• Journal of Digital Convergence
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• v.19 no.1
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• pp.89-97
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• 2021

The purpose of this study is to verify the influence of the cognitive process related to the organizational citizenship behavior. The research method consisted of the cross-design of the prospect dimension and goal orientation dimension, and information security factors consisted of distributive justice, response efficacy, self efficacy, and organizational citizenship behavior. As a result of the study, the dimension of prospect had a significant effect on response efficacy and self efficacy, and it was found that the influence of the gain condition was greater than that of the loss condition. The goal orientation dimension had a significant effect on response efficacy and self efficacy, and it was found that the influence of the growth condition was greater than that of the validation condition. The research model that explained the relationship between information security factors appeared as a partial mediating model between distributive justice, response efficacy, and organizational citizenship behavior. The implications of this study suggest that it is necessary to establish an information security strategy in combination with individual decision-making factors and organizational culture factors.

• The Journal of the Korea Contents Association
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• v.6 no.7
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• pp.1-12
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• 2006

This study examined relationship of effect between the characteristics of specialized portal and two branch dimension(cognitive and emotional e-trust) of e-trust on the specialized portal web-site. The characteristics of specialized portal web-site composed the guarantee factor, the structural factor, information factor, the entertainment factor and the flow factor by prior research. The model of e-trust strategy for specialized portal web-site is tested here using data from 122 samples. Result of factor and regression analysis show that the hypothesized relationships are significant. In examining the relationships of the factors in the study, the guarantee, structural and information fact effect on building of cognitive e-Trust. Second, the entertainment and flow factor effect on emotional e- Trust. Third, the cognitive and emotional e- Trust effect on the satisfaction of e-Service users. As these results, this study found out difference paths of e-Trust which effect on the satisfaction of e-Service by cognitive and emotional e- Trust approaches to the specialized portal web - sites.

• Journal of Korean Academy of Nursing
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• v.23 no.4
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• pp.694-712
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• 1993

A number of nursing researchers have used the concept of health locus of control over the past decade in Korea. This article reviewed 92 nursing research papers on health locus of control conducted since 1982, and examined type of subjects, design, measurement instruments, the scores of each dimension of the HLOC, and significant variables. Most of the research were correlational in design, used an 18-item 6-point score instrument and studied the relationship between HLOC, health re-lated variables, and cognitive-emotional variables, The health related variables included health behavior, health management, preventive health behavior, compliance to treatment regimen and self care behavior The cognitive-emotional variables included depression, anxiety, stress and self- esteem. Some consistent findings are beginning to emerge. The concept of internal HLOC was positively correlated with the health related variables. But few studies found any significant correlation between powerful others HLOC and health related variables. In the case of chance HLOC, few studies reported a significant relationship. Many of the articles reported significant relationships between internal HLOC and cognitive-emotional variables, but few reported a significant relationship between powerful others or chance HLOC and cognitive -emotional variables. all experimental studies but one found that only internal HLOC was significantly changed following experimental manipulation. When the different groups of subjects such as normal persons, chronic patients, acute patients were compared in terms of mean scores, it was found that the HLOC appeared to change depending on the status of the patients. Recommendations for future research include modification of the instrument to increase the reliability and validity, study about the pattern of response suggested by Wallston and Wallston(1982) and further experimental study on changing the belief of subjects to internal HLOC.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.183-193
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• 2015

Teacher guidebooks are practical and commonly used resources for teachers to deliver the goals and contents of science curriculum in classroom teaching. Thus, the alignment of teacher guidebooks and science curriculum could be critical to undertake the effectiveness of curriculum implication in science classrooms. This study is to investigate how the learning objectives of science curriculum are implicated in teacher guidebooks by analyzing the dimensions of knowledge and cognitive process in learning objectives in both documents. Grade 3~4 learning objectives (82 objectives in the curriculum, 459 in the teacher guidebook, 541 in total) in 2009 Revised science curriculum and teacher guidebooks were coded and analyzed based on the Revised Bloom's Taxonomy. The analysis focused on how the knowledge dimensions and cognitive processes of the curriculum were emphasized and restructured in the teacher guidebooks to examine the coalition between the two important documents. The study found: 1) the learning objectives in Grade 3~4 in both documents were skewed to certain knowledge dimension (conceptual) and cognitive process (understand); 2) there was a high coalition between unit objectives and lesson objectives in the teacher guidebooks, however, relatively low coalition between the curriculum and the teacher guidebooks; and 3) learning objectives in the curriculum were delivered in teacher guidebooks in various patterns (similar, detailed, additional, in portion, and the same), and 'detailed' and 'additional' were frequently shown. There also appeared new objectives in the teacher guidebooks, which were not present in the curriculum. The findings in this study could provide some suggestions to the current project of developing 2015 Science Curriculum in regard to understanding the dimensions of knowledge and cognitive process of learning objectives and their alignments with textbooks and teacher guidebooks.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1039-1049
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• 2012

The first category of Affective Domain objectives in Bloom's Taxonomy is about "Receiving". In it, the first subdivision listed is "Awareness" (Krathwohl, Bloom & Masia, 1964). Since these categories are intended to be hierarchical in ascending order of internalization, it is important that young learners be given ample opportunities in their learning experiences in class to be aware of positive values and effective life skills. This paper reports a feasibility study on the adoption of an integrative cognitive-affective learning approach in a primary school science lesson. 37 primary six students in a Singapore primary school were taught the concept of centre of gravity, including a hands-on activity to find the centre of gravity of an irregularly shaped cardboard by using a plumbline. After reviewing how a plumbline works, their teacher then led them into a discussion on the question "Who is the plumbline in your life?" a reference to identifying positive role models in their lives. From the transcript of the students' in-class sharing and their written responses to the question, it is clear that the integrative cognitive-affective learning approach did enable students to present their ideas and learning experiences in the affective domain quite readily. This conclusion provides a valuable lead to a follow-up project on whether students who are exposed to such integrative learning approaches will be more capable and more aware of identifying important positive social habits or values. If so, then the teaching of values in schools could take on a whole new dimension, that of borrowing students' learning energy in the cognitive domain to learn values and life skills in the affective domain.

• The Research Journal of the Costume Culture
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• v.17 no.2
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• pp.330-342
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• 2009

The purpose of this study was to investigate the equity formation of private apparel brand according the service quality of TV home-shopping. A questionnaire was designed for the survey and the subjects were 383 female adults in Seoul and the Kyongnam province, Korea. The statistical analyses were carried out in the forms of frequency, factor analysis and path analysis of SPSS WIN 14.0. The findings throughout the research are as follows; First, the underwear sets and single item apparel sets with private brand had been well sold at better price. Second, the service quality of TV home shopping was perceived as the four factors of safety, contents, informative faculty and reliability. The reliability and contents factors had higher effects on the equity formation of private apparel brand. Third, the brand image, perceived quality, brand recognition as the cognitive dimension had influenced on the hedonic and utilitarian attitudes. The hedonic attitude and perceived quality had a great deal influence on the purchasing intend as the last behavior dimension.

• Journal of the Korean Society of Clothing and Textiles
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• v.21 no.4
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• pp.718-726
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• 1997

The purpose of the study was to investigate the interaction effect of garment formality, Yin -Yang level, and body type of children on impression formation. The experimental materials developed for the study were a set of stimuli (8 color photographs) and a response scale (34 bipolar adjectives) and the subjects were 267 elementary school teachers in Taejon area who were responsible for the first grade students. Results were as follows; The 3 independent variables showed significant effects on impression of the 4 factors (sociability, potency, dynamics, cooperation) of impression. Since body type had interaction effects with garment formality and subject's gender, the two body types were separately analyzed. For the normal body type, only the garment formality affected on impression of cooperation factor But for the large body type, garment formality affected on impression of potency dimension, garment Yin-Yang level affected on social and dynamics dimension, and subject's gender affected on social and cooperation dimensions. The body type was the most salient variables and clothing effects for the large body type was significantly different for the normal body type. It is concluded that the results support the cognitive categorization theory on impression formation.

• Korean Institute of Interior Design Journal
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• v.15 no.3 s.56
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• pp.173-183
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• 2006

Design is inseparably related to aesthetics. In spite of that, it is difficult to explain the precise aesthetic variables that affect the aesthetic value of space or environment. Therefore, this study intended to find the relationships between aesthetic variables by perceptual and affective judgement for space design with focus on complexity and preference variables. The research found low level of 'arousing' as well as high levels of affective dimension variables 'pleasant' and 'relaxing' evoked high preference. High preference also appeared in space design cases with high unity, order, and clarity with low contrast and complexity, which are variables of perceptual dimension. Complexity, one variables of preference by Kaplan, is in an inverse proportion to space preference. Thus, space design with high complexity has high level of 'exciting' and 'arousing' affective responses and relatively low level of 'relaxing' response. Additionally, it was confirmed that the most importantly influential factor on complexity was diverse components rather than visual richness and ornamentation.

• Management & Information Systems Review
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• v.34 no.5
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• pp.295-312
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• 2015

Companies are recently emphasizing social capital that is formed by the network and trust among organization members to secure continuous competitive edge. Social capital induces the members' adaptation and immersion through the interactions with multidimensional factors within an organization, and contributes to increasing an organization's performance by causing cooperative behaviors as a passage of communications and participation. This study analyzed the influence of social capital and organizational support recognition formed in an organization on the turnover intention, and examined the moderating effect of organizational support recognition in the relationship between social capital and turnover intention. To achieve the purpose, this research conducted a survey on small and medium sized manufacturing companies in Busan and Gyeongnam and performed an empirical analysis using hierarchical regression analysis. According to the empirical analysis, the structural and relational dimensions of social capital had a negative (-) influence on the turnover intention. Especially, the relational dimension had a huge influence on the turnover intention, showing that it is important to form trust among an organization's members through their interactions. Second, organizational support recognition also had a negative (-) influence on the turnover intention, demonstrating that attention and complete support at an organizational dimension were needed for individual members. Third, organizational support recognition appeared to mediate the relationship between social capital and the turnover intention. The higher the organizational support recognition was, the lower the negative (-) influence of the relational dimension of social capital on the turnover intention was. Based on these results, this paper discussed the theoretical and practical implications of this research as well as future assignments.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.353-364
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• 2024

The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.