• Journal of dental hygiene science
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• v.10 no.3
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• pp.185-190
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• 2010

This study was conducted to collect the basic data to provide for the purpose of the development of dental field. This research is to find the relationship between the level of recognized empowerment of hygienists working in dental clinics and the factors influencing on work achievement in the system of dental clinics. The population of the research is some randomely chosen dental clinics located in Seoul City during the period from March 22 to April 30, 2010, and the sample of 256 female dental hygienists working in the field were recruited as the analysis object group. The data on general characteristics and empowerment were collected by a questionnaire survey. The collected data were analyzed with the SPSS WIN 12.0 program. The following shows the results of this study. 1. The empowerment level of the analysis subject group was 3.63. It is significant statistically that the longer working career or higher annual salary, the higher empowerment level (p<0.05). 2. It shows the high level of empowerment in the group of hygienists who are in education counsel (p<0.01), and who have a permanent job (p<0.05) than others. 3. There is a significant correlation among capability, age, career, annual salary (p<0.01). 4. There is a significant correlation among self determination, age(p<0.05), career (p<0.01), annual salary (p<0.05). 5. In regression analysis, career is proved as one of the significant factors that is related to the empowerment in dental hygienists (p<0.05). This finding shows high level of empowerment in dental hygienists who hold high level of career, annual salary, education counsel jobs, or permanent jobs. Therefore, I suggest with the result of the study that the organization of dental clinic needs to improve its capability and efficiency with the efficient manpower management. Particularly, there need to be various kinds of leadership-trainning and education-program development to enhance empowerment in hygienists as professionals through independent self-decision making experiences and role do experiences.

• Korean Journal of Culture and Social Issue
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• v.22 no.4
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• pp.487-522
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• 2016

The main purpose of this research is to investigate Korean adolescents' perception of stress experiences, and related social support. To this end, adolescents were asked about stress events, as well as stress symptoms, in their lives. Also, the adolescents were asked about the people that provided social support and the types of social support provided. The participants were 952 Korean adolescents (Primary 219; Middle 280; High 212; University 241). Among the four measures (stress events, stress symptoms, social supporters, and types of social support), the measure of stress symptoms yielded a reliability of Cronbach α=.88, while the remaining three measures yielded an inter-judger reliability of 89.6%, Kappa=.87. The results were as follows. First, for stress events, the most frequent responses were related to Academic Achievement, followed by Career/Job, Family Relations, Friend Relations, Lack of Capacity, and Financial Difficulties. For high-school students the most frequent responses were related to Academic Achievement, while for university students Career/Job. Second, for stress symptoms there were significant differences among the groups, in that the high-school students showed the highest level of symptoms, while primary school students the lowest. Third, for social supporters, the most frequent responses were related to Friends, followed by Myself, Parents, Teacher, Siblings, and Seniors/Juniors. As the groups aged (from primary to university), support from Friends and Seniors/ Juniors increased, while support from Parents decreased. Fourth, for the types of social support, the most frequent responses were related to Emotional Support, followed by None, Advice, Supporter Directly Solved Problem, and Talked with Me. The highest frequencies of responses were found for Emotional Support among all groups. As the groups aged (from primary to university), Advice increased while Supporter Directly Solved Problem decreased.

• Information Systems Review
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• v.20 no.4
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• pp.1-23
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• 2018

A smart phone has been widely spread around world and makes people enjoy online shopping in any time and any place. Recently it also changes the distribution environment. O2O (Online-to-Offline) service becomes new normal due to its convenience of ease shopping of product and services. O2O service market shows steady and steep growth, It is reported that, however, 80% of the businesses has been discontinued within the first year because of unstable business models, customer dissatisfaction and distrust of service. Therefore, it is very important research issue to find out influential factors promoting continuous usage intention of O2O service. Previous study shows that it only considers online characteristics and lack of analysis about offline characteristics and social impact factors. The purpose of this paper is to find out continuous usage intention factors of O2O services by literature review, case analysis, and empirical test. A comprehensive research model and related hypothesis are developed and tested by using a structural equation, Survey was carried out among users who have used O2O service including payment service for at least once. Finally 611 samples are selected out of total 813 surveys. The result shows that the model is theoretically proved and 12 out of 17 hypotheses are accepted. The contribution of this paper is that it provides a new theoretical research model about continuous usage intention factors as well as practical guidelines about promoting continuous usage and growth strategies of O2O service.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).