• Journal of Digital Convergence
• /
• v.19 no.8
• /
• pp.405-413
• /
• 2021

This study examined the effect of cookbang cognition on the star chef image and career preparation behavior, and the moderating effect of career self-efficacy. A self-reported questionnaire survey was conducted on 271 college students of culinary arts major in Daegu and Gyeongju area and analyzed using a structural equation model. As results, cookbang cognition showed a significant positive effect on the star chef image, and image also had a positive effect on career preparation behavior. In addition, career self-efficacy has a moderating effect on the relationship between the star chef image and career preparation behavior. Through these results, it is possible to suggest foundation for the related field through theoretical and empirical verification of the process in which the influence of cookbang affects career preparation behavior. In the future, more systematic study in this field is required.

• Journal of Practical Engineering Education
• /
• v.15 no.2
• /
• pp.503-508
• /
• 2023

The purpose of this study was to examine the impact of emotional intelligence and cognitive emotion regulation strategies on career maturity among university students during this period of increasing employment challenges. The study participants consisted of 348 students who attended general education courses at a 4-year N University located in Chungnam. The analysis was conducted using SPSS 26.0, and descriptive statistics, correlation analysis, and regression analysis were applied. The research findings indicated a significant correlation between emotional intelligence and cognitive emotion regulation strategies with career maturity among university students. The results suggested that positive thinking and motivation related to their emotions and feelings could enhance career maturity. Based on these findings, it is expected that various research and programs aiming to enhance career maturity will be promoted in the future. Additionally, the study aspires to serve as foundational data in devising concrete and achievable strategies for career and employment fields.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.12 no.12
• /
• pp.5715-5721
• /
• 2011

This research analyzed the cognitive factors affecting stroke patient's activity of daily living performance and suggests the approaches which can contribute to the effective activity of daily living performance in the rehabilitation treatment of stroke patients. In this study, Seoul Computerized NeuroCognitive Function Test (SCNT) and MBI have been performed for 21 patients under extensive rehabilitation treatments, hospitalized in the rehabilitation clinic of A hospital after being diagnosed as a stroke caused by cerebrovascular disorders. To assess the effectiveness of the cognitive factors which affect the stroke patient's activity of daily living performance, activity of daily living performance values were set as dependent variables and 10 cognitive factors were included in the model to carry out analysis of the multiple regression analysis. The results show that stroke patient's activity of daily living performance have statistically significant correlations with divided attention, motor control and selectivir attention. In addition, cognitive factors explained 69.8% of the stroke patient's activity of daily living performance. Consequently, if divided attention and motor control are considered as a focal point of training in the rehabilitation treatment of stroke patients, we can effectively promote the improvement of the activity of daily living performanceroutine activities.

• (The) Korean Journal of Educational Psychology
• /
• v.32 no.3
• /
• pp.321-353
• /
• 2018

The purpose of this study was to investigate Korean undergraduate students' metacognitive awareness and preference of effective learning strategies. To achieve this goal, a scenario-based survey was conducted focusing on the metacognitive awareness, preference, and use of seven effective learning strategies (modality effect, static-media presentations, absence of extraneous details, testing, distributed learning, interleaved learning, generation) that were empirically supported. This study also aimed to explore the relationships between grade point average (GPA), metacognitive self-regulation, and the aforementioned variables to investigate which students know about, prefer, and use effective learning strategies. The majority of students were unknowledgeable about four of the seven strategies (modality effect, static-media presentations, absence of extraneous details, interleaved learning). Only half of the students were correctly aware of effectiveness of the two strategies (testing, generation). Moreover, students showed low preference for effective learning strategies. GPA did not show a significant correlation with metacognitive awareness and preference of effective learning strategies; however, it showed a significant positive correlation with the use of effective learning strategies. Only for a few learning strategies, metacognitive self-regulation showed a positive correlation with metacognitive awareness, preference, and/or their use. This study suggests that it is important to teach effective learning strategies to undergraduates with a specific direction of instruction. In addition, this study distinguishes metacognitive awareness from preference, suggesting that these two may reflect different constructs.

• Journal of Digital Convergence
• /
• v.14 no.5
• /
• pp.77-84
• /
• 2016

This study is intended to identify the impacts the Brain Education Meditation Program have on elementary school students' self-regulated learning ability and the academic self-efficacy, This study aims to answer these three questions: First, is the Brain Education Meditation Program effective in improving self-regulated learning abilities of elementary school students? Second, is the Brain Education Meditation Program effective in improving the academic self-efficacy of elementary school students? Third, is there any positive correlation between the Self-Regulated learning ability and the academic self-efficacy of elementary school students? The data analysis results showed as follows: The Program thereby changes the self-regulated learning ability of the students. Second, it has improved the self-confidence, which is a sublevel factor of academic self-efficacy, of the elementary school students who participated in the Brain Education Meditation Program. Third, there exists the positive correlation between self-regulated learning ability and academic self-efficacy.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.18 no.4
• /
• pp.131-148
• /
• 2023

The purpose of this study is to investigate the effects of entrepreneurial environment and entrepreneurial competency on entrepreneurial intention by setting degree of self-determination as a moderating variable for pre-entrepreneur of agriculture industry. The entrepreneurial environment was divided into perceived support and perceived barriers, and the sub-variables of entrepreneurial competence were set as creativity, problem solving, communication, marketing, and business plan. 253 questionnaires were used for empirical analysis. The results of the analysis using SPSS v25.0 and Process macro v4.2 are as follows. First, the perceived support and perceived barriers of the entrepreneurial environment have a significant effect on entrepreneurial intention. Creativity, problem solving, marketing and business plan of entrepreneurial competency have a significant effect on entrepreneurial intention, but the effect of communication was non-significant. Second, the degree of self-determination did not moderate the relationship between perceived support, barriers and entrepreneurial intention. This means that the level of self-determination may not have a significant effect on the relationship between entrepreneurial environment and entrepreneurial intention. Third, the degree of self-determination was found to moderate the relationship between creativity, problem solving, communication, marketing and business plan of entrepreneurial competency and entrepreneurial intention. Specifically, as the degree of self-determination increases, the size of the influence of creativity, problem solving, marketing, and business plan on entrepreneurial intention plays a role of strengthening in a positive direction. On the other hand, as the degree of self-determination increases, the degree of self-determination, which weakens the relationship between communication and entrepreneurial intention. Future research will require exploration of other factors that can explain entrepreneurial environment and entrepreneurial capacity, and follow-up studies are needed to analyze the moderated mediating effects through conditional process models that include new mediating and moderating variables.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.11
• /
• pp.701-714
• /
• 2020

The current study examines whether the dementia experience and social support is associated with dementia attitude and whether health literacy moderates the relationship between these variables. We used data from the 2016 Dementia Literacy Survey collected by K University. We conducted our analysis with 522 community-dwelling older Koreans aged 60 to 79. Findings of the multivariate regression analyses showed belows. First, dementia experience and dementia attitude were related in cognitive and behavioral aspects. Second, social support was also related negatively with dementia attitude in cognitive part. However, social support was also related positively with dementia attitude in behavior part. Third, health literacy was positively related with dementia attitude in cognitive part. However, health literacy was negatively related with dementia attitude in behavior part. Lastly, health literacy had significant moderating effects with social support and dementia attitude in cognitive part. Our findings suggest that health literacy plays an important role in fostering a positive dementia attitude.

• Management & Information Systems Review
• /
• v.35 no.2
• /
• pp.167-183
• /
• 2016

This study has recognized easy payment service as one of the new types of application of information and communication technologies and proposed a modified acceptance intention model by adding perceived risk factor based on the unified theory of acceptance and use of technology(UTAUT) and then explored those variables that effect the acceptance intention of consumers. The results of this study can be summarized as the followings. First, expectation on the efforts, social impact have positive effect on the acceptance intention and perceived risk has negative effect on the acceptance intention but expectation on the efforts and promotion condition were found to have no effect on the acceptance intention. Second, among the factors suggested, social impact was found to have more effect of causing the acceptance intention of users than expectation on the efforts and perceived risk. Third, it was found that there is a significant association between the acceptance intention and use behavior of users of easy payment service. This means that, as was reviewed in the preceding researches, the acceptance intention affects actual acceptance behavior of users either directly or indirectly. Fourth, even though innovation resistance has regulation effect on the relationship between expectation on efforts or social impact and acceptance intention, it was found to have no regulation effect on the relationship between perceived risk and acceptance intention.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.11
• /
• pp.148-156
• /
• 2018

This study was conducted to identify the effects of ego resilience, interpersonal relationships, and cognitive emotion regulation strategies on adaptation to college life by nursing students and provide data to increase adaptation based on the results. This research was based on 304 nursing students in B and Y city. Data were collected from May 8 to May 13, 2017 and analyzed by ANOVA, Pearson's correlation coefficient, and multiple regression using SPSS/WIN 22.0. The average college life adaptation value was $3.21{\pm}0.53$. There were positive correlations between college life adaptation and ego resilience (r=0.443, p<0.001), interpersonal relationships (r=0.400, p<0.001) and cognitive emotion regulation strategies (r=0.465, p<0.001). Regression analysis revealed that 46.2% of the variance in college life adaptation by nursing students could be explained by grade, major satisfaction, ego resilience, and cognitive emotion regulation strategies. Additional studies to determine the various factors affecting adaptation of nursing students to college life and to increase college life adaptation should be conducted.

• Journal of Gifted/Talented Education
• /
• v.25 no.1
• /
• pp.59-76
• /
• 2015

The study aimed to investigate elementary school gifted students' hypothesis-generating ability and characteristics of hypotheses and to analyze the correlation between hypothesis-generating ability and meta-cognition. Nineteen students enrolled in a science gifted education center affiliated with a university in 2013 were selected as research subjects. An instrument of open ended items about hypothesis generating was developed and administered to students, and their meta-cognition as well as their preferred science teaching method were examined. Hypotheses generated by students were classified into two categories: scientific and non-scientific hypotheses, and then a closer analysis was conducted on characteristics of non-scientific hypotheses. It was found that 47% (18 out of 38 hypotheses) was scientific ones showing that elementary school gifted students in science in this study presented low level of ability in generating hypothesis. It was also found that non-scientific hypotheses frequently showed characteristics of uncertain in causality or impossible to verify relationships. Furthermore, differences in hypothesis-generating ability and characteristics of hypotheses were appeared in conditions whether inquiry questions and variable identification process were given or not. Students showed high abilities in hypothesis generating and variable identifying when inquiry questions and variable identification process were given. Compared to previous research results, students in the study showed high level of meta-cognition and tendency of utilizing monitoring strategy more than planning and regulating. In ill-structured conditions that students themselves find inquiry questions and identify variables, a significant (p<.05) correlation appeared between hypothesis generating ability and meta-cognition and a high level of correlation between planning and regulating strategies. It was also found that differences existed in hypothesis-generating ability and preferred science teaching methods between students with high level and those with low level of meta-cognition; and students with low level of meta cognition showed difficulties in generating hypothesis and identifying variables.