• The Journal of the Korea Contents Association
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• v.12 no.10
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• pp.216-226
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• 2012

The current study investigated delinquent school- dropout adolescents and general dropouts' differences in individual, social factors and experiences after school dropout. Data was collected through a nationwide survey(N=209) from dropout adolescents. Findings reveal that gender, age, disabilities, work experience parent cohabitation, and residential area were significant in the individual factor. Dropout time, social agency, school return experience, and GED exam pass were significant in the social factors. Groups showed differences in experiences after dropout, and self evaluation while the general group had needs for vocational education. Dropouts wanted to go back to school. Implications such as focusing on differences of each group and developing various education system and policies are needed. Limitations and implications of the study are discussed.

• Research in Community and Public Health Nursing
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• v.28 no.4
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• pp.375-385
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• 2017

Purpose: This study aims to examine the relationships among social discrimination, subjective health, and personal satisfaction based on the country of origin. Methods: The analysis was based on 16,958 immigrants who participated in the National Survey of Multicultural Family 2015 in Korea. This study conducted stratified cross-analysis of social discrimination for the differences in subjective health and personal satisfaction. Multivariate-adjusted odds ratios and 95% confidence intervals for the relationships among social discrimination, subjective health, and personal satisfaction were examined with multivariable logistic regression. Results: There were differences in experience of social discrimination, subjective health status, and personal satisfaction according to the country of origin. Groups without the experience of social discrimination had better subjective health and personal satisfaction than the other groups. Conclusion: This study demonstrates that a discrimination prevention program needs to be developed based on a cultural approach.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.1
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• pp.22-37
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• 2001

This study analyzed change of nurse image after hospitalization experience. The data were collected though questionnaire survey on 87 patients, who were, for the first time, hospitalized for 5~7 days at five general hospitals in J city. The survey was performed during July 3~August 2, 2000. The nurse image was analyzed through the instrument conceived by Il-Sim Yang(1998) on the basis of four dimensions ; traditional, social, professional and personal. The collected data were processed through SPSS/WIN to examine t-test, ANOVA and paired t-test. The study results were summarized as follows ; 1. Before hospitalization, patients' score of nurse image was the highest in professional dimension, followed by personal, traditional and social in order. 2. The nurse image before hospitalization showed statistically significant differences in age(p=.009), sex(p=.027) and marital status(p=.000). 3. After hospitalization experience, the score of nurse image was the highest in personal dimension, followed by professional, traditional and social one. 4. The nurse image after hospitalization showed statistically significant differences in marital status(p=.002) only. 5. The difference of nurse image before and after hospitalization experience showed statistical significance in traditional (p=.007) and social (p=.037) dimensions. 6. The score of nurse image was improved in all dimensions after hospitalization experience. In conclusion, hospitalization experience helps improve the nurse image. Therefore, for better improvement of nurse image, it is necessary for nurses to offer their best care to hospitalized patients. In addition, efforts should be made to improve the social image of nurse, which showed lowest score.

• Journal of the Korean Home Economics Association
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• v.44 no.2 s.216
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• pp.25-36
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• 2006

This study examined the subcategories of the self concept of adolescent consumers, and investigated the influence of this self concept and the demographic characteristics on the evaluation and experience of adolescent entry into harmful places. The adolescent group was divided into 4 subgroups: (group I with negative evaluation and without entry experience, group II with negative evaluation but with experience;, group III with positive evaluation but without experience, and group IV with positive evaluation and with experience). The differences of demographic characteristic and self concept between these. subgroups were inspected. The results of this study were as follows. First, the self concept of the adolescent consumer consists of body self, social self, achievement self, scholarship self and family self. Among these self concepts, scholarship self was the highest, and family self was the lowest. Second, from the result of regression analysis using the demographic element as an independent variable to inspect the factors influencing self concept, sex, school year, living with parents, and economic status were statistically significant. Third, in case of entry evaluation, singing room was evaluated most positively among 10 places with a score of 4.20 and pub/drunkenness was evaluated most negatively. In case of entry experience, singing room was the most frequently experienced place and discotheque was the least. Fourth, with respect to demographic characteristics and influences of self concept, the influencing factors on entry evaluation were sex, school year, social self, and family self, and the influencing factors on entry experience were sex, school year, living with parents, social self, and family self. Finally, examination of the differences of demographic characteristics and self concept according to entry evaluation and experience, revealed the distinctive variables among the 10 harmful places to be sex, school year, living with parents, body self, social self, achievement self, scholarship self, and family self.

• Journal of Family Relations
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• v.21 no.4
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• pp.99-117
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• 2017

Objectives: The purpose of this study is investigate the influences of childhood abuse experience, discipline styles and social support on childcare efficacy according to socio-demographic backgrounds of childcare teachers. Method: For this study's purpose, 200 childcare teachers working at children's schools in J city were surveyed and analyzed for child abuse experience, discipline styles, social support and childcare efficacy. Frequency analysis, t-test, ANOVA and multiple regression analysis were used as study methods. Results: The results of this study are as follows. First, there were statistically significant differences in childhood abuse experiences according to the general characteristics of childcare teachers in the sub-domain of occupational position and marriage status. Second, childcare efficacy and social support were positively correlated, and discipline styles and childcare efficacy were negatively correlated, but there was no correlation between social support and abuse experience. Third, general teaching efficacy regarding childcare efficacy showed a statistical influence of physical abuse, which is a sub-variable of childhood abuse experience. The general efficacy of teaching showed a statistically significant influence on logical discipline and coercive discipline, which are sub-variables of discipline methods. The general teaching efficacy in terms of childcare efficacy showed a statistically significant influence in the family variable which is a sub-variable of social support. The personal teaching efficacy within childcare efficacy showed a statistically significant influence in the logical discipline, a sub-variable of physical abuse, and disciple styles, a sub-variable of childhood abuse experience. Conclusion: From these findings, childcare teachers' childhood abuse experience was a factor affecting childcare efficacy in discipline, social support, and sub-variables. Therefore, it is necessary to remedy the effects of childhood abuse experience, encourage appropriate discipline styles, and to encourage social support in order to improve the childcare efficacy among childcare teachers.

• Journal of Venture Innovation
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• v.3 no.1
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• pp.117-142
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• 2020

The purpose of this study is to explore the factors affecting the 6th industry experience by Schmitt experience model. The newly introduced variables are the cognitive experience, emotional experience, and social experience that are reconstructed based on Schmitt's experience theory and gender, family as a moderrating variable and trust as a mediation variable. In addition to experience intention. The hypothesis was set as follows. the experience factors that are the cognitive factor, the emotional factor, and the social factor will have a positive(+) influence on the intention to experience. Mooring factors will have a negative(-) effect on intention to experience. For statistical analysis, SPSS 24 and AMOS 23 statistical packages were used to test the research hypothesis. The research was based on 320 questionnaire data and tested by 314 valid responses were analyzed. As a result of the research, First, cognitive, emotional, and social factors had positive(+) effects on experience intention. Among the factors that directly affect the experience intention, the magnitude of influence appeared in the order of cognitive factors > social factors > emotional factors > mooring factors. Second, mooring factors have negative(-) effects on experience intention. Third, Trust has been partially influenced by factors of attraction, cognitive, emotional, and social. Fourth, there are significant statistical differences between men and women in cognitive and mooring factors in the path differences. Fifth, Social factors and mooring factors differed significantly in the composition of the household. Social factors with significant differences in path analysis have also been statistically demonstrated. The results of this study are academically verified that the cognitive, emotional, and social factors have an important influence on the experience intention in the 6th industry experience and the Schmitt's experience model proposed in this study is useful framework of analysis. In practical terms, it could provide implications for what factors should be strategically and marketingly focused to activate the 6th industry experience.

• The Korean Journal of Community Living Science
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• v.15 no.2
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• pp.17-28
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• 2004

This research explored parenting education programs for be college students and adolescent workers, and it was focused on determining whether different parenting education programs were needed for college students and adolescent workers. The participants were 254 college students in Suncheon and 135 adolescent industrial workers in Ulsan. Data were gathered via questionnaires and two-way ANOVA analyses of parenting effectiveness by sex and social status(college student, versus adolescent industrial worker), and by age and social status were performed. There were no significant differences based on sex, age, or social status, and no interaction effect. However, there were significant differences in adolescents' parenting effectiveness depending on childhood parenting experiences, parenting knowledge, and parenting education program experience. Among the predictors(sex, age, social status, childhood parenting experience, parenting knowledge, and parent education experiences) adolescents' childhood parenting experiences was the strongest variable for predicting parenting effectiveness. In this regard, the results confirmed Bronfenbrenner's Ecological System's Theory that family influences children's belief systems about parenting effectiveness in the microsystem. Furthermore, the results indicate that a different parenting education program is not needed for college students and adolescent industrial workers, respectively; instead, a more comprehensive parenting education program for all adolescents - regardless of social status is needed. And based on the present study's results, the importance of child development knowledge, and parent-child relationships in parenting education programs was also confirmed. From a broader social perspective, all adolescents are encouraged to participate in parenting education programs.

• Journal of Families and Better Life
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• v.33 no.1
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• pp.41-59
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• 2015

The purpose of this study was to explore the patterns of investment on children, analyze the differences in academic performance and social relations by the patterns of investment on children, and variables that influence academic performance and the social relations of children. To achieve such research objectives, the raw data from the 2012 Korean Child and Youth Panel investigation were used for the research. The analytical subjects of this research were the parents and the third-grade students of a middle school and the analytical methods used were: frequency, percentage, average, standard deviation, Chi-squared test, ANOVA, Duncan's Multiple Range test, K-mean cluster, and multiple regression analysis depending on the research purpose. The results of the research are as follows. Firstly, as a result formalizing investment pattern on children, there were five patterns of: experience oriented investment, passive experience investment, private education oriented investment, aggressive investment, and passive investment patterns. Secondly, for the patterns of investment on children, the level of academic performance was found to be the highest within the aggressive investment and the experience oriented investment types. The social relation level was found to be the highest with the experience oriented investment, with it being low in private education oriented investment and passive investment patterns. Thirdly, for the factors influencing the academic performance of the children, it was found to be higher in aggressive investment, private education oriented investment, experience oriented investment and passive experience investment compared to passive investment. Some sociological factors were also found to be influential such as mother's age, father's education, sex of children, school area of children, type of house, and income. For the social relation level of the children, the factors of the aggressive investment, passive experience investment, and the experience oriented investment as well as the sociological factors by sex of children and income level are influential.

• Journal of Digital Convergence
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• v.17 no.8
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• pp.439-446
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• 2019

The purpose of this study is to analyze the relationship between social development and life satisfaction according to horse riding participation degree of participants. In order to accomplish the purpose of this study, participants of the equestrian program were set as the population and the sample was extracted by the method of Stratified cluster random sampling. The input data were statistically processed according to the purpose of the study using the SPSS / AMOS 22.0 Version Statistical Program for Windows, and the results were as follows. The results of the analysis are as follows. First, there were some differences in demographic characteristics such as horse riding experience, social development, life satisfaction, and participation level. Second, there was a partial relationship between participation level and social development of participants. Particularly, the degree of participation in horse riding experience was related to the activity of social development. Third, the participation level of horse riding experience was analyzed as having no direct influence on participants' life satisfaction. Fourth, it was analyzed that the development of sociality due to participation in horse riding experiences did not directly affect life satisfaction. Fifth, participation in experience of horse riding, social development and life satisfaction were not causally related.

• Journal of Korea Game Society
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• v.17 no.2
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• pp.63-74
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• 2017

The study examined how the fun elements of online games and gamers' self-construals affected their flow experience and loyalty to games, focusing on the comparison between the social gamers and the asocial gamers. Results showed that, first, there were significant differences between the two groups in the respective fun elements of achievement, challenge, and closeness; second, differences of gamers' self-construals were found in game environment rather than lifeworld environment; third, the flow experience and game loyalty of social gamers were higher than those of asocial gamers; finally, there were significant differences between the two groups in the effects of the fun elements and gamers' self-construals on their flow experience and game loyalty.