• Journal of the Korean Society of Clothing and Textiles
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• v.44 no.5
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• pp.1004-1018
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• 2020

Advances in e-commerce enable consumers to shop efficiently for fashion products in global markets in addition, the market size of purchasing directly from foreign websites are also increasing. This study investigates the effects of hedonic and utilitarian shopping values on the continuous use intention of online cross-border shopping. Curiosity and self-efficacy were introduced as mediating variables between shopping values and user intentions. A web-based survey is conducted on female consumers, who have experiences to buy fashion products by online cross-border shopping. A total of 472 responses were collected from a panel of online survey firms. Data are analyzed using confirmatory factor analysis, structural equation modeling, and multi-group SEM by AMOS 21.0. According to the results of the structural equation model test, hedonic value affected continuous use intention of online cross-border shopping as mediated by curiosity and self-efficacy; in addition, utilitarian value influenced self-efficacy, which mediated relations between the utilitarian value and the continuous use intention. The research model was also tested to compare heavy users and light users of online cross-border shopping. For heavy users, the effect of hedonic value on curiosity was significantly stronger than for light users. Several implications are suggested based on the results.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.521-537
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• 2022

State curiosity and state anxiety in the science learning have a great influence on academic performance and achievement. Since the levels of state curiosity and anxiety can change at any moment, it is essential to identify the levels of student's state curiosity and state anxiety throughout the course of science learning. Accordingly, we assessed the changes in state curiosity and anxiety levels sensed by 5th- and 6th-grade elementary school students depending on their exposure to the violation of expectation. To this end, we classified science learning into three situations: confronting a scientific task, checking the result, and learning science concepts. As a result, there was no significant difference in state curiosity level of the nVOE group who confronting the result consistent with their expectations in checking the result after confronting a scientific task, but the state curiosity level of the VOE group who facing violation of their expectation increased. In the VOE groups, there was no significant change in the state curiosity level of the VOE-R group who correctly inferred the reason for the result, but that of the VOE-FR group who could not correctly inferred increased. The state anxiety levels of the VOE and nVOE groups decreased after checking the result of the task. The state anxiety level also declined in the VOE-R group. In contrast, there was no significant change in state anxiety level of the VOE-FR group. In learning science concepts of the result after checking the result, the state curiosity of the VOE, nVOE, and VOE-FR group all faded. No significant change was observed in the state anxiety level of the nVOE group, whereas the VOE, VOE-R, and VOE-FR group presented a decreased state anxiety. This study discusses the educational implication of these findings and its outcomes are expected to broaden the understanding of emotional states of students in science learning.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.214-219
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• 2000

최근 들어 많은 사람들이 네트워크를 이용하여 다양한 경험을 하고 있다. 특히 온라인게임의 경우 더욱 더 많은 사람들이 더 오랜 시간동안 게임을 즐기고 있다. 본 연구는 Flow 이론을 중심으로 왜 사람들이 온라인 게임 속에 오래 머물러 있는가에 대해 분석하였다. 온라인 설문을 통해 사용시간과 Flow 상태와의 관계를 분석한 결과 Flow의 4가지 차원 중에서 Intrinsic interest와 Curiosity를 많이 느끼면 그에 따라 온라인 게임을 이용하는 시간이 늘어간다는 것을 알 수 있었다. 그렇다면 온라인 게임을 통해 사람들에게 Intrinsic interest와 Curiosity를 많이 느끼게 하기 위해 어떻게 해야하는지를 본 연구에서는 인지적 재미와 지각적 재미라는 이론을 이용하여 분석하였다. 분석 결과 사람들은 인지적 재미와 지각적 재미를 많이 제공해 주면 줄수록 Intrinsic interest와 Curiosity를 많이 경험할 수 있게 해 준다는 것을 알 수 있었다.

• International Journal of Advanced Culture Technology
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• v.7 no.2
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• pp.103-112
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• 2019

Online self-disclosure was hypothesized as a mediating variable, explaining the relationship between Facebook access motivation (relationship expansion, curiosity about others' life, maintenance of social connection, social pressure from others, habitual use, impression management, searching for information, and content sharing) and Facebook addiction. Data came from 407 high school students in the Busan, and Gyeongnam provinces. Structural analysis was used to specify the relations among measured construct. Facebook access motivation of curiosity about others' life, Facebook access motivation of maintenance of social connection, Facebook access motivation of social pressure from others, Facebook access motivation of habitual use, and Facebook access motivation of impression management were significant predictors of Facebook addiction. Online self-disclosure mediates between Facebook access motivation of curiosity about others' life, Facebook access motivation of social pressure from others, Facebook access motivation of searching for information & Facebook access motivation of content sharing and Facebook addiction. Viewing online self-disclosure as a mediator has important implications for social media addiction counseling practice.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.267-281
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• 2021

The purpose of this study was to investigate the effect of breeding experiences of companion animals on elementary school students' interest in science, science curiosity, and science self-concept in relation to companion animals that are rapidly increasing in modern society. To achieve the purpose of this study, level of four hundred and seventy-four 6th grade at elementary school students' interest in science, science curiosity, and science self-concept according to breeding experiences of companion animals were compared and analyzed through ANOVA and independent sample t-test. As a result of the analysis, students who have experience in raising companion animals have higher interest in science, science curiosity, and science self-concept than students who have no experience in raising companion animals. It is believed that students participate in breeding activities of companion animals with interest and curiosity, and that self-concept has increased due to the process of acquiring knowledge necessary to raise companion animals and successful breeding experiences. The results of this study are meaningful in that they discussed the implications of breeding experiences of companion animals for science education, using companion animals that have not been studied much in the field of science education so far.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.221-235
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• 2021

The purpose of this study is to investigate the learning effects according to the level of Science State Curiosity (SSC) and Science State Anxiety (SSA) in science learning situation for 5th~6th grade elementary school students. To achieve this purpose, we measured and analyzed SSC and SSA in each learning situation by dividing science learning into three situations: Confronting scientific task (I), Checking the results (II), and Learning science concepts (III). In order to identify the net effects of SSC and SSA on learning effects, science curiosity, need for cognition, science self-concept, science anxiety, and interest, which were expected to affect the learning effects, were controlled. SSC and SSA in the situation of confronting scientific tasks were defined as 'SSCI' and 'SSAI,' SSC and SSA in the situation of checking the results were defined as 'SSCII' and 'SSAII,' and SSC and SSA in the situation of learning science concepts were defined as 'SSCIII' and 'SSAIII.' In addition, the learning effects were divided into post-learning effect and delayed post-learning effect, and the degree of improvements in the post- or delayed post-test scores compared to the pre-test score were calculated and analyzed. As a result of the analysis, SSCI·SSCII had a positive effect on the post- and the delayed post-learning effect, but SSAIII had a negative effect on the post- and delayed post-learning effect, SSAI·SSAII had a negative effect on the post-learning effect. SSC had a greater effect on learning effects than SSA, and SSCII had the most influence on the post-learning effect and SSCI had the most influence on the delayed post-learning effect. As SSCIII increased, there was a tendency to do additional voluntary learning. The results of this study are expected to broaden the understanding of students' emotional states in science learning and provide a theoretical foundation for studies of state curiosity and state anxiety.

• 한국체육학회지인문사회과학편
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• v.55 no.5
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• pp.127-142
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• 2016

The purpose of this study was to clarify the casual effects among participants'curiosity, the perceived exertion and the exercise emotion on the exercise adherence behavior in marine leisure sports. The subjects for the study was 491 students who registered for the curriculum on marine leisure sports(SCUBA diving, Windsurfing, Yacht). They answered to 4 kinds of questionnaires. The descriptive analysis and the reliability analysis were accomplished through SPSS 18.0. The correlation analysis and the confirmatory factor analysis were conducted for verifying the validity of the research model with AMOS 18.0. The verification for the structure equation modeling was conducted to investigate the casual relationship among factors. The results was as follows. First, there was the causality between the participants'curiosity on the marine leisure sports and the exercise emotion, the emotion and the exercise adherence behavior, the curiosity and the behavior. Also, the exercise emotion was the partial mediating variable of the causality between the curiosity and the exercise adherence behavior. Seconds, when the exercise intensity was heavy, the rate of the positive emotion was low and the opposite was high. When the exercise intensity was heavy, the probability, predisposing and reinforcing were low. A strong will for doing exercise showed in case the exercise emotion was positive with high probability, predisposing and reinforcing. The exercise emotion was the partial mediating variable of the causality between the perceived exertion and the exercise adherence behavior.

• 프린팅코리아
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• v.9 no.7
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• pp.105-105
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• 2010

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.450-461
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• 2016

This study set out to analyze the effects of user personality on the brand satisfaction and loyalty of SNS to identify factors influencing SNS usage. For that purpose, the study defined extraversion, curiosity, and self-esteem, three factors of Instagram user personality, as exogenous variables, focusing on Instagram, which has made a relatively sharp rise in the usage rate among many different SNS applications. With brand satisfaction and loyalty set as endogenous variables, the investigator introduced brand satisfaction as a mediating variable for the effects of extraversion, curiosity, and self-esteem on brand loyalty. A survey was conducted with Korean people with an experience of using Instagram, and total 396 questionnaires were used in final analysis. The findings show that all of three exogenous variables had positive (+) effects on brand satisfaction with extraversion and curiosity having positive (+) effects on brand loyalty, as well. And the findings demonstrate that brand satisfaction was a mediating variable and that curiosity was the personality factor that had the biggest influences on satisfaction and loyalty.

• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.309-328
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• 2016

In this study we aimed to find out if a mathematics lesson with Jigsaw model can help to change such negative mathematical affective characteristic to a positive one. The results of the study were as in the following. First, the mathematics lessons applied Jigsaw model can help to inspire curiosity and motivation of students. During the lessons, communication among students was vitalized. Such communication inspired learner's curiosity and learning motivation. The expert group and home group activities in the Jigsaw model made the learner's question-answering activities more instantaneous and frequent. Second, the mathematics lessons applied Jigsaw model can help students to become aware of the value of mathematical concepts and formula.