• The Journal of Industrial Distribution & Business
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• v.11 no.4
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• pp.19-30
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• 2020

Purpose: The purpose of this study examines the mediating effect of clan leadership in the relationship between hierarchy culture and organizational commitment. Most previous research focused on the relationship between organizational culture and organizational performance or organizational culture and job satisfaction. There are few empirical studies that focus on organizational commitment data because it is difficult to collect in many cases of export-driven small and medium sized enterprises. However, this research measures affective commitment, continuance commitment, and normative commitment differently than previous research, which is mostly focused on the hierarchy culture, clan leadership, and organizational commitment measurements. Research design, data, methodology: Conceptual research model is based on the studies of Cameron and Quinn (2011), and Gungor and Sahin (2018). The model is designed with three constructs such as hierarchy culture, organizational commitment, and clan leadership. The monitor culture and coordinator culture are as proxy for the hierarchy culture. The affective commitment, continuance commitment, and normative commitment are as proxy for the organizational commitment. And also the facilitator leadership and mentor leadership are as proxy for the clan leadership. Based on three hundred cases such as export-driven small and medium sized enterprises (SMEs), this study verify the hypothesis. Hypothesis was analyzed with the structural equation modeling. Results: In case of export-driven small and medium sized enterprises (SMEs), clan leadership acts as a mediator in the relationship between hierarchy culture and organizational commitment. In case of export-driven small and medium sized enterprises (SMEs) with high organizational commitment, clan leadership acts as a mediator in the relationship between hierarchy culture and organizational commitment. In case of export-driven small and medium sized enterprises (SMEs) with low organizational commitment, clan leadership did not act as a mediator in the relationship between hierarchy culture and organizational commitment. Conclusions: By controlling for the mediating effect of clan culture, this study have improved the academic contributions as well as policy and practical implications through empirical study of clan leadership that affect organizational commitment in the fields of hierarchy culture. In addition, this study means that the mediating effects on the variables of clan leadership were examined.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.499-508
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• 2018

This study explored the relationship between the Resilience and Organizational commitment, The police officers' perception on the resilience has been measured, and then how their perception on the resilience affects the organizational commitment has been examined. This study aimed at measuring the effects of police officers' perception on the resilience on organizational commitment By reviewing previous finding, police officers' resilience(Self-Regulation Skills(Regulation skills, Cause Analysis skills, Impulse control skills), Interpersonal Skills(Expansion skills, Communication skills, Empathy skills), Positive Capacity(Appreciate, Life satisfaction, Self-optimism)) were selected as independent variables, Organization Commitment(Affective commitment, Continuance commitment, Normative commitment) was selected as dependent variable. The result of analysis showed that Life satisfaction>Cause Analysis skills>Communication skills> Empathy skills> Appreciate> Impulse control skills influenced in Affective commitment (positive), Life satisfaction>Self-optimism>Regulation skills>Communication skills>Cause Analysis skills in Continuance commitment(positive), and Expansion skills>Empathy skills>Self-optimism>Life satisfaction>Impulse control skills in Normative commitment (positive).

• Journal of Korean Society of Industrial and Systems Engineering
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• v.40 no.1
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• pp.1-10
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• 2017

The difficulties in opening and closing a sport utility vehicle (SUV) tailgate is important aspect of JD (James David) power's Initial Quality Survey (IQS) assessment, and affective quality has a big impact on the the success of thesedays products. The purpose of this study is to evaluate the perceived difficulty and satisfaction of customers by the opening and closing of the tailgate and to grasp the relationship between them and the opening and closing reaction force. The mechanical force required to open and close 42 domestic and overseas SUV tailgates was measured with the help of an auto company. In the experiment, 100 male drivers in their 20s to 50s evaluated perceived difficulty and satisfaction with opening and closing the tailgate. The results of the analysis showed that perceived difficulty and satisfaction were statistically different depending on the vehicle, but did not depend on the personal characteristics of the participants. The perceived difficulty and satisfaction regression model of tailgate opening and closing was developed by mechanical force variables and had a relatively high adjusted $R^2$ ranging from 0.62 to 0.73. The models showed that the the initial close and open force, the difference between initial and maximum close force and the difference between initial and auto-fall angle should be small for the low perceived exertion and high satisfaction. In addition, the correlation analysis between IQS score of tailages and perceived difficulty and satisfaction showed that the IQS scores were more related to the perceived difficulty and satisfaction of closing than those of opening. The results of the study will be helpful to design and test mechanical open and close structure of SUV tailgates.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.41-47
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• 2020

This study aims to investigate effects of brain-based learning. 27 primary studies were selected through rigorous search process and analyzed through meta-analytic methods. Research findings are as follows. First, the total effect size was .67. Second, the effect of dependent variables was academic achievement, cognitive domain, and affective domain in order. Third, with respect to types of cognitive domain, the effect was self-regulation, creativity, competence, communication, and research ability in order. Fourth, the effect of affective domains was sociality, learning interest, and subject attitude in order. Fifth, regarding development of cognitive ability, the effect size was combined, brain training, learning environments, and right brain activities in order. Sixth, the effect of learning activities was memory improvement and attention enhancement in order.

• Korean Journal of Community Nutrition
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• v.20 no.4
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• pp.259-272
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• 2015

Objectives: A higher consumption of vegetables is emphasized as the core component of most dietary guidelines. Thus, this research investigated the dietary habits and influencing factors of vegetable preferences of adolescents. Methods: This study was conducted by using a self-administered questionnaire. 400 students from two high schools in Gyeongnam (193 boys, 207 girls) participated in the survey. The questionnaire consisted of the following variables: dietary habit, dietary action guide and factors based on Social Cognitive Theory (SCT). Results: The dietary habits of subjects showed significant differences depending on whether they prefer vegetables or not. The subjects in the group who liked vegetables had better dietary habits than the other group. Also, the study determined that the most important reason for liking or disliking vegetables is due to the taste. In the practice of dietary guidelines, the group of subjects who liked vegetables followed dietary guidelines more closely than the other group (p < 0.001). When the factors based on SCT were analyzed, personal factors showed significant differences between the groups: outcome expectation (p < 0.001), self-efficacy (p < 0.001) and affective attitude (p < 0.001). Personal factors and rated vegetable preferences showed a significant correlation in multiple regression analysis (F=42.015, p < 0.001). Conclusions: These results showed that vegetable preference is associated with a key point of desirable dietary habits among subjects. In order to increase vegetable preference or consumption, it is important to focus on strengthening not only self-efficacy of students, but also affective attitude of vegetable.

• Journal of Industrial Convergence
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• v.18 no.5
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• pp.97-101
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• 2020

This study intended to analyze effects of education of python through meta-analysis. The researcher selected five primary studies reporting statistical data after implementing education of python in elementary classroom settings. Three research questions were stated. What is the total effect size of education of python? What are effect sizes of publication type, dependent variable, and etc.? What are results of meta-regression analysis by grade level, period, and etc.? Findings are as follows. The overall effect size was .598, which is medium. For categorical variables, the effect size of peer-reviewed journal articles was larger than theses. The effect size of affective domain was larger than student achievement and cognitive domain. For meta-regression analysis, education of python was more effective as the period and duration of the program increased. Finally, discussions and recommendations including qualitative investigation on affective domain and program management considering characteristics were presented regarding research findings.

• Management & Information Systems Review
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• v.32 no.5
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• pp.175-192
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• 2013

The previous researches on customer participation(CP) have examined the influences of CP on customer satisfaction and service quality focusing on the role of CP in the service encounters. However, this paper identifies the path relationships between CP and relationship commitment focusing on the impact of CP on the relational outcomes. By expanding the role of CP in the service encounter, this paper shows what relational variables can be influenced by CP in detail, which identifies that CP plays an important role in service encounter empirically. As results, CP has significant influences on the relationship commitment such as normative commitment, continuance commitment, and affective commitment respectively. Additionally, considering the characteristics of CP, CP is more impactful on normative commitment than affective commitment.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.363-369
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• 2020

This study intends to examine effects of python education for adolescents. 6 primary studies were chosen through careful search process and investigated through meta-analysis. Research findings were as follows. The total effect size was 0.684. Second, the effect sizes of dependent variables were academic achievement 0.871, cognitive domain 0.625, and affective domain 0.428 in order. Third, for cognitive domain, the effect sizes were self-efficacy 0.833, problem-solving 0.283, computing thinking 0.276, and coding competency 0.251 in order. Fourth, for affective domain, the effect sizes were learning interest 0.560 and programming interest 0.417 in order. Fifth, regarding school level, the effect sizes were middle school 0.851, high school 0.585, and college 0.435 in order. Finally, for subject areas, the effect sizes were mathematics 1.057, design 0.595, information 0.585, and software 0.28 in order.

• Journal of Families and Better Life
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• v.24 no.5 s.83
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• pp.1-15
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• 2006

This study explored the relationship between children's emotional competence, aggression and peer relationships. Participants were 164 third and 134 fourth grade children from five elementary schools in Seoul and Chenan. Emotional competence, aggression and peer relationships were assessed by means of a questionnaire, interview and observation. Results indicated that emotional understanding of self and others, sex, age, emotional expression and passive regulation strategies were significant variables in predicting children's aggression. Emotional understanding was the most predictable variable in relation to peer relationships. Emotional understanding, emotional regulation and emotional expression made independent contributions to aggression and peer relationships. Mediation analyses revealed that the significant connections between children's emotional competence and negative peer relationships were mostly mediated by aggression.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.1-10
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• 2001

Most existing research into the metacognitive approach in mathematics learning has been concentrated mainly in the study of phenomena of metacognitive (including the affective) behaviour in the context of mathematical problem solving or more broadly mathematical content-elated learning. However, this study originally constructs the concept of "macroscopic metacognition" which could be differentiated with general metacognition, and draws out macroscopic-metacognitive factors among the elementary and middle school students through individual interview. Questionnaire research is executed to find out how the macroscopic metacognition is included into the students' mathematics learning and the relationship between their mathematics learning accomplishment and macroscopic metacognition. Thus, a considerable degree of the positive relationship between these two variables was found out.