• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.159-174
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• 2014

This current study sought to investigate effects of in-service teachers' achievement goal orientation, organizational citizenship behavior on job-satisfaction and to discuss the improvement of early childhood teachers' achievement goal orientation and organizational citizenship behavior. A total of 178 teachers participated in this study and completed questionnaires. To analyze the data, Pearson's correlation and hierarchical multiple-regression analysis were used. The results were as follows. Firstly, relatively correlation existed between teachers' achievement goal orientation and job satisfaction. Particularly, mastery-approach orientation, performance-approach orientation showed the relatively high correlation with job satisfaction and its sub-scales. Also, teachers' organizational citizenship behavior had relatively positive correlation with their job-satisfaction and its sub-scales. Secondly, teachers' achievement goal orientation and its sub-scale had 38% significant effects on their job-satisfaction. And teachers' organizational citizenship behavior appeared to have 8.6% influence on job-satisfaction. Based on the results, several ways were discussed to develop and improve teachers' achievement goal orientation and organizational citizenship behavior.

• Journal of the Korean Home Economics Association
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• v.30 no.1
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• pp.219-235
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• 1992

This study attempted to examine a theoretical framework which synthesizes risk attitude, type of investment management and investment behavior and to provide the specific investment strategy by analysing several variables which have effect upon the investment behavior. The results of this research were as follow : 1. Risk attitude had significant differences by the variabels such as age, sex, education, income and debt/asset ratio. Also the type of investment management was influenced significantly by the variables such as age, education, occupation, income, total asset, debt/asset ratio, achievement motivation and risk attitude. The ratio of risky asset holdings was affected by the variabels such as age, education, occupation, housing ownership, income, total asset, debt/asset ratio, achievement motivation, risk attitude and type of investment management. 2. Among several variables affecting the ratio of risky asset holding risk attitude, education, type of investment management, debt/asset ratio and achievement motivation had direct effect on it. Besides age had indirect effect through risk attitude and age, achievement motivation and risk attitude had indirect effect through the type of investment management. 3. The results of this study showed that causal relation between input, throughput and output can be applied to household's investment behavior and the concept of risk or risk attitude can be applied to other fields except household's investment. Also it could be attributed to provide the investment strategy for improving level of household's financial well-being.

• Journal of the Korean Home Economics Association
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• v.40 no.5
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• pp.119-132
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• 2002

The purposes of this study were 1) to classify female consumers on VALS, 2) to identify the differences of psychological characteristics and demographics among the classified groups, and 3) to investigate the apparel benefits, buying behavior, shopping practices and psychological characteristics of each groups. For the study, a sample of 340 female consumers participated in this survey research. The data was analyzed utilizing descriptive statistics, factor analysis, cluster analysis, $\chi^2$-test, one-way ANOVA and Duncan test. Seven dimensions of values were identified by factor analysis: Consumption-oriented, Achievement-oriented , Diligence/sincerity-oriented, Pessimistic value tendencious, conservative/conventional value oriented, Dignity-oriented and Socialite-oriented. Based on these dimensions female consumers classified into three clusters: inner values-directed group, passive/inactive group, and achievement-oriented group. Achievement-oriented group showed the highest scores in optimum stimulation level and materialism, and tended to be younger and be employed than the other two groups. Both inner values-directed group and achievement-oriented group showed higher scores in self-expression/individuality and quality out of five apparel benefit than passive/inactive group. Innovative communicators, fashion innovators and fashion opinion leaders were mostly in the achievement-oriented group, while fashion followers and fashion indifferents were mostly in the passive/inactive group. It was revealed that achievement-oriented group had a larger number of fashionable clothing items and experienced more activities in vogue. Also, there were significant group differences in shopping practice, such as average monthly allowance, number of annual purchase clothing items.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.177-196
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• 2010

The purpose of this study is to find out whether Achievement Tests are fully performing their role as an objective standard that measures student's educational achievement level by analysing the content validity of Achievement Tests developed by KICE and teachers at elementary school. In the study, the content validity of achievement tests were analyzed in the behavioral content objective dimensions. 60 instructional objectives from the Unit one to the Unit six contained in the teachers' guidebook for the elementary third-grade Math subject were analyzed into dimensions of behavior and content. And the Achievement Test developed by KICE and teachers in five elementary schools randomly chosen were collected and analyzed. Then, differences of the proportion between instructional objectives and evaluative objectives in each dimension statistically were verified. The results of the study are as follows : 1. In the dimension of behavior, as analysing and comparing the content validity of achievement tests, there was no significant difference in all domains(knowledge, comprehension, application, analysis, synthesis and evaluation). (p<.05) Therefore, it could be concluded that content validity of the Achievement Test is very high. 2. In the dimension of content, similarly there is no significant difference in all domains between achievement tests by both KICE and teachers. (p<.05) Therefore, the content validity of all tests are very high. In conclusion, it could be concluded that content validity of achievement tests is considerably high in content and behavior dimension. The study suggest the followings : 1. By expanding to the other subjects, there are needs to analyze and verify the content validity of achievement tests. 2. Even the content validity of achievement tests is considerably high however, achievement items are focused on evaluation 3 domains(knowledge, comprehension, application). Therefore evaluation evenly among 6 cognitive domains is required. And further to reduce the deviation of schools, there are needs to active interchange between teachers.

• Human Ecology Research
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• v.53 no.1
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• pp.1-16
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• 2015

This study aims to examine the effects of high school students' time management behaviors on their satisfaction with educational consumption and school life. Three hundred seventy-six high school students in Seoul participated in this investigation. The SPSS ver. 19.0 program was adopted for the descriptive analysis, factor analysis, Cronbach's ${\alpha}$, and multiple regression analysis. The results of the present study can be summarized as follows: first, the levels of time management behavior, satisfaction with educational consumption at school, and satisfaction with school life were relatively high. Second, an analysis of the relative influence on satisfaction with educational consumption revealed that the students' time management behavior was the most influential factor, followed by academic achievement. As the levels of time management behavior and academic achievement were high, the level of satisfaction with educational consumption was high. Finally, an analysis of the relative influence of satisfaction with school life also revealed that the students' time management behavior was the most influential factor, followed by academic achievement. Based on the findings, that is, the effects of high school students' time management behavior and other involved variables on their satisfaction with educational consumption and school life, a future study can present specific ways to enhance the level of satisfaction with educational consumption and school life.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.149-159
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• 2017

The objective of this study was to investigate the effects of family meals on eating behavior, academic achievement, and quality of life among middle school students. A total of 302 participants were recruited from a middle school at Goyangsi. We asked participants about family meals, eating behavior, academic achievement, and quality of life, using structured questionnaires. Family meal questionnaires were classified according to frequency, rules, and awareness. The findings of this study were as follows. First, there were significant differences between rules(p<0.05) and awareness (p<0.05) of family meals and family type. Second, there were statistically significant differences between frequency and awareness of family meals and eating behavior, academic achievement, and quality of life. On the other hand, there was a significant difference between rules about family meals and eating behaviors and quality of life. Third, we found that factors of family meal were positively related to the eating behavior, academic achievement, and quality of life at the level of statistical significance. Finally, we found that participants with a higher frequency of family meals and more positive eating behavior were more likely to higher academic achievement and quality of life than those in lower frequency of family meals and less positive eating behavior among middle school students. The frequency of family meals has a strong effect on higher academic achievement and better quality of life. In conclusion, engagement in family meals was related to better eating behavior, academic achievement, and quality of life among middle school students. Our findings may warrant further studies to support the benefit of family meals in improving eating behavior, academic achievement, and quality of life among high school students as well as middle school students.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.3
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• pp.169-191
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• 2014

The purpose of this study is to check the educational influence and accountability of school library and to derive implications for the improvement of public education, using raw data of OECD PISA 2009. To do this, the reading achievement as well as questionnaire of 4,989 Korean students' data in OECD PISA 2009 were used. It analyzed how the visit of library can affect reading achievement, reading attitude and behavioral through structural equation modeling method. The results were as follows. The library use factor is a cause-effect relationship among reading achievement, reading attitude and behavioral factors. In addition, the reading attitude is a cause-effect relationship between reading behavior factor and reading achievement. In the part of reading behavior is a cause-effect relationship reading achievement. In the results of applying this causal relationship of whole population, in some individual cases, they are activated as moderating variable.

• Journal of Gifted/Talented Education
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• v.7 no.1
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• pp.31-50
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• 1997

'I'his study investigated students' attitude toward mathematics. and how behavior/cognitive training affects level of math anxietv and level of math achievement. Subjects were all the freshmen attending Taejon Science High School, and they were given Mathematics Attitudes Scale and Attributional Style Questionnaire prior to and post training sessions. Twenty out of 84 freshmen voluntarily participated in nine sessions of training program. Participants were asked to do self-evaluation. Math achievement was measured prior to and post training. and was compared between two groups. Training program utilized behavior/cognitive approach. such as understanding one's feeling through muscle relaxation, breathing and meditation; modifying negative attributional style; imitating effective cognitive strategies for math problem solving, and so on. 'I'he result shows that students' math confidence in general was relatively low out of expectation, a nd they perceived teachers not supporting their math abilities :IS much as expected. On the other hand, students in general had strong math achievelment needs, and considered math utility very high. Sex difference was seen in the attitude toward female math abilities, to result that female students had more positive perception than male students. Female students of 'I'aejon Science High School seem free from conventional idea about female abilities including theirs. Participants' ~attitude change was compared with non-participants. and participants showed statistically significant change in their math confidence, and also in their math achievement. Participants had much higher math confidence and ~achievement than non-participants. And, they showed increased level of perceiving teachers' expectation. more realistic in needs, and more involvement in math. Math achievement was found positively related to math confidence, and participants' math achievement change was explained by their belief in math utility. Not only training program effect hut also participants' voluntary involvement and teacher\ulcorner' support of the program and participation seem to increase their math achievement. Based upon the result of study it was suggested that behavior-/cognitive training program be provided along with academic curricula for gifted students of Korea to help their emotional and psychological development enhance the efficacy of their cognitive learning.

• Journal of Families and Better Life
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• v.23 no.5 s.77
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• pp.103-122
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• 2005

The purpose of this study was to examine the influences of their money attitudes to spending behaviors of middle, high, and college students. The total number of students selected for this study were 1,252. Factor analysis, Cronbach' ${\alpha}$, two-way ANOVA, Duncan' multiple range test, Pearson correlation analysis, and multiple regression were used for statistical analysis. The results were summarized as followings: 1) The tendency of attitude that money is good was highest. Also, the tendency of attitude that money represents freedom and power was slightly high. On the other hand the attitudes that money represents achievement, and that money is evil were low. Especially the attitude that money represents respect was lowest. 2) Resulting from two-way ANOVA, the attitudes that money is good and represents achievement showed significant interaction effects between sex and age. The altitude that money is good showed significant differences by sex especially among middle and high school students. The altitude that money represents achievement showed significant differences by age among the male students. Three types of attitudes that money is evil, money represents respect, and money represents both freedom and power showed significant main effects in different age groups. Also the attitude that money represents freedom and power showed significant main effect by different sexes. 3) Four different types of measuring spending behaviors scored slightly low mark. 4) Resulting from two-way ANOVA, four different spending behaviors showed significant difference only by sexes and ages. Planned spalding behavior and conscious spending behavior showed significant differences in ages and sexes separately. While impulsive spending behavior by different age groups resulted in significant differences. Excessive spending behavior by sexes resulted in significant differences. 5) Regression analysis showed that planned spending behavior had the linear relationships in no, sex, self-esteem, and attitude that money is good. Conscious spending behavior had the linear relationships in ses, and attitudes that money represent achievement. respect, and freedom. Impulsive spending behavior had the linear relationships in age, self-esteem, and attitudes that money is good and that money is evil, and attitude that money represent freedom, Excessive spending behavior had the linear relationships in sex, self-esteem, and attitudes that money represent achievement, respect and freedom.

• Korean Journal of Human Ecology
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• v.16 no.3
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• pp.665-676
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• 2007

The objects of this study were to classify the contents of life style of university students, to investigate the relationships between lifes tyle and appearance behavior(attitude toward appearance, body satisfaction, clothing attitude), and to examine how appearance behavior was influenced by life styles, male and female variables. The method of the study was survey research by using questionnaires. Subjects were 358(male 175, female 183) university students located in Junrabookdo province. In this statistical analysis, SPSS 11.5 for Windows Program was utilized to calculate frequency, percentage, mean, Factor analysis, Cronbach's ${\alpha}$, t-test, Pearson's correlation, Multiple Regression Analysis. The results of this research were as follows: Five dimensions of life styles were derived by factor analysis: 'digital orientation', 'material orientation', 'positive activity', 'achievement orientation', and 'frugality'. Male and female variables have significant effects on the life style and appearance behavior. Digital & material orientation were significantly higher for male than for female, whereas positive activity, achievement orientation, and frugality were significantly higher for female than for male. Attitude toward appearance and clothing attitude were significantly higher for female than for male, whereas body satisfaction were significantly higher for male than for female. Positive activity and achievement orientation had positive relations with appearance behavior. Need value of attitude toward appearance, body satisfaction, Clothing attitude variables except of attract sex attention was influenced by positive activity and achievement orientation of life style. As a conclusion, university students' life style and male and female variables constituted important characteristics which could affect appearance behavior.