• Review of Culture and Economy
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• v.20 no.3
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• pp.3-33
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• 2017

The present study analyzed movie consumption behavior from the perspective of transaction cost, taking into account the possible incurrence of additional costs in the process of consumers obtaining movie information to choose movies. Regression and multinomial logistic regression analyses were performed in the analysis by taking movie information and the individuals' social demographic characteristics as independent variables and the number and frequency of movies watched as dependent variables, using information from the "2015 movie consumer survey." The results showed that consumers considering elements such as "directors" and "online reviews" were found to be more active in movie consumption. The analysis of movie-watching frequency showed that the information considered when choosing a movie was different for high- and low-frequency movie viewers. Putting these factors together suggests that movie consumption can vary according to an individual's cultural capital, preferences, and their degree of movie information awareness. While existing studies have mostly analyzed the determinants of box office performance, the significance of the present study is its empirical analysis of individual movie information in terms of transaction cost. Based on the results above, it can be inferred that the cyclical structure of trading expenses influences movie consumption and, once preferences are formed through a certain level of consumption, the trading cost expenses decrease, which results in increasing consumption. Therefore, film makers need to establish and execute marketing strategies that appropriately use movie information so that consumers can reduce the trading costs necessary for movie watching.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.127-144
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• 2021

The purpose of this research was to conduct grounded-theory-based explorations on the types of motivation that make pre-service elementary school teachers learn science and on their type-based science-learning processes. One hundred thirty-two pre-service elementary school teachers' motivation types were analyzed, and amongst them, 12 were selected as the subjects to observe their science-learning processes to which grounded theory applied. As a result of analyzing their science-learning motivation types, it was found that the majority belonged to the type "accurators", followed in descending order by the types "directors", "explorers", and "coordinators". Coding various phenomena that appeared in their science-learning processes made it possible to derive 30 categories from them according to the grounded-theory paradigm model elements. Based on such categories derived, analysis could be made on their science-learning process flows by motivation types, according to the grounded-theory paradigm model. For example, the "accurators" were attending science lectures or reading science books to learn science knowledge and how to teach it, from a sense of obligation they took for granted as elementary school teachers. Although their experiences of science-learning processes could not be from pure intentions, due to the teacher certification examination, curriculum, or other environmental factors, they were found to have new perspectives on science with their individual efforts and participations.