• Korean Journal of Rural Living Science
• /
• v.8 no.1
• /
• pp.45-55
• /
• 1997

This study aims to analyse the demand of people living in Songnam city for social education. The results of this study were intended to serve as basic material for the social education institution to work out policies for its development. Data, which reached a total of 435, were collected from parents of students, bank clerks, factory workers, and distribution workers, who were living in Choongwon, Sujeong, or Boondang ward of songnam City. The findings of the study were as follows. 1. About 85.7% of the respondents were applying for a social education program : However, given that 63.2% of the positive respondents presented conditional answers, adequate programs to meet their demand should be developed for turning it into effective demand. 2. Specialized vocational training Programs. family life Programs, health and hygienic education program, foreign language learning programs and hobby and leisure programs turned out to be favored. 3. Respondents showed a preference for active participation in the process of education including experiment and field work over remaining passive listeners to a lecture. As to the period of education, 1 to 2 months were most favored; two classes of about 2 hours per week, met on weekdays, were strongly recommended.

• Journal of the Korean housing association
• /
• v.25 no.4
• /
• pp.47-57
• /
• 2014

The purpose of the study was to find out the preference of small house as the social relations of university students. The data for the analysis were collected through questionnaire survey method from September 24 to October 12, 2012, and the sample consisted of 283 students of the university in Seoul. The social relationship has been surveyed using modified life-style indicators. The community spaces and equipment in the small house has been divided into 21 community spaces and 3 equipments. The characteristics of small house preference were consisted of the residential comments, residence time, resident partner, house size, considered factors of the residence and small house ownership. The finding of this study were as following: 1) The social relationship of respondents were typed as the type of relationship oriented (oriented family, oriented friends and neighbors) and type of non-relationship oriented. The social relationship of respondents were the type of relationship oriented. 2) The respondents are willing to live in small houses, to live with 1-2 people and after work. When living in small house, they consider public transport accessibility and ease of use amenities. But neighbor relationship is not considered. 3) They are preferred security office, administrative office, home storage, parks and green space.

• International Journal of Computer Science & Network Security
• /
• v.21 no.12spc
• /
• pp.684-688
• /
• 2021

The article highlights the features of professional activity teacher on the basis of tolerance, the content and types of this phenomenon are stated, the value bases of education of tolerance in students are substantiated, psychological, culturological and communicative aspects of pedagogical tolerance of the teacher are considered. Methodical recommendations on self-training of the teacher, tolerant interaction with subjects of educational process are included.

• Journal of Industrial Convergence
• /
• v.19 no.6
• /
• pp.145-153
• /
• 2021

This study empirically verified whether there is a dual mediating effect of individual optimistic bias and information security intention in the relationship between information security attitude and information security behavior of social welfare college students. The subjects were 295 college students majoring in social welfare. Spss Process macro was used for analysis. As a result. first there was a significant positive correlation between the variables. Second in the relationship between information security attitude and information security behavior, individual optimistic bias and information security intent each had a simple mediating effect. Third when an individual's optimistic bias and information security intent were simultaneously input, each had a simple mediating effect. Fourth there was a double mediating effect between individual optimistic bias and information security intent. This study provided basic data for the expansion of information security model and information security education of social welfare students.

• The Journal of Asian Finance, Economics and Business
• /
• v.7 no.5
• /
• pp.305-314
• /
• 2020

The paper explores the return migration choice of graduates, which takes place during the transition from higher education to the labor market. Graduate students, after a short time in temporary migration to cities for studying, have to make a decision of returning back home or staying in migration in urban areas for working. Drawing on the mechanism identified in the literature on internal migration, this empirical research tests the effects of two factors: place attractiveness and social supports factors on graduates' decision to return migration to hometown. A binary logit regression analysis was conducted with data from 502 surveyed graduates in Hanoi, Vietnam. The analysis of the motives reported by graduates indicates that return migration decisions cannot be reduced to a single dimension. Perceived attractiveness of a region such as quality of living environment, job opportunities, and social context of individuals positively impact on student' decision to return migration after graduation. The research results imply that, in a collectivistic country like Vietnam, students' choice of future career is strongly influenced by their social context, and choosing a place to work is not simply a matter of earning a higher salary or enjoying better working conditions, but is also related to family issues.

• Korean Journal of Social Welfare
• /
• v.68 no.2
• /
• pp.5-25
• /
• 2016

Despite previous literatures suggesting the co-occurrence of substance abuse and behavioral addiction, their relationship has not been systematically explored. Especially, college students are a high risk group for alcohol use and gambling activities and they have various psychosocial problems due to addictive behaviors. This study aimed to empirically examine that drinking problems predict gambling problems among college students. A total of 455 college students who experienced drinking and gambling completed a survey. Logistic regression analysis were performed. After adjusting for demographics and family related variables, drinking problems predicted the occurrence of problem gambling. Implications for social work practice, policy planning and research area on addiction are discussed.

• Journal of Convergence for Information Technology
• /
• v.7 no.4
• /
• pp.53-60
• /
• 2017

The purpose of this study was to identify the factors affecting intention and attitude of artificial intelligence technology(AI) of university students in healthcare using UTAUT model. Participants were 278 college students and the data were collected through self-reported questionnaire from May 15 to June 14, 2016. The collected data were analyzed using PASW Statistics/AMOS 22.0. The results were as follows. The effect of expectation factor, social influence, usefulness of work, anxiety factor had a significant effect on use of AI technology Intention. Factor of expectation effect, social influence, usefulness of work, anxiety factor had a significant effect on use of AI technology. As a result of verifying the significance of the indirect effect, it can be seen that the direct effect of the anxiety factor on the attitude factor is partially mediated by the use intention factor and the intention to use was partially mediated in the direct effect of the usefulness factor of the task on the attitude factor. This result means that it is important to increase the expectation factors, social effects, and perceived usefulness through accurate information based on facts and to reduce vague anxiety in order to increase the positive intention and attitude of university students' use of AI technology.

• Journal of Preventive Medicine and Public Health
• /
• v.37 no.3
• /
• pp.232-237
• /
• 2004

Objectives : The study was designed to test if alcohol use and alcohol-related problems among adolescent females are related to their parents' level of alcohol problems. Methods : In 2001, a stratified sample of 2077 adolescent females, grades 10-11, from twelve female-only high schools located in a large metropolitan city in the Republic of Korea completed a questionnaire about alcohol use, parental attention, and parental alcohol consumption, and other risk and protective factors. Data were analyzed with chi-square and regression analyses. Results : Nearly 63% of the student drinkers had experienced at least one to two alcohol-related problems in their lives. Two-thirds of all 2077 students indicated that at least one of their parents had an alcohol-related problem and that approximately 29% had experienced several problems. Results of random effects ordinal logistic regression analyses suggest a dose-response relationship between parental and youth alcohol-related problems. Youth who report having parents with some and many alcohol problems were 30% (Odds Ratios [OR] = 1.30; 95% Confidence Interval [CI] = 1.10 - 1.53) and 55% (OR = 1.55; 95%CI = 1.23 - 1.95) more likely to experience alcohol-related problems than youth whose parents do not have alcohol problems, respectively, after statistically adjusting for important covariates. Conclusions : This study presents evidence that alcohol-related problems among adolescent female students is highly prevalent. Also, the study findings reveal a high percentage of parents with alcohol problems, as reported by students. This study presents evidence of what might be a hidden problem among adults and youths in the Republic of Korea that merits serious attention.

• Educational Technology International
• /
• v.22 no.2
• /
• pp.311-339
• /
• 2021

This study examined the effects of scaffolding types (Toulmin's Argument Pattern: TAP or Argumentation Vee Diagram: AVD) and individual metacognition levels (low or high) on students' learning achievement in online collaborative argumentation. A total of 191 Chinese undergraduates took part in this study. They were randomly assigned to either the TAP scaffolding, AVD scaffolding, or no scaffolding condition. They were teamed up in small groups of two or three students to argue with their peers using SNS as the online collaborative argumentation environment. The results revealed that students in the TAP and AVD scaffolding conditions did not gain significantly higher retention or transfer scores than students without scaffolding. However, students in the TAP scaffolding condition significantly outperformed those in the AVD scaffolding condition on transfer scores. Individual metacognition did not significantly affect learning achievement in online collaborative argumentation. Additionally, there was no significant interaction effect between scaffolding types and individual metacognition levels on retention or on transfer. The findings have implications for scaffolding design for online collaborative argumentation and also suggest that more attention should be paid to social metacognition rather than to individual metacognition when students work collaboratively.

• Research in Mathematical Education
• /
• v.26 no.1
• /
• pp.1-17
• /
• 2023

Over the last three decades, there has been an increasingly strong emphasis on group-centered approaches to mathematics teaching. One primary responsibility for teachers who use group-centered instruction is to "check in", or intervene, with groups to monitor group learning and provide mathematical support when necessary. While prior research has contributed valuable insight for successful teacher interventions in mathematics group work, there is a need for more fine-grained analyses of interactions between teachers and students. In this study, we co-conducted research with an exemplary middle grade teacher (Ms. Green) to learn about fine-grained details of her intervention practices, hoping to generate knowledge about successful teacher interventions that can be expanded, replicated, and/or contradicted in other contexts. Analyzing Ms. Green's practices as an exemplary case, we found that she used exceptionally short interventions (35 seconds on average), provided space for student dialogue, and applied four distinct strategies to support groups to make mathematical progress: (1) observing/listening before speaking; (2) using a combination of social and analytic scaffolds; (3) redirecting students to task instructions; (4) abruptly walking away. These findings imply that successful interventions may be characterized by brevity, shared dialogue between the teacher and students, and distinct (and sometimes unnatural) teaching moves.