• Korean Journal of Culture and Social Issue
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• v.8 no.1
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• pp.103-139
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• 2002

Korean society has significantly changed with the onset of a dramatic economic crisis in 1998. From 2000, however, the Korean economy has recovered and currently Korea is enjoying a similar standard of living and economic growth as the pre-1998 levels. This study is a follow-up analysis, comparing the results examining the success attribution of Korean students and adults in 2001 with the results obtained before the economic crisis in 1997. Using the indigenous psychological approach, this study compares the similarities and differences in Korean students and adults' attribution of their personal success before and after the economic crisis. A total of 988 participants, consisting of 481 primary, junior high, senior high and university students and 507 adults (236 fathers and 271 mothers of the students) completed the questionnaire developed by Kim and Park (1998). The results indicate that students perceived their academic achievement and adults perceived successful family life as their most proud achievement. Successful family life included items such as academic success of children, healthy development of their children, and harmonious family life. The person who provided the most significant support for students were parents and for adults, it was their spouse. For students, the importance of friends' social support increased during the high school years. In terms of type of social support, emotional support was reported to be the most important for both students and adults. As for the reason for their success, majority of students and men reported self-regulation and for women, supportive family environment was reported as being the most important. Comparing 2001 results with the 1997 results, the importance of family increased after the economic crisis. Even with the dramatic economic crisis, however, some of the underlying pattern remain strong (such as importance of academic achievement for students, family life for adults, the importance of social support, especially emotional social support from family members, and believing that self-regulation would lead to success). The similar pattern of results obtain before and after the economic crisis indicate that the above results reflect a fundamental values and belief system deeply imbedded in Korean mentality.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.71-80
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• 2021

The purpose of this study is to explore the structural relationships among parents' educational involvement and parental efficacy on students' school life satisfaction and school achievement and to determine whether there are any differences depending on family type and school level. Using data from 2,497 families that participated in the 2018 National Survey on Children's Life, t-tests and structural equation modeling were conducted. The results of this study demonstrated that two-parent families reported higher levels of educational involvement than single-parent families and custodial grandparent families. Also, two-parent families raising children in elementary schools showed higher educational involvement than two-parent families raising children attending middle schools. Second, parental efficacy was found to mediate the effects of parents' educational involvement on students' school life satisfaction and school achievement. Third, the path coefficients between parents' educational involvement, students' school life satisfaction, and school achievement showed statistically significant differences depending on family type, with two-parent families having greater involvement than single-parent families and custodial grandparent families. Fourth, multiple group analysis reported a statistically significant difference in the relationship between parents' educational involvement and school achievement as well as parental efficacy and school achievement depending on the school level.

• Korean Journal of Culture and Social Issue
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• v.9 no.1
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• pp.81-114
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• 2003

This study examines the basis and change of delinquent behavior among Korean adolescents. Theoretical framework was developed and qualitative analysis of delinquency behavior was examined. In order to understand the basis and change of juvenile delinquency, the influence of family environment, school environment and individual factors were investigated through cross-sectional and longitudinal studies. The results of the findings can be summarized into the following six main points: 1) two subcultures of adolescent functioning could be ascertained, 2) the decrease in social support and increase in moral disengagement were directly related to a rise in juvenile delinquency, 3) family disintegration contributed to juvenile delinquency, 4) peer influence help to raise juvenile delinquency, 5) schools were unable to give hope to those students who were not doing well in school and were ineffective in dealing with juvenile delinquents, and 6) the phenomenon of juvenile delinquency points to the importance of opening up the closed school system and closed society, allowing individual diversity and skills to be recognized.

• 한국벤처창업학회:학술대회논문집
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• 2017.04a
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• pp.61-61
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• 2017

본 연구는 경력단절여성의 창업의지를 고취시키기 위해 필요한 변수를 분석하고, 성공적인 창업으로의 연결을 위한 교육 프로그램의 재구성 및 향후 정책이나 사업을 기획함에 있어 이론적 기반을 제공함에 목적을 두고 작성 되었다. 여자의 삶을 살면서 겪게 되는 출산 및 양육은 경력단절을 만드는 주된 이유이며, 이는 개인의 문제 뿐 아니라 저 출산 이라는 또 다른 사회적 문제를 야기 시킨다. 이런 사회적 문제의 해결방안으로 현재 정부는 여성기업의 활동과 여성의 창업을 지원하기 위해 2009년 12월 여성기업지원에 관한 법률을 제정하고, 여성기업 활동 촉진 기본계획을 수립하는 등 여성 창업 촉진을 위해 많은 노력을 하고 있다. 이러한 노력들이 실제 경력단절여성들에게 영향을 미치고 있는지 선행연구를 통해 알아보고, 경력단절여성의 창업의지를 고취시키기 위해 필요한 변수를 분석하여 실증 분석을 통해 관련성을 연구하고자 한다. 경력단절여성의 특성을 파악하여 경력단절 전 보다는 창업에 필요한 소통이 단절되었을 것으로 판단하여 외부의 영향력이 아닌 내부의 개인특성을 중점으로 변수들을 추출하였다는 선행연구와의 차이점이 있고, 일반 예비창업자 혹은 교육학에서 변수로 작용했던 창의성을 경력단절여성을 대상으로 연구하였다는 차이점이 있고, 창업 이라는 교육 커리큘럼에 여성을 대표하는 "감성"을 더해 "여성창업"을 위한 효과적인 교육 및 훈련 프로그램이 만들어 져야 하고, 경력단절여성들이 창업활동을 활발히 할 수 있도록, 일 가정 양립을 위한 제도적인 지원제도가 더욱 많아져 경력단절 여성창업률을 높이려는 노력이 더욱 필요할 것으로 판단된다.

• Journal of Family Relations
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• v.22 no.3
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• pp.103-130
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• 2017

Objective: This study explored benefits of a bibliotherapy program using picture books for self-growth supporting married Immigrant Women settle down as a healthy member of the Korean society. Method: This intervention program was implemented on twelve married immigrant women (and another twelve women as a control group), and their self-esteem and social competence before and after the intervention were examined. In addition, the researcher kept observation journals and conducted post-program interviews with the participants after the completion of the program to understand the changes in family relationships. Result: The results of this study are as follows: (1) the self-esteem scores of participants had increased after the intervention program, however, there was not significant differences between control and experimental groups, (2) the experiment group made more progress in improving social competence, and (3) the study confirmed through qualitative analysis that the program made positive contributions to improving the participants' quality of family relationships. Conclusion: Based on these results, implications for further research and practices were discussed.

• Fashion & Textile Research Journal
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• v.22 no.6
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• pp.803-811
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• 2020

This study investigates the management of clothes and the perception of up-cycling fashion based on university students majoring in fashion. Results based on 124 survey participants are as follows. First, students prioritized design when buying clothes and regarded texture as important for material. In managing clothes, male students emphasized durability; however, female participants checked fluff occurrence. Second, more than half of the respondents knew what up-cycling fashion was; overall, female students were more aware of up-cycling fashion than males. Few students purchased up-cycling clothes; however, many were willing to buy up-cycling clothes for eco-friendliness, which implies that they understood the relations between up-cycling fashion and environment. Third, pertaining to the perception of SPA fashion, students were highly satisfied with the accessibility of SPA brand stores. The group of students who knew up-cycling fashion were more satisfied with SPA brands and indicated o correlation between the cognition of up-cycling brands and preference for SPA brands. Last, in terms of the perception of environment and clothing, university students majoring fashion recognized the need for environmental protection; however, they did not emphasize environment when purchasing or managing clothes.

• Korean Journal of Culture and Social Issue
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• v.11 no.2
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• pp.73-108
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• 2005

This study examines the failure experience and aspirations for future among Korean adolescents and their parents using indigenous psychological analysis. The first part of this paper reviews the achievement literature that has used indigenous psychological analysis. The second part of this paper provides an empirical analysis of 482 students (primary=117, middle school=88, high school=72, and university=205) and 507 parents of the adolescents (fathers= 236, mothers=271). The open-ended questionnaire developed by Park and Kim (1999) was adopted for the study that asked the respondents to list the most painful experience, the person that was the most responsible for the failure, and the most important reason for the failure. The section on aspirations for the future asked the respondents to list the achievement that they would most likely to succeed, the person that they need assistance from, the type of support they need from the person, and the most important factor that would lead to them to success. The results indicate that for students the most painful failure was related to academic failure and for adults, it was related to family life. The person that was most responsible for the failure was reported by both samples be themselves. As for the most important factor that influenced their failure was a lack of self-regulation, such as a lack of effort and persistence. For the aspiration for future, students listed academic and occupational success and for adults listed harmonious family life as the most important. For social support, the adolescents listed their parents and adults listed their spouse as the person that they need assistance from. As for type of support, they listed emotional support to be the most important. As for the most important factor that would contribute to their success, majority of students and adults listed self-regulation. Based on these results and previous indigenous studies indicate, the following four conclusions could be drawn: (1) the emphasis of self-regulation as the most important reason for their past achievement, the future success and the lack of self-regulation for their failure; (2) the importance of receiving emotional support from family members; (3) the importance of educational aspiration and achievement for providing the basis of economic development; and 4) the importance goal of achieving harmonious family life.