• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.519-538
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• 2013

The purpose of this study, for each section of high school mathematics I help to verify the utillization of instructional class in the formation of students' academic achievement and mathematical beliefs. For this purpose we construct an experimental class and then analyse the students' change in those aspects after applying concept learning hand-out and colleage feedback on their works those students are in the experimental class. As a result of the experiment, we find that concept learning hand-out activity and colleague feedback made some significant changes on the students achievement in mathematics and mathematical beliefs. Therefore, in this study I want to solve the concrete problems are as follows. First, utilizing the concepts of mathematics tutoring lessons to improve students' academic achievement is it effective? Second, utilizing the concepts of mathematics tutoring classes does have a positive impact on students' mathematical beliefs? Third, utilizing the concepts of mathematics tutoring lessons for students what is the reaction?

• Management & Information Systems Review
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• v.31 no.4
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• pp.445-467
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• 2012

Service is delivered to customers through interactions between service personnel and customer that will influence encounter outcomes. During service encounter, physical, psychological, emotional elements will be put into the service delivery. Thus, the purpose of this paper was to understand the rapport in hospitality & service encounter and examine the relationship between service provider's interaction, customer's participation and relationship belief. The research findings indicated that service provider's interaction and customer's participation were positively related to rapport. Furthermore, rapport which a customer feels from employee was found to contribute greatly to successful relationship beliefs with customers.

• Management & Information Systems Review
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• v.34 no.5
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• pp.191-212
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• 2015

Unlike the existing researches related to salespersons, this study intends to place the focus on salespersons' psychological characteristic as an element affecting their selling behavior. This is because employees' psychological characteristic is very likely to affect their devotion and commitment to relationship with customers and long-term production by a company. In particular, salespersons are likely to get a feeling of fatigue or loss, or make a cynical or cold response to customers because of frequent interaction with them, and to show emotional indifference in an attempt to keep their distance from customers. But the likelihood can vary depending on salespersons' own psychological characteristic; in particular, the occurrence of these phenomena is very likely to vary significantly depending on relationship belief in interpersonal relations. In the field of psychology, under way are researches related to personal psychological characteristics to improve the quality of interpersonal relations and to maximize personal performance and enhance situational adaptability during this process; it is a personal relationship belief that is recently mentioned as such a psychological characteristic. For salespersons having frequent interaction with customers, particularly, relationship belief can be a very important element in forming relations with customers. So this study aims at determining how salespersons' relationship belief affects negative emotion regulation strategies and prosocial behavior to customer. As a result, salespersons' relationship belief was found to have effects on their negative emotion regulation strategies and prosocial behavior to customer. Negative emotion regulation strategies was found to have effects on prosocial behavior. Salespersons with intimate relationship belief try to use active regulation, support-seeking regulation and salespersons with controlling relationship belief try to use avoidant/distractive regulation. Intimate relationship belief was found to have more prosocial behavior, controlling relationship belief was found to have less prosocial behavior to customer. salespersons' negative emotion regulation strategies was found to have effects on their prosocial behavior to customer. Active, support-seeking influence prosocial behavior to customer positively, avoidant/distractive regulation influence prosocial behavior to customer negatively.

• Journal of the Korean Society for information Management
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• v.32 no.3
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• pp.295-316
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• 2015

This study analyzed the policy making process by finding factors of a back-in phenomenon appeared in contracting out of public library using advocacy coalition framework. The coalitions were divided into 'agreement of direct management', 'opposition of direct management' and 'keep the contract out'. Considering their belief and activity, to share core belief could make a change of secondary belief. It suggests that activating public sphere is necessary for enforcement of their strategies throughout the library policy.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.748-760
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• 2021

The purpose of the study is to examine the mediating effects of ambivalence over emotional expression and psychological flexibility on the relationship between employees' beliefs about emotional expression and attitudes toward seeking professional psychological help. The subjects of this study were 346 employees(male: 176, female:170) over the age of 19. Questionnaires including beliefs about emotional expression, ambivalence over emotional expression, psychological flexibility, attitude toward seeking professional psychological help were conducted and the collected data were analyzed by using SPSS and Macro. A summary of the results as follows. First, in the results of the correlation analysis on the primary factors had a significant correlation. Second, psychological flexibility had a mediating effect in the relationship between beliefs about emotional expression and attitude toward seeking psychological help while mediating effect of ambivalence over emotional expression was not significant. Lastly, the sequential mediating effect of ambivalence over emotional expression and psychological flexibility between beliefs about emotional expression and attitudes toward seeking professional psychological help was significant.

• Korean Journal of Culture and Social Issue
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• v.21 no.2
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• pp.177-203
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• 2015

The aims of this study were 1) to compare irrational gambling beliefs of gamblers and non-gamblers, 2) to investigate the role of cognitive error on winning probability thinking error, and 3) to examine the relationship between attributional bias and gambling behavior. A total of 248 subjects were recruited for this study. All subjects were classified into non-gamblers, social gamblers and pathological gamblers, and administered self-report questionnaires to measure irrational gambling beliefs, the probability inference error, the attriburional style, and the attributional bias. A pathological gambler group scored highest on irrational gambling beliefs, especially the overestimation of self-ability factor, and a social gambler group and a non-gambler group follow. All three groups scored higher on the magnification of gambling skills than the mean (4.0) of the scale. Pathological gamblers and social gamblers scored higher on the probability thinking error than non-gamblers. Pathological gamblers displayed higher external attribution, lower internal attribution in their daily life events and higher internal attribution in failure situation than social gamblers and non-gamblers. The results indicate that cognitive errors would be a factor that differentiates pathological gamblers from social gamblers and non-gamblers. In predicting gambling behaviors, overestimation of self-ability of irrational gambling beliefs, internal attribution in failure situation, external attribution in daily live event, and probability thinking error were identified as significant factors. It is concluded that a public education about common cognitive bias featured in gamblers might be important in prevention of pathological gambling behaviors.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5143-5151
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• 2015

This study desires to examine the factors of educational beliefs and child-care commitment of preservice child-care teachers affecting teacher efficacy. To achieve such study purpose, a questionnaire was used targeting 239 preservice child-care teachers in I City. For response results, first, preservice child-care teachers appreciated a belief for maturity in educational beliefs, educational love in child-care commitment, and teaching strategy and students' participation in teacher efficacy the most. Second, there is a statistically meaningful correlation in educational beliefs, child-care commitment, and teacher efficacy of preservice child-care teachers. Third, educational beliefs and child-care commitment of preservice child-care teachers have a positive effect on teacher efficacy. Through such study results, it is thought that role and importance of child-care teachers are appreciated, and various studies should be proceeded to ensure internal stability for professionalism awareness of child-care teachers for improvement of fine child-care service.

• Journal of the Korean earth science society
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• v.25 no.2
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• pp.53-62
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• 2004

For teachers to develop new beliefs regarding science teaching and learning, they must undergo a process similar to what they are trying to provide their students. Seventy-one Korean secondary school teachers including 20 earth science teachers have participated in such process. In the four-week long summer workshop hosted by University of Iowa, science teachers were exposed to several activities and lectures wherein they experienced student-centered lessons by playing the roles of both teachers and learners. This study examined the influence of such experience on the teachers’ beliefs about science teaching and learning. Changes in teachers’ beliefs were found in seven question items on the subjects of goals of science learning, the roles of science teachers and students, and classroom practices after workshop participation; it was found that teachers’ beliefs of science learning and teaching shifted from teacher-centered to student-centered. Although this shift does not denote a complete shift from one extreme to the other, it is meaningful to note that teachers’ beliefs after attending the workshop were interpreted to be either anti- or contrary to teacher-centered. One of the possible factors for making such positive changes may have been teamwork or the teachers’ cooperative learning experience.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.333-342
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• 2020

Children grow and develop through play. Play is being used as a friend and a learning material and tool in everyday life of children. It is a research study aimed to empirically analyze the effects of father's play belief and play participation on child's playfulness. A survey was carried out for the selected 284 children aged 5 years and older attending kindergarten located in D-gu, Seoul in order to achieve the goal of this study. Frequency analysis, descriptive statistics, reliability verification, correlation analysis, and regression analysis were conducted on the data collected through the survey by using the SPSS program, and the research results were derived as below. First, it showed that father's play belief and play participation have a positive effect on child's playfulness of physical spontaneity, social spontaneity, cognitive spontaneity, expression of joy, and a sense of humor. Second, father's play participation had a significant effect as a partial parameter in the relationship between father's play belief and child's playfulness. Thus, it was drawn the conclusion that father's play belief and play participation are important variables that can predict child's playfulness. Therefore, It will be necessary to promote children's playfulness development by continuously providing parent education programs on creating an atmosphere of various interaction at home through plays in the relationship between father and child and a desirable role of father in the play activities with child at the level of preschool educational institutions.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.70-83
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• 2007

Reflection in teacher education is one reform effort that has taken hold in many teacher preparation programs. However, how to define it and how to foster it in a teacher's education are problematic issues. In this study, on the basis of literature review, science teachers' reflective thinking is defined as a process of thinking that deliberates on alternatives to solve conflict between one's previous knowledge/belief/practice and internal/external factors in science teaching context. Based on this definition, three types of science teachers' reflective thinking (i.e. technical reflection, professional reflection and critical reflection) were proposed. In addition, a framework of classifying the reflective thinking's types was also developed. To investigate science teachers' reflective thinking, two pre-service science teachers who majored in physics education participated in this study. The participants presented the monthly report on reflective practice, pre/post questionnaire, and education practicum journals. Individual interviews with them were conducted before and after their teaching activities. From the analysis of the data, it was possible to categorize the reflective thinking of the participants into three types. The major type of their reflective thinking was the technical reflection. However, it was difficult to find examples of the critical reflection.