• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.19-34
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• 2011

The purpose of this study were to investigate relations among family resilience, self-determination(autonomy, perceived competence, relatedness) and commitment to career choice and to examine the meditating effects of self-determination(autonomy, perceived competence, relatedness) in the process by which family resilience affected commitment to career choice. Subjects of the study were 277 college students in the Chungbuk and Kyungpook province. AMOS 7.0 was employed to analyze the data. The results were as follows: First, college students' family resilience had a direct impact on college students' self-determination(autonomy, perceived competence, relatedness) and commitment to career choice. Second, students' self-determination(autonomy, perceived competence, relatedness) had a direct impact on students' commitment to career choice. Third, it was found students' self-determination(autonomy, perceived competence, relatedness) was a meditating factor in the relationship between students' family resilience, and commitment to career choice.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.11 no.1
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• pp.54-62
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• 2018

The aim of this study is to analyze the correlation between the job characteristics, psychological wellbeing, and organizational commitment of workers in social welfare organizations. The subjects were 275 workers of social welfare organizations in Y city, Gyeongsangbuk-do. The analysis were frequency, reliability, correlation, and regression using the SPSS Program. The results of the study, analyzing the effects of job characteristics on organizational commitment showed that authority, harmony, and autonomy had positive effects on organizational commitment. Analyzing the effects of job characteristics on psychological wellbeing showed that authority and harmony had positive effects on psychological wellbeing, but autonomy was not. The organizational commitment to the effects of job characteristics on psychological wellbeing was analyzed as the partial mediated effect. The implications of this study are expected to be utilized as baseline data in developing programs for improving organizational commitment for the psychological wellbeing of social welfare organizations workers.

• Korean Journal of Occupational Health Nursing
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• v.26 no.4
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• pp.236-246
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• 2017

Purpose: This study aimed to investigate the relationships among job characteristics, knowledge sharing, organizational culture, and organizational commitment in occupational health nurses (OHN) and clinical nurses (CN) to identify factors that might influence organizational commitment. It aimed to contribute to the improvement of knowledge management in health care organizations, including industrial workplaces and hospitals. Methods: A convenience sample of 188 nurses, specifically 100 OHN and 88 CN, was selected. Data were analyzed with descriptive statistics, t-tests, correlation coefficients, and multiple regression analysis. Results: OHNs had a significantly higher education level and current work experience; higher proportion of participants with contract employment status, day work shift, less turnover experience, good lifestyle; and higher scores on organizational culture ($3.3{\pm}0.61$) and organizational commitment ($3.1{\pm}0.60$). Additionally, the correlations among organizational commitment, job characteristics, knowledge sharing, and organizational culture ware higher (r=.38~.57) among OHNs as compared to those among CNs. Further, the organizational commitment of OHNs was significantly influenced by knowledge sharing, organizational culture, working hours, and salary ($R^2=.32$), while that of CNs was influenced by organizational culture and life event stress ($R^2=.11$). Conclusion: There is a need to develop measures to enable nurses to contribute to the improvement of knowledge management in health care organizations as major human resources, by including interventions for the major factors leading to between-group differences in organizational performance.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.649-662
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• 2023

This study aimed to confirm the conditional effect of goal difficulty on the relationship between self-efficacy, career identity, and career commitment of workers in domestic companies. A survey targeting 500 employees of domestic companies was conducted to measure self-efficacy, career identity, career commitment, and goal difficulty. Data were analyzed using MPlus and SPSS PROCESS Macro. The results are as follows. First, self-efficacy was found to have a significant positive effect on career identity and career commitment. Additionally, career identity was found to have a significantly positive effect on career commitment. Second, the mediating effect of career identity on the relationship between self-efficacy and career commitment was significant and moderated by the level of goal difficulty. Based on the above research results, the academic and practical implications are presented.

• Journal of Distribution Science
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• v.13 no.3
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• pp.41-49
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• 2015

Purpose - Universities are placing a greater emphasis on relationship management as a source of competitive advantage due to increasingly competitive environments and social changes. The purpose of this study is to analyze the relationships among education service quality, relationship quality, and relationship performance from the perspective of service distribution. In other words, this study is focused on the role of education service quality with regard to relationship management. In this study, education service quality is divided into lecture, job assistance, student-faculty interaction, student-student interaction, facility welfare, and scholarship welfare quality components; relationship quality is composed of satisfaction and commitment; and relationship performance is divided into recommendation and defection intentions. Research design, data, and methodology - This study aims to identify how the various elements of education service quality affect satisfaction. Further, it aims to test the relationships among satisfaction, commitment, recommendation intentions, and defection intentions. Distribution and marketing students were randomly selected for the experiment. Out of the 380 administered questionnaires, a total of 361 respondents provided complete and usable data. The sample consisted of 232 males (64.3%) and 129 females (35.7%). The variables of the proposed model were measured through assessments that were measured on a 5-point Likert scale. Using Lisrel 8.7, a structural model was analyzed and the path coefficients were estimated. Results - The overall fit of the model was acceptable (χ2=1121.8 (df=603, P=0.00), GFI=0.967, NFI=0.974, CFI=0.981, RMR=0.021). The results generally supported the hypothesized relationships of the proposed model, except for Hypothesis 1. First, lecture, job assistance, student-faculty interaction, student-student interaction, and facility welfare quality were revealed to have positive effects on satisfaction. In particular, lecture and facility welfare quality had the strongest effects on satisfaction. However, scholarship welfare quality did not significantly affect satisfaction; this means that Hypothesis 3-2 was not supported. Second, satisfaction was positively related to commitment and recommendation intentions but it was negatively related to defection intentions. Third, commitment was positively related to recommendation intentions but it was negatively related to defection intentions. Conclusions - This study emphasizes the influence of education service quality on satisfaction in the long-term. In addition, this research has the following implications for university relationship management. First, the findings suggest that the various dimensions of education service quality have differing effects on satisfaction. In particular, lecture and facility welfare quality are found to be the most important factors in increasing the level of satisfaction. Therefore, university managers need to prioritize enhancing lecture quality and upgrading educational facilities. Second, satisfaction also improves through job assistance systems and opportunities for social interactions. Therefore, university managers should reinforce their job skills programs and should provide opportunities for social relationships to develop. Finally, it is important for university managers to take a relationship approach to maximizing relationship performance. Therefore, university managers should work to increase student recommendations and prevent their defections based on satisfaction and commitment.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.397-404
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• 2024

This study aims to investigate the mediating effects of commitment to learning on the relationship between instructor communication and reselection of the same instructor among college students in lifelong education. For this purpose, the investigator conducted a survey with college students in lifelong education attending a two or three year college or a university in Daegu Metropolitan City and Gyeongsangbuk Province and analyzed a final total of 498 questionnaires with the SPSS 22.0 and AMOS 22.0 statistical programs. The findings were as follows: instructors' verbal and non-verbal communication had total significant effects on the path of reselection of the same instructor by college students in lifelong education, but it had no direct significant effects on reselection of the same instructor. Instructors' verbal and non-verbal communication had indirect effects on reselection of the same instructor by college students in lifelong education via commitment to learning. These findings imply that if instructors make use of their verbal and non-verbal communication in lessons for college students in lifelong education according to their characteristics, it will be able to increase their commitment to learning as well as satisfaction with lessons.

• Journal of Korean Academy of Nursing Administration
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• v.13 no.4
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• pp.473-480
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• 2007

Purpose: This study was to identify of the relationship of self-directed learning with job satisfaction and organizational commitment of nurses. Method: The subjects were 247 nurses who were working for the 5 of hospitals in Seoul, Daejeon and Kyong Ki. This study was conducted from Sep to Dec 2006. The data was collected by questionnaires and were analyzed using descriptive statistics, pearson correlation coefficients. Result: The self-directed learning was influenced significantly by the last school career, married state and job career. The job satisfaction was influenced significantly by job career. The organizational commitment was influenced significantly by age and job career. The self-directed learning is related with job satisfaction and organizational commitment of nurses. Conclusion: The findings indicated that the self-directed learning of nurses is important factor for improving job satisfaction and organizational commitment. Therefore it may be necessary further to develop the self-directed learning training program for efficiently nurse's education.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.186-195
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• 2020

The purpose of this study is to investigate the effect of jigsaw cooperative learning strategy on elementary students' task commitment and creative personality. This study utilized experimental method of comparing the effect of jigsaw strategy between treatment and comparative group. Twenty four 6^th grade students in treatment group experienced the jigsaw cooperative learning for twelve-weeks during 2019 school year whereas students in comparetive group did not. Task commitment and creative personality test result were collected from both groups as main data sources and mixed-method was used to analyze the data. The results of the study were as follows. First, the treatment group students' task commitment score was significantly higher than comparative group of students' score(p<.05). Second, the treatment group students' creative personality efficacy score was significantly higher than comparative group students' (p<.05). Third, students who experienced the jigsaw cooperative learning-based science lesson had positive perceptions about the lesson.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.453-464
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• 2019

This study was to draw some managerial implications by examining the role of content career plateau, an individual's perception that one's own career is stagnated, in the relationship between the members' perception on HR practices and organizational commitment/turnover intention. The result showed that the perception on education/training practices has positive influence on organizational commitment, and a negative effect on turnover intention and career plateau. However, the perception on evaluation/compensation was shown to have no direct impact either on organizational commitment or on turnover intention. In addition, career plateau served as a partial mediator only between the perception on education/training practices and the attitudinal variables. Based on the results, some managerial/practical implications and suggestions for future research on career plateau are discussed.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.198-207
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• 2019

The purpose of this study is to investigate the effect of jigsaw cooperative learning class of elementary pre-service teacher on task commitment and creative personality. This study established an twelve-week period of experimental treatment from september to november 2019, and the students who participated in the study formed a research group of 121 students in 2nd grade of their advanced classes who are attending the second semester of b university of education and taking courses in 'teaching research 2'. B university of education is singleness class that doesn't have compare group, so this study is constituted only study group. Applying based-jigsaw cooperative learning class to study group, before and after concept of task commitment test and creative personality test is performed. The results of the study were as follows. First, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in task commitment (p<.05). Second, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in creative personality efficacy(p<.05). Third, jigsaw cooperative learning-based science class of pre-service teachers have a very good feeling. Through such study results, the study could figure out that the class applying jigsaw cooperative learningbased science class has positive effect on concept of task commitment and creative personality efficacy.