• International Journal of Advanced Culture Technology
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• 제7권2호
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• pp.93-102
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• 2019

This study is to examine the effects of business management competency, organizational management competency, relationship formation competency, marketing competency, and entrepreneurship, which are perceived by organizational members of social enterprise, on organizational performance, economic performance and social performance. The results of this study are as follows. First, the business management competency of the executives influencing the economic performance, which is the organization performance of the hypothetical social enterprise, was adopted. In other words, the organizational management competency (H1-1), the relationship formation competency (H1-2), the marketing competency (H1-3), and the entrepreneurship (H1-4), which are executive business management competency, have a positive effect on the organizational performance of the social enterprise respectively. Second, Hypothesis 2 indicates that the business management competency of social enterprise executives has a positive effect on organizational performance, social performance, and Hypothesis 2 has been adopted. In other words, the business management competency of the management on the social performance of the social enterprise is in the order of relationship forming competency (H2-2), marketing competency (H2-3), organizationalmanagement competency (H2-1), entrepreneurship (H2-4) Showed high influence. The higher the relationship formation competency, marketing competency, organizational competency, and entrepreneurship, which are the business management competency of the social enterprise management, the economic social performance of the social enterprise is more improved.

• 대한가정학회지
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• 제35권1호
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• pp.47-58
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• 1997

The purpose of this study was to investigate the relationship between children's gender role attitude measured by component model and social competency. Subjects were 232 elementary school children: 113 4th graders and 119 6th graders. The main results were as follows. First there were significant differences in mean scores of gender role attitude with age and sex variable. And among three dimensions of component model(i.e, gender label-component links within-component links between-component links) the difference was most discriminant in gender label-component links. Second there were significant relationship between gender role attitude and social competency. Among three dimensions of gender role attitude the most predictor variable for social competency was gender label-component links. And among four dimensions of social competency the most effective criterion variable for gender role attitude was leadership. And there were significant differences in social competency score with mother's educational level and sex of children as well as gender role attitude. In conclusion children's gender role attitude influence their social competency. More flexible gender role attitude they have more improved in their social competency , especially in boys.

• 대한가정학회지
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• 제32권5호
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• pp.109-124
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• 1994

The present study was conducted to elucidate the relationship between parent's verbal control modes and children's social competency. Two questionanires were developed by the authors for this study. The questionnaire for measuring parent's verbal control modes was composed of 84 and 87 items for mother and father, respectively, which assesses three types of verbal control modes; imperative control position-oriented control and person-oriented control. The questionnaire for measuring children's social competency perceived by mothers was composed of 27 items, which assesses four areas of social competency; initiative sociability responsibility and self-disclosure. the subjects of this study were 436 mothers and their children of fifth and sixth grade in elementary schools located in Seoul. The results of this study were as follows: 1) Parents control their children mostly by position-oriented mode and least by imperative mode. 2) There were significant correlations between father's verbal control mode and children's social competency. children's social competency was related positively to the person-oriented and position-oriented modes but negatively to the imperative mode. The best variables explaining boy's social competency were father's imperative and position-oriented modes whereas that for girl's was position oriented mode. 3) Mother's verbal control mode was not significant in explaining children's social competency. 4) The negative impact of father's imperative mode in combination with the mother's person-oriented mode on the children's social competency was greater than other combinations of father's and mother's verbal control modes.

• 한국IT서비스학회지
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• 제10권4호
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• pp.133-147
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• 2011

This study explores the applicability of social capital theory in IT project management. Specifically, an empirical model is developed using different types of leadership competencies (emotional, cognitive, and social) as independent constructs impacting IT project performance. Social capital shared among team members are measured and placed as a mediating construct between leadership competencies and performance. Using PLS analysis of 120 data points collected through a survey of IT project participants in two large electronic manufacturers, direct and indirect impacts of leadership competencies are explicated. Research results reveal that emotional leadership competency seems to directly influence the project performance but not through team social capital, while social leadership competency seems to indirectly influence the project performance through team social capital but not directly onto the project performance. Cognitive leadership competency is the only leadership competency that maintains direct and indirect influence on project performance. Total effect of cognitive competency on project performance is almost two times larger than the total effect of emotional leadership competency and six times larger than the total effect of social leadership competency. Implications of findings are discussed at the end, and further studies are suggested.

• 대한가정학회지
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• 제35권3호
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• pp.231-243
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• 1997

The purpose of this study was to investigate answer the following research questions. (1) What is the trend of Children's locus of control, children's social competency, and children's prosocial behaviors? (2) Is there any relationship between children's locus of control and children's social competency, between children's locus of control and children's prosocial behavior, between children's social competency and children's prosocial behavior? (3) Is children's prosocial behavior influenced by the locus of control and by the social competency? The subjects of this study were 99 children atending the nursery school in Pusan. For the measurement of children's locus of control, the Stanford Preschool Internal-External Scale was used. As a measure of social competency. Iowa Social Competency was used. Children's prosocial behavior was measured by the amount of candies to share with playmates. The findings of this study were as follows: (1) The mean scores of children's locus of control, children's social competency, and children's prosocial behavior were low. (2) There significant correlation between children's locus of control and social competency, between children's locus of control and prosocial behavior. (3) Children's locus of control was an important predictor variable influencing children's prosocial behavior.

• 아동학회지
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• 제14권2호
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• pp.115-135
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• 1993

The purpose of this study was to develop instruments for measuring paternal child rearing involvement. A second purpose was to investigate the relationship between social competency of child and the father's involvement in child rearing. Fathers' child rearing involvement inventories were administered to 513 5th and 6th grade school students to evaluate children's perceived father's rearing involvement. Assessment of the child's social competency by the mother was by the modified Iowa Social Competency Scale. Data were analyzed by factor analysis, Pearson's correlation coefficient, and canonical correlation. The main results were as follows: (1) There were differences in mean scores between variables on father's child rearing involvement. The mean score of 'day-to-day guidance' was higher than such father's involvement variables as 'family activities', 'household affairs', 'home education'. (2) There was a significant correlation between the social competency of children and father's child rearing involvement. In other words, fathers' child rearing involvement showed significant correlations with 'the capability' and 'leadership' of children. (3) The canonical analysis in two variables-the fathers' child rearing involvement (independent variables) and the children's social competency (dependent variables)-showed that the child variables most highly correlated to the independent variables were 'capability' and 'affection toward parents'. This also indicated that the father variables accounted for about 9.4% of the variation in social competency. In conclusion, the father's child rearing involvement can he recognized as significant variable in predicting the social competency of children.

• 대한가정학회지
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• 제45권4호
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• pp.87-96
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• 2007

The purpose of this study was to investigate the relationship between the father's emotional expressiveness and verbal controls, and his children's social competency depending on gender. Subjects were 156 five-year-old children and their fathers in 4 private kindergarten in Gyeongi province. The data obtained were analyzed by frequencies, percentiles, means, standard deviations, Cronbach's alpha, t-test, and Pearson's correlations. The major findings of this study were as follows: 1) A significant difference was found between the children's gender in terms of children's external behavioral problems in social competency. 2) There was a negative correlation between the fathers' negative emotional expressiveness and their male children's social competency. 3) There was a negative correlation between the fathers' imperative control under verbal controls and their male children's social competency.

• 한국생활과학회지
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• 제17권2호
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• pp.207-221
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• 2008

This study examined different individual, family factors and classroom environment that affect children's perceived competency. For an analysis, achievement motivation, intrinsic locus of control and anxiety were included in individual variables. For family factors, parental support and marital conflict were examined. For classroom psycho-social environment, teacher support, peer relations, classroom involvement and teacher control were used. The sample consisted of 565 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, Factor analysis, frequency, percentage, t-test, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis. First, boy's perceived academic competency was higher than girl's. And no sex difference was in children's social and athletic competency. Second, boy's and girl's perceived academic and social competency and boy's perceived athletic competency had a positive correlation with achievement motivation, intrinsic locus of control, parental support, teacher support, peer relations and classroom involvement. And girl's perceived athletic competency had a positive correlation with achievement motivation, intrinsic locus of control, parental support and peer relations. But boy's and girl's perceived academic and social competency and boy's perceived athletic competency had a negative correlation with anxiety and parental marital conflict. Third, the most important variable predicting boy's and girl's perceived academic competency was achievement motivation. The most important variable predicting boy's and girl's perceived social competency was peer relations. And the most important variable predicting boy's perceived athletic competency was peer relations. On the other hand, the most important variable predicting girl's perceived athletic competency was father's support.

• Child Health Nursing Research
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• 제16권2호
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• pp.156-163
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• 2010

Purpose: This descriptive correlational study was designed to examine the relationship of attachment security to social anxiety and depression. In addition, the mediating effect of self competency in relation to attachment security and the other variables was investigated. Methods: Data were collected from 194 students in grade 5 or 6, and descriptive statistics, Pearson correlation coefficient, and hierachical multiple regression were used with SPSS/PC 12.0 program to analyze the data. The instruments used were Kerns, Klepac and Cole's Security Scale, La Greca & Stones' Revised Social Anxiety Scales for children (SASC-R), Cho and Lee's Korean form of Kovacs' children's Depression Inventory (CDI) and Harter' Self-perception Profile for Children. Results: There were significantly negative effects between attachment security and the variables, social anxiety and depression. Also, self competency was negatively correlated with social anxiety and depression. Self competency had a significant mediating effect on the relation of social anxiety and depression to attachment security. Conclusion: For the effective management and prevention of social anxiety and depression in school-aged children, programs including strategies to increase self competency should be developed. These programs can increase self competency which has a mediator role between attachment security and the other variables (social anxiety and depression).

• 대한가정학회지
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• 제38권3호
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• pp.71-84
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• 2000

This study firstly focused on development of an after-school program for school-aged children, and secondarily exploring the relationship between the after-school program and social competency of school-aged children. The program was composed of 10 two-hour sessions. The main goal of the program was to instill a sense of self-acknowledge, self-worth, responsibility and belonging to society and social activities. The subjects of this study were 29 children of first, second and third glades at the elementary schools in Seoul. This program was administered from March to May 1999. The data were analysed by frequency, mean, and paired t-test using the SAS program package. The major findings of this study were summarized as follows; There were significant differences in the degrees of social competency between before and after participating in the program(t=1,92 p<.05). The after-school program for school-aged children affect social competency variable as ‘initiative’(t=3,52 p<.001), but do not affect ‘sociability’, ‘responsibility’or ‘self-disclosure’. These results lead us to conclude that an after-school program of this type would be useful for developing peer-interation and for later social competency.