• Journal of Information Technology Services
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• v.11 no.4
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• pp.135-151
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• 2012

Traditionally in IS studies, the relationship between construct and its measurement items tends to be assumed to be reflective, meaning that the measurements are a reflection of the construct. In reality, however, the nature of the construct can be often formative, which means that its measurement items describe and define the construct rather than vice versa. The purpose of this study was to investigate theoretical and empirically-analysed differences between formative construct and reflective construct through comprehensive interdisciplinary literature review. And then on the basis of these differences, we intended to derive the rule of specifying whether the construct is formative or reflective and propose the methodology of testing the validity(content validity, construct validity, internal consistency and external construct) of formative construct and its measurements, differentiated from that in the case of reflective construct. Also, we suggested the concrete statistical testing methods such as VTT(Vanishing Tetrad Test), MIMIC(Multiple Indicators and Multiple Causes) test and multi-collinearity test. In order to examine the applicability of this methodology to developing the constructs for performance evaluation of IS(Information Systems), we tried to identify its attribute(formative or reflective) and test the validity for the construct arbitrarily chosen among them which had been derived in our previous IS performance evaluation study by using this methodology. The result of the examination was that the methodology proposed in this study was significantly valid and effective in the area of IS performance evaluation.

• Asia-Pacific Journal of Business
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• v.5 no.1
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• pp.23-31
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• 2014

Entrepreneurship is considered as an important driver of economic growth, new firm creation, business rejuvenation& job creation. Over a period of time research within entrepreneurship literature has shifted from entrepreneur and his personality to his behavioral disposition. This has led to emergence of entrepreneurial orientation (EO) construct, which focuses on the process of entrepreneurship at firm level and it has emerged as the most widely researched area within entrepreneurship field. Though research in this field has been rigorous and exhaustive, still there have been concerns that researchers might have prematurely agreed on the composition, dimensionality, and nature of EO Construct. There has been considerable debate about whether EO Construct comprises three or five dimensions, about co-variance or independence of these dimensions and nature of construct whether formative or reflective. This article builds an argument about the multidimensional nature of EO construct comprising five dimensions, which vary independently and the fact that EO is better explained through formative construct rather than reflective one.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.383-404
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• 1999

This study began with an epistemological question about the nature of mathematical cognition in relation to the learner's activity. Therefore, by examining Piaget's 'reflective abstraction' theory which can be an answer to the question, we tried to get suggestions which can be given to the mathematical education in practice. 'Reflective abstraction' is formed through the coordination of the epistmmic subject's action while 'empirical abstraction' is formed by the characters of observable concrete object. The reason Piaget distinguished these two kinds of abstraction is that the foundation for the peculiar objectivity and inevitability can be taken from the coordination of the action which is shared by all the epistemic subjects. Moreover, because the mechanism of reflective abstraction, unlike empirical abstraction, does not construct a new operation by simply changing the result of the previous construction, but is forming re-construction which includes the structure previously constructed as a special case, the system which is developed by this mechanism is able to have reasonability constantly. The mechanism of the re-construction of the intellectual system through the reflective abstraction can be explained as continuous spiral alternance between the two complementary processes, 'reflechissement' and 'reflexion'; reflechissement is that the action moves to the higher level through the process of 'int riorisation' and 'thematisation'; reflexion is a process of 'equilibration'between the assimilation and the accomodation of the unbalance caused by the movement of the level. The operational learning principle of the theorists like Aebli who intended to embody Piaget's operational constructivism, attempts to explain the construction of the operation through 'internalization' of the action, but does not sufficiently emphasize the integration of the structure through the 'coordination' of the action and the ensuing discontinuous evolvement of learning level. Thus, based on the examination on the essential characteristic of the reflective abstraction and the mechanism, this study presents the principles of teaching and learning as following; $\circled1$ the principle of the operational interpretation of knowledge, $\circled2$ the principle of the structural interpretation of the operation, $\circled3$ the principle of int riorisation, $\circled4$ the principle of th matisation, $\circled5$ the principle of coordination, reflexion, and integration, $\circled6$ the principle of the discontinuous evolvement of learning level.

• Asia pacific journal of information systems
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• v.26 no.4
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• pp.509-525
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• 2016

According to the dynamic changes in the business environment, the structural transformation of firms has had an observable trend. An increasingly large number of firms have been transforming into either project-based organizations or project expert groups. This study aims to investigate the antecedents required for the optimal level of empowerment with consideration of the project-based team environmental nature and job characteristic. Three factors are applied to measure the significant effects on psychological empowerment as the result variables. To determine the antecedents and consequent factors of psychological empowerment, employees' interviews and precedent studies are used. For the empirical study, four determinants of empowerment variables are modeled into a second-order reflective construct. This study finds that psychological empowerment significantly affects performance. Therefore, this study can serve as a guideline for development and operating methods for project success.

• Proceedings of the KSME Conference
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• 2000.04a
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• pp.411-414
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• 2000

Optical Triangulation Probes (OTPs) are widely used for their simple structure. high resolution, and long operating range. However, errors originating from speckle, inclination of the object, source power fluctuation, ambient light, and noise of the detector limit their usability. In this paper, we propose new design criteria for an error-reduced OTP. The light source module for the system consists of an incoherent light source and a multimode optical fiber for eliminating speckle and shaping a Gaussian beam Intensity profile. A diffuse-reflective white copy paper, which is attached to the object, makes the light intensity distribution on the change-coupled device(CCD). Since the peak positions of the intensity distribution are not related to the various error sources, a sub-pixel resolution signal processing algorithm that can detect the peak position makes it possible to construct an error-reduced OTP system

• Journal of the Korean Home Economics Association
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• v.43 no.3 s.205
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• pp.233-249
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• 2005

The aim of this study was to construct a pre-parent education program for unmarried university students on theological, practical, and psychological bases. Literature related to this subject was reviewed. and the social needs of pre-parent education, the developmental-psychological needs of university students, and the satisfaction of a pre-parent education program were investigated. A pre-parent education program consisting of 3 thematic areas was identified for future parents: the need to improve knowledge, attitudes, and skills. The program content areas were; self awareness, family life-cycle and parental role and social issues arising from dysfunctional family behavior. Multiple instructional strategies were used such as lectures, video tapes, reflective thinking, discussions, debates, role-plays, group presentations, and personality inventories over the course of 16 weeks. The assessment also identified 3 thematic areas and demonstrated improvement of knowledge, altitudes, and skills in the 3 areas.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.47-70
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• 2009

The purpose of this research was to confirm one of constructivists' assumptions that even children 조o are with low reasoning ability can make reflective abstracting ability and cognitive structures by this ability can make generation ability of new knowledge by themselves. To investigate the assumption, learner-centered instruction were implemented to 2nd grade classroom located in Suseong Gu, DaeGu City and with lesson plans which initially were developed by Burns and corrected by the researchers. Recordings videoed using 2 video cameras, observations, instructions, children's activity worksheets, instruction journals were analyzed using multiple tests for qualitative analysis. Some conclusions are drawn from the results. First, even children with low reasoning ability can construct mathematical knowledge on multiplication in their own. ways, Thus, teachers should not compel them to learn a learning lesson's goals which is demanded in traditional instruction, with having belief they have reasoning ability. Second, teachers need to have the perspectives of respects out of each child in their classroom and provide some materials which can provoke children's cognitive conflict and promote thinking with the recognition of effectiveness of learner-centered instruction. Third, students try to develop their ability of reflective and therefore establish cognitive structures such as webs, not isolated and fragmental ones.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.107-119
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• 2017

This article explores early childhood teachers' practices from bottom-up perspectives on the relationship between theory and practice. Results of the review of literature are as follows: 1) From top-down perspectives early childhood teachers' practices and their classroom behaviors have been traditionally defined within the framework of theories of child development, the notion of developmentally appropriate practice, and designed program models; 2) From bottom-up perspectives researchers have a focus on how teachers' practices lead theories and how they construct the act of teaching through reflective thinking; 3) empirical research on preservice and inservice teachers demonstrates that preservice teachers develop their own theories of teaching from their previously held assumptions, gained knowledge from preparation programs, and their individual experiences. It also shows that inservice teachers construct teaching through their implicit knowledge and the use of strategies to negotiate problems. Implications for future studies on teachers's practices are discussed.

• Journal of Distribution Science
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• v.12 no.9
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• pp.95-99
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• 2014

Purpose - This study aims to develop and empirically test a multi-dimensional service convenience scale with the dimensions and measurement items of service convenience perceived by Korean consumers in retail contexts. Research design, data, and methodology - The study adopts the framework suggested by Berry et al. (2002) and conceptualizes service convenience as a second-order reflective construct comprising 31 items. Three department store chains (Hyundai, Lotte, and Shinsegae) and three discount store chains (E-mart, Homeplus, and Lotte Mart) were involved 510 valid responses were used for the empirical testing. Results - The measurement model is acceptable for internal consistency, convergent validity, and discriminant validity. Further, the structural model results show that service convenience is positively related to satisfaction. Results of the rival model comparison indicate that the proposed second-order factor model provides a better fit to the data than both the five-factor and the one-factor model. Conclusions - The multi-dimensional, second-order conceptualization of service convenience is robustly supported. This study provides psychometrically valid scales to measure service convenience in retail contexts as conceptualized by Berry et al. (2002).

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.694-708
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• 2011

In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.