• International Journal of Costume and Fashion
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• v.12 no.1
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• pp.49-63
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• 2012

The objectives of this study were to investigate appearance management behaviors and hairstyle preferences in accordance with personality types and self-image, and to examine the characteristics that influence simultaneously the appearance management behaviors. A survey was used for as for this research. The personality properties of introversion and extroversion were further divided, based on the aspects of emotions, thoughts, behaviors, and interpersonal psychological functions. The subjects were 383 girls in their first year of high school in Seoul. The extrovert type showed a higher level of management for clothing, hair and face than the introvert type. The emotional extrovert type and the interpersonal extrovert type showed the highest level of clothing management, the active extrovert type showed the highest level of face management, and the interpersonal introvert type showed a very low level of hail management. The high school girls who had a higher social and mature self-image showed a higher level of clothing, hair and face management. Introverted girls preferred a mid-length straight hairstyle more than extroverted girls. The higher the social and mature self-images girls had, the more they preferred a long wave hairstyle. The higher the cute image they had, the more they preferred wave hairstyle. The entire appearance management behavior was affected significantly by extroversion, mature image, and allowance, simultaneously.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.1
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• pp.80-87
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• 2008

Purpose: This study examined the effects of a personality-development program on ego-resilience and maladaptive behavior of school age children. Method: This study used a non-equivalent control group pre-post design. The data was collected from Apr. 2007 to Nov. 2007. The subjects consisted of 33 children. The experimental group (n=17) participated in a self-development program that consisted of 8 sessions during an 8 week period, each session lasted for 45 minutes. To examine the effects of the self-development program an ego-resilience scale and behavior problem scale (BPPS)of K-YSR were measured before and after the program. Result: The results of analyses indicated that the score of ego-resilience increased but not significantly in the experimental group. There was significant change in anxiety/depression, social problems, and aggressive behavior of BPS of K-YSR after the intervention. Conclusion: This study showed that the 'Personality-Development Program' was effective on maladaptive behavior. Therefore, it is advisable to use it in a community-based child center for maladaptive behavior in vulnerable children.

• International Journal of Internet, Broadcasting and Communication
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• v.13 no.1
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• pp.219-228
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• 2021

The aim of this study was to investigate the learning styles with personalities of medical students which may affect the efficiency of teaching-learning system of clinical education to determine the association with the clinical performance examination achievement of the students. The learning styles and personality traits of 147 students of medical college were investigated. The obtained data were analyzed by statistical analysis including independent t-test and correlation analysis. The results of the analyses are as follows: there was significant difference in the participation model in the different genders; of the personality traits, there was significant difference in self-transcendence in the different genders, whereas there was significant difference in the persistence for past failure experiences; and there was significant association between the 6 sub-learning models(Independent vs. Dependent, Collaborative vs. Competitive, and Participant vs. Avoidant learning styles) and the personality traits(Novelty Seeking, Harm Avoidance, Reward Dependence, Persistence, Self-directedness, Cooperativeness and Self-transcendence). In addition, the participant type of students had higher scholastic achievements in clinical performance, and the students who scored high in self-transcendence and persistence also had higher clinical performance. In conclusion, the student's learning style and personalities affected the clinical scholastic performance. We believe that considering this current study, it would be possible to improve the quality of clinical education of medical teaching as well as helping medical students to choose career paths that are suitable for their personalities.

• Journal of Korean society of Dental Hygiene
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• v.22 no.5
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• pp.393-400
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• 2022

Objectives: This study analyzes professional identity, resilience, and job satisfaction based on the personality types of dental hygienists, and identifies factors that impact job satisfaction. The aim was to provide basic information for developing customized education programs for each personality type, which consequently contribute toward improvement of job satisfaction in dental hygienists. Methods: A total of 215 dental hygienists working at dental hospitals and clinics in the Seoul and Gyeonggi provinces were ask to fill an online survey from June 20 to 30, 2022; of these, 214 surveys were considered for statistical analysis. Results: The professional identity of dental hygienists was correlated with resilience (r=0.750) and job satisfaction (r=0.452), and resilience was correlated with job satisfaction (r=0.539) (p<0.001). The factor affecting job satisfaction of dental hygienists was resilience (β=0.495) (p<0.001). Conclusions: In order to improve the job satisfaction of dental hygienists, it is necessary to implement a test that can identify individual characteristics. Accordingly, it will be necessary to develop a customized education program to improve professional identity and resilience.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.218-226
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• 2015

This study is to find out that the effect of science class applied Jigsaw cooperative learning to study achievement and Creative personality. The class section of this study is 5th grade 1 semester of science 2 chapters, 'the solar system and the stars' This study has been aimed at 2 class 40 students of 5th grade in D metropolitan city G elementary school in 2015, one class 20 students are the research group to apply science class using a Jigsaw cooperative learning techniques, another class 20 students were comparison groups to apply general science classes. Research result and conclusion obtained through the discussion are as follows. First, science class using Jigsaw cooperative learning technique was not effective. Even though the science class with jigsaw cooperation education could not achieve the beneficial academic achievement, which is the cognition factor, when it comes to precedent study, the definition factors such as teamwork, consideration and readership show great effects. Second, science class using Jigsaw cooperative learning technique was effective in cultivating creative personality. This can be interpreted that the science class applied the jigsaw cooperation study help the creativity development. Third, after the science class applied jigsaw cooperation study, the students' perceptions also have changed in positive way. They were tend to care each other and cooperate with others. That means the class is good way to cultivate collective intelligence, which is a virtue of community.

• Journal of Science Education
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• v.38 no.3
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• pp.599-611
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• 2014

The purpose of this research is to analyze creativity-personality activities given in the high school science textbooks, which developed according to 2009 Revised Science Curriculum, and to examine how goals of new science curriculum were reflected in sceince the textbooks. An analysis shows that the proportion of inquiry is the best high among the types of creativity-personality activities. Also it is organized for a various activities such as reading, writing and debate. As a result of analyzing creativity-personality activities regarding creative thinking and personality element, a variety of creative thinking and personality element was not composed. The creative thinking is primarily divergent thinking, convergent thinking and associative thinking appears in order. In addition, the caring of personality elements is the most, and then honesty, cooperation and responsibility appears in order. Thus, it is necessary to structure a variety of activities for edification of creativity-personality in high school science textbooks. As an analysis of creativity-personality activities regarding elements of the decision-making, the review process do not appear at all, and there are few decision points generally. Therefore, a rational decision making for the sake of edification should be provided with specific decision-making factors.

• Management & Information Systems Review
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• v.31 no.4
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• pp.397-432
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• 2012

The purpose of this study is Big Five personality factors of personality type on career behavior, that is, entry to the unsafe first job in Korean university students. To accomplish this research objective, this study collected data from 500 students in three universities and two colleges located in the Chungcheong region. Among 350 questionnaires, 342 copies were used for a final analysis. In order to analyze the survey data, statistical package program SPSS/WIN 18.0 was utilized and statistical techniques such as basic statistical analysis, factor analysis, Cronbach's alpha, correlation analysis, and multiple regression analysis were used. The results obtained in this study can be summarized as follows. The extraversion personality and agreeableness personality of college students has a significant effect on the entry to the unsafe first job in the positive direction. On the other hand, the neurotic personality and openness to experience has a significant effect on the entry to the unsafe first job in the negative direction. However, the integrity personality of college students was not statistically significant. Finally, based on the empirical results we suggested several theoretical and practical implications.

• Journal of vocational education research
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• v.36 no.1
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• pp.23-46
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• 2017

The purpose of this study is to analyze the personality level of industrial-field specialized high schools and Meister high schools. The study objective for this is to analyze the differences per background variable and personality level of students of industrial-field specialized high schools and to analyze the differences per background variable and personality level of students of industrial-field Meister high schools. The study result is as follows. First, students of industrial-field specialized high schools showed personality level above normal in all 10 virtues, but this value fell short of the average for high school students suggested in Hyeon et al(2014). Second, students of industrial-field Meister high schools showed personality level above normal in all 10 virtues, and compared to the average for high school students suggested in Hyeon et al.(2014), categories of consideration and communication, manners, honesty/courage, and justice showed values below average. Third, students of industrial-field specialized high schools and Meister high schools showed differences in personality level according to nurturing style of parents, respect for teachers, stress for academic achievement, and school satisfaction, and additionally, students of Meister high schools showed differences in personality level according to career plans. That is, when the student perceived his/her parents to put higher value on his/her happiness rather than academic achievement, when the student respected the teacher, and when the student was more satisfied with te school life, the student showed higher personality level, and in case of students of Meister high schools, the student with detailed plan for his/her career showed high personality level than the student who has not yet decided on his/her career.

• Journal of Hospice and Palliative Care
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• v.18 no.2
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• pp.97-104
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• 2015

Purpose: The aim of this study was to investigate attitudes toward death according to personality types and to suggest the need to develop related hospice programs. Methods: Personality types were identified by the Korean version of the Myers-Briggs Type Indicator (MBTI) Form G. A questionnaire with 26 five-point Likert items was used to survey participants' attitudes toward death. Results: The ESFP personality type was most common (20%) among available 100 participants. Significant differences were observed in the attitudes towards death preparation according to personality type s. Participants with personality preference types E, T and J showed positive attitudes (P<0.05) toward death, but no significant differences were shown based on the SN index. Conclusion: The attitudes toward death differed by personality types. Therefore, this study points to the need to develop diverse hospice programs based on the personality types.

• Human Ecology Research
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• v.54 no.4
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• pp.415-426
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• 2016

We researched the modern meanings of traditional dining table courtesy education and its correlation with the main values of contemporary personality education based on dining table courtesy education stated in the social norms texts of the Joseon dynasty. Among the social norms of the Joseon dynasty, we chose Sohak, Naehun, Dongmongsuji, Seonghakjibyo, Gyeongmongyogyeol, Jeungbosallimgyeongje, Sasojeol, and Koamgahoon for research. As a result of our research on these documents and books, the modern meanings of the courtesy education at the dining table can be summarized as follow. First, the courtesy education has table manners appropriate for the development level of early children. Second, it teaches right-handed dining manners that match the features of Korean food culture. Third, it has the self-discipline and the values of community life, sharing, solicitude, and communication. Fourth, parents and grandparents are involved in the education. Fifth, it has the core values of modern personality education: manners, filial piety, respect, solicitude, communication, cooperation, and responsibility. Future courtesy education at the dining table should include practical education programs that can consolidate the bond of sympathy between the home, school, and society, and can improve its practice; in addition, to expand the opportunities for education, proactive social support is demanded.