• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.57-74
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• 2007

The purpose of this study was to investigate differences in adolescent's academic motivation, which is composed of intrinsic learning motivation and extrinsic learning motivation, by family strengths and parent's expectation styles. The subject of this study were 508 students who were selected at random from second, and third grade of middle school in Daegu. Factor analysis and MANOVA were employed for data analysis and Scheff test for post - hoc analysis. The main findings of this study were as follows: First, there were significant differences in learning motivation of adolescents according to the degree of family strengths. More specifically, adolescents who perceived their family strengths to be high had higher intrinsic learning motivation than adolescents who perceived their family strengths to be middle and low. Second, there were significant differences in intrinsic learning motivation of adolescents according to the parent's academic expectation styles. Adolescents who perceived their parent's academic expectation styles paternal support-maternal support, paternal pressure-maternal support, and paternal support-maternal pressure showed higher intrinsic learning motivation than adolescents who perceived their parent's academic expectation styles paternal pressure-maternal pressure. Third, there were significant differences in intrinsic learning motivation of adolescents according to the parent's academic expectation styles and the degree of family strengths. In adolescents group who perceived their family strengths to be low, adolescents who perceived their the parent's academic expectation styles to be paternal support-maternal support, paternal pressure-maternal support and paternal support-maternal pressure had higher intrinsic learning motivation than adolescents who perceived their the parent's academic expectation styles to be paternal pressure-maternal pressure.

• 한국HCI학회:학술대회논문집
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• 2008.02a
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• pp.7-12
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• 2008

In human and robot interaction, the role of emotion becomes more important Therefore, robots need the emotion expression mechanism similar to human. In this paper, we suggest a new emotion expression system based on the psychological studies and it consists of five affective elements, i.e., the emotion, the mood, the personality, the tendency, and the machine rhythm. Each element has somewhat peculiar influence on the emotion expression pattern change according to their characteristics. As a result, although robots were exposed to the same external stimuli, each robot can show a different emotion expression pattern. The proposed system may contribute to make a rather natural and human-friendly human-robot interaction and to promote more intimate relationships between people and robots.

• The Transactions of the Korea Information Processing Society
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• v.7 no.12
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• pp.3986-3994
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• 2000

A multiple vector reductive processing occurs during the vector inner product operation ([C] = [A] $\bigodot$,$\square$ [B]) and proceeds at the hardware dyadic pipeline unit. Every scalar result has to be generated with the component merging delay time in the multiple vector reduction($\bigodot$). In this paper we propose a new design method by which the component merging time could be eliminated from the multiple reduction and the scalar results from the reduction($\bigodot$) could be generated nearly in the almost same condensed time as the input components are fel>ded in the dyadic pipeline unitlo) or the output components are drained out of the dyadic pipeline unit($\square$), so called a dedicated chained pipeline unit for only a inner product operation.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.12 no.3
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• pp.438-444
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• 2008

In this study, we propose a automatic facial expression generation tool which can generate various facial expressions efficiently for animation characters expressing various emotion. For this purpose, 9 types of facial expressions were defined by adopting Russell's pleasure-displeasure and arousal-sleep coordinate values of infernal states. And by rendering specific coordinate values consisted of the two basic dimensions of emotion(i.e., dimensions of pleasure-displeasure and arousal-sleep) and their combination, the proposed automatic facial expression generation tool could yield various facial expressions which reflected subtle changes in characters' emotion. It is expected that the tool could provide useful method of generating character face with various emotion.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.207-215
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• 2019

This study was attained to examine the relationship between the videogame players' motivation and loyalty, and to investigate the mediator effect of flow. We conducted a survey based on former researches and verified outcomes through empirical analysis. The results proposed that intrinsic and extrinsic motivation have positive influence on game loyalty, and flow has the mediating effect of this relationship. Additionally, extrinsic motivation has less impact on game loyalty and flow than intrinsic motivation does. The inherent value of game players from this paper will promote the development of VR(virtual reality) games or serious games.

• Korean Journal of Environment and Ecology
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• v.30 no.2
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• pp.271-276
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• 2016

Though various studies have analyzed the impact of physically being in the forest, consideration of the time factors is omitted in many of them. Since space and time mutually affect each other, the effects that resulted by the space factor can change when the time factor is introduced. In this paper, the focus was made on how the time spent in the forest influences the four resulting factors: live experiences, flow experiences, health perception and inner psychological perception. This research is based on the surveys taken from April to October, 2014. The focus of the questionnaire was to measure 'Live Experience (LE)', 'Flow (FL)', 'Health Perception (HP)' and 'Inner Psychological Perception (IPP)' levels among the participants. The respondents of the survey aged between 40 and 70, participating in Forest or ecological courses, living in the Northern area of Chungchungnam-do province of Korea. Additionally their past experiences ranged from as little as one year to as long as twenty years in forest related fields. It will be shown that the time spent in the forest affects the levels of LE, FL, HP, IPP, increasing them in proportion to the time with statistical significance. This result would be useful not only for those who are in charge of creating forest healing programs but also for people who study forest healing. Because the time spent in the forest influences the levels of LE, FL, HP, IPP, the forest healing programs will benefit by taking this result into consideration.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.2
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• pp.169-177
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• 1999

Human being can be defined in several ways. These are biological, psychological, social and religious, ethical and philosophical aspects. The first two viewpoints refers to the intrapersonal aspects and the last two viewpoints deals with the interpersonal aspects. There have been numerous thoeries and hypotheses to explain the human behavior and psychopathology, but the author does not find any theory or hypothesis to integrate the biological and psychological viewpoints. In addition, The author does not find any theory to integrate the intrapersonal and interpersonal aspects in interpersonal relationships. Thus, the author proposed one model to explain the human behavior. In proposing this theory, the author has the following hypotheses：1) All human being can not exist by oneself. 2) The ultimate goal of all human being is to achieve 'Survival'. 3) There are four kinds of survivals and they are biological, psychological, social and religious, ethical and philosophical survivals. 4) Power and control are two prerequisites for survival and there are four kinds of power and control. 5) The four elements of power and control are biological, psychological, internal and external ones. 6) The conflict between buman being can also be explained in terms of power, control and survival. 7) Normality and abnormality of human behavior can be explained in terms of the harmony and balance among the powers and controls.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.49-75
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• 2017

The purpose of this study is to provide the justification of the subject through review and alternatives example on the internal consistency of Home Economics curriculum components focused to the clothing & textiles area based on the beliefs and values inherent in the Home Economics curriculum. For this purpose, we examined the perspective of the assumptions about the five components of the curriculum - family, society, objective, subject matter, method in education - from the revised curriculum in 2007 to in 2015, and suggests an example of subject matter based on the result. The results of this study are summarized as follows. First, the clothing & textiles area of the revised curriculum from in 2007 to in 2015, family, society, objective, subject matter and method in education, excluding subject matter, were taken from a critical science perspective. In order for Home Economics curriculum components to be internally consistent, assumptions about the subject matter should be transformed to deal with the clothing & textiles as a family work. And needed to complement assumptions about family, objective and method in education. Second, based on the discussion, suggested an alternative example to the clothing & textiles area based on the internal consistency of Home Economics curriculum components.

• Journal of vocational education research
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• v.30 no.4
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• pp.259-279
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• 2011

The purpose of this study was to analyze a structural relations which occur when college students' inner and outer career barrier impacts on career decision status through the mediating variables of career decision making self-efficacy and career aspiration. The data of 787 college students subjects were collected for the study. The measuring tools were Career Decision Status, Outer Career Barriers, Inner Career Barriers, Career Aspiration, and Career Decision Making Self-Efficacy. The collected data were analyzed with structural equation modeling(SEM). The findings of the study were as follows. Results showed that only inner career barriers affect career decision status through the mediating variables of career decision making self-efficacy and career aspiration among outer and inner career barriers anticipated to give negative impact on level of career decision making. Inner career barriers affect career decision making self-efficacy negatively, and career decision making self-efficacy gives positive impact on career aspiration, and career aspiration affects career decision status negatively. In other words, the more aware of inner career barriers, the lower career decision making self-efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.139-148
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• 2019

Fostering science-gifted individuals are very important for the future of the nation, and it is especially important to cultivate information-gifted individuals in the age of the fourth industry. There is no standardized curriculum for each gifted education center of the University. Therefore, in this study, we analyzed how effective the curriculum developed on the basis of computing thinking is to affect the characteristics of the information-gifted individuals. The curriculum developed on the components of computing thinking was applied to the information-gifted students of K University. In order to verify the effectiveness of the curriculum, we developed a creative personality test and an intrinsic motivation test, and conducted tests before and after the training. We compared pre-post test results by t-test with R program. The creative personality test consisted of 36 items with 6 factors: risk-taking, self - acceptance, curiosity, humor, dominance, and autonomy. The intrinsic motivation test consisted of 20 items with 5 items: curiosity and interest oriented tendency, challenging learning task preference orientation, independent judgment dependency propensity, independent mastery propensity, and internal criterion propensity. The effect of the curriculum on the creative personality of the experimental group was significant (0.009, 0.05). The significance level of the intrinsic motivation was 0.056 and was not significant at the 0.05 level of significance.