• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.113-123
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• 2017

The purpose of this study is to investigate engineering students' attitude toward convergence and relevance with engineering education accreditation, gender, and academic year and attitude toward convergence. To be specific, fist, we examined whether the instrument for measuring attitudes toward convergence were reliable and valid for engineering students. Second, we compared levels of attitudes toward convergence in terms of engineering education accreditation, gender and academic year. Third, latent classes, which were distinguished in terms of attitudes toward convergence, were identified. Participants were 2076 engineering students. By using factor analysis and Rasch analysis, validity and reliability of instrument measuring attitudes toward convergence were confirmed. The differences in attitude toward convergence in terms of engineering education accreditation experience, gender, and academic year were examined by independent t-test and ANOVA. There were significant differences in attitude towards convergence in terms of engineering education accreditation, gender, and academic year. Students who experience engineering education accreditation program and male and high academic year have higher levels of attitude toward convergence than others. Lastly latent class analysis (LCA) was conducted to identify subgroups underlying engineering students in terms of attitude toward convergence and five latent classes were identified. In addition, the chi-square results showed that there were significant relationships between identified latent classes and engineering education accreditation, gender, and academic year. Based on these results, engineering education considering students' characteristics and diversity in attitude toward convergence were discussed.

• Journal of the Korean Society of Clothing and Textiles
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• v.32 no.7
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• pp.1137-1148
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• 2008

The purposes of this study were to investigate the differences in clothing consumption behaviors among female consumer groups in their twenties and to understand the type of consumer group pursuing fast fashion. Questionnaire survey was conducted to 230 female consumers residing in Seoul and Kyung Gi area from June 18 to 29 in 2007, and 178 were used for data analysis. Data analysis were conducted with SPSS 12 program on the reliability test, factor analysis, cluster analysis, correlation analysis, ANOVA, Duncan's multiple range test. Factors analyses were employed for the attitude toward fashion and shopping, and shopping motives. Four factors were formulated for the attitude toward fashion: interest in fashion, fashion-orientation, fashion leadership and fashion conformity. Six factors for the attitude toward shopping were found: information searching, shopping enjoyment, store patronage, impulse buying, brand-orientation and convenience. Buying motives for fashion goods were classified into 3 factors: for matching & occasion, to-be-in-fashion and for necessity. Four clusters were identified based on the attitude toward fashion: the fashion-interested, the fashion-indifferent, fashion leaders and the individuality-oriented. Among the groups, significant differences were found in information searching, shopping enjoyment and store patronage. Fashion leaders tended to spend more for expensive and up-to-dated fashion items, and for higher quantity than other groups. Consequently fashion leaders showed attractive customer characteristics for the fast fashion companies.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.465-473
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• 2010

The purpose of this study was to explore the impact of scientific inquiry-based peer teaching experience on pre-service elementary teachers' science teaching efficacy, anxiety to science and attitude toward science. The participants of this study included 118 pre-service teachers. The pre-post paired t-test design was implemented to examine the effect of this program. In addition, the semi-structured interviews were carried out for investigating their changes of affective characteristics. The result of this study showed that inquiry-based peer teaching provided pre-service teachers with the opportunities to enhance their science teaching efficacy and attitude toward science and reduce their anxiety to science. The findings imply that it is possible to meaningfully change elementary teachers' affective characteristics when effective strategies are adequately adopted.

• Culinary science and hospitality research
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• v.23 no.6
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• pp.89-98
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• 2017

This research focused on recognizing and empirically testing a relationship between brand personality congruence and brand extension, which can lead to effective marketing strategies for the hotel industry. The objective of this research was to identify how customer's brand personality congruence affect brand extension and to then address what the most appropriate brand extension types for hotel brands are. This study offered a better approach to assess the broader impact of extension strategy for the marketer managers. The methodology for achieving these objectives were described in the following sections: developing measurements based on extensive reviews of literature and analyzing data utilized a exploratory factor analysis and a series of simple linear regression analyses. The result of this study showed customer's brand personality congruence had a great impact on the customer's positive attitude toward core brand. However, customer's attitude toward core brand had no impact on the updated attitude. The findings provided some theoretical and managerial implications for hotel operators.

• The Journal of Industrial Distribution & Business
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• v.14 no.10
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• pp.11-22
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• 2023

Purpose: This study aims to investigate how brand-related user-generated content (UGC) influences consumers' brand attitude and behavioral intention in the context of the Metaverse, and the mediating role of virtual brand experience, perceived information usefulness, perceived interactivity, and attitude toward advertising. Research design, data and methodology: The study was conducted using a survey with 239 questionnaires from frequent social media users in China and hypothesis testing through AMOS 26.0 structural equation modeling. Results: The findings suggest that (1) brand-related UGC positively influences brand attitude and behavioral intention through virtual brand experience, perceived information usefulness, perceived interactivity, and attitude toward advertising. (2) The study identified the fully-mediated effects of virtual brand experience, perceived information usefulness, perceived interactivity, and attitude toward advertising in the impact of brand-related UGC on brand attitude and behavioral intention. (3) The mediating pathway with the most significant impact on behavioral intention was the virtual brand experience and attitude toward the advertising, followed by the effect of the virtual brand experience, perceived information usefulness, and perceived interactivity on brand attitude. Conclusions: This study presents UGC as a new type of digital promotion that can positively impact the effectiveness of brand advertising in the Metaverse.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.275-292
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• 1999

This study aimed to explore the saliences of formal school science and their influences on the attitude toward science communication through mass media. Saliences of school science are salient memories of school science which a perciever attends to selectively among various aspects of formal school science. Among saliences. external saliences refer to the sensory aspects of formal school science. and internal saliences refer to the observers' cognition. Attitude toward science communication through mass media constitute six scales; exposure. cognition. focus. belief. self perception of understanding. application. The questionnaire were developed and sample was selected by multi-stage stratified clustering. The sample size was 1,825. The data was analysed by correlation and multiple stepwise regression. Positive saliences were lab work and science teacher and negative saliences were lecture and exam/grade. According to the correlation and multiple stepwise regression analysis. saliences of the formal school science could account only a small part of the attitude toward science communication through mass media. Internal salieces could account the attitude toward science communication than external salience. Further studies on new models including attitude towards science are needed.

• Journal of Distribution Science
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• v.17 no.2
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• pp.77-89
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• 2019

Purpose - This study presents the relationships between parent brand-self image congruence, parent brand -functional congruity, perceived fit between parent brand and extension product, and consumer's attitude toward extension product using the structural equation model. As for preceding concepts having a direct effect on consumer's attitude toward brand extension, the study focuses on parent brand-self image congruence and parent brand-functional congruity. It also looks at the effect of parent brand-self image congruence and parent brand-functional congruity on the consumer's attitude toward extension product and identifies if the perceived fit between parent brand and extension product is a concept playing a mediating role between parent brand-self image congruence or parent brand-functional congruity and consumer's attitude toward brand extension product. Research design, data, and Methodology - SPSS for Windows 18.0 and AMOS 18.0 were used for data analysis. Then, the Cronbach's α coefficient was obtained using SPSS for Windows 18.0 to measure reliability. In addition, the convergence and discriminative measures of the measured items were statistically verified using AMOS 18.0. Finally, we have validated a path model and a parameter model in which brand personality-self-matched attitude toward brand extension. Results - Studies have shown that the impact of parent brand-self image consistency and parent brand-functional consistency on the attitude of extended products was positive. Perceived fit between parent brand and extension products has been shown to play a role of intermediary between parent brand-self image congruence and consumer attitudes to extended products. However, perceived fit between parent brand and extension products did not play a role as intermediary between the parent brand-functional congruity and the attitude toward the extended product. Finally, in relation to the causal relationship between parent brand-congruity (self image/functionality) and attitudes to extended products. The effect of parent brand-functional coherency on attitudes toward extended products was found to be greater in groups with higher involvement than in those with lower involvement. Conclusions - Although few studies have been done on what variables mediated when parent brand-self image consistency and parent brand-functional coherency affect consumer attitude, this paper is significant in finding whether perceived fitness between the parent brand-congruity and the extension product is mediated.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.75-87
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• 2012

The purpose of this study is to find out the effects of internet resource-based problem-based learning on the academic achievement in science and the attitude toward science of elementary school students. One experiment class and one control class of grade 6 students were selected to perform a prior investigation on the academic achievement in science and the attitude toward science, then the experiment class attended 4 weeks of lessons that was applied the internet resource-based problem-based learning, and the control class attended the traditional lessons based on the guidelines of teachers. After conducting lessons, a post investigation was performed for each class and the results were analyzed to produce the following conclusions. First, the internet resource-based problem-based learning could be seen to be effective in improving the students' academic achievements in science. The internet resource-based problem-based learning seemed to make students recognize the lesson details better and grasp well the questions given during lessons from the process of finding solutions among many informations and data on the internet. Second, the internet resource-based problem-based learning had a positive effect on all attitudes' areas toward science of students. It looked like that the internet resource-based problem-based learning taught the students to use the internet resources and gave them a friendly feeling, so the children could actively participate in class and had positive recognition on science. Third, from teacher observation and the result of the student recognition investigation, we could know that the students showed lots of interests in the internet resource-based problem-based learning, and they were able to understand the scientific theories in the process of solving problems that were relevant to real life, and thought science in a positive way.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.180-185
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• 2008

The purpose of this study is to inquire the properties and relationship of attitudes toward science and process skills of preservice elementary teachers. Two instruments were used to collect the data, SAS(Science Attitude Scales) for checking up attitude toward science and TIPS II(Test of Integrated Process Skill II) for inspecting science process skills. Three main results were revealed. First, preservice elementary teachers' the attitude toward science and science process skills could not show the significant differences by gender. This result is differ from the results of preceding researches which had set up the students of elementary, middle and high school as objects. Second, the properties of preservice elementary teachers' the attitude toward science and science process skills according to the course in high school were also differ from those of preceding researches having students as objects. The preservice elementary teachers who got the literary courses in high school were more confident in science learning and perform that those who have the academic background of science courses in high school. In addition, although they showed better abilities in two sub-scales of science process skills, the preservice teachers with science course didn't show the better science process skills than those who had taken the literary course in total score of science process skill test. Third, there was a significant relationship between attitude toward science and science process skills of preservice elementary teachers but just one sub-scale was related with science process skills. According to these results, it can be said that the preceding results with students as objects can not be applied to and preservice elementary teachers should be guided by the methods which are considering their special properties.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.833-842
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• 2004

The purpose of this study was to explore kindergarten students' attitude toward science by their gender and teachers' background. 90 kindergarten teachers and 180 5-year-old students were intentionally sampled in a suburban area. The research instruments used in this study were the interview questions of student attitude to science and the teacher's background questionnaire. The interview questions constructed by two researchers, based on "The Students' Attitude to Science Scale"(Pell & Farvis, 2001). It was composed of 13 questions; 7 questions on preference for science and 6 on perception to science. The teacher's background questionnaire was consisted of I question on educational background, I on career, and 51 on scientific literacy("Test of Basic Scientific Literacy")(Laugksch & Spargo, 1996). The results revealed that the students' attitude to science was positive and was different by their teachers' educational background, not by their gender and their teacher's career and scientific literacy. However, the students showed different preference for science by their teachers' scientific literacy. These results imply that early childhood teachers should have enough chances to be more educated and to improve their scientific literacy.