationships among physical education teach-ers??teaching behavior, students??lesson satisfaction and phys-ical education attitude. Korean J Sport Pedagog 2007;14:41-54.
  12. Park SM. Intervention effects of intrinsic motivation enhanc-ing strategy academic efficacy and learning attitude [disser-tation]. Daegu: Daegu National University of Education; 2008.
  13. Kang EJ. The effects of academic self-efficacy of beauty spe-cialized high school students on learning flow. J Converg Inf Technol 2019;9:170-5.
  14. Csikszentmihalyi M. Beyond boredom and anxiety. San Fran-cisco (CA): Jossey-Bass; 1975.
  15. Yu BM, Park HJ, Jin HS. The effect of perceived usefulness and attitude of adult learners on learning flow and learning pres-ence. J Agric Ext Community Dev 2016;23:449-57.
    CrossRef
  16. Kim KH. Analysis of the structural relations among self-directed learning, learning flow, academic self-efficacy, ca-reer decision self-efficacy, and key competencies of university students [dissertation]. Pocheon: Daejin University; 2019.
    CrossRef
  17. Lee EJ. The relations of motivation and cognitive strategies to flow experience. J Educ Psychol 2001;15:199-216.
  18. Seok IB. The learning flow study: scale · character · condition · involvement [dissertation]. Daegu: Kyungpook National Uni-versity; 2007.
  19. Weber K, Patterson BR. Student interest, empowerment and motivation. Commun Res Rep 2000;17:22-29.
    CrossRef
  20. Lee SH. Analysis of the structural relationships among fun, learning flow, team learning activities and learning satisfac-tion in PBL environment: focused on the social service per-sonnel job training education [dissertation]. Seoul: Konkuk University; 2015.
  21. Oh HJ. The effect of tourism specialized high school students’ entrance motives and achievement goals on their learning at-titude [dissertation]. Busan: Dong-A University; 2008.
  22. Kim HJ. The structural relationship among teacher-student relationships, learning motivation and learning flow [disser-tation]. Seoul: Sookmyung Women’s University; 2012.
  23. Joo YJ, Kim JH, Lee JW. Moderating effect of academic self-efficacy and learning flow between social presence and aca-demic achievement of students in cyber university courses. J Korean Assoc Inf Educ 2012;16:151-64.
  24. Jung KB. The effects of female adult learners’ motivation to participate in lifelong education on learning flow and aca-demic achievement. KJHRDQ 2014;16:159-83.
    CrossRef
  25. Jo S. A study on the effects of learning commitment on ca-reer self-efficacy, educational satisfaction and intention to continue learning - focusing on after-school classes among cosmetology-specialized high school students - [dissertation]. Gwangju: Honam University; 2017.
  26. Byoun HY. The relation among achievement emotion, self-regulated learning strategy and learning flow in high school students [dissertation]. Seoul: Kookmin University; 2018.
  27. Bae SG. The relationships of student academic engagement with learning psychological variables and teacher instruc-tional behavior in specialized vocational high schools [dis-sertation]. Seoul: Seoul University; 2013.

Article

Original Article

J Cosmet Med 2022; 6(1): 48-55

Published online June 30, 2022 https://doi.org/10.25056/JCM.2022.6.1.48

Copyright © Korean Society of Korean Cosmetic Surgery.

The effect of learning attitude on learning flow among students at beauty specialized high schools in South Korea

Seung-Hee Seo , PhD, Eun-Ju Kang , PhD

Department of Cosmetology, Dongshin University, Naju, Rep. of Korea

Correspondence to:Eun-Ju Kang
E-mail: juju5768@naver.com

Received: January 27, 2022; Revised: April 8, 2022; Accepted: April 13, 2022

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Background: The class form of beauty specialized high schools is mainly practical education rather than theoretical education, and the acquisition of national technical qualifications and employment skills are given priority. In the beauty industry, both theoretical basic knowledge and technical practical competence must be equipped. Learning in beauty education requires, above all, the attitude of the learner to constantly study the knowledge and skills delivered by the instructor. This can lead to lasting classroom effects.
Objective: This study aimed to examine the effect of learning attitude on learning flow among students at beauty specialized schools to provide a foundation for improving the quality of beauty education and preparing a plan to increase the learning satisfaction of students.
Methods: A total of 370 questionnaires were distributed to students at beauty specialized high schools in South Jeolla Province, of which 335 were analyzed after excluding 35 that lacked sincerity.
Results: The results of this study showed statistically significant positive correlations between the sub-factors of learning attitude, namely attention factor, learning skill factor, and self-learning factor, and, the sub-factors of learning flow, namely the cognitive and affective domains.
Conclusion: These findings can be used as a foundation for designing educational plans to improve the academic achievement and learning satisfaction of students at beauty specialized high schools.

Keywords: academic achievement, beauty specialized high school, learning attitude, learning flow, learning satisfaction

References

  1. Ham H, Cha K. A study on the serviceability of ICT beauty de-vice design properties by the spread of beauty industry. J Ind Des Stud 2021;15:1-11.
    CrossRef
  2. Lee B, Na YY. The effects of academic self-efficacy on satis-faction with academic major, career awareness among stu-dents from cosmetology high schools. J Korea Soc Beauty Art 2018;19:201-14.
    CrossRef
  3. Kang EJ. The correlation between achievement goal orien-tation and learning flow in beauty specialized high school students: a focus on mediating effects of learning attitude. J Korea Converg Soc 2019;10:275-81.
  4. Lee MR. The effect of learning motivation on learning flow, academic achievement and learning transfer: focused on NCS-based barista learners who applied ARCS learning mo-tivation theory [dissertation]. Seoul: Kyung Hee University; 2020.
    CrossRef
  5. Csikszentmihalyi M. Flow: the psychology of optimal experi-ence. New York (NY): Harper & Row; 1990.
  6. Csikszentmihalyi M, Larson R. Being adolescent: conflict and growth in the teenage years. New York (NY): Basic Books; 1984.
  7. Shulman LS. Making differences: a table of learning. Change 2002;34:36-44.
    CrossRef
  8. Lee SJ, Kang MY. Cosmetic beauty-related high school stu-dents??career awareness and their view of vocation. J Health Beauty 2007;1:113-48.
  9. Kang SW, Ok JP. New directions for the improvement of specialized high schools. In: Korea Research Institute for Vocational Education and Training (KRIVET), editor. 2000 Research abstracts. Seoul: KRIVET; 2001. p. 22-6.
  10. Lee JH. The effect of leadership style of academy teachers on elementary student?셲 academic self-efficacy, flow on learn-ing, learning attitude, and learning satisfaction [dissertation]. Seoul: Yonsei University; 2018.
  11. Kim CH. The relationships among physical education teach-ers??teaching behavior, students??lesson satisfaction and phys-ical education attitude. Korean J Sport Pedagog 2007;14:41-54.
  12. Park SM. Intervention effects of intrinsic motivation enhanc-ing strategy academic efficacy and learning attitude [disser-tation]. Daegu: Daegu National University of Education; 2008.
  13. Kang EJ. The effects of academic self-efficacy of beauty spe-cialized high school students on learning flow. J Converg Inf Technol 2019;9:170-5.
  14. Csikszentmihalyi M. Beyond boredom and anxiety. San Fran-cisco (CA): Jossey-Bass; 1975.
  15. Yu BM, Park HJ, Jin HS. The effect of perceived usefulness and attitude of adult learners on learning flow and learning pres-ence. J Agric Ext Community Dev 2016;23:449-57.
    CrossRef
  16. Kim KH. Analysis of the structural relations among self-directed learning, learning flow, academic self-efficacy, ca-reer decision self-efficacy, and key competencies of university students [dissertation]. Pocheon: Daejin University; 2019.
    CrossRef
  17. Lee EJ. The relations of motivation and cognitive strategies to flow experience. J Educ Psychol 2001;15:199-216.
  18. Seok IB. The learning flow study: scale · character · condition · involvement [dissertation]. Daegu: Kyungpook National Uni-versity; 2007.
  19. Weber K, Patterson BR. Student interest, empowerment and motivation. Commun Res Rep 2000;17:22-29.
    CrossRef
  20. Lee SH. Analysis of the structural relationships among fun, learning flow, team learning activities and learning satisfac-tion in PBL environment: focused on the social service per-sonnel job training education [dissertation]. Seoul: Konkuk University; 2015.
  21. Oh HJ. The effect of tourism specialized high school students’ entrance motives and achievement goals on their learning at-titude [dissertation]. Busan: Dong-A University; 2008.
  22. Kim HJ. The structural relationship among teacher-student relationships, learning motivation and learning flow [disser-tation]. Seoul: Sookmyung Women’s University; 2012.
  23. Joo YJ, Kim JH, Lee JW. Moderating effect of academic self-efficacy and learning flow between social presence and aca-demic achievement of students in cyber university courses. J Korean Assoc Inf Educ 2012;16:151-64.
  24. Jung KB. The effects of female adult learners’ motivation to participate in lifelong education on learning flow and aca-demic achievement. KJHRDQ 2014;16:159-83.
    CrossRef
  25. Jo S. A study on the effects of learning commitment on ca-reer self-efficacy, educational satisfaction and intention to continue learning - focusing on after-school classes among cosmetology-specialized high school students - [dissertation]. Gwangju: Honam University; 2017.
  26. Byoun HY. The relation among achievement emotion, self-regulated learning strategy and learning flow in high school students [dissertation]. Seoul: Kookmin University; 2018.
  27. Bae SG. The relationships of student academic engagement with learning psychological variables and teacher instruc-tional behavior in specialized vocational high schools [dis-sertation]. Seoul: Seoul University; 2013.

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