• Journal of Digital Convergence
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• v.11 no.7
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• pp.111-122
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• 2013

The purpose of this study was to investigate the relationships among intrinsic motivators, psychological empowerment, affective commitment, and service quality among hotel industry employees. For this study, data were collected from 233 hotel employees in Seoul Metropolitan City with self-administered questionnaires and analyzed using structural equation modelling technique. This study found that two job characteristics variables(job challenge and job autonomy) had positive effects on hotel employees' psychological empowerment; that three job characteristics variables(job challenge, job variety and job autonomy) and psychological empowerment had positive effects on hotel employees' organizational commitment; and that psychological empowerment and organizational commitment had positive effects on hotel employees' service quality.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.51-72
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• 2015

This study aimed to analyze the characteristic of undergraduate students' perception and preference for mathematics. For this purpose, I surveyed 124 undergraduate students' metaphorical expressions about mathematics. I classified the expressions as four categories: a positive form, a negative form, a mixed form, an undecidable form. I investigated the proportion and characteristic of the metaphorical expressions according to the above four categories. Also, I surveyed the students' preference and nonpreference moments for mathematics and categorized them into 6-cases: elementary school, middle school, high school, university, always, and none. In addition, I examined the students' preference and nonpreference reasons for mathematics and classified them according to the 5-factors: grade factor, affective factor, content factor, teacher factor, and other factors. The results of this study as follows: First, the 27% of university students expressed their metaphorical expressions for mathematics as a positive form, 42% as a negative form, and 27% as a mixed form. Also, the preference rate for mathematics was higher as their school years increase and the main reasons of preference were grade and affective factors. The result of nonpreference rate was also higher as their school year increased. Students said that the contents and grade factor were the main factors among the 5-factors.

• Journal of Science Education
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• v.33 no.2
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• pp.220-236
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• 2009

This study aimed to analyze the disadvantaged gifted students' affective characteristics and needs. The subjects of this study were 93 disadvantaged gifted elementary and middle school students in Daegu and Kyongsang-Bukdo Providence. The survey questionnaires including learning motivation, beliefs on intelligence, beliefs on academic achievement, interpersonal relationship, family variables, affective characteristics related to science and self-esteems were used to investigate their affective characteristics and needs. The results indicated that the disadvantaged gifted students showed the different characteristics on their intelligence, academic achievement, and family variables compared to those of general gifted students. They showed that they needed the financial and affective supports including transportation and continuous attention to disadvantaged gifted students.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.487-509
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• 2012

This study, in order to contribute to improvement of the affective domain for mathematics which is one of the largest issues of mathematics education, examined the background variables influencing mathematics anxiety of middle/high school students. As the result, the middle school students showed a greater level of anxiety than the high school students did, and especially the anxiety level according to environment factor and learning strategy factor was high. Also, male students showed overall a greater mathematics anxiety than female students did, and both group of students showed a higher anxiety level according to environment factor and learning strategy factor. Besides, the greater the time spent on private education was, the higher the mathematics anxiety level, and in test/performance factor, the group with low self-initiated learning time showed a higher level of mathematics anxiety compared to other two groups. Among four subfactors of mathematics anxiety test, the students overall scored lowest in anxiety for test/performance factor, and highest in environment factor.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2012.07a
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• pp.150-151
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• 2012

우주전파환경이란 지구 전리층, 열권, 자기권 및 행성간의 공간 등 통칭한 전파 전달 환경을 말하며 주로 태양의 활동에 영향을 받는다. 태양은 막대한 복사 및 입자 에너지를 방출하여 지구의 자기권과 전리층에 영향을 주어 방송 통신, 전력, 항법, 위성 등 여러 분야에 걸쳐 피해를 줄 수 있다. 그러므로 우주전파에 취약한 국가주요시설을 분류하여 따로 지정하고 관리해야 한다. 본 논문에서 우리나라의 국가 주요시설은 "국가기반시설", "국가주요시설", "국가보안목표 시설"로 크게 3가지로 조사하였다. 국가중요시설은 "적"이라는 위기요인으로부터 보호해야할 대상이며, 보안 목표시설은 "파괴/태업/비밀누설"이라는 위기요인으로부터 보호해야 할 대상이다. 즉, 국가주요시설과 보안목표시설은 위기요인에 의해 정의된 시설이다. 하지만 국가기반시설은 위기요인이 아니라 r 피해가 국가적으로 핵심적인 시설들로 정의된다. 따라서 우주전파재난을 위한 보호체계는 가장 포괄적인 국가기반시설의 테두리에서 다루어야 한다.

• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.21-32
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• 2008

The purpose of this study was to explore components of affective domains for teaching activities regarding computer education in elementary school. In addition, we investigated various influences on the components from teachers' responses. This paper included qualitative data collected from a total of thirteen teachers. Using qualitative analysis methods, we identified teachers' positive and negative emotions, attitudes, self-efficacy, expectations, interests, and internal and external motivations as well as various influences on the affective components. Therefore, we emphasize the importance of teachers' cognitive domains as well as affective domains to achieve the goals of the teaching of computer education. This study will contribute to research pertaining to the affective domains supporting successful teaching of computer education.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.191-202
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• 2016

In this study, a science museum teaching-learning model was developed with emphasis on play. In order to do this, the models of factor-centered museum education and process-centered museum education were reviewed and characteristics of science museum education were considered. The model developed in this study is called 'Play-Learning Model in Science Museum', and 'play' is defined as activities to achieve the mission in accordance with methods and rules set by individuals or small groups including scaffolding and play is divided into competition, simulation, and chance. 'Play-Learning Model in Science Museum' emphasizes learning using the articles on exhibition, scaffolding and interaction in small groups, and play. The model consists of four steps: 'Preparation', 'Exploring the exhibits', 'Experience', and 'Summary of learning content'. In the 'Preparation' step, the students form related knowledge and are ready to play. The 'Exploring the exhibits' step is the core step of this model, and entails the students solving problems in the mission by interacting with members of the small group. When they cannot find resolution, they get help. In the 'Experience' step, hands-on activities related to the prior step are included. In the 'Summary of learning content' step, the students summarize what they learned while playing. As science museum education is implemented in a variety of forms, continuous research about the science museum learning model and development of various programs are needed.

• International Area Studies Review
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• v.16 no.3
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• pp.159-180
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• 2012

The objectives of this study are to identify significant antecedents of trust and satisfaction and to examine the relationship between trust and satisfaction and interrelationship between trust, satisfaction, loyalty, relationship retention and intention of words of mouth based on buyers of Chinese internet shopping mall. The questionnaire was collected by personal interview. A total of 448 completed questionnaires were collected. Confirmatory factor analysis was conducted to test the validity of the measurement model, and the structural model also was analyzed to examine the associations hypothesized in the research model. This study uses AMOS program to investigate the research model. Results in this paper indicate that the antecedents of trust and satisfaction have three dimensions, namely communicational, traditional and relational factors. All these three functions are positively related to trust and satisfaction. Also the results show that trust and satisfaction are positively related to loyalty, relationship retention and intention of words of mouth. Finally, this study suggests the implications of these findings and offers directions for future research.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.337-358
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• 2012

The purpose of this study is to find out the relation between co-cognitive factors, personal affective and characteristic features as the basis that prompts talented behaviors and leadership. The subjects of the study were 77 elementary mathematically gifted students attending at the gifted education center affiliated with University of Education in D metropolitan city and 110 elementary students in metropolitan city and provinces. The results of this study are as follows. First, elementary mathematically gifted students had higher levels than general students in every subdirectory of co-cognitive factors and the difference was statistically significant. Second, there was a difference between leadership of elementary mathematically gifted students and that of general students. Also, the level of gifted students' leadership was higher than the latter. Third, when it comes to the relation between co-cognitive factors and leadership, both of gifted students and general students showed positive correlation between subdirectory of co-cognitive factors and that of leadership. Consequently, development of co-cognitive factors will lead to improvement of leadership since co-cognitive factors positively influence on leadership. Therefore, it is desirable that co-cognitive factors are considered when developing a program for leadership.

• 한국정책학회보
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• v.21 no.1
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• pp.103-130
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• 2012

정책변화가 왜 발생하였는가? 그와 같은 정책변화에 어떠한 요인들이 작용하였는가? 또한 그와 같은 정책변화가 어떠한 과정을 거쳐서 발생하였는가? 본 연구는 정책변화의 복잡성을 체계적으로 설명할 수 있는 방법을 제시하고자 정책연구의 지배적인 패러다임인 객관적·과학적 연구방법에서 탈피하여 사회적 형성주의 관점에서 맥락, 문제정의 및 대상 집단의 사회적 형성이 정책변화에 어떠한 영향을 미치는가를 알아보고자 하였다. 이를 위하여, 본 연구는 문제정의 이론과 대상 집단의 사회적 형성 이론의 결합을 통하여 연구 모형을 구축하였다. 또한 이와 같이 구축된 모형에 의하여 정책결정자가 문제 정의와 대상 집단의 사회적 형성에 어떤 역할을 하며, 그 결과가 정책변화에 어떻게 반영되는지를 정책의 논리, 근거 및 메시지의 측면에서 양도소득중과제도를 대상으로 분석하였다. 마지막으로, 이러한 분석을 통하여 도출된 시사점에 대하여 논의하였다.