Purpose This study aims to develop a systematic understanding of co-teaching as an instructional approach for responding to increasingly complex educational demands, such as learner diversity, inclusive education, and digital transformation, and to provide practical implementation guidelines applicable to school settings. Methods To achieve this purpose, a literature analysis was conducted on major theoretical works and peer-reviewed journal articles related to co-teaching. The analysis examined the definitions of co-teaching models, teacher role structures, student grouping methods, applicable contexts, expected benefits, and implementation considerations presented in the literature, based on the criteria of typological clarity, applicability to school practice, educational effectiveness, and implementation conditions. Results The co-teaching models were classified into seven types: One Teach, One Observe; One Teach, One Assist; One Teach, One Technology Support; Station Teaching; Parallel Teaching; Alternative Teaching; and Team Teaching. Each model was found to have distinct characteristics and advantages in terms of teacher role distribution, student grouping, instructional organization, and applicable contexts. In addition, the findings confirmed that successful co-teaching requires clear role distribution and effective communication between teachers, systematic assessment and continuous improvement, appropriate policy and institutional support, and the establishment of a collaborative school culture and physical environment. Conclusion This study provides a structured analysis that enables educators to select and apply appropriate co-teaching models based on the characteristics and needs of specific educational contexts. In doing so, it seeks to contribute to maximizing educational effectiveness in changing educational environments. Future research should collect and analyze co-teaching implementation cases across various school levels and subject areas in order to develop more specific and context-responsive implementation strategies.
Objectives This study aimed to analyze the effects of smart device usage time on sleep habits and physical health among adolescents, and to examine whether parental media mediation moderates these relationships. Methods Data from the 16th wave (2023) of the Panel Study on Korean Children (PSKC) were utilized. The study sample consisted of adolescents aged 14-15 years from the 2008 birth cohort and their parents, with valid responses from 832 to 1,258 participants analyzed. Results The findings were as follows. First, average daily smart device usage time (M=6.26 hours) showed no significant association with sleep habits or BMI. However, smartphone overdependence was found to have a significant negative effect on weekday sleep duration (β=-.079, p<.05) and BMI (β=-.078, p<.05). Second, maternal media mediation significantly moderated the relationship between smartphone overdependence and social jetlag (the difference in sleep timing between weekdays and weekends) (ΔR²=.006, p<.05), with higher levels of maternal mediation attenuating the negative impact of overdependence on sleep patterns. Third, paternal media mediation did not demonstrate a significant moderating effect. Conclusions These findings suggest that smartphone overdependence poses a more substantial health risk to adolescents than mere usage time. Furthermore, active maternal media mediation may function as a protective factor that buffers the negative consequences of smartphone overdependence.
Objectives This study aims to identify the key factors affecting speaking anxiety among beginner Korean language learners in Singapore and to analyze the teacher support needs that learners expect to alleviate such anxiety. Methods A survey was conducted with 90 beginner-level Korean learners enrolled in a tertiary institution in Singapore. Through exploratory factor analysis, three main factors of speaking anxiety were identified: Communicationrelated Anxiety, Classroom Participation Anxiety, Teacher Evaluation Anxiety. Teacher support needs were categorized into Emotional, Cognitive, and Functional support based on theoretical frameworks. The collected data were analyzed using reliability analysis, descriptive statistics, correlation analysis, and multiple regression analysis. Results The results showed that Classroom Participation Anxiety was the highest, while Teacher Evaluation Anxiety was the lowest. Regarding teacher support, learners expressed the highest demand for Emotional support, followed by Cognitive support. Furthermore, Communication-related Anxiety was identified as the only factor that significantly influenced all three types of teacher support needs. Conclusions The findings suggest that speaking anxiety in beginner Korean learners stems not only from a lack of linguistic proficiency but also from the psychological pressure of participating in class and the demand for spontaneous speech. The study indicates that learners prioritize emotional stability and clear linguistic guidance over simple error correction. In particular, since Communication-related Anxiety affects all types of support needs, teachers must move beyond being mere evaluators to become interactive facilitators who manage the overall speaking environment. Therefore, instructional strategies that integrate Emotional, Cognitive, and Functional support are essential for beginner-level Korean speaking classes.
Objectives This study aims to examine the ontological transformation faced by art education in the context of the digital media environment, focusing on a comparative analysis of the concepts of materiality and spirituality based on the philosophical perspectives of Friedrich Kittler and Byung-Chul Han. Methods To this end, the study critically examines the materialist position proposed by Friedrich Kittler, which holds that technology determines human perception and cognition, and relates Byung-Chul Han’s analysis of the disappearance of objects and the flattening of experience in the information society to the dimension of spirituality. Results The emergence of digital technology as a non-object-based mode of existence requires critical thinking from individuals situated within a rapidly changing world and an uncontrollable information environment, and calls for a reflective examination of the workings of the mind((thought goes on). Conclusions This study concludes that digital technology should be reinterpreted within the framework of material and immaterial structures, and that art education should move beyond the acquisition of technical skills toward a philosophical form of education that reflects on the workings of the mind (thought goes on) and the conditions of human existence.
Objectives The purpose of this study was to systematically review instructional intervention studies applying Universal Design for Learning (UDL) in secondary inclusive classrooms and to examine research trends and implementation patterns. Methods Following the PRISMA guidelines, 19 peer-reviewed articles were identified, and 17 studies were included in the final analysis after excluding duplicate interventions. Results The results showed that UDL-based instructional intervention studies in secondary classrooms were relatively concentrated in science subjects and targeted inclusive classrooms with diverse learners or entire classroom populations. The dependent variables mainly focused on academic and affective outcomes, and most studies reported positive changes following UDL-based instruction. UDL was more often applied in combination with other instructional strategies than as a standalone intervention, and the three UDL principles—engagement, representation, and action and expression—were widely reflected in classroom design. Conclusions These findings provide practical implications for applying UDL in secondary inclusive classrooms and support teachers in designing inclusive instruction.
Objectives The purpose of this study is to propose a practical instructional model and inspection guidelines applicable to Korean language education, as generative AI emerges not merely as a supplementary tool but as an agentic tool that interacts with learners. Methods To achieve this, a systematic review was conducted to select 61 KCI-listed papers published up to November 2025. Subsequently, an integrative review was performed on 26 stakeholder perception studies. By synthesizing these empirical findings with Moore’s Transactional Distance Theory and the PICRAT model, this study derived the “ACT Instructional Model.” The ACT model is structured around three core axes: Agency of Teacher, Criticality of Learner, and Task Suitability. It hierarchizes technology integration into three distinct levels: Level 1 (Observer/Passive/Replacement), Level 2 (Guide/Interactive/Amplification), and Level 3 (Facilitator/ Creative/Transformation). Results Upon applying this model to analyze 25 existing instructional cases, distinct patterns emerged. The ‘Lesson Preparation’ domain was concentrated on ‘Functional Amplification (Level 2)’ to enhance teacher efficiency, whereas the ‘Listening/Speaking’ domain was largely characterized by learners’ ‘Passive (Level 1)’ attitudes. In contrast, the ‘Reading/Writing’ and ‘Translation/Discussion’ domains demonstrated the highest potential for ‘Essential Transformation (Level 3)’ through active collaboration with AI. Addressing these disparities, this study developed and proposed a “Self-Checklist” containing concrete scaffolding strategies to facilitate the transition to the ‘Essential Transformation’ stage across all domains. Conclusions This research holds significance as it provides a practical guide that transcends mere functional tool training, ultimately aiming to restore the true essence of education: meaningful interaction and critical reflection.
Purpose The purpose of this study was to propose a data-driven research platform framework for learner-centered educational practice in response to changes in future learning environments and to conceptualize the framework from the perspective of an academic society-centered collaborative ecosystem. Methods This study employed a conceptual model approach based on qualitative literature analysis. Domestic and international academic literature and policy documents related to Learning Analytics, AI in Education, and data-driven education were collected and analyzed. Through an iterative comparative analysis, the core components and structural relationships of a data-driven research platform for learner-centered education were identified. Results The findings revealed five core components of the proposed framework: (1) future learning environment changes and research demands, (2) data infrastructure and standardization, (3) collaborative research ecosystems, (4) AI-based learning support, and (5) dissemination and sustainability. In addition, academic societies were identified as potential platform hubs that can support data sharing, collaborative research, AI-based research support, and the dissemination of research outcomes through cooperation among teachers, researchers, educational institutions, and edutech companies. Conclusion This study proposed a data-driven research platform framework that integrates learner-centered education, Learning Analytics, and AI-based education. The findings suggest that an academic society-centered collaborative ecosystem can serve as a foundation for supporting data-driven collaborative research and learner-centered educational practice in future learning environments.
Purpose The purpose of this study was to examine the relationships among job satisfaction, person-job fit, and turnover intention among employees and to empirically verify the mediating effect of person-job fit in the relationship between job satisfaction and turnover intention. Methods To test the research model, a survey was conducted with 641 employees working in management, accounting, and office-related occupations. Data were analyzed using SPSS 18.0, including correlation analysis, hierarchical regression analysis, and bootstrapping to verify the mediating effect. Results The results showed statistically significant relationships among the major variables. Job satisfaction was negatively associated with turnover intention and positively associated with person-job fit. In addition, person-job fit was negatively associated with turnover intention. The mediation analysis revealed that person-job fit partially mediated the relationship between job satisfaction and turnover intention. These findings suggest that job satisfaction and person-job fit are important job-related factors associated with turnover intention. Conclusion This study provides empirical evidence regarding the job-related factors associated with turnover intention among employees in management, accounting, and office-related fields. The findings highlight the importance of job-based competency development, job training, and career development support to enhance person-job fit and job satisfaction. Furthermore, the study suggests the need for job design and human resource management strategies that consider the alignment between job requirements and employees’ competencies to support organizational effectiveness and employee retention.
Purpose This study aimed to examine the effects of self-compassion, forgiveness, self-control, and critical thinking disposition on flourishing among nursing students. Methods A questionnaire survey was conducted with 140 students from two four-year nursing colleges in B region. Data were analyzed using descriptive statistics, Pearson’s correlation coefficients, stepwise multiple regression, and multiple regression with the enter method. Results Flourishing was significantly and positively correlated with self-compassion (r=.601, p<.001), forgiveness (r=.331, p<.001), self-control (r=.340, p<.001), and critical thinking disposition (r=.376, p<.001). In the regression analysis, selfcompassion (β=.539, p<.001) and critical thinking disposition (β=.254, p<.001) were identified as significant positive predictors, whereas self-control showed a significant negative effect (β=-.147, p=.036). Forgiveness was not a significant predictor. Among the general characteristics, motivation for choosing nursing, major satisfaction, academic achievement, perceived economic status, and college life satisfaction were also significant factors. The model was statistically significant (F=17.13, p<.001) and explained 71.9% of the variance in flourishing. Conclusion Both psychological factors and academic and environmental factors play important roles in influencing flourishing among nursing students. To promote flourishing, educational interventions should strengthen self-compassion and critical thinking disposition while considering students’ academic and environmental circumstances. Nursing education should incorporate problem-solving-based teaching strategies and psychological interventions and integrate curricular and extracurricular programs to enhance both emotional and cognitive competencies.
Objectives This study aims to examine the meaning and limitations of ‘the conception of the self-directed learner’ presupposed by competency-based education and to explore how the educational subject in Biesta’s educational thought can be understood in terms of ‘subjectification’, with particular attention to the idea of the beautiful risk of education. Methods This study reviews the historical and philosophical background of the self-directed learner presupposed by competency-based education. It then offers a theoretical analysis of educational subjectification by drawing on Arendt’s ‘coming into appearance in the world’ and Levinas’s ‘responsibility for the Other’, with a focus on Biesta’s five major works. Results The study shows that competency-based education tends to understand students as self-directed and competent performers, while risking their reduction to objects of measurement and management according to externally defined standards. By contrast, in Biesta’s terms, the subjectifiction is concerned with whether students can exist as subjects of their own lives and come into presence in relation to the world and to others. Because such subjectification cannot be produced or guaranteed in advance, education necessarily entails uncertainty and risk. Conclusions Biesta’s educational thought suggests that education should not be reduced to knowledge acquisition or competence development. Rather, it should be understood as a practice that opens up the possibility for students to come into presence as subjects of their own lives through their responses to the world and to others. Education, therefore, is not a mechanism for producing predictable outcomes but an open and responsible practice oriented toward subjectification.
Objectives This study aims to objectively identify the subject design patterns of ‘School Autonomy Hours,’ introduced in the 2022 Revised National Curriculum, focusing on how they implement students' active participation and agency. Methods To this end, a qualitative content analysis was conducted by collecting the curriculum documents of 21 newly established subjects approved by the Jeonbuk State Office of Education. Results The analysis results confirmed that School Autonomy Hour subjects take the form of an ‘Intended Curriculum’ designed to connect students' lives and knowledge to provide meaningful learning experiences, rather than being a mere list of experiential activities. The specific design patterns are categorized into four types. First, the ‘Eco-Environmental Citizenship’ type structured the climate crisis as a process of internalization, linking it to individual students' emotional sensitivity and inducing voluntary practical actions. Second, the ‘Glocal Identity’ type emphasized the experience of students standing as independent subjects of problem-solving by analyzing local community issues themselves and connecting them with global universality, using local resources as learning texts. Third, the ‘Social-Emotional and Digital Citizenship’ type promoted the development of students' practical competencies by converting abstract character and ethics into specific skills and data-based problem-solving abilities. Fourth, the ‘Metacognitive Tools’ type was designed to maximize student agency and allow students to pioneer their own learning paths by utilizing questioning and economic thinking as learning tools. However, alongside these positive attempts, document design dilemmas were also derived, such as the ambiguity of achievement standard statements and the ‘Activity Trap,’ which lacks the depth of essential knowledge (Know) and may hinder authentic self-directed knowledge construction. Conclusions This study proposes educational implications for School Autonomy Hours to settle as a venue for meaningful learning, including the establishment of a co-design system that reflects students' needs and quality control measures to ensure intellectual rigor.
Purpose This study was conducted to examine the effects of academic burnout and smartphone overdependence on sleep quality among university students majoring in dental hygiene. Methods A survey was conducted from May 12 to May 30, 2025, targeting college students enrolled in the Department of Dental Hygiene in region C. For the analysis, t-tests, ANOVA, Pearson's correlation coefficients, and Multiple Regression Analysis were used, and a total of 189 questionnaires were utilized in the final analysis. Results Academic burnout in dental hygiene major college students showed a statistically significant correlation with smartphone overdependence (r=.451, p<.001) and sleep quality (r=.257, p<.001), while there was no significant correlation between smartphone overdependence and sleep quality (p>.05). In the effect of smartphone overdependence on sleep quality, academic burnout (β=-.211, p=.010) was found to have a full mediating effect, and the explanatory power was 3.6%. Conclusion As a measure to improve learning for university students majoring in dental hygiene, it is necessary to provide efficient time management strategies, and it is considered necessary to apply a sleep quality intervention program to maintain physical and mental health.
Objectives This study aimed to provide basic resources for school health policy and health education in Korea by examining the changes in the US National Health Education Standards. Methods This study was conducted using document analysis, a qualitative research method, in the following order: : materials preparation, data extraction, data analysis, and research results distillation. In order to increase the validity of the collected materials, the criteria of authenticity, credibility, and representativeness was used. Finally, the selected materials was analyzed using the DA method including (1) content analysis, (2) contextual analysis, (3) comparative analysis, and (4) thematic analysis. Results The US National Health Education Standards has changed to the visions of ‘Achieving Health Literacy’ in the first stage, ‘Achieving Excellence’ in the second stage, and ‘Moving Toward Health and Well-Being’ in the third stage. The 3rd National Health Education Standards, revised in 2024, introduces a Salutogenesis perspective to develop a new health education paradigm, expands the scope from the health of an individual to the health and well-being of an individual and others, emphasizes skill-based health education, and emphasizes health literacy as a competency. Conclusions The analysis of the changes in the US National Health Education Standards raises the need for a comprehensive review of the direction, goals, and contents of health education in Korea. First, student health urgently needs a shift towards an integrated approach. Second, health education should focus on health, not disease. Third, the purpose and scope of health education should be expanded beyond the health of individuals to the health and well-being of others and the community. Fourth, it is necessary to establish the Korean national health education standards that reflects the contemporary and national demands for student health and takes into account the actual conditions of the educational field. Fifth, it is necessary to set health literacy reflecting the perspective of Salutogenesis as the main goal of health education. Finally, there is a need for active follow-up research on national health education standards that reflects the recent changes in the concept of health and the current state of student health and school health education in Korea.
Objectives The purpose of this study is to develop tasks utilizing generative AI to enable beginner learners of Korean to practice speaking on their own. Methods Task development followed the five stages of the ADDIE model: analysis, design, development, implementation, and evaluation. After developing the tasks, the researcher first tested them, applied them in class, and then revised them to address any issues. Additionally, effective strategies for task implementation were proposed based on learners' feedback and an analysis of their task performance data. Results To improve conversation success rates, several strategies were proposed: using ChatGPT as the primary tool, employing stalling strategies when producing long utterances, instructing the chatbot and learners on how to address each other, ensuring that instructors provide appropriate feedback and stay informed about the chatbot’s latest updates, strengths, and limitations, entering prompts as text, and having learners initiate conversations. Additionally, follow-up activities such as pair work or presentations after chatbot-based conversation practice were considered effective. Conclusions This study is significant in that it developed speaking tasks utilizing generative AI, enabling learners to take the initiative in practicing speaking outside the classroom, and provided specific strategies for their implementation.
Objectives The purpose of this study is to explore the effect of social support and major selection motivation on major satisfaction in order to increase the major satisfaction of university students majoring in piano. Methods The subjects of the study are 1,341 university students majoring in piano at J Technical University, J Normal University, and NC University in Namchang of China, and descriptive statistics analysis, reliability analysis, correlation analysis, and hierarchical multiple regression analysis are performed using the SPSS 25.0 program. In order to find out the effect of social support and major selection motivation on major satisfaction, a hierarchical multiple regression analysis of major satisfaction(dependent variable) according to social support and major selection motivation(independent variable) is conducted. Next, among these two independent variables, an independent variable that more affects major satisfaction is selected. Hierarchical multiple regression analysis of major satisfaction according to each sub-variable of the selected independent variable is performed to find out the effect of each sub-variable of the selected independent variable on major satisfaction. Results There is a positive(+) correlation between the social support, major selection motivation, and major satisfaction. As a result of analyzing the effect of social support and major selection motivation on major satisfaction, social support and major selection motivation account for 24.6% and 30.6% of the total variance of major satisfaction, respectively. As a result of analyzing the effects of major selection motivation sub-variables such as personal and social motivations on major satisfaction, it is found that 9.4% of social motivation and 35.2% of personal motivation. Therefore, it is confirmed that major selection motivation have a greater influence on major satisfaction than social support. As a result of analyzing the effect of each personal motivation and social motivation, which are sub-variables of major selection motivation, on major satisfaction, it is found that personal motivation is greater than social motivation. Conclusions In this study, it was confirmed that major selection motivation is a causal variable that has a higher impact on major satisfaction, and among the sub-variables of major selection motivation, personal motivation is variable that greatly affect major satisfaction. Therefore, in order to cultivate efficiently major satisfaction of university students majoring in piano, personal motivation, a sub-variable of the major selection motivation, must be cultivated. On the other hand, a comparative study of major satisfaction according to each major, region, and ethnicity will be of great help in finding ways to improve university students' major satisfaction. In addition, in subsequent studies, a study on the effect of self-state and self-esteem on major satisfaction will provide additional help in exploring ways to improve major satisfaction for university students majoring in piano in Namchang city.
Objectives The purpose of this study is to explore the nature and structural characteristics of vicarious trauma experienced by art therapists in counseling settings. Methods Interviews were conducted with eight art therapists with master's degrees or higher and experience in counseling trauma patients, and 56 core statements were extracted. Then, multidimensional scaling and Ward's hierarchical cluster analysis were conducted based on the core statements using the concept mapping analysis suggested by Kane and Trochim (2007). Results Art therapists' experiences of vicarious trauma were classified into four major clusters: difficulty in maintaining professional attitude, emotional and cognitive difficulties, efforts to strengthen professionalism, and somatization and behaviorization. Art therapists were found to experience difficulties in maintaining professional boundaries, emotional exhaustion, negative thought patterns, and various physical symptoms in the process of treating trauma patients. In order to overcome vicarious trauma, therapists adopted strategies such as cooperation with colleagues, use of supervision, and self-regulation through art media. Conclusions This study provides a systematic understanding of the vicarious trauma experience of art therapists and suggests practical methods for managing and overcoming it. Therefore, this study can be used as important basic data for the development of education and training programs to maintain the professionalism of art therapists and strengthen therapeutic relationships with clients.
Objectives This study aimed to develop AI-based teaching and learning methods to improve the AI preparedness of healthcare students and to empirically assess their effectiveness through pre- and post-intervention surveys. The goal was to examine how an integrated instructional model combining theoretical understanding and practical application of AI could enhance students’ overall competencies, including AI cognition, applied skills, ethical awareness, and legal compliance in healthcare settings. Methods AI-related instructional activities were implemented for healthcare information students in the 2023 academic year. A total of 22 items, categorized into Cognition, Ability, Vision, and Ethics, were used to measure their AI preparedness. Pre- and post-intervention surveys were conducted, and independent t-tests were performed to examine changes in scores before and after the intervention. Results The average score increased from 2.91 (pre-intervention) to 3.50 (post-intervention), showing a statistically significant improvement (p < 0.0001). Notably, greater gains were observed in the Cognition and Ability domains, while improvements were also confirmed in Vision and Ethics. These findings suggest that AI-based teaching methods effectively enhance students’ understanding of AI, practical application skills, future outlook, and ethical/legal compliance in healthcare contexts. Conclusions The AI-based teaching and learning methods applied in this study significantly increased AI preparedness among healthcare students. Future healthcare curricula should incorporate AI-focused educational activities to better equip students to utilize AI in a rapidly evolving healthcare environment.
Objectives The purposes of this study were to analyze previous domestic studies related to digital citizenship and to grasp implications for future digital citizenship research based on the results. Methods From 2016 to November 2024, 76 KCI-listed papers and doctoral dissertations were searched for key keywords related to digital citizenship, and 75 papers were finally selected to analyze the contents. Results First, as a result of analysis by publication year, research related to digital citizenship is continuously increasing every year, and the most papers were published especially in 2022. Second, as a result of analysis by research field, the most research was conducted in the field of education, followed by social science, humanities, engineering, complex studies, and arts and sports. Third, as a result of analysis by research area, studies on the practical plan were more than twice as many as those on concept and theory. Fourth, as a result of analysis by research purpose and subject, applied research was the most, followed by basic research and evaluation research. Applied research and evaluation research showed an increasing trend. Fifth, as a result of analysis by research method, quantitative research was the most, followed by literature and theoretical research, qualitative research, and mixed research. Sixth, as a result of analysis by research subject, research was mainly conducted on school-age students, and research on infants and the disabled was insufficient. Conclusions By analyzing trends in digital citizenship research published in Korea, basic data for related research were provided, and implications for future research directions were presented. Future research requires research on various groups and research through a complex approach. Through this approach, we will be able to better understand the complex aspects of digital citizenship and contribute to the development of practical policy proposals and educational programs.
Objectives This study aims to examine the impact of repertoire classes on the dance performance ability and ach ievement of arts high school students specializing in modern dance. By focusing on key performance factors, the research seeks to provide empirical evidence on the educational value of repertoire-based learning in dance. Methods Participants in this study were 40 high school students majoring in contemporary dance from the Gyeonggi and Seoul regions. They were randomly assigned to either an experimental group (n = 20) or a control group (n = 20). The experimental group participated in eight sessions of repertory-based dance instruction. All participants completed both pre- and post-intervention assessments using a standardized questionnaire. To examine baseline equivalence between groups, an independent samples t-test was conducted. Differences between groups at the post-test stage were also analyzed using an independent samples t-test. Within-group changes from pre- to post-test were analyzed using paired samples t-tests. Results The experimental group showed statistically significant improvements in dance performance abilities— including performance confidence, concentration, and achievement—as well as in dance achievement measures, specifically comprehension and practical skill acquisition. Moreover, the post-test mean scores of the ex perimental group were substantially higher than those of the control group. The same measurement instrument was administered at both time points, and internal consistency was confirmed by reporting Cronbach’s α co efficients at each stage. Conclusions The findings highlight the effectiveness of repertoire classes in enhancing both dance performance ability and achievement. This underscores the importance of incorporating repertoire-based education into dance curricula to maximize student potential. Future studies should explore the influence of repertoire application dura tion and performance-related elements to deepen the understanding of arts education’s multifaceted impact on dance majors.
Objectives In this study, it is to verify the moderated mediating effect of gender in the effect of self-differentiation of newlyweds on marriage satisfaction through conflict response method. Methods To this end, data were collected by distributing a self-report questionnaire consisting of the Korean-style self-differentiation scale, conflict response scale, and Korean-style marital satisfaction scale to a total of 369 first-married husbands and wives who are 20 to 39 years old and are married within five years of marriage. For data analysis, descriptive statistics, correlation analysis, mediating effects, moderating effects, and controlled media ting effects were verified through SPSS 21.0 and SPSS Macro Processes. Results Each factor was significantly correlated, and among the sub-factors of conflict response, rational coping showed a partial mediating effect in the relationship between self-differentiation and marital satisfaction, and only women showed a moderating effect of self-differentiation on rational coping as a gender factor. As a result of ver ifying the controlled mediating effect based on this, the controlled mediating effect controlling the mediating ef fect of rational coping in the relationship between self-differentiation and marital satisfaction was confirmed. Conclusions Based on the results of this study, it was confirmed that rational coping is effective when there is a problem or conflict for the satisfaction of a better marriage in the newlyweds. In particular, in the case of women, the effect of increasing marital satisfaction can be expected by using rational coping methods according to their own level of self-differentiation.
