Objectives In this study, we seek to find out the mothers' perception of parental education experience and discover the subjectivity and characteristics of parental education experience to contribute to vitalization of parental education as a follow-up study. Methods To this end, a total of 140 statements were derived through literature analysis and in-depth interviews for a total of 32 days from July 28 to August 30, 2022, and 32 mothers with early childhood children were selected as the P sample and Q classification was conducted. did The collected data were analyzed using the PC-QUANL Program. Results As a result of the study, there were four types of parental education experiences for mothers with early childhood children, Type 1 was “parent education priority type”, Type 2 felt the need for parental education after parental education experience, Type 3 was “relationship-centered type”, and Type 4 was more “linear” emphasizing parental change than parental education experience. Conclusions Through the results of this study, the subjective perception structure of mothers with early childhood children was classified and confirmed, and it is expected to be used as basic data to increase access to parent education for mothers with early childhood children.
Objectives This study aims to contribute to revitalization as a follow-up study of non-face-to-face counseling by finding out the subjectivity and characteristics of non-face-to-face counseling among university students. Methods To this end, a total of 13 days from November 2 to November 15, 2021, using the Q method that comprehensively deals with individual values, attitudes, perceptions, and meanings, and can deal with university students' comprehensive perception of non-face-to-face counseling First, 98 statements were extracted through literature analysis, and secondarily, 1 each for a counselor with non-face-to-face counseling experience, a university student with non-face-to-face counseling experience, a counselor with face-to-face counseling experience, and a university student with face-to-face counseling experience. A total of 132 statements were derived by adding 25 statements through an interview with a total of 4 persons each, and 25 university students were selected as 010-8234-9408-samples and Q classification was performed. The collected data was analyzed using PC-QUANL Program. Results Type 1 is ‘non-face-to-face counseling trusting the effect of non-face-to-face counseling’, Type 2 is ‘non-face-to-face counseling non-preferential type that feels the limit of interaction in non-face-to-face space’, Type 3 is ‘non-face-to-face counseling is the next best thing’ ‘Preference for face-to-face counseling’ and Type 4 were ‘Preference for non-face-to-face counseling that feels comfortable in a non-face-to-face space’. Conclusions Through the results of this study, the subjective perception structure of university students was classified and confirmed by focusing on the recognition of non-face-to-face counseling by university students, and it is expected to be used as basic data to increase university students' access to non-face-to-face counseling.
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