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Park, Jin;Jang, Hyekyung;Shin, Hyungtak;Cho, Nambin;Park, Heeyoung
- Phonetics and Speech Sciences
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- v.11 no.2
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- pp.65-76
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- 2019
This study aimed to primarily examine perceptions about occupational suitability made by vocational counselors for adults who stutter and associated factors. A total of 69 vocational counsellors (23 per condition) took part in this study and were randomly assigned to recordings related to three different speech conditions (fluent, less-severe stuttering, and severe stuttering versions). The participants were asked to listen to one of the three recordings and rate the speaker's communicative functioning, personal attributes, and suitability for 31 occupations, along with perceptions of the speaking demands and educational requirements of the occupations. Regarding the two stuttering conditions, it was found that suitability ratings were lower for occupations with a high speaking demand than those with a low speaking demand. In addition, the most significant factor associated with occupational suitability ratings was perceived speaking demands, followed by perceived educational requirements, and then by ratings of the speaker's personal attributes. These findings suggest that adults who stutter may face role entrapment (or occupational stereotyping) in workplace settings.
https://doi.org/10.13064/KSSS.2019.11.2.065 인용 PDF KSCI

Yeon, Eun Mo;Choi, Hyo-Sik
- Journal of the Korea Academia-Industrial cooperation Society
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- v.20 no.6
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- pp.38-47
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- 2019
The purpose of this study was to identify latent classes in executive function difficulty of first graders depends on evaluations from their mother and teacher and to investigate how its related with their school adaption and academic performance in second grade. Based on the model of the latent profile analysis, the 8th and 9th wave data from Korean Children and Youth Panel Survey were analyzed. The results of this study were as following. First, results showed that there were three types of latent classes in the executive function difficulty depend on evaluations from their mother and teacher: 'low executive function,' 'students who were highly evaluated by mother,' and 'students who were highly evaluated by teacher.' Second, students' executive function difficulty had a direct effect on the students' school adaption and academic performance in their second year of school. Especially students who were evaluated as having the lowest executive function difficulty showed significant higher means than students who were evaluated higher by mother and teacher. This study emphasized the importance of multiple evaluation in students' executive function difficulty to provide an educational intervention.
https://doi.org/10.5762/KAIS.2019.20.6.38 인용 PDF KSCI HTML