Browsing by Author "Jeong, Young-Ok Kwak"
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- Enduring effects of education on cognitive skills, prestige of occupation, and affective behaviors of self-concept and locus of controlJeong, Young-Ok Kwak (Virginia Polytechnic Institute and State University, 1988)Measuring long-term effects of education has been an obvious concern for both educators and researchers. There has been a considerable body of research on effects of education on cognitive skills, prestige of occupation, self-concept, and locus of control. However, there are some limitations to previous studies, either because of short-term perspectives or because of lack of controls for earlier measures of intelligence, self-concept, or locus of control. This study served to estimate models of the enduring effects of education on cognitive skills and its subsequent effect on prestige of occupation. In addition, the study estimated models of long-term effects of education on affective behaviors of self-concept and locus of control. Since this was a longitudinal study, it was able to examine enduring effects of education. It had the additional strength of controlling for earlier measures of intelligence, self-concept, and locus of control. This study showed that the long-term enduring effect of education on occupational achievement was substantial. In addition, education increased cognitive skills. However, with a longer-term perspective including a prior measure of aptitude, the effect was much less than those reported in previous studies. As far as affective behaviors of self-concept and locus of control were concerned, the enduring effects of education were nearly nonexistent.
- Participation patterns and barriers to participation in adult education activities among international women in Blacksburg, Va., U.S.A.Jeong, Young-Ok Kwak (Virginia Polytechnic Institute and State University, 1986)The purpose of this study was to identify the participation patterns, preferences, and barriers which prevent international students' wives from participating in adult education programs. To obtain the data necessary to answer the research questions posed in this study, a sample of sixty seven respondents was selected. The results of analysis revealed that women with jobs and women with longer duration of stay in the United States are less likely to participate. The programs in which women participate frequently are unpaid English classes, YMCA programs, International club program, and paid English classes. The programs which international women prefer are unpaid English lessons by private tutors, cooking, swimming, aerobics, and unpaid English classes. Participation in English from an unpaid tutor overall is much less than the indicated preferences. It is concluded that the major barriers are cost, no child care, lack of information, fear of deficiency of communication in English, and not enough time.