• Journal of the Korean Society of Clothing and Textiles
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• v.17 no.2
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• pp.219-231
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• 1993

According to the literatures of marketing, psychology, and other related areas, the situational influences on consumers' decision-making process have been significant, thus increased explanatory power of consume behavior when introduced in a research as one of the independent variables. Considering the characteristics of clothing as a consumer goods, situational influences on clothing purchase behavior were expected to be significant. As the theoretical backgrounds of situational influences on clothing purchase behavior, this study was to propose the definition of sitution in Clothing & Textiles department, and to suggest the types of situational variables affecting clothing purchase process in consideration of the results of consumer behavior research and the research related to clothing. The results of this study suggested that the definition of situation, subjective situation or objective situation, should be adjusted to the purpose of research, and that the types of situations affecting clothing purchase process might be defined into three types; wearing situation, communication situation, and purchasing situation. It was also suggested that the empirical studies would be necessary to verify the results, and the conceptual framework for the types of situations and the personality characteristics related to the clothing purchase situation should be identified.

• Journal of the Korea Society for Simulation
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• v.25 no.2
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• pp.93-100
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• 2016

The purpose of this study is to investigate the impacts of individual difference toward technology and situational influences on use intention of Self-Service Technology. While the previous research related to SSTs focuses on individual tendency toward technology, little research has been done on the impact of situational influences on usage intention of SSTs. This study proposed Technology Readiness Index for measuring individual tendency toward technology and categorized situational influences into two dimensions: location convenience, employee presence. The empirical testing of the research was conducted on 20' users who have prior experience in using SSTs except for ATMs in bank. This study demonstrated that the people who are favorable emotions positively affect SSTs. Also this study confirmed that it is effective to build strategies to form favorable attitude and usage intention of knowledge of SSTs rather than method through service employees. Finally, SSTs were distributed for customers.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.510-517
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• 2006

This study investigated the influences of situational interest, attention, and cognitive effort on drawing as a method to assist students to connect and integrate multiple external representations provided in learning chemical concepts. Seventh graders (N=178) at two coed middle schools were taught about the "Boyle's Law" and the "Charles's Law" for two class hours through drawing. They observed macroscopic phenomena through demonstrations. After these observations, they drew their mental model from the external verbal representation, and then compared their drawings with external visual representation. The tests assessing situational interest, attention, cognitive effort, and conceptual understanding were administered as post-tests. Correlation and path analyses supported a causal model which situational interest had a positive direct effect on attention to the drawing. Attention led to conceptual understanding directly as well as through cognitive effort. These results suggest that situational interest may be induced by drawing first of all, and attention and cognitive effort may be direct causes of conceptual understanding in drawing. Educational implications are discussed.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.279-286
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• 2007

In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.18-27
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• 2007

This study examined the influences of cognitive conflict and non-cognitive variables induced by a discrepant event on process of conceptual change, and the processes that a discrepant event lead to situational interest. Seventh graders participated in this study. A preconception test was administered to select students possessing misconceptions about density. The tests of cognitive response and situational interest to a discrepant event were administered. After learning with a CAl program, the tests assessing attention and effort allocated to the CAl, and conceptual understanding were also administered. A path analysis revealed that cognitive conflict induced by a discrepant event caused situational interest, which in turn increased attention and/or effort and thus, resulted in conceptual change. The results of the path analysis on the processes in which a discrepant event led to situational interest suggested that novelty may be a primary source of situational interest. Novelty influenced situational interest directly as well as through attention demand, exploration intention, and instant enjoyment. Moreover, novelty exerted a direct effect on challenge, which in turn had negative effects on instant enjoyment directly as well as through cognitive conflict, and thus, decreased situational interest. However, the path coefficients of the latter were relatively smaller than those of the former. Educational implications are discussed.

• Journal of Information Technology Applications and Management
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• v.20 no.1
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• pp.149-171
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• 2013

The purpose of this study is to investigate factors influencing Chinese consumers' intention to adopt Smartphones. This paper examines Smartphone characteristics factors (situational dependence, diversity and security) and consumer personality characteristics (innovation, self-efficacy and familarity) based on the Technology Acceptance Model. The 320 sets of data are tested against the model using SEM (structural equation model). The research results reveal that diversity and security have significant influences on both perceived usefulness and perceived playfulness. According to the data analysis, self-efficacy affects only perceived easy of use, and familiarity positively affects perceived easy of use, usefulness and playfulness. This study finds that perceived easy of use and perceived usefulness have positive influences on behavioral intention to adopt Smartphones, and situational dependence and innovation directly affect the behavioral intention. The perceived cost has a negative impact on the behavioral intention. Research results are discussed, and limitations of the current study and future research are presented.

• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.445-452
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• 2009

In this study, the influences of the context of discrepant events on the conceptual change process using cognitive conflict strategy were investigated in terms of students' cognitive and motivational variables such as cognitive conflict, situational interest, attention, effort, conceptual understanding. A preconception test was administered to 536 seventh graders. A test of response to a discrepant event and a situational interest questionnaire were then administered. The context of discrepant events, either scientific or everyday, was randomly presented to the subjects. After learning the concept of density, the tests of attention, effort, and conceptual understanding were administered. The reponses of 194 students who had been found to possess the target misconception were analyzed. The results revealed that the scientific-context discrepant event induced higher cognitive conflict than everyday-context one. The context of discrepant events, however, did not show significant correlations with situational interest, attention, effort, and/or conceptual understanding. The result of path analysis indicated that the context of discrepant events both directly influenced cognitive conflict and indirectly influenced conceptual understanding via cognitive conflict.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.412-420
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• 2007

In this study, we investigated the influences of the epistemological beliefs on the conceptual change processes in respects of cognitive conflict, situational interest, attention and state learning strategies. After administering epistemological belief questionnaire as a pretest, 218 seventh graders possessing misconceptions about density were selected from the results of a preconception test. The questionnaires of responses to a discrepant event and situational interest were administered. After learning with a CAI program, attention test, state learning strategy test and conception test were also administered as post-tests. Analysis of the results revealed that fixed ability, quick learning and certain knowledge, which are epistemological factors, were highly related, but only certain knowledge exerted a direct effect on conceptual understanding negatively. It also had positive effects on attention directly as well as via situational interest, and thus increased conceptual understanding, even if the effects were relatively smaller than the direct effect. However, epistemological beliefs had little influence on conceptual understanding through cognitive conflict and/or state learning strategies.

• Korean Journal of Health Education and Promotion
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• v.18 no.1
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• pp.17-33
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• 2001

The purpose of this study was to identify the major factors affecting performance in health promoting lifestyles in continuous ambulatory peritoneal dialysis(CAPO) patients. The subjects for this study were 98 CAPO patients living in Pusan city. The data for this study were collected from October 15th, 1999 to January 15th, 2000 by structured questionaries. Statistical analysis was done using SPSS softwares. The results were as follows: 1. The average score of performance in the health promoting lifestyles was 2.34. The variable with the highest degree of performance was self-actualization and nutrition, whereas the one with the lowest degree was exercise. 2. In the subscale of the health promoting lifestyles, especially educational level, marital state and CAPO period, there was significant differences between demographic variables and performance in the health promoting lifestyles. 3. The activity-related affect, situational influences, self-efficacy, and perceived barriers in the behavior-specific cognitions and affect have a significant correlation with performance in the health promoting lifestyles. 4. The most important variable that affects the performance in the health promoting lifestyles was situational influences, and the self-efficacy, perceived barriers, every monthly treatment cost, duration of chronic renal failure followed in order, activity-related affect. Those six variables accounted for 38.3% among the variables in health promoting lifestyles.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.414-422
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• 2009

In this study, we investigated the influences of students' motivational characteristics on the processes of learning density concept using a discrepant event. The participants were 642 seventh graders from two middle schools. Tests of failure tolerance, self-efficacy and mastery/performance goal orientation were administered as pretests. A preconception test was also administered. The intervention was the students' individual study of the density concept with a worksheet that was designed to incorporate the major steps of conceptual change learning. The tests of attention, effort and conceptual understanding were administered as post-tests. The responses of 203 students who had been found to possess the target misconception were analyzed. The results of a path analysis revealed that students' motivational characteristics variables did not influence cognitive conflict. Failure tolerance and mastery goal orientation, however, influenced conceptual understanding via situational interest, attention and effort. Self-efficacy influenced conceptual understanding via effort. Performance goal orientation negatively influenced conceptual understanding via attention and effort. Cognitive conflict influenced conceptual understanding directly as well as indirectly via situational interest.