• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.421-432
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• 2021

This study compared science academic passion between elementary general and science-gifted students. A science academic passion test was conducted for fifth-sixth graders at an elementary school, and two gifted science education institutes in Seoul, with 95 and 92 students selected for the test. The result analysis revealed that the science-gifted students' science intellectual passion was significantly higher than general students, regardless of grade and gender. Also, the scores of general students were high in the order of "harmonious passion," "importance," "like," "time/energy investment," and "obsessive passion." The differences in scores between all sub-domains were statistically substantial. Moreover, there were no considerable differences in scores of the science-gifted students among the "important," "like," and "harmonious passion." However, the scores in these three domains were higher than that of "time/energy investment" and "obsessive passion." In addition, the "time/energy investment" score was higher than that of "obsessive passion." The differences in science academic passion by grade and gender were not statistically significant regardless of whether or not a student was science gifted. These results suggest that science academic passion characterizes science-gifted students rather than personal characteristics such as grade or gender.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.455-466
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• 2023

This study explored the relationship between science academic passion, positive experience about science and scientific creativity in elementary science-gifted students. To do this, 108 science-gifted students from grades 3 to 6 were selected. After conducting the tests on their science academic passion, positive experience about science and scientific creativity, descriptive statistics, correlation analysis, and multiple regression analysis were conducted. The results revealed that the students exhibited relatively high levels of science academic passion and positive experience about science, but their scientific creativity was not relatively high. While there was no statistically significant correlation between the overall science academic passion and scientific creativity, there was a significant negative correlation with scientific creativity in the aspect of 'obsessive passion' of the five subcategories ('importance', 'like', 'time/energy investment', 'harmonious passion', and 'obsessive passion'). Furthermore, the five subcategories, particularly 'like', 'harmonious passion', and 'obsessive passion' were statistically significant predictors of scientific creativity. However, the five subcategories of positive experience about science ('science academic emotion', 'science-related self-concept', 'science learning motivation', 'science-related career aspiration', and 'science-related attitude') did not exhibit statistically significant correlations with scientific creativity and did not had a significant influence on it. Additionally, neither the overall science academic passion nor the overall positive experience about science had a statistically significant effect on scientific creativity. Educational implications of these results were discussed.

• Korean Security Journal
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• no.23
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• pp.133-153
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• 2010

The purpose of this research was to identify the relationship among achievement goal orientation, passion and exercise performance of Security Martial-Art participants. this research chose people who were learning Security Martial-Art participants and used the random sample to select those persons. To process the data, this research conducted exploratory factor analysis, reliability analysis, and correlation analysis with SPSS 15.0 program. And implemented confirmatory factor analysis and structure model analysis with AMOS 7.0. The results were as follows. first, achievement goal orientation of Security Martial-Art participants had significantly positive influence on passion. second, passion of Security Martial-Art participants had not significantly positive influence on exercise performance. third, achievement goal orientation of Security Martial-Art participants had not significantly positive influence on exercise performance.

• Korean Journal of Culture and Social Issue
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• v.24 no.2
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• pp.131-151
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• 2018

The purpose of this research was to examine the characteristics of typical Korean grit as opposed to Western conceptualizations. We conducted cluster analysis to identify subgroups based on three related but distinct constructs-passion(harmonious vs. obsessive) and meaning in life. Basic needs satisfaction, life satisfaction, and ego-resilience were further assessed to explore potential group-specific differences in psychological attributes. Highly gritty individuals(n=139; M=22.51 yrs) were selected by using the median. According to our results, gritty individuals were subdivided into 3 groups: the initiative who possesses highly adaptive harmonious passion and meaning in life(35.8%), the obsessive who are high in maladaptive obsessive passion(26.1%), and the passive who are the lowest in all(38.1%). The initiative grit scored the highest in all three attributes while the two other subgroups showed culturally unique patterns. Our results suggest that culture specific factors may mold differently the unfolding and psychological outcomes of grit in Korea.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.81-96
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• 2017

This study was to examine the passion profiles and direct, indirect, and total effects of music valuation(MV), passion for music (i.e., harmonious passion, obsessive passion), and satisfaction in music(SM) on music accomplishment(MA) of musically talented high school students in Korea. Of the 599 musically talented high school students surveyed from Gyonggi, Chungnam, and Busan in South Korea, 524 completed and returned the questionnaires yielding a total response rate of 87.48%. Students with high harmonious passion(HP) and high obsessive passion(OP) were classified as high passion students(Nhigh passion=228), where as those with low HP and low OP were classified as low passion students(Nlow passion=5). Students with high passion had higher MV and higher SM than those with high HP or low passion. Moreover, those with high passion had higher music accomplishment than those with high HP, high OP, or low passion. Students with high HP had higher MA and SM than those with low passion. MV affected MA through both HP and OP, and also SA. HP and OP also affected MA and SA. SM directly affected MA. Total effects of HP on MA were higher than those of OP, SM, and MV. The indirect effect of HP on MA were higher than those of OP. Findings indicated that the more students have a HP, the more they showed higher SM and MA when they engaged in music activity with higher MV. Future research is need to replicate these findings with professional musicians at higher levels of expertise.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.353-360
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• 2019

This study verified the relationships between trust of simulation golf lesson programs, golf passion, and psychological happiness of active seniors. The subjects of study were adults from Seoul, Gyeonggi-do. For data processing, this study conducted frequency, reliability, confirmatory factor, correlation, and structure equation modeling. The results were as follows: First, trust of simulation golf lesson programs had no influence on golf passion (p>.05). Second, trust of simulation golf lesson program had no influence on psychological happiness (p>.05). Third, golf passion (harmonious passion) had a positive influence on psychological happiness (p<.05). However, golf passion (obsessive passion) had no influence on psychological happiness (p>.05).

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.4
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• pp.71-84
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• 2021

As part of the recent economic revitalization measures, the national level of encouragement for young people's entrepreneurship continues, and investment in young people's entrepreneurship and support from young people are increasing. Entrepreneurship intention is a direct factor leading to entrepreneurship, and many studies have studied the individual characteristics of entrepreneurs that influence entrepreneurial intention. In the same context, the purpose of this study was to investigate the entrepreneur's passion as a factor affecting entrepreneurial intention, divided into harmony passion and obsessive passion. In addition, the pass to need for achievement, emotion, and subjective norms, which are the individual characteristics of entrepreneurs that influence passion, were verified. To this end, an online survey was conducted for prospective entrepreneurs in universities, and data of 203 persons were collected and structural equations were analyzed. As a result of the analysis, it was found that the need for achievement and positive emotions of preliminary entrepreneurs had a positive (+) effect on the passion for harmony, while the negative emotions and subjective norms were not significant for the passion for harmony. The need for achievement had a negative (-) effect on the obsessive passion, and the positive and negative emotions had a positive (+) effect on the obsessive passion, but the subjective norm was not significant on the obsessive passion. It was confirmed that harmony passion and obsessive passion showed positive (+) effect on entrepreneurial intention. It also confirmed whether harmonious passion and obsessive passion have a mediating effect between need for achievement, positive emotion, negative emotion, and entrepreneurial intention. As a result, it has a mediating effect between need for achievement, positive emotion and entrepreneurial intention, especially need for achievement has a complete mediating effect. Obsessive passion was also confirmed to have a mediating effect in the relationship between positive emotions and intention to start a business.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.690-700
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• 2022

This study aimed to compare academic passion for science pedagogical content knowledge (PCK) between pre-service and in-service elementary teachers. In addition, a comparison between passion for science subject matter knowledge and passion for science pedagogical knowledge was made for each group of teachers. Participants comprised 182 students from colleges of education and 161 in-service teachers. We analyzed between- and within-subject comparisons for each component of academic passion for science PCK. The results of this study are as follows: First, between-subject comparison demonstrated that, in academic passion for science subject matter knowledge, in-service teachers had a higher passion for "liking" and "importance" than pre-service teachers, whereas pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. In academic passion for science pedagogical knowledge, pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. Second, the within-subject comparison showed that only "harmonious passion" was higher for science pedagogical knowledge than science subject matter knowledge in pre-service teachers. However, "liking", "importance", "time/energy investment", and "obsessive passion" were higher for science subject matter knowledge than science pedagogical knowledge in in-service teachers. The educational implications are discussed.

• Journal of the Korean Applied Science and Technology
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• v.41 no.2
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• pp.273-282
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• 2024

Park golf is establishing itself as a daily sport that the silver generation can enjoy physically and cost-free. Accordingly, we have examined the impact of park golf participants' passionate participation behavior on sports immersion and sports performance. The subjects were 243 park golf participants, and SPSS 21.0 and AMOS 18.0 were used for data processing. In addition, frequency analysis, reliability, confirmatory factor analysis, and correlation analysis were conducted. Path analysis was performed using SEM, and mediating effects were analyzed using bootstrapping. First, regarding the relationship between passionate behavior and sports immersion, harmonious passion did not affect sports immersion, and obsessive passion had a positive effect. Second, passion had a positive effect on sports performance. Third, sports immersion had a positive effect on sports performance. Fourth, sports commitment played a partial mediating role in the relationship between passion and sports performance. Therefore, if the environment of the park golf course is improved so that passion does not decrease, exercise immersion and exercise performance will improve.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.