• Journal of Fashion Business
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• v.19 no.4
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• pp.21-36
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• 2015

The purpose of this study is to classify the stress into groups and analyze their differences in self-consciousness, and appearance management behavior. Questionnaires were administered to 377 middle and high school girls living in Deagu metropolitan City. Frequency, factor analysis, reliability analysis, cluster analysis, ANOVA, Duncant-test, and t-test are all used for data analysis. Our findings show that stress developed due to several reasons: the categories are as follows into grades-related low stress, exam-related high stress, and society-related high stress. For the purposes of our study, we labeled self-consciousness as a combination of being socially and privately self-consciousness and showing signs of social anxiety. Appearance management behavior deals with esthetic plastic surgery, clothing harmony, weight management, hair management, health care, skin care, and meal management. Stress shows a significant correlation with the sub-variable self-consciousness and appearance management behavior. The groups show a significant difference in the self-consciousness, and appearance management behavior. There is also a significant difference among stress, self-consciousness and appearance management behavior by grade. The students in seemed to recognize that their appearance can be improved by dressing up and managing their outwardly appearance. Teachers should educate students to have the variety of views on the meaning of beauty. In addition, schools need to develop programs to educate student about appearances, as the student's interests differ due to the stress type of the adolescent.

• Journal of the Korean Society of Costume
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• v.55 no.3 s.93
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• pp.59-68
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• 2005

The purpose of this study is to examine the changing process of hairstyle and the fashion trend of hairstyle in the environment where it is possible to change one's hairstyle easily arid .display oneself in various ways and the interest in hairstyle is increasing. To examine the change of real university girls' hairstyle, I selected commencement pictures of Chungnam University as material. As a method of analysis, I compared and anaylized each time period's fashion trend and the change of real university girls' hairstyle after abstracting formative element of hairstyle on the basis of preceding studies on hairstyle and measuring frequency by element of each time period. Analyzing university girls' pictures showed that many of them had curls when various perms appeared and majority of them had straight style when straight perm and magic iron appeared. When products of hairstyling were on the market and globalization changed sense of beauty, it was highly popular to set up forelock with hairstyling products. In a pluralistic social environment, desire for color aspect other than formative aspect increased. As various hairdyes were developed, hairdyeing was generalized and university girls came to accept it as natural. Fashion trend of each time period and university girls' hairstyle showed generally similar trend. In mid 1980s, curl was popular, and, in late 1980s, straight style and setting up forelock with hairstyling products were on the increase. In early 1990s, the emergence of coating perm which combined perm and hairdyeing increased hairdyeing. In late 1990s, straight style was popular and layers expressed naturalness. In early 2000s, university girls showed off their long hair in various ways and hairdyeing drastically increased.

• Journal of the Korea Fashion and Costume Design Association
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• v.23 no.3
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• pp.73-85
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• 2021

The purpose of this study is to understand the influence of the professor's image making (internal, external, social image) perceived by college students on instructional outcomes. The influence of the professor's image making on class satisfaction and class commitment was analyzed, and the mediating effect of class satisfaction and the relationship between class satisfaction and class commitment in the relationship between image making and class commitment was considered. First, it was found that the external image and social image of the professor had a significant effect on class satisfaction. The level of interpersonal relations, such as communication, manners, manners, and intimacy as well as the management of external expressions, clothing style, makeup, hair, gestures, postures, attitudes, voices, speech, and speech speed brings satisfaction to the class. Second, it was found that the professor's inner image, outer image, and social image had a significant effect on class commitment. In order to satisfy the students' immersion in class, professors are required to manage internal, external, and social images. Third, it was found that class satisfaction had a significant effect on class commitment. If the class satisfaction is high, it means that class immersion also increases. Fourth, as for the social image of a professor, it was found that class satisfaction had a completely mediating effect in the relationship between class commitment, and the external image of a professor was found to have a partial mediating effect in class satisfaction in the relationship between class commitment. It was found that the social image of professors perceived by college students improve class satisfaction, and this improves class satisfaction further enhances class immersion.