• Journal of Engineering Education Research
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• v.20 no.5
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• pp.14-22
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• 2017

This research aims to explore characteristics of engineering students' thinking styles compared with those of undergraduate students in Korea. For this, we investigated whether there were differences of thinking styles in undergraduates according to majors and gender. 'Thinking styles', one individual-difference variable, has received particular attention in recent years. Styles are not abilities but rather refer to individuals' preferred way of applying their abilities in cognitive tasks(Sternberg, 1988). There has been much research(domestic and foreign) about thinking styles and their related factors. However, to date, little attention has been paid to engineering students' thinking styles, and few studies have dealt with them together with undergraduate students' of various majors. This study was conducted with a total of 865 students from 3 universities, and thinking styles have been measured online. Our findings show that firstly, there were significant differences in undergraduate students' thinking styles by majors. Engineering students scored significantly higher in external style, students majoring in humanities scored higher in executive, hierarchical and conservative styles, and students majoring in arts scored higher in legislative, internal and liberal styles. Second, there was a significant difference in students' thinking styles by gender. Male students scored significantly higher than females in judicial, global and external styles. Whereas female students scored higher than males in hierarchical and internal styles. Third, there was a significant difference in engineering students' thinking styles by gender. Male engineering students scored significantly higher than females in judicial and monarchic styles. Whereas female engineering students scored significantly higher in hierarchical styles. Based on these findings, it is expected to apply thinking styles to develop related courses as well as programs for engineering students.

• Journal of Engineering Education Research
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• v.20 no.2
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• pp.39-49
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• 2017

This research aims to explore the relationships between 'teamwork skills' (often called team activity competence) and 'thinking styles' of engineering students in Korea, and to provide an explanation for the application of team-based environment as well as for the increase of teamwork skills. Teams and team activity are pervasive in today's organization and there has been relatively much research on teamwork skills and its related factors. However, to date, little attention has been paid to the teamwork skills, essential factor in team-based environment and its relationships with thinking styles. This study was conducted with 383 engineering students at P University, and students' teamwork skills as well as thinking styles have been measured before and after team-based learning class (hereafter TBL). Our findings show that firstly, there was a significant increase of teamwork skills between before and after TBL class. Second, team activity competence was found to have a higher correlation with most of creativity generating styles (i.e. legislative, judicial, hierarchical and global styles). Third, hierarchical style was found to influence team activity more than other components, and also legislative, external, global and judicial styles contributed to team-based activity. These findings are expected to provide an explanation for the application of thinking styles in team-based environment and will be useful for the improvement of related courses in engineering school.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.56-65
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• 2018

This research aims to explore the relationships between academic writing ability and 'thinking styles' (capable of representing individual differences and diversity) in engineering freshmen in Korea, and to draw educational implications for the development of instructional strategies. (Academic) Writing is not just about conveying an idea or content, it is also about the representation of writer's self. In this perspective, there has been some research conducted on writing (process) and personality. However, to date, little attention has been paid to writing ability of engineering students and its relationships with thinking styles. This study was conducted with 127 engineering freshmen as well as 67 non-engineering freshmen at H University, and students' writing ability as well as their thinking styles have been measured before and after writing class for 15 weeks. Our findings show that firstly, there was a significant difference of writing ability by majors. Second, there were significant differences in freshmen's thinking styles by majors. Third, there was significant differences of writing ability according to thinking styles. Freshmen's internal, legislative and hierarchical styles scored significantly higher in writing ability than the others. And as for the engineering freshmen, internal, external and global styles scored significantly higher in writing ability than the others. Finally, there was a weak but significant relationship between writing ability and thinking styles(hierarchical & internal). These findings are expected to provide an explanation for the development of instructional strategies of writing (related) courses in engineering school.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.55-72
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• 2008

This study investigated how mother's thinking styles are represented and researched relationships between their thinking styles, their stress coping styles, and child-rearing stress. Subjects were 254 mothers of children attending child care centers and kindergartens. Instruments were the Thinking Styles Questionnaire Short Version (Sternberg & Wagner, 1991), Parenting Stress Index/Short Form (Abidin, 1990), and the Way of Coping Checklist (Lazarus & Folkman, 1984) Data were analyzed by MANOVA, Pearson's correlation, and regression. Results showed more educated mothers had legislative and internal thinking styles, and mothers employed outside the home had hierarchical, internal, and liberal thinking styles. Varieties of maternal thinking styles were related to parental distress, to parent-child dysfunctional interaction and to child's difficult temperament.

• International Journal of Human Ecology
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• v.11 no.2
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• pp.25-37
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• 2010

This study examined the relationships between parenting styles, academic achievement, and behavioral adjustment of adolescents in Korea. Using a sample of 181 parents and their children (13-15 years old), parents completed the Parental Authority Questionnaire and adolescents filled out the Youth Behavior Checklist (CBCL) and provided their school grades. Factor analysis was conducted on the PAQ to confirm the psychometric properties. Hierarchical regression analysis was computed to determine the relationship between maternal and paternal parenting styles, academic performance, and children's internalizing and externalizing behaviors. Regression analysis revealed that mother's authoritative parenting style was positively related with adolescents' grades in English. However, father's permissive was negatively related with adolescents' grades in English, Mathematics, and Science. Mother's permissive parenting styles showed negative effects of internalizing and externalizing behavior problems whereas father's permissive parenting styles showed positive effects of internalizing and externalizing behavior problems.

• Journal of the Korean Society of Costume
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• v.53 no.3
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• pp.121-135
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• 2003

This paper is about the dress styles during the 16th century of the Chosun dynasty, just before the Japanese Invasion of Korea in 1592, through painting-Kiyeonghoido. In the Chosun period, dress styles played an important role in representing the differences in social status. The most remarkable signs of social standing are the hair ornaments. Officials in ranks, noksas, and seoris are wearing a same, a yugakpyeongjeongeon and a mugakpyeongjeongeon respectively. The head ornament for musicians in high ranks is a samo, and, for those in low ranks a hood or a heuklip. Accordingly, head ornaments were important articles among apparels, and especially ripja was an article that sensitively reflected the contemporary fashion. Such a trend also influenced the common people's styles of dress. Thus, the style of the heuklip worn by the chamberlain in Kiyeonghoido resembled of yangban's. Actual official uniforms also diverged from the specifications for them. Sangboks were red for both dangsanggwans and danghagwans, but their ranks were marked by the material of their dress rather than by the breast plates. Dress styles change over time as the society members influence and are influenced by each other. Therefore, owing to the social characteristics of a hierarchical society, dress styles are distinctive according to the wearers' social standings and roles, and various dress styles emerge that deviate from regulations. The significance of the present paper is to review the diversity of the dress styles during the 16th century of the Chosun dynasty.

• Korean Journal of Child Studies
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• v.36 no.5
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• pp.189-208
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• 2015

The purposes of this study were twofold. Firstly, we sought to examine the effects of the severity of behavior problems of children with autism spectrum disorders and maternal stress coping styles on maternal parenting stress. Secondly, we investigated whether maternal stress coping styles moderate the relationship between the severity of children's behavior problems on parenting stress. The participants of this study comprised 106 mothers of children with ASD who were aged 6 to 18. In order to measure the research variables, the Parenting Stress Scale(Hwang, 2002), the Korean version of Child Behavior Checklist for Ages 6-18(Oh, Kim, Ha, Lee, & Hong, 2010), the Ways of Coping Checklist(Kim, 1987) were used. The data were analyzed by means of descriptive statistics and hierarchical multiple regression analyses. The results indicated that both the severity of externalizing behavior problems and the emotion-focused stress coping styles had significant and positive effects on parenting stress. Second, the stress coping styles had no moderating effect on the relationship between the severity of behavior problems(externalizing behavior problems, internalizing behavior problems) and maternal parenting stress.

• Management & Information Systems Review
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• v.26
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• pp.181-204
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• 2008

This study is to categorize five types of conflict handling styles that employees can take when conflict occurs. The five types are integrating, avoiding, dominating, obliging, and compromising. I found these factors that explain conflicts handling styles divided them into organizational structure, task group functioning and need styles and how certain factors explain different kinds of conflict handling styles without other factors. To measure conflict handling styles, this study used the scale of conflict style devised Rahim. Data were collected by the survey method from employees engaged in the service industry located Seoul, the Province of Gyeonggi, and the Province of Gangwon. In addition, in order to prove my hypothesis, I used hierarchical regression analysis method to find the pure explanation that each factors have without multicollinearity. According to the study's result, in a person's type of needs, if the need for achievement is high, they prefer integrating style. In contrast, if the need for achievement is low, they prefer avoiding style. Also, if the need for affiliation is high, the employees prefer compromising style. But if the need for affiliation is low and the need for dominance is high, the employees favor dominating style. However, in task group functioning, group homogeneity, group cohesiveness, and group goal clarity are high, or the confidence in peers and management is high, the employees prefer obliging style to other conflicts handling styles. As well as if group homogeneity, group cohesiveness, and group goal clarity are high, it was found that they prefer compromising style. Also, if the role conflict that is related to organizational structure is serious, employees prefer obliging style, but they have weakenss in explanation. To sum up these results, if the employees have obliging style that shows lack of concerns over themselves and at the same time, have high concerns to others, is affected by task group or organization. And we can infer that the other conflicts handling styles are effected by personal characteristic.

• Child Health Nursing Research
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• v.22 no.2
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• pp.97-106
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• 2016

Purpose: The purpose of this study was to identify the relationship between mother child-rearing attitude, language control styles and preschool child's social competence, and also, to provide a basis for development of a program to promote preschool child's social competence. Methods: The present study was a descriptive research. Participants in this study were a convenience sample of 300 preschool children and their mothers. For the final analysis 264 questionnaires were used after eliminating questionnaires with incomplete responses. Data were analyzed using the SPSS 18.0 program. Results: The mean score for mother's child-rearing attitude was $3.31{\pm}0.25$ out of 5 points, for hierarchical language control styles ($2.76{\pm}0.62$), commanding ($1.95{\pm}0.58$), and humanistic ($2.48{\pm}0.62$) out of 5 points, and for child's social competence, $3.50{\pm}0.34$ out of 5 points. Negative correlations were found between commanding language control styles and child's social competence (r=-.34, p<.001), and between commanding language control style and mother's child-rearing attitude (r=-.50, p<.001). Conclusion: The results demonstrate the importance of the quality of mother's child-rearing attitude and language control styles for child's social competence. It is suggested that promotion programs to enhance preschool child's social competence should be developed in conjunction with the parenting related environment.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.773-796
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• 2011

This study examined the thinking styles of scientifically gifted students on the basis of Sternberg's theory of mental self-government, and the relationship between thinking styles and self-regulated learning ability of the students and their scientific inquiry ability by the different types of thinking styles. 110 middle school students who belonging to the university science-gifted education center participated in this study. 13 thinking styles were postulated that fall along 5 dimensions which are functions, forms, levels, scopes and leanings of the mental self-government. Scientifically gifted students responded to the Thinking Style Inventory (TSI) that standardized Korean version, Self-regulated Ability Inventory and Test of Science Inquiry Skills Inventory (TSIS). The results indicated that scientifically gifted students prefer legislative, liberal, external, hierarchical and judical thinking styles, rather than conservative style. This result also showed that subscales of thinking styles were significantly correlated with self-regulated learning ability and scientific inquiry ability. The legislative style, hierarchical style, local style and liberal style were significant predictors of self-regulation learning ability. The legislative style was significant predictor, whereas oligarchic style was negative predictor of scientific inquiry ability. The results of k-means clustering analysis and MANOVA showed that the self-regulated learning ability and scientific inquiry ability were significantly correlated with the pattern and level of thinking style.