• Journal of the Korean Home Economics Association
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• v.38 no.3
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• pp.43-57
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• 2000

The aims of this study were to analyze the influence of related variables on a mode of housing life style, and the related variables to propensity to housing life stymie. The results of this study were as follows: 1. Variables influencing value orientation of family life were property and the price of housing. 2. Variables influencing spending habits were objective social class (SES), types of residence, education of wife, and price of housing. 3. Variables influencing propensity to using space were found to be objective social class (SES), education of wife, types of homeownership, and price of housing. 4. Variables influencing housing life style were objective social class (SES), subjective social class, housing class, family life cycle, housing life cycle, types of residence, site of residence, age of husband, age of wife, education of husband, education of wife, income, property, job of husband, types of homeownership, size of housing, and price of housing.

• Journal of the Korean Home Economics Association
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• v.37 no.9
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• pp.25-38
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• 1999

This study investigates impacts of social class, materialism, and conspicuous consumption orientation on the burden of the marriage expense and it’s affection to marriage life. The data were gathered in seoul and suburban area, from married women in the middle class. Through the analysis of data, we identified that according to the class vaiables(income and subjectively-perceived class) and the value orientation (materialism and conspicuous consumption orientation), the burden of marriage expense and it’s affection to marriage life were different. These results assured the korean marriage culure were strongly influnced by materialism, conspicuous need, and social class.

• Journal of Convergence for Information Technology
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• v.10 no.7
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• pp.108-115
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• 2020

The purpose of this study is to identify the double mediating the effects of social support and self-esteem in the relationship between the subjective social class and the suicide thoughts of middle aged men and women. The subjective social class was analyzed in a parallel double-mediated model to check the mediating effect of self-esteem and social support on the idea of suicide. Social support and self-respect, which are mediating variables of subjective social class on suicide idea, both were a statistically significant. Putting the results of this study together, it is essential to establish a living-based social support system for middle-aged adults. This will contribute to improving self-esteem among middle-aged adults.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.5
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• pp.123-139
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• 2023

Incubating future social entrepreneurs is of increasing importance for governments and industries that aim to create positive social changes through innovative, market-based solutions. Considering the distinct and challenging nature of a social entrepreneurial career, prior research has explored various antecedents of the formation of social entrepreneurial intention. The current research aims to contribute to the literature by examining social class as a potential precursor of individuals' social entrepreneurial intention formation, with a specific focus on social entrepreneurial identity aspiration as the underlying psychological mechanism and communal narcissism as the contingent factor. Using a two-wave survey data collected among 144 potential entrepreneurs from South Korea, we tested a moderated mediation model to validate the research propositions. The findings can be summarized as follows. First, lower social class was associated with higher social entrepreneurial identity aspiration. Second, when communal narcissism was high(low), the negative relationship between social class and social entrepreneurial identity aspiration was stronger(weaker). Third, communal narcissism moderated the negative impact of social class on social entrepreneurial intention via its effect on social entrepreneurial identity aspiration. This study has significant implications on several fronts. First, we explore the motivations that drive individuals from lower-class backgrounds to participate in social entrepreneurship, going beyond the previous notion that a higher-class context promotes entrepreneurial pursuits. Second, we delve into the underlying mechanism and condition that influence the formation of social entrepreneurial intentions, highlighting the pivotal roles played by social entrepreneurial identity aspiration and communal narcissism. Our findings provide practical insights for institutions seeking to foster the involvement of prospective social entrepreneurs from lower-class backgrounds, thereby generating positive outcomes for marginalized communities.

• Journal of the Korean Society of Clothing and Textiles
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• v.20 no.5
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• pp.769-782
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• 1996

This study intends to contribute to developing an effective marketing strategy targeting women in their 40's and 50's by classifying them into social classes and analyzing their wearing and purchasing behavior. The subject of this study are 344 women in their 40's and 50's living in Seoul, and the model sampling is done by allotment sampling. Modified survey based on references and former studies is used, and SAS package is used for analysis. The results of data analysis are as follows: 1. Women in their 40's and 50's are classified into 3 social classes, and the most influencial factor in the classification of social class is found to be total monthly income. 2 Clothing image of which each social class wear are proven to be significantly different among 3 classes. However, specific garment styles they wear are proven not to be significantly different. 3. Clothing purchasing behavior factors such as informants, clothing selection standards, store selection standards, place of purchase, shopping time, frequency of purchase, price of purchase, and paying methods are proven to be significantly different among 3 social classes. 4. Marketing strategies for each social class are provided based on these results.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.157-164
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• 2018

In this study, we will examine that the social class is reproduced by the school curriculum from the viewpoint of cultural reproduction theory by Pierre Bourdieu. Specially, we will examine the sociality of the curriculum, the social control of cultural capital, and how these make class reproduction possible. In this study, social class is reproduced by the ideological orientation of curriculum. This means that the school curriculum has social character and is closely related to the cultural capital of the ruling class.

• The Korean Journal of Health Service Management
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• v.11 no.3
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• pp.115-127
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• 2017

Objectives : To determine the relationship between of subjective recognition of social class and mental health. Method: The participants were adults with mental health experience over the age of 20 from the Korea Health Panel in 2013 (n=5,126). Methods : Data were analyzed using SPSS Statistics 22.0 The chi-square test and logistic regression analysis used to verify the relationship between subjective recognition of social class and mental health. Results : Lower subjective recognition of social class was associated with experience of depression and suicidal ideation. Other factors associated with depression experience were subjective health status, gender, age, marital status, type of medical care, disability, subjective health status, current smoking and frequency of drinking. Experience of suicidal ideation was, by contrast, associated with subjective health status, age, marital status, economic activity, private insurance, subjective health status and frequency of drinking. Conclusions : Health policies and institutions must be established to optimize health and preventive medicine approaches, especially or mental health as well as the provision of services.

• Journal of the Korean Home Economics Association
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• v.28 no.4
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• pp.103-117
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• 1990

The purpose of this study was to investigate the difference of mid-life family stress and family coping strategies according to conjugal sex and social class. This study was also intended to examine the relations between mid-life family stress and family coping strategies. The subjects of this study were 150 married couples(300 persons) who were 40 to 59 years old in Seoul. McCubbin, Wilson & Patterson (1979)'s "Family Inventory of Life Events and Changes" and McCubbin, Larsen & Olson (1982)'s "Family Coping Strategies" were used to gather data for the study. For the statistical analysis of data, factor analysis, T-test, Duncan's multiple Range Test, Pearson's r and cronbach's α for reliability were performed. The major results of this study were summarized as follows; 1. There were significant differences according to conjugal sex and social class in family stress; Wives reported more family stress than husbands. And the lower social class of the family, the more family stress were found. 2. There were some significant differences according to conjugal sex and social class in family coping strategies; Wives reported more family coping strategies than husbands in "freind and neighbor's support", "religious support". And the lower social class of the family, the more "passive attitudes" were found. 3. There were some significant correlations between family stress and family coping strategies; The higher extent of the total family stress, the lesser positive attitudes were found.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.343-357
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• 2008

Generally, schooling is implemented by instruction in the classroom. And instruction is made progress by concrete interaction through teacher's question and students' answer or presentation. According to a lot of researches on teacher-student interaction, student's opportunity of class presentation is influenced by students' self-esteem, learning attitude, academic achievement, and relationships. And students' opportunity of class presentation is very important not only students but also social equality and democracy. Therefore, teachers have to recognize the importance of students' opportunity of class presentation. However, according to many referential researches, students' opportunity of class presentation is differentiated by students' academic ability and social-economic status. The purpose of this study was to ascertain whether students' opportunity of class presentation was differentiated by students' academic ability and social-economic status or not. The method of this study was used checklist, interview, and class observation for a month. This study indicates that in spite of some exceptional cases, many students were taken the opportunity of class presentation differently by his/her academic ability and social-economic status. And teacher does not recognize that whether she gives student's opportunity of class presentation differently or not. To be a good teacher, teacher should reflect that teaching students is not easy, and teaching students is very important. And teacher should recognize that her speaking, action, and interaction with students including students' opportunity of class presentation influences students' self-esteem, learning attitude, academic achievement, and relationships.