• 물만먹고자라요
• /
• no.17
• /
• pp.66-69
• /
• 2005

웰니스는 웰빙(Well-being)에 행복(Happyness)이 합쳐진 개념이다. 웰빙이 주로 육체적인 건강에 초점이 맞춰졌다면 웰니스는 정신적으로도 즐겁고 행복한 삶을 추구하는 것이다.

• 월간산업보건
• /
• s.300
• /
• pp.2-3
• /
• 2013

• Proceedings of the KHMA Conference
• /
• 2013.11a
• /
• pp.235-235
• /
• 2013

• Proceedings of the KHMA Conference
• /
• 2013.11a
• /
• pp.43-54
• /
• 2013

• The Science & Technology
• /
• s.535
• /
• pp.52-55
• /
• 2013

• The Science & Technology
• /
• s.535
• /
• pp.46-51
• /
• 2013

• The Science & Technology
• /
• s.535
• /
• pp.56-59
• /
• 2013

• The Science & Technology
• /
• s.535
• /
• pp.60-63
• /
• 2013

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.9
• /
• pp.113-122
• /
• 2017

This study was conducted to understand the factors influencing happiness of college students while focusing on meaning in life and to supply an interventional way for promotion of happiness of college students. The subjects were 205 students in C city and the data were collected from 20-30 October 2016. Data were analyzed based on themeans using an independent t-test, ANOVA, $Scheff{\acute{e}}^{\prime}s$ method, Pearson's correlation coefficients and stepwise multiple regression. Significant differences were found in the happiness grades by sex (p=0.045), age (p=0.019), degree (p=0.038), satisfaction in major (p<0.001), and perceived health condition (p<0.001). Happiness was positively related to self-confidence (p<0.001), self-control (p<0.001), positive emotion (p<0.001), meaning in life (p<0.001), finding meaning in life (p<0.001), and search for meaning in life (p<0.001). Uponmultiple regression analysis, finding meaning in life, perceived health condition, and satisfaction withmajor accounted for 41.0% of the happiness, with finding meaning in life beingthe most influential factor.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.4
• /
• pp.138-146
• /
• 2016

This study examined the mediating effects of the adult educator's characteristics on the relationship between the characteristics of the participants attending adult continuing education and the happiness index of lifelong learning, the motivation of participating in learning and the institution characteristics. The research results showed that there is no difference in the happiness index of lifelong learning according to the sex of the adult learners, education level, age, residence, participation experience of lifelong learning, occupation, and type of lifelong programming being participated. The characteristics of adult learners do not have a direct impact on the happiness index of lifelong learning. The characteristics of adult learners affect the characteristics of adult educators, motivation of participating in learning and institution characteristics. Although the characteristics of educators do not affect the happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have a positive impact on the happiness index of lifelong learning. While the characteristics of adult educators do not have a mediating role for the characteristics of adult learners and happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have shown a complete mediation for the characteristics of adult learners and the happiness index of lifelong learning. These findings suggest that the participating motivation of adult learners, adult educator's improved understanding on adult learners and education quality of education institution are very important for increasing the happiness index through a lifelong learning experience.