• Journal of the Korea Fashion and Costume Design Association
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• v.22 no.4
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• pp.49-62
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• 2020

This research investigates how interest develops across a set of tasks within a course defined by a specific knowledge domain. The current study examined the relationships among self-concept, self-efficacy, Korea-related factors, and evaluation, in the context of learning about the Hanbok costume at Chinese universities. A survey (n=300) was conducted using an online survey website (www.sojump.com) from the 1st to the 25th of June. The structural equation model (SEM) analysis, including total and specific forms of self-evaluation with Hanbok courses, showed that self-concept was positively associated with self-efficacy. Conversely, K-culture interest and K-country image did not significantly affect self-efficacy in clothing, but positively affected Hanbok's self-efficacy. Meanwhile, the more self-efficacy perceived, the higher the level of evaluation. Overall, our findings imply that supporting the students' Korean culture interest, country image perception, and self-concept for regulation can enhance self-evaluation and self-realization success. Theoretical and practical implications for Hanbok courses are discussed.

• Journal of Information Technology Applications and Management
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• v.12 no.3
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• pp.57-80
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• 2005

This study defined the notion of general idea on m-learning as based upon e-Learning and mobile internet related literature review and identified the m-Learning distinctive features. Also, this study has searched for factors that are expected to influence the use intended for m-Learning from self-regulated learning, which is acknowledged to be a useful method for learning accomplishment in education field, in order to measure the relationship between learners' motivation and use intention. Then it has empirically validated the conceptual model based on Davis' TAM (Technology Acceptance Model) As a result, self-efficacy, self-determination, interest, contents quality, time management, help seeking, and Peer study are factors affecting Perceived usefulness. Also self-efficacy, self-determination, interest, contents qualify, time management, and peer study are factors affecting perceived ease of use. Finally both perceived usefulness and perceived ease of use are significant factors affecting use intention.

• International journal of advanced smart convergence
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• v.10 no.2
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• pp.194-200
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• 2021

The purpose of this study is to analyze the structural relationship among self-leadership, grit, and performance.Specifically, self-leadership was selected as an independent variable, two dimensions of grit were selected as mediator variables, and performance was selected as a dependent variable. This structural equation model is based on previous studies.The subjects of this study were middle and high school Taekwondo players, and the survey was collected using the online survey system KSDC (Korean Social-Science Data Center). The sampling method was a non-probability sampling method, convenience sampling method.A total of 367 copies were collected through this process, and 355 copies were used as the final valid samples after excluding the insincere data.Data processing was done with SPSS 23 for frequency analysis, exploratory factor analysis and reliability analysis. Also, AMOS 21 was used for confirmatory factor analysis and structural equation model analysis. The results of the analysis are as follows: First, self-leadership had a positive effect on bothi interest consistency grit and effort persistence grit. Second, it was found that both interest consistency grit and effort persistence grit have a positive effect on performance.Third,self-leadership had a positive effect on performance.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.3
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• pp.51-59
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• 2019

In the foreign language learning theory, self-regulated learning, subject interest, learning flow, and self-efficacy have been studied as major constructs. With the help of researches regarding these constructs, a research model was set up and the contents were analyzed through SEM analysis in order to grasp the influence of these constructs on each other. Through data collected from middle school students in Gyeongnam, the analysis result shows as follows. First, the subject interest has a positive influence on learning flow. Second, the subject interest has a positive influence on self-efficacy as well as self regulated learning. Third, learning flow has a positive effect on self-efficacy. Fourth, self regulated learning has a positive influence on self-efficacy. Fifth, self-regulated learning has a positive influence on learning flow. As is shown in the analysis, in case of English education, subject specific interest brings forth learning flow and enhances self-efficacy as well as self-regulated learning thus, leading to academic achievements.

• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.2
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• pp.71-85
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• 2019

The importance of the NCS(National Competitiveness Standards) is growing as the job market shrinks and more institutions require hiring based on NCS. Of the ten domains of NCS', the most relevant one with the performance of all tasks is basic capability group. The purpose of this study is to investigate the effect of college students' basic capability group(communication capability, mathematical capability) on their career preparation behavior. In this study, we set up a process model to comprehend the effect of college students' basic capability group on career preparation behavior based on social cognitive career theory. For research model testing, 561 questionnaires were used for empirical analysis through structural equations modeling. Empirical analysis showed that communication capability positively influenced college students' career preparation behaviors for employment. But, mathematical capability don't influenced college students' career preparation behaviors for employment. Next, career self-efficacy and career outcome expectation each positively influenced college students' career preparation behaviors for employment. Also, interest in the major positively influenced college students' career preparation behaviors for employment. The academic implications are as follows: Career self-efficacy and interest in the major were important factors in the communication capability. The process of communication capability affecting career preparation behavior and interest in the major was explained through social cognitive career theory and self-efficacy. The practical implications are as follows: Administrative assistance should be provided to improve the career self-efficacy of college students.

• Journal of Engineering Education Research
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• v.18 no.4
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• pp.13-25
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• 2015

The purpose of this study was to investigate structural relationships among engineering self-efficacy, outcome expectation, interest, learning persistence, and career preparation behavior of engineering students. Participants (n=428) completed measures of engineering self-efficacy, outcome expectations, interests, learning persistence, and career preparation behavior. Results from structural equation modeling analysis were found to support the proposed model which included learning persistence and career preparation behavior, influence from engineering self-efficacy, outcome expectations, and interests. In addition, major persistence intention and career preparation behavior of engineering college students are influenced by the direct and indirect effects on engineering self-efficacy, interest, and outcome expectations. The implications of the findings on practice for Korean engineering college students are discussed.

• Journal of Digital Contents Society
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• v.9 no.4
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• pp.735-749
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• 2008

The purpose of this study was to examine the influence of the digital textbook attribute factors on the learning interest and learning satisfaction using the structural equation model. In order to accomplish the purpose, the research was carried out with 325 students of digital textbook research school. Attribute factors of digital textbook are divided into self-concept of subjects and attribute factors of subjects. Self-concept of subjects is consist of superiority feeling and confidence. Attribute factors of subjects is interest, a sense of purpose, accomplishment motive. The results of this study can be summarized that the digital textbook attribute factors on the learning interest are signified confidence, interest, a sense of purpose, accomplishment motive. And the digital textbook attribute factors on the learning interest are signified learning satisfaction.

• International Journal of Human Ecology
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• v.15 no.2
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• pp.69-80
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• 2014

Guided by the exchange model, altruistic model, intergenerational solidarity theory, and cultural contexts, this study explored the determinants of financial intergenerational transfers between older parents and adult children in South Korea. We examined 18,820 parent-child dyads by using random-effects models on the first wave of the Korean Longitudinal Study of Ageing (KLoSA) data. Findings showed that downward financial intergenerational transfers were consistent with the self-interest exchange model but upward transfers did not support microeconomic theories. Family solidarity theory was generally supported by downward transfers but geographical proximity was not positively associated with upward transfers. Lastly, cultural contextual variables such as marital status, birth order, and sex of a child were found to be significant. Parents tended to both provide and receive more financial support from unmarried children than from married children. Within the same marital status, the hierarchy existed in order of the first-born son, the second or later sons, and daughters when it came to downward financial transfers. Regarding upward financial transfers, the preference in order was more complicated. The findings of this study help in understanding the intergenerational financial transfers in the Korean context.

• Korean Journal of Culture and Social Issue
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• v.20 no.2
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• pp.133-154
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• 2014

The purpose of this study was to investigate psychological processes based on the Korean college students' development of social justice interest and commitment. For this study, we replicated Miller and colleagues'(2009) study, which explained the development of social justice interest and commitment by social-cognitive career theory(SCCT). Social desirability was controlled, and then self-reports data from 343 college students were analyzed using Structural Estimate Modeling(SEM). As a result, the final research model that social justice self-efficacy and outcome expectations affect social justice interest and commitment was proven valid for Korean college students. Also, in comparison with the direct effects model(social supports and barriers affect directly on commitment), the indirect effects model(social supports and barriers affect indirectly on commitment through self-efficacy) was supported. As an unique path of social-justice domain, the indirect effect by social support on commitment through outcome expectation was proved, as well. This study covers measurement limitations, future directions for research, and some lessons points with regards to how Korean college students to have social justice interest and commitment.

• Journal of the Korean Society of School Health
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• v.11 no.2
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• pp.171-187
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• 1998

In recent years, adolescent issues including smoking, drinking, drug abuse, juvenile delinquency, deviant sexual behavior, mental health problems, high suicide rate, juvenile delinquency and absence without due notice, etc are emerging as serious social problems and the debate on these controversial issues is heating up. The previous studies on adolescent health behavior and social juvenile delinquency such as run-away from home and absence without due notice have been conducted mostly by cause analysis utilizing social demographic factors or biological factors. In other words, the main factors analyzed were demographic and economic factors or parent's educational level, etc, which were the fixed environmental ones that were unable to cause the change in the health behavior. Accordingly, the purpose of this study is to analyze factors which are changeable and fixable among the factors influencing the adolescent's health behavior and misconducts and, eventually influencing factors which can be used as the basis to establish health policies and health promotion program to reduce the health risk behavior and misconducts of adolescents. The study subjects were selected by dividing senior high school student in Seoul by region and through random sampling. The 890 subjects were selected from 10 schools including the preparatory school, vocational schools and institutional schools. The duration of the study was for July 1-5, 1997 for the first survey and the second one, for August 25-September 10. Regarding the analysis method, the SAS program was used. The adoptablity of theoretical model was tested through covariance structural analysis utilizing PC-LISREL 8.12 Program. The major findings of the study are as follows: As a result of establishing the model of factors influencing health behavior and juvenile delinquency, in case of male students as the health behavior self-efficacy, education level of fathers, economic level, self-control and the health interest of parent were higher, students were more likely to practice the health promoting behavior. Juvenile delinquency and health risk behavior were prevalent among those with the less shyness, the lower health behavior self-efficacy, lower self-control, lower self-assertiveness, lower economic level. The self-control was the most powerful factor. In case of female students, those with higher health behavior self-efficacy were more likely to practice the health promoting behavior whereas those with lower health behavior self-efficacy, lower self-control, lower self- assertiveness, less shyness were more likely to practice health risk behavior and juvenile delinquency. In case of prep schools, those with higher health behavior self-efficacy and better perceived health status were more likely to practice the health promoting behavior while those with less shyness, lower health behavior self-efficacy and lower academic achievement were more likely to engage in health risk behavior and juvenile delinquency. In case of vocational schools, as health behavior self-efficacy and economic level were higher, the practice rate of health promoting behavior was higher. As the self-control, shyness, self-assertiveness, health behavior self-efficacy were lower, the rate of health risk behavior and juvenile delinquency were higher. In case of social institutional schools, as, the health behavior self-efficacy, social support and economic level, health interest of parents were higher, the rate of health promoting behavior were higher. As the self-control, shyness, self-assertiveness, health behavior self-efficacy and social support were lower, the rate of health risk behavior and juvenile delinquency were higher. So the health promoting behavior was positively related to the health behavior self-efficacy, health interest of parents, social support, education level of fathers, level of perceived health status, economic level. The health risk behavior and juvenile delinquency were higher with the lower health behavior self-efficacy, self-control and self-assertiveness, lower health locus control, less shyness and loneliness, lower economic level and academic achievement. In conclusion, the health risk behavior and juvenile delinquency can be reduced by enhancing self-control, self-assertiveness, health behavior self-efficacy and social support. According to the final model drawn by connecting health behavior and juvenile delinquency, the reduction of health risk behavior can greatly contribute to decreasing social juvenile delinquency as the process of juvenile delinquency was extended from common behaviors to problem behaviors and further into juvenile delinquency.