• Journal of Intelligence and Information Systems
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• v.27 no.3
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• pp.113-137
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• 2021

According to the clear potential of mobile banking growth, many studies related to this are being conducted, but in Korea, it is concentrated on the analysis of technical factors or consumers' intentions, behaviors, and satisfaction. In addition, even though it has a strong customer base of 20s, there are few studies that have been conducted specifically for this customer group. In order for mobile banking to take a leap forward, a strategy to secure various perspectives is needed not only through research on itself but also through research on external factors affecting mobile banking. Therefore, this study analyzes impulsiveness, credit card use, and SNS addiction among various external factors that can significantly affect mobile banking in their 20s. This study examines whether the relationship between impulsiveness and mobile banking usage depends on whether or not a credit card is used, and checks whether a customer's impulsiveness is possible by examining whether a credit card is used. Based on this, it is possible to establish new standards for classification of marketing target groups of mobile banking. After finding out the static or unsuitable relationship between whether to use a credit card and impulsiveness, we want to indirectly predict the customer's impulsiveness through whether to use a credit card or not to use a credit card. It also verifies the mediating effect of SNS addiction in the relationship between impulsiveness and mobile banking usage. For this analysis, the collected data were conducted according to research problems using the SPSS Statistics 25 program. The findings are as follows. First, positive urgency has been shown to have a significant static effect on mobile banking usage. Second, whether to use credit cards has shown moderating effects in the relationship between fraudulent urgency and mobile banking usage. Third, it has been shown that all subfactors of impulsiveness have significant static relationships with subfactors of SNS addiction. Fourth, it has been confirmed that the relationship between positive urgency, SNS addiction, and mobile banking usage has total effect and direct effect. The first result means that mobile banking usage may be high if positive urgency is measured relatively high, even if the multi-dimensional impulsiveness scale is low. The second result indicates that mobile banking usage rates were not affected by the independent variable, negative urgency, but were found to have a significant static relationship with negative urgency when using credit cards. The third result means that SNS is likely to become addictive if lack of premeditation or lack of perseverance is high because it provides instant enjoyment and satisfaction as a mobile-based service. This also means that SNS can be used as an avoidance space for those with negative urgency, and as an emotional expression space for those with high positive urgency.

• Journal of Hospice and Palliative Care
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• v.8 no.2
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• pp.143-151
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• 2005

Purpose: Bereavement Memorial Service has been held every year by the hospice team at St. Vincent's Hospital for the purpose of supporting the bereaved family who feel grief and mourning. The purpose of this study is to find out the attitude of the bereaved attending at bereavement memorial service (BMS) and to find out the areas needing improvements to set up better memorial service. Methods: Hospice team sent invitation card to 180 families of patients who admitted and passed away at hospice ward Nov., 2003${\sim}$Oct., 2004. Among them 22 families attended the BMS meeting, which was held on 26th Nov., 2004. The researcher collected data from 22 families with 'Questionnaire' survey. Except identifying data and 2 dichotomy questions, we used open-ended questionnaire. 1 researcher conducted a telephone interview survey in 18 families who couldn't attend at BMS meeting. Results: The median age was 56 (range $16{\sim}19$) and there were 37 females and 3 males. They were patient's wife (22), mother (4), husband (5), daughter (4), mother-in-law (1), siblings (1), brothers wife (1). Duration after bereavement, $1{\sim}3$ months (17) was the highest frequency. 36 families agreed 'the dead experienced the death with dignity'. The reason of agreement to the death with dignity was 'the patient died in preparation' (16). 'the patient died in well-being condition spiritually' (9), 'the patient died in comfort physically (7). 4. persons thought the dead died with indignity. The bereaved defined 'the death with dignity' as follows: 'acceptance of death & death in spiritual well-being' (9), 'death in physical comfort condition' (7), 'the death in psycho-social well-being' (3), non-respondents (10). Most families (21) were still in difficulty to overcome bereavement grief. The answer regarding the method to overcome the difficulty was 'with spiritual sublimation' (13), 'with devotion of oneself in daily life' (10), 'with devotion to mourning as it is' (3). With regard to their attitude to invitation, 'having joy and thanks from hospice team' (21), 'grief' (4), 'suffering' (4). Toward the existence of hesitation about attendance at BMS meeting, the result as follows. Nonexistence of hesitation respondent (34), existence respondent (6), the reason for hesitation was various; 'the meeting reminds me of the suffering times', 'the meeting makes me to recall, and it will be likely to cry', and so on. The needs and feelings to memorial service meeting were various; 'it was meaningful time', 'it was good to recall about the dead', 'more meeting annually' and so on. In respect of the most difficulty after bereavement, in attendant family, 'depression' (10) was the highest frequency, whereas, in non-attendant family, the most difficult thing was 'financial problem/role difficulty (6). Conclusion: This study shows the rate of attendance was high in bereaved whose bereavement duration $1{\sim}3$ month. Most of bereaved were still suffering from bereavement grief within 1 year. Although most families didn't hesitate and felt positive mood to invitation, the rate of attendance was low. Comparing with two groups between attendant family and non-attendant, the latter felt more difficulty in 'financial problem/role difficulty, on the other hand, the former felt difficulty in 'depression'. Hereafter, the additional study about the factor relating to these attitude and needs of the bereaved relating to memorial service will be necessary.

• Korean Security Journal
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• no.48
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• pp.9-33
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• 2016

The purpose of the present study was to find out cause-and-effect relationship between job requirements and job resources, with job burnout as a mediator variable, and the effects of these variables on organizational effectiveness. The population in the present study was private security guards employed by 13 private security companies in Seoul and Gyeonggi-do areas, and a survey was conducted on 500 security guards selected using purposive sampling technique. Out of 460 questionnaires distributed, 429 responses, excluding 31 outliers or insincere responses, were used for data analysis. For analysis, data were coded and entered into SPSS 18.0 and AMOS 18.0, which were used to analyze the data. Descriptive analyses were performed to find out sociodemographic characteristics of the respondents. The exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to test the validity of the measurement tool, and the Cronbach's Alpha coefficients were calculated to test the reliability. To find out the significance of relationships among variables, Pearson's correlation analysis was performed. Covariance Structure Analysis (CSA) was performed to test the relationship among latent factors of a model for job requirements, job resources, job burnout, and organizational effectiveness of the private security guards, and the fitness of the model analyzed with CSA was determined by the goodness-of-fit index ($x^2$, df, p, RMR, GFI, CFI, TLI, RMSEA). The level of significance was set at .05, and the following results were obtained. First, even though the effect of job requirements on job burnout was not statistically significant, it had a positive influence overall, and this result can be considered such that the higher the perception of job requirements by the member of the organization, the higher the perception of job burnout. Second, the influence of job resources on job burnout was negative, which can be considered that the higher the perception of job resources, the lower the perception of job burnout. Third, even though the influence of job requirements on organizational effectiveness was statistically nonsignificant, it had a negative influence overall, and this result can be considered that the higher the perception of job requirements, the lower the perception of organizational effectiveness. Fourth, job resources had a positive influence on organizational effectiveness, and it can be considered that the higher the perception of job resources, the higher the perception of organizational effectiveness. Fifth, the results of the analysis between job burnout and organizational effectiveness revealed that, even though the influence of job burnout on organizational effectiveness was statistically nonsignificant, it had partial negative influences on sublevels of organizational effectiveness, and this may suggest that the higher the perception of job burnout by the organization members, the lower the organizational effectiveness. Sixth, the analysis of mediating role in the relationship between job requirements and organizational effectiveness, job burnout was taking partial mediating role between job requirements and organizational effectiveness. These results suggest that reducing job burnout by managing job requirements, organizational effectiveness that leads to job satisfaction, organizational commitment, and turnover intention can be maximized. Seventh, the analysis of mediating role in the relationship among job requirements, job resources, and organizational effectiveness, job burnout was assuming a partial mediating role in the relationships among job requirements, job resources, and organizational effectiveness. These results suggest that organizational effectiveness can be maximized by either lowering job requirements or burnout management through reorganizing job resources.

• 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).