• Journal of Digital Convergence
• /
• v.16 no.10
• /
• pp.537-544
• /
• 2018

The purpose of this study is to identify the impact of well-being-oriented activities of university students in liberal arts and physical education classes on happiness. First, among well-being-oriented activities, females are more likely to have eco-friendly behavior, well-being-oriented, hobby-orientation and exercise orientation, and males are more likely to be better at purchasing well-being products and mental health. Happiness was found to be higher in boys than in outer happiness, self-controlled happiness, and inner happiness. By grade, there was no difference between men and women in well-being activities, and the happiness showed that the second and third grades were higher than the first grade, while the second and third grade were higher in inner happiness. The happiness level showed that the number of students who attended three sessions showed higher level of happiness. Second, among the well-being activities of students in liberal physical education classes, external happiness shows in hobby-orientation, mental health and exercise orientation. Self-regulating shows in well-being meal, hobby orientation, mental health. Inner happiness shows in well-being meal, hobby orientation, mental orientation and exercise orientation.

• Korean Journal of Culture and Social Issue
• /
• v.16 no.4
• /
• pp.423-445
• /
• 2010

Previous research have demonstrated that the external factors (ex., money, appearance) are more influential in Easterners' self-views and conditions for happiness than those of Westerners'. Based on these results, the current study examined whether 1) children and adolescents acquired these tendency as they grew up and 2) this tendency had relevance with social comparison. Total 954 students (260 elementary, 216 middle school, 260 high school and 218 college students) participated in the study. The results showed that elementary and middle school students regarded the internal factors (ex., thinking, feeling) as more important. But high school students considered the external factors as more important, and there was no difference in college students. Also, the results revealed that elementary and middle school students regarded the harmony of family and peace of mind as more important conditions for happiness. These results contrasted with preference for better educational backgrounds, better occupation, and money in high school and college students. In addition, age and social comparison tendency had positive relation with external self-concepts and negative relation with self-esteem. Especially, high school students showed strongest external self-concepts and social comparison tendency among four age groups. They also showed strongest preference for external conditions for happiness, but their self-esteem was the lowest. This might reflect fierce competition for college education in Korea, and the results of the current study have demonstrated that adolescents developed a tendency to prefer external factors to internal factors as they grew up in a competitive environment.

• Journal of Creative Information Culture
• /
• v.7 no.1
• /
• pp.31-41
• /
• 2021

This study aimed to investigate the status of happiness according to the background of teachers, and to find out the effects of social support and job satisfaction on teachers' happiness. For this, the data of 249 teachers participating in the teacher training were analyzed using the Google online survey. As a result, there was no significant difference in gender or career, but elementary school teachers were found to have higher happiness than high school teachers. All the sub-factors of social support and job satisfaction were found to have positive relationship with the happiness sub-factors. In addition, in terms of the effects of social support and job satisfaction on inner happiness, teaching consciousness, autonomy, and trustworthy alliance had a positive effect on inner happiness, and the trustworthy alliance, advice, teaching consciousness on external commitment, and social belonging, Autonomy, development, and innovation had a positive effect on self-regulated happiness. It is believed that there is a need to improve the happiness of teachers using the results of this study.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.5
• /
• pp.155-165
• /
• 2019

The sense of happiness of early childhood teachers has a great influence not only on teaching but also on infants. The purpose of this research is to investigate how prospective pre-service teachers' sense of happiness influence their teacher professionalism and teacher efficacy. The subjects were 264 pre-service teachers' in Gwangju metropolitan city and Jeollanamdo province. Statistical analysis of this study was done by Pearson's correlation coefficient and multiple regression analysis using SPSS WIN 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the sense of happiness on teacher professionalism and teacher efficacy. There was a significant positive correlation between external happiness, inner happiness, and self-regulated happiness, which are indicating that there is a meaningful correlation between pre-service teachers' sense of happiness, teacher professionalism and teacher efficacy. Second, the sense of happiness was an important factor for predicting the teacher professionalism and teacher efficacy of pre-service early childhood teachers. The results of this study show that the pre - service teacher 's sense of happiness is a predictor variable that positively affects teacher professionalism and teacher efficacy. In conclusion, It is meaningful in seeking ways to improve teacher education by enhancing the euphoria of prospective pre-service teachers during school life and strengthening positive aspects of the educational contents and processes of the institutions that train infant teachers.

• Korean Journal of Child Education & Care
• /
• v.19 no.2
• /
• pp.71-84
• /
• 2019

Objective: This study examined the how childcare teachers' happiness and self-leadership influences on respect for young children's rights. Methods: For this purpose, 350 childcare teachers in G city were surveyed. Data of 291 copies as final research subjects were analyzed through one-way ANOVA and hierarchical regression analysis. Results: First, external and self-regulating happiness sub-factors of happiness, differed according to the academic background. Behavioral and cognitive strategies, the sub-factors of self-leadership, differed according to the academic background and career. The right to life, right to protection, development rights, and participation rights, which are sub-factors of respect for young children's rights, differed according to the academic background and career, and the development rights differed depending on the type of childcare center. Second, there was a significant positive correlation among the happiness, self-leadership and respect for young children's rights. Third, the happiness and self-leadership of childcare teachers have a significant effect on the respect of young children's rights. Conclusion/Implications: This study is to confirm the necessity of efforts for institutional and educational measures to promote the happiness and self-leadership of childcare teachers as part of efforts to raise childcare teachers who are highly aware of the need to respect young children's rights.

• Korean Journal of Child Education & Care
• /
• v.18 no.2
• /
• pp.65-83
• /
• 2018

This study examines the relationship among vocation awareness, ethical practice and happiness of daycare center director and teacher of christian, and how the vocation awareness effects the ethical practice and happiness. After a survey from 303 director and teacher of christian daycare center, correlation analysis and multiple regression analysis were done. The results are as follows. Firstly, vocation awareness, ethical practice and happiness were highly correlated. Second of all, the higher the vocation awareness, especially in purpose/meaning-presence and prosocial-motivation-presence of vocation awareness, the higher the ethical practice. Lastly, the higher the vocation awareness, the higher the happiness. The purpose/meaning-presence and prosocial-motivation-presence of vocation awareness had great influence on happiness.

• Cartoon and Animation Studies
• /
• s.5
• /
• pp.440-446
• /
• 2001

폭력의 발생 원인은 다양하고 그 표현 방식도 여러 가지 양상으로 나타나지만 인간의 기저에 갖고 있는 일반적 원인은 욕구불만이다. 욕구불만의 해소가 이루어지지 않은 상태에서의 인간은 항상 폭력성이 잠재되어있는 상태가 된다고 볼 수 있다. 윌리엄 맥두걸은 본능이 인간행동에 동기를 부여하는 가장 중요한 요인이며, 지각과 정서보다 동기의 힘을 강조했다. 사람은 본능이 동기를 부여해 준 것을 지각하고 적절한 대상이 지각되면 그 대상은 행동을 자극하는 감정변화를 일으킨다. 이러한 검정변화를 충동이라 할 수 있는데 지그문트 프로이드는 인간의 많은행동이 불합리한 본능적 충동에 바탕을 둔다고 보고 있다. 충동은 대개 생리적인 긴장, 결핍,또는 불균형상태에 뿌리는 두며 충족되어야 할 절박한기본 욕구로 유기체에 행동을 강요한다. 충동은 선천적이며, 기본적인 생리적 욕구와 직접적으로 관련된 충동과 학습을 통한 모방충동, 약물복용의 반복적으로 인한 양물중독이 있고, 성취, 활동, 친화, 호기심, 배설, 탐구, 조작, 모성애, 고통회피, 성애, 수면 등 인간의 생활에 반영되는 거의 모든 욕구를 포함한다. 따라서 욕구의 해소를 위해 무엇인가를 해야만 하는 인간은 욕구의 억압상태나 좌절상태에서 심한 분노와 폭력의 충동을 느끼게 된다. 현대 심층심리학은 어린이들이 말을 충분히 자유자재로 구사하기 전에 겪고 억누르게 된 무시무시한 분노의 환상을 가지고 있는데,. 공포예술의 무시무시한 영상들이 결부되어있다는 것이 밝혀졌다. 픽카드(P.M. Pickard)에 의하면 어린아이는 그들의 내적 현실을 외적 현실을 적응시키려는 힘겨운 투쟁 속에 근친상간적 갈등, 흡혈귀, 살인, 식인 등 끔찍한 환상을 겪는 것 간다고 한다. 청소년기는 사회적 부적응기로서 현실과 어릴 적 꿈꿔왔던 이상과의 괴리감에서 오는 당혹과 분노가 발생되는데, 이 시기에 많은 청소년들이 극단적인 선정적인 폭력성에 탐닉하게 되는 경향이 있다. 현실은 결코 아름답지 못하고, 행복하게 살 수 없다는 것에 대한 깨달음에서 기인한다. 욕구불만의 강도가 심해질수록 폭력성은 더욱 강하게 나타나는데 개인에게서 뿐만 아니라 가족, 동료, 사회 단체나 종교, 국가간에도 집단적으로도 발생하게 된다. 사회적으로 볼 때 폭력은 용인되는 것이 아니므로 도덕적으로 절제를 하거나 상대방과 적절한 타협과 조정을 필요로 한다. 그러나 절제의 한계를 넘어선다고 생각되거나, 조정의 노력이 불가능하거나, 실패했을 때 폭력적인 행동으로 나타나게 된다. 리차즈(I.A Richards)는 분노와 공포는 일단 겉잡을 수 없는 경향이 있다고 하면서 오늘날 폭력에 대한 요구가 일상의 정서 생활에 있어, 억압을 통한, 빈곤함을 반영하고 있지 않은지 생각해봐야 할 것이라고 충고한다.

• Journal of Korean Philosophical Society
• /
• v.129
• /
• pp.167-191
• /
• 2014

Pour Kierkegaard la condition de l'homme naturel est tragique. $D^{\prime}{\hat{e}}tre$ $s^{\prime}{\acute{e}}veiller$, ${\hat{e}}tre$ ignorant et $d{\acute{e}}nier$ sur son vrai ${\hat{e}}tre$, tous causent le $d{\acute{e}}sespoir$. En plus l'homme ne peut avoir une conviction sur son bonheur $jusqu^{\prime}{\grave{a}}$ la mort. Donc sa $th{\acute{e}}orie$ du bonheur ne se base pas sur le bonheur. Tous le monde vit dans une situation $o{\grave{u}}$ il y a une distance entre $l^{\prime}{\hat{e}}tre$ $pr{\acute{e}}sent$ et son vrai ${\hat{e}}tre$. La vie ${\grave{a}}$ la perspective ${\acute{e}}thique$ s'apparaît comme se diriger vers son vrai ${\hat{e}}tre$ et ceci signifie $d^{\prime}{\acute{e}}tablir$ son ${\hat{e}}tre$ $int{\acute{e}}rieur$ en s'echappant la vie $esth{\acute{e}}tique$ qui est la vie sensitive et directe, et aussi faire s'identifier son ${\hat{e}}tre$ $ext{\acute{e}}rieur$ ${\grave{a}}$ son ${\hat{e}}tre$ $int{\acute{e}}rieur$. Le $p{\acute{e}}ch{\acute{e}}$ signifie la $s{\acute{e}}paration$ de son vrai ${\hat{e}}tre$, cela est la source de tout mal. L'obtention parfait de $l^{\prime}{\hat{e}}tre-soi$ exisge ${\hat{e}}tre$ en $pr{\acute{e}}sence$ devant l'Asolu(Dieu) en tant qu'individu unique, et s'accorder avec l'Absolu. Mais du fiat $m{\hat{e}}me$ que ceci est impossible pour tous, tout le monde ne peut vivre qu'ayant un peu de $p{\acute{e}}ch{\acute{e}}$. Donc l'aspect de la vie ${\acute{e}}thique$ s'apparaît une vie dynamique qui $d{\acute{e}}passe$ $soi-m{\hat{e}}me$ sans cesse. En contradiction qu'avec l'analyse sur $l^{\prime}{\hat{e}}tre$ $pr{\acute{e}}sent$ qui est si tragique, la vertu de cette vie ${\acute{e}}thique$ est si optimiste. Elle est l'amour. Cet amour est $tr{\acute{e}}s$ excellent qui $d{\acute{e}}passe$ toute la vertu ${\acute{e}}thique$. En $v{\acute{e}}rit{\acute{e}}$ pour Kierkegaard, bien que le salut $lui-m{\hat{e}}me$ sera donner par la foi, le principe de cet amour est l'unique vertu qui ammene l'homme vers la foi et vers le salut. C'est pourquoi son ${\acute{e}}thique$ est essentiellement s'apparaît 'une ${\acute{e}}thique$ de l'amour', et la recherche sur cet amour, son principe et son aspect reste comme uneque $t{\hat{a}}che$ de $l^{\prime}{\acute{e}}thique$.

• Journal of the Korean earth science society
• /
• v.21 no.3
• /
• pp.201-207
• /
• 2000

We studied aspects of secondary school science teachers in the Chonbuk province concerning their science-related attitudes using the several measuring tools. We applied the multiple comparison to twelve factors at the science teachers 'backgrounds and analyzed the discrepancy in group levels. Science teachers feel half-hearted for the attitudes related to science teachers show a high correlation between the attitudes toward science and the scientific attitudes. We examined the tendency to the science-related attitudes of science teachers having various backgrounds within 5 percent differences of P-value. The contented teachers for their occupations marked higher than the other teachers in the tendency to the science-related attitudes, and the attitude-score of the science teachers graduated from regular colleges also marked higher than the teachers from the training institutes or the different majors. We have investigated the teachers just in Chonbuk province, but we should recognize that the scores in both the perception and the teachers are not improved comparing with the before-studies of Lee(1985), Park(1993), etc. As a result, the development of measuring tools which teachers can examine themselves as their features is needed and the educational systems to specialize the science education should be improved through the various programs for teachers' training courses.

• Journal of Gifted/Talented Education
• /
• v.21 no.1
• /
• pp.57-81
• /
• 2011

The purpose of this study was to explore the quality of life of musically talented students as measured by their external experiences (e.g., activities, companions) and internal experiences (e.g., flow, emotion). The participants in this study were 33 musically talented students (10 males, 23 females) aged 13 to 19. Study data were collected for 7 consecutive days using the Experience Sampling Method (ESM), which employs a cellular-phone as a signaling device. The results were as follows: First, in response to the 1625 random signals, musically talented students reported that 40.9% of their time was spent on productive activities. An additional 33.4% of time was used for maintenance activities and the rest of their time was spent on leisure/social activities. Also, musically talented students reported that 48.5% of their time was spent alone. When they were alone, they spent a lot of time engaging in productive activities (44.3%). Second, in order to measure the flow of their life, two methods were used. One used a 4-channel flow model (i.e. apathy, boredom, flow, anxiety) and the other used 8 dimensions and conditions of the flow experience (i.e. concentration, self-consciousness disappears, action and awareness merge, distorted sense of time, freedom from worry about failure, clear goals, immediate feedback, balance between challenges and skills). According to the former, when engaged in music-related activities, musically talented students usually reported flow (54.0%), while they felt apathy (41.3%) for daily routines activities. According to the latter method, musically talented students experienced flow for most productive activities, while they experienced flow least for maintenance activities. Emotional variables of ESF are comprised of 10 semantic scales (i.e. happy-sad, strong-weak, active-passive, sociablelonely, proud-ashamed, involved-detached, excited-bored, clear-confused, relaxed-worried, cooperative-competitive). Musically talented students reported experiencing the most positive emotion for social activities and experiencing the most negative emotion for maintenance activities. Results of this study assert that musically talented students had to trade off immediate enjoyment for developing their special gifts. They could not afford as much time for socializing with friends, and they had to spend more time alone compared to their peers without such gifts. Consequently, they were found to deprive themselves of the spontaneous good times that teenagers usually thrive on. They were helped in this respect by their autotelic personality traits, especially their strong need for achievement and endurance. The downside, however, is that the moment-to-moment quality of their moods suffered. The argument concerning musically talented students applies for all adolescents. The choices that talented students must make between immediate gratification and long-term development, and between solitude and companionship, are the same choices every young person must make, regardless of her or his level of talent. All of us have gifts that are potentially useful and worthy of being appreciated. But to develop these latent talents we must cultivate them, and this takes time and the investment of mental energy. The lifestyle that musically talented students develop can show us some of the choices all of us must make in order to cultivate our gifts.