• Korean Journal of Child Studies
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• v.37 no.3
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• pp.53-68
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• 2016

Objective: This study examined the relationships between negative affect, social support, and career maturity among adolescents. Methods: The participants in this study comprised 260 $1^{th}$ junior high school students in a Seoul metropolitan area. They completed questionnaires on level of negative affect, social support, and career maturity. Data were analyzed by means of basic descriptive statistics, Pearson's correlations, and multiple and hierarchical regression analyses. Aiken and West's method was used to determine the interactive model's modality. Results: The major findings were as follows: First, negative affect was negatively correlated with social support and career maturity. Social support was positively correlated with career maturity. Second, significant interaction effects were found between negative affect and social support on career maturity; that is, for male students, significant interaction effects were found between negative affect and social support (parent support) on career maturity (career determinacy/career independence). For female students, significant interaction effects were found between negative affect and social support (peer support) on career maturity (career confidence/career readiness/career determinacy/career independence). Conclusion: These results suggest the need to intervene in relation to social support (parent support/peer support) and to improve career maturity among adolescents.

• Journal of Digital Convergence
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• v.19 no.2
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• pp.457-462
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• 2021

YouTube has established itself as a major media platform. Businesses give more attention to YouTube's influence as marketing using the platform demonstrates positive effects. Accordingly, this study aims to look into how the quasi-social interaction of the users of beauty content on YouTube affect purchase behavior intentions and provide results as basic data for establishing an efficient marketing strategy. Quasi-social interaction exerted significantly positive influence on purchase behavior and purchase intention. This suggests that the stronger the quasi-social interaction becomes, purchase behavior and purchase intention get stronger. Therefore, strategies for facilitating marketing should be devised by increasing efficient quasi-social interaction according to user characteristics.

• Journal of KIISE
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• v.43 no.6
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• pp.645-652
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• 2016

Joint Attention (JA) has been known to play a key role in human social learning. However, relative impact of different interaction types has yet to be rigorously examined because of limitation of existing methodologies to simulate human-to-human interaction. In the present study, we designed a new JA paradigm with emulating human-avatar interaction and virtual reality technologies, and tested the paradigm in two experiments with healthy adults. Our results indicated that initiating JA (IJA) condition was more effective than responding JA (RJA) condition for social learning in both head and hand interactions. Moreover, the hand interaction involved better information processing than the head interaction. The implication of the results, the validity of the new paradigm, and limitations of this study were discussed.

• Journal of the Korean Society of Clothing and Textiles
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• v.44 no.5
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• pp.878-892
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• 2020

This study investigates the influence of social exclusion type and presence of others on consumers' on-going purchase intention when purchasing fashion luxury goods. This study also identifies the moderating role of self-efficacy in which the interaction effect of social exclusion type and presence of others on on-going purchase intention. For the experiment, 2(social exclusion type: being ignored vs being rejected)×2(presence of others: presence vs absence)×2(self-efficacy: high vs low) factorial design was used. The findings of this study are summarized as follows. First, the result showed that there was no difference in on-going purchase intention according to social exclusion type. Second, the result showed that there was a significant interaction effect between social exclusion type and presence of others. Third, the three-way interaction effect of social exclusion type, presence of others, and self-efficacy was statistically significant. The results of this study provide useful information on which direction is needed to mitigate negative consumer behavior caused by social exclusion at the service interface.

• 재활복지
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• v.22 no.1
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• pp.27-49
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• 2018

The purpose of this study was to analyze the relationship between social interaction, role acquisition, and self-identity of people with physical disabilities participating in daily sports. In order to accomplish the purpose of this study, people with physical disabilities residing in Busan, Gyeongnam, and Gyeongbuk were set as a population. Among them, 384 people with physical disabilities participating in daily sports were sampled using convenience sampling. Data were analyzed by frequency analysis, exploratory factor analysis, reliability analysis, multiple regression analysis, and simple regression analysis using the SPSS 23.0 program. The results were as follows. As a result of analyzing the effects of participation level of daily sports for people with physical disabilities on social interaction, role acquisition, and self-identity, first, participation period had a significant effect on ego-identity. Second, participation time did not have a statistically significant effect on social interaction, role acquisition, and self-identity. Third, participation frequency had a significant effect on social interaction, role acquisition, and self-identity. In addition, social interaction, role acquisition, and self-identity showed a statistically significant correlation with positive effects as a result of analyzing the relationship between social interaction, role acquisition, and self-identity.

• Journal of Korean Library and Information Science Society
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• v.34 no.4
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• pp.1-20
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• 2003

Through analyzing papers on digital libraries and the contexts of usage of the term, ‘digital library’, this study investigates that the professional discourses about digital libraries regard them digital technologies. But digital libraries need to be recognized as socio-technical networks which are constructed by social interaction between heterogeneous elements. The study suggested that Social Informatics and a STIN(Socio-Technical Interaction Network) model should be applied to understand and analyze digital libraries as socio-technical networks.

• Journal of Families and Better Life
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• v.27 no.5
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• pp.59-68
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• 2009

External social support for family can be an important resource for families to overcome economic pressure, and can be a way to understand the concept and process of family resilience in the context of Korean economic crisis. To explore the role of external social support that alleviates the negative effects of economic pressure on marital satisfaction, the buffering effects were tested in two ways. First, the interaction effect between external social support and economic pressure on marital satisfaction was tested using hierarchical linear regression model. Second, the scores of marital satisfaction were plotted by the median scores of economic pressure and external social support. Results from the analyses of 191 couples (382 husbands and wives) indicated that external social support help families by buffering the negative effects of economic pressure on marital satisfaction by interacting with economic pressure.

• Research in Mathematical Education
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• v.24 no.3
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• pp.229-254
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• 2021

Students' participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019). Research on epistemic practices in science education draws attention to teachers' support of students to engage in epistemic practices in mathematics instruction. The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students' epistemic practices. In this paper, I investigate how teachers interact with students to integrate epistemic goals. I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers' mathematics instruction. Each excerpt was related to the teachers' talk about their specific interaction(s) in a small group. I explored how each teacher's discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups. I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals. This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

• Korean Institute of Interior Design Journal
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• v.22 no.4
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• pp.62-69
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• 2013

The purpose of this study is to research the viewpoint of space practice method through the discussion about social space. The study researched how social practice strategy is unfolded through the understanding about daily life, space manufacture and interaction. As a social practice, space design should adopt the interaction approach method on the basis of social relationship latent in the base of space. As a result of study, the viewpoint of space practice can be summarized into 3 viewpoints as below. First, it is the viewpoint of recognition through the experience meeting daily life. Rural space is the one of experience where daily life and social relationship interact each other. As a delicate sensible experience, it is the recognition of special space detected in the space where daily life occurs. Second, it is the viewpoint of form creation as a media product of society and space. Space is a whole creature of the relationship that has been formed socially as a historical process. Depending on the goal of community, new form is created by sharing the characteristic of space and having sense of kinship. Third, it is the viewpoint of tuning as a practice for subject participation. Rural space is the daily space to practice structured society subjectively through interaction. In the place of subjective life, there should a space practice with the tuning and cooperation method between subject and society. The main vein of space practice, which is analyzed with the discussion about social space, shows that out lives are maintained by space practice and directly connected to social relationship and structure. After all, the space, which is searched for through space design, has a clear subjectivity, ensures abundant subject life and is led to realization of community value.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.235-247
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• 2016

The purpose of this study is to analyze elementary school students' pre-concept of electromagnet and to investigate effects of instruction through social interactions on conceptual changes of the electromagnet. For the purpose, 108 elementary school students of 3 classes were selected from the 6th grade. They were divided into the control group I, control group II and experimental group. The control group I was treated through traditional instruction on the basis of text book. The control group II was instructed with a modified version of the textbook to help them better understand the concept of electromagnet. The experimental group was treated through instruction on the basis of the above modified version of the text book and social interactions. Conceptual changes on electromagnet before and after the treatment were quantitatively and qualitatively analyzed using the identical test. The students' styles of social interaction were qualitatively analyzed with tape records of their discussions and work sheets. Effects of instruction through social interactions based on radical constructivism on the 6th-grade elementary school students' concept of electromagnet were examined here. The results were described as follows. Firstly, after the treatment, the experimental group was statistically significantly higher in mean values of conceptual understanding and academic achievement than both the control group I and II. Secondly, styles of social interaction in the three sub-groups of the experimental group were qualitatively analyzed, among the threes, high- and medium-level sub-groups were higher in the frequency of linguistic social interaction than the low-level sub-group. Those students who were excellent in communication skills actively participated in linguistic social interactions. In discussions among the three sub-groups, students of the high- and medium-level sub-groups provided explanations or information while those of the other sub-group sometimes were passive by just listening, but in large actively participated in communication. In conclusion, instruction through social interactions was effectively changed in the 6th-grade elementary school students' concept of electromagnet.