A Study on the Effect of Nonverbal Communication on Education Satisfaction and Learning Attitudes by Beauty treatment teacher

Han, Ju-Yeon; Lim, Yeon-Sil; Chon, Hae-Jung

doi:10.18693/jksba.2021.22.2.35

Cited by 3 publications

(3 citation statements)

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“…상호신뢰성은 필연적으로 이루어지므로 교육자의 언어적 커 뮤니케이션의 요소보다 비언어적 커뮤니케이션이 빈번하게 발생하는 경우가 많다 (Han et al, 2021). 교육자의 비언어적 커뮤니케이션 스타일에 따라 수업품질 및 학습자들의 인지적 효과 그리고 교육을 받은 후 수업평가가 달라지고, 결과에 따 라 학생들의 학업 성취도에 미치는 영향은 크다고 본다 (Lim & Kim, 2018).…”

Section: 실기교육의 비중이 큰 미용 교육은 교육자와 학습자 간의unclassified

Correlations of Beauty Instructors’ Nonverbal Communication Skills with Learner Trust and Reenrollment

Jin,

Lee

2024

J Korean Soc Cosmetol

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This study attempted to investigate how beauty instructors’ nonverbal communication skills are correlated with learner trust and reenrollment. For this, a questionnaire survey was performed against a total of 159 beauty academy students in Busan, using SPSS 25.0. Specifically, frequency analysis was performed to examine subjects’ general characteristics. To analyze the validity and reliability of nonverbal communication skills, trust and reenrollment, factor analysis was conducted. To examine correlations among variables, correlation analysis was carried out. For hypothesis testing, regression analysis was implemented. To figure out the mediating effects of trust, furthermore, 3-step mediated regression analysis was conducted, and the results found the followings: First, in correlations between nonverbal communication skills and learner trust, object language and auditory language had a statistically significant effect on learner trust. Second, learner trust revealed an influence on reenrollment with statistical significance. Third, in correlations between nonverbal communication skills and reenrollment, object language and body language were important factors. Fourth, concerning the mediating effects of trust in correlations between nonverbal communication skills and reenrollment, full mediation was observed in body language, auditory language, object language and empathetic language. In sum, this study has proven that beauty instructors’ nonverbal communication ability is meaningful as a precursor in enhancing learner trust and reenrollment.

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Section: 실기교육의 비중이 큰 미용 교육은 교육자와 학습자 간의unclassified

Correlations of Beauty Instructors’ Nonverbal Communication Skills with Learner Trust and Reenrollment

Jin,

Lee

2024

J Korean Soc Cosmetol

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“…Currently, non-verbal language is a competence that professors have to acquire and control, since it has a significant impact on their own work development and especially on the attitude and relationship with students [1][2][3]. Even though it is a characteristic that favors correct job performance, it sometimes goes unnoticed since it acts involuntarily in daily life, generating emotional states in students such as motivation, dissatisfaction, or aversion [4].…”

Section: Introductionmentioning

confidence: 99%

Design and Validation of the Non-Verbal Immediacy Scale (NVIS) for the Evaluation of Non-Verbal Language in University Professors

Puertas-Molero

Zurita-Ortega

González-Valero

et al. 2022

IJERPH

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Knowledge and awareness of how to use non-verbal language is essential for the educational field. For this reason, the aim of this study was to develop a validation that validly and reliably measures the analysis of non-verbal language in university teachers. Content validation was carried out by applying the Delphi technique and through an exploratory and confirmatory analysis. The validity of understanding is given by the application of the scale to 1316 university teachers between 24 and 67 years of age. The initial data collected through the Delphi technique provided some modifications. The final scale, called Non-verbal immediacy, was composed of a total of 26 items that presented satisfactory adjustments in both comprehension and outcome validity. Confirmatory factor analysis determined three dimensions (kinesics, paralanguage, and proxemics). These factors will be a new element for future lines of research related to the teaching-learning process, as high relationships have been demonstrated between non-verbal language and psychosocial aspects implicit in teaching practice, as well as comprehension and student learning.

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“…를 높일 수 있도록 하는 것이라고 정의하였고 (Han et al, 2021), 일부 교육기관에서는 코로나19 이전부터 실기과목을 제외한 이론과목은 비대면으로 진행되는 경향인데, 이유는 비대면 수 업이 시간과 장소의 제약이 없고, 교육환경, 수강방법 등을 수 강자 본인이 통제가 가능하다는 장점이 있다고도 말하였다 (Kwon, 2021). 온라인 교육은 일방향적인 교육 형태를 가지는 특성이 있기에 실제 대면 수업 과정에서 가능한 질의응답이나 학습자의 반응을 보면서 교육의 강약을 조절하기에는 한계가 있다고 서술하였다 (Yang, 2021).…”

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Analysis of Learning Satisfaction Differences between Face-to-face and Non-face-to-face Education -Focusing on Learning Immersion and Interaction of Beauty Workers-

Seo¹,

Hong²,

Ju-yang³

et al. 2022

J Korean Soc Cosmetol

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The purpose of this study is to analyze the effects of face-to-face education and non-face-to-face education of beauty workers on learning satisfaction. For the investigation of this study, 400 beauty workers nationwide who have received face-to-face education and non-faceto- face education were targeted. Previous studies that studied the satisfaction of face-to-face education and non-face-to-face education were referenced, and a total of 400 copies were distributed for three months from November 01, 2021 to January 31, 2022 and 273 copies were used as survey data. For data analysis, frequency analysis, factor analysis, reliability analysis, correlation analysis, and T-test were conducted through the SPSS 25.0 program. As a result of analyzing the effect of face-to-face education and non-face-to-face education of beauty workers on learning satisfaction, learning commitment and interaction with students showed a positive (+) effect on learning satisfaction. It is believed that it will be very effective for learning satisfaction by using smart mixed training courses in NCS training or blended learning education that mixes face-to-face and non-face-to-face education as basic data for learning training methods.

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A Study on the Effect of Nonverbal Communication on Education Satisfaction and Learning Attitudes by Beauty treatment teacher

Cited by 3 publications

References 0 publications

Correlations of Beauty Instructors’ Nonverbal Communication Skills with Learner Trust and Reenrollment

Correlations of Beauty Instructors’ Nonverbal Communication Skills with Learner Trust and Reenrollment

Design and Validation of the Non-Verbal Immediacy Scale (NVIS) for the Evaluation of Non-Verbal Language in University Professors

Analysis of Learning Satisfaction Differences between Face-to-face and Non-face-to-face Education -Focusing on Learning Immersion and Interaction of Beauty Workers-

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