• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.41-54
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• 2019

Today, companies are supporting filed of culture and art forms as part of its social contribution activities to cultural support. Also, improvement of commercial interests and profit structure for enhancing the image of support taking shape at the same time, such as a strategic approach. Culture of companies in building confidence and enhance its operational activity is the image of the positive effect that charitable point of view social contribution projects and strategic point of view of culture support activity. Therefore, corporate culture in the study formed in supporting a variety of factors recognized the importance, culture support for business activity is the image of the factors which are behavior, social responsibility actions, corporate contributions to analyze the impact. Then the company's corporate image formed by supporting a culture and see if any influence on customer loyalty to carry out an empirical study. The conclusions of this study are as follows: first of all, corporate culture support activity is affecting contributions to corporate social responsibility actions and behavior of the corporate image, and image formed to consumers has shown to have a positive impact on customer loyalty. Second, corporate image formed by supporting a culture wac shown to have a positive impact on customer loyalty.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.213-236
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• 2014

This study is aimed at enhancing the prosocial behaviors and the positive peer play interaction of young children with developmental delays. Three children with developmental delays and three students without developmental delays who were 4-year-old students in an inclusive classroom were selected. Their homeroom teacher carried out the program with a small group of 6 children totaling 21 sessions over 3 months. The major results of this study were as follows: First, the result of both the observer and the parents' test after the program showed that the small group made positive changes on prosocial behaviors. In addition the frequency of target behaviors increased during the intervention. Second, the result of both the observer and the parents' test after the program showed that positive peer play interaction increased in the small group. Moreover the negative peer play interaction such as play disturbance and play isolation decreased. In conclusion, the thematic fantasy play program is useful for an inclusive classroom, and can be a concrete method to support inclusive education and childcare.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.163-174
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• 2021

In order to find the factors that influence behaviors for innovative work performance, this study tried to examine the relationship between organizational justice perceived by SME employees and IT support for differentiation on innovative behavior through knowledge exploitation and exploration. A survey was conducted on employees of SME, and the research hypothesis was verified using SPSS 22.0 and PLS 3.0 by analyzing the final 239 copies. As a result of the study, organizational justice and IT support showed a positive effect on knowledge exploitation and exploration, and knowledge exploitation and exploration had a positive effect on innovation behavior. Through this study, the theoretical foundation for organizational justice to influence knowledge exploitation and main search was established and the theoretical and practical implications for enhancing the competitiveness of the enterprise were presented through a comprehensive analysis of the two variables, organizational justice and IT support, which affect the innovation behavior of SMEs. Future research will require to study the performance part due to innovative behavior using various variables.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.175-200
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• 2013

This study focused on the relationships among teachers'playfulness, teachers'positive play beliefs, teaching efficacy on play and teacher's strategies of problem behavior guidance, and especially the mediating effects of teaching efficacy on children's play. Subjects were 151 early childhood teachers in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression, hierarchical multiple regression and the Sobel test. The main results of this study were as follows. First, teachers' playfulness and teachers'positive play beliefs had a positive influence on their proactive, positive reactive strategies of problem behaviors. On the other hand, teachers' positive play beliefs had a negative influence on their negative reactive strategies of problem behaviors. Second, teachers' playfulness and teachers'positive play beliefs had a positive influence on their teaching efficacy on play. Finally, the effects of teachers' playfulness on their proactive, positive reactive strategies of problem behaviors of preschoolers were totally mediated by their teaching efficacy on play.

• The Journal of the Korea Contents Association
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• v.20 no.4
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• pp.686-701
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• 2020

The purpose of this study is to find out how employee's gratitude disposition affects Organizational Citizenship Behavior(OCB) and empirically validating multiple mediation effect of perceived organizational support(POS) and job satisfaction. For this study, an online survey has been conducted on office workers to analyze 380 sets of answers, reviewed reliability and validity through CFA and used SPSS 25.0, AMOS 25.0, Macro Process 3.0, a bootstrap method to test hypothesis. As a result, it is verified that an employee's gratitude disposition positively affects OCB, POS and job satisfaction and that there exists a multiple mediation effect of POS and job satisfaction. In this study, it is validated that an employee's gratitude disposition has a positive influence on OCB and an employee's gratitude disposition, an individual trait, is a related antecedent variable of POS. The result of this study is meaningful that it suggests boosting gratitude disposition, a positive psychological factor, in an organization can positively affect employees' job attitude and organization effectiveness.

• 재활복지
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• v.21 no.4
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• pp.77-99
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• 2017

The purpose of this study is to prepare the basic information of teacher training through the special education teachers' present execution status and awareness on positive behavior intervention support for the student with disabilities. The results of the study as follows: First, the rate of teachers having high concern on students' behavioral management was 22.9%, and the rate of teachers taking median concern was 66%. And the teachers obtained the information on problem management including positive behavior support by publications or teacher training. Second, the importance of individual interventions valuated significantly which presented mostly more 4 point. But relatively the point of application possibility was lower than the point of importance evaluation. Third, the rate of application as 70% among total research participants presented to be used the most in all individual interventions on positive behavior support. And on the effectiveness, the teachers answered that 23 interventions were effective. But, on the facts of monitoring and assessment of behaviors, the special education teachers negatively evaluated the effectiveness. Results are discussed with previous research, contributions to future directions, and implications in interventions for students with disabilities.

• Korean Journal of School Psychology
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• v.15 no.3
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• pp.399-431
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• 2018

The purpose of this study was to summarize the empirical literature on implementation of positive behavior support (PBS) within a multi-tiered system of supports in American and Korean schools and to compare its key features and outcomes in an attempt to suggest future directions for development of a Korean school-wide PBS model and implementation manuals as well as directions for future research. Twenty-four American articles and 11 Korean articles (total 35 articles) that reported the outcomes of implementation of PBS at a tier 1 and/or tier 2, or tier 3 level and that met established inclusion criteria were analyzed using systematic procedures. Comparisons were made in the areas of key features and outcomes of PBS in addition to general methodology (e.g., participants, design, implementation duration, dependent measures) at each tier of PBS. The results indicated that positive outcomes for student behavior and other areas were reported across tiers in all American and Korean studies. At the tier 1 level, teaching expectations and rules were the primary focus of PBS in American and Korean schools. However, Korean schools focused on modifying the school and classroom environments and teaching social skills whereas American schools focused on teacher training on standardized interventions or curricular by experts and teacher support during implementation of PBS. At the tier 2 level, more American studies reported implementation of tier 2 interventions within school-wide PBS, and Check/In Check/Out (CICO) was found to be the most commonly used tier 2 intervention. The results also indicated that in comparison to Korean schools, American schools were more likely to use systematic screening tools or procedures to identify students who need tier 2 interventions and more likely to promote parental involvement with implementing interventions. At the tier 3 level, more Korean studies reported the outcomes of individualized interventions, but more American studies reported that designing individualized intervention plans based on comprehensive functional behavior assessment results and establishment of systematic screening systems were focused when implementing individualized interventions. Furthermore, few Korean studies reported the assessment of procedural integrity, social validity, and contextual fit in implementing PBS across tiers, indicating the need for development of valid instruments that could be used in assessing these areas. Based on these results, limitations of the study and suggestions for future research are discussed.

• Journal of Industrial Convergence
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• v.21 no.10
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• pp.1-11
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• 2023

This study analyzed the positive effect of perceived over-qualification on creative behavior, moving away from the perspective of previous studies that mainly focus on the negative effects of perceived over-qualification. A survey of 282 employees in the financial industry in China was conducted and the structural equation model analysis was used. As a result of the analysis, perceived over-qualification has a positive effect on employees' creative behavior, the fact that perceived over-qualification has a positive effect on creative behavior has enriched research on the effect of perceived over-qualification th some extent. In addition, theoretical and practical implications were provided by demonstrating the relationship between creative behavior, emotional exhaustion, job crafting, and perceived organizational support. It was measured in the terms of subjective over-qualification, Discussions on over-qualified recognition remain at the individual level of employees, and future studies need to study the collective phenomenon of over-qualified recognition at the team level or organization level.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.1-20
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• 2011

This study investigated the relationships among mother's adult attachment, psychological well-being and affection parenting in low-income class and middle income class The subjects were 339 mothers who reared 3-5 old age child in Daegu and Gyoungbuk Province. The collected data were analyzed by t-test, Pearson's correlation, single and hierachical multiple regression, using SPSS Win 15.0. The results were as follows. (1) Adult attachment fully exerted indirect effects on affection parenting mediated by psychological well-being in low income class of mothers. (2) But adult attachment partly exerted indirect effects on affection parenting mediated by psychological well-being in middle income class of mothers.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.215-238
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• 2013

This study examined the effects of mothers' rejective parenting, emotional expressivity, children's emotional regulation strategy on their social withdrawal. Participants were 223 children(121 boys, 102 girls; recruited from classes with 4-5 year olds), their mothers and 20 child care teachers. The teachers completed rating scales to measure the children's social withdrawal and emotional regulation strategies. Mothers reported their rejective parenting along with emotional expressivity. The collected data were analyzed using descriptive statistics, Pearson's productive correlation coefficient, and hierarchical multiple regressions. Results showed that mothers' rejective parenting, children's venting/support seeking strategy and avoidance/non-responsive strategy had positive relation to, whereas mother's positive expressivity were negatively related to their social withdrawal. Hierarchical regression analysis indicated that the interaction of mother's rejective parenting and positive expressivity predicted children's social withdrawal. Mother's rejective parenting was associated with children's social withdrawal, especially for children with the lowest level of mother's positive expressivity. In addition, the association between mother's rejective parenting and children's social withdrawal were partially mediated by their venting/support seeking strategy.