• 아동학회지
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• 제26권5호
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• pp.15-30
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• 2005

The subjects of this study were 31 mothers and their first-born infants from middle class families living in Seoul. Mother-infant interactions were filmed at 5 and 13 months of age during naturalistic play situations at home. Questionnaire data were also collected. Results revealed that both maternal didactic and social interactions decreased over the 5 to 13 month time period but (only for infants) object-oriented interaction increased over time. Infant object-oriented interaction at 13 months was predicted by cumulative effects of both mother's social stimulation at 5 months and infant social interaction at 13 months. Infant's social interaction at 13 months was predicted by infant's object-oriented interaction at 13 months. Infant language development was predicted by mother's didactic stimulation.

• 공학교육연구
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• 제17권1호
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• pp.57-64
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• 2014

This study has a purpose mainly to analyze the team interaction change by the duration of time in the Capstone-Design activities according to MBTI Modes. Study objects are four students of Mechanical Engineering at School of Engineering in C University located in Daejeon, and the team interaction change was analyzed through IPA (Interaction Process Analysis) method. From the result, first, ESTP showed the change of increase in interaction by the time duration of initial, mid, late periods in 'social-emotional area: positive' and 'task area: question', and the change of decrease by the same time duration of periods in 'task area: solution'. Also, there was no change in 'social-emotional area: negative' because there was no interaction. Second, ESFJ showed the change of decrease in interaction by the time duration of initial, mid, late periods in 'social-emotional area: positive' and 'task area: question', and the change of increase by the same time duration of periods in 'task area: solution' and 'social-emotional area: negative'. Third, ISTJ showed the change of decrease in interaction by the time duration of initial, mid, late periods in 'social-emotional area: positive', 'task area: question' and 'social-emotional area: negative', and the change of increase by the same time duration of periods in 'task area: solution'. Fourth, ENFP showed the change of decrease by the time duration of initial, mid, late periods in 'social-emotional area: positive', 'task area: solution' and 'social-emotional area: negative', and the change of increase by the same time duration of periods in 'task area: question'.

• 한국보육지원학회지
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• 제14권1호
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• pp.249-268
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• 2018

Objective: The purpose of this study was to examine the effects of preschooler's temperament on peer play activity, focusing on the mediation of mothers' social interaction parenting behaviors Methods: 1695 mothers of preschoolers completed questionnaires on children's temperament and peer play behaviors, and mothers' parenting behaviors. Data were analyzed by regression analyses by SPSS 18.0. Results: First, preschoolers' sociability exerted positive effects on good peer play behaviors(play interaction) and negative effects on the bad peer play behaviors (disruption, disconnection) and both were partially mediated by mothers' social interaction parenting behaviors. Second, preschoolers' emotionality exerted negative effects on good peer play behaviors and positive effects on the bad peer play behaviors and both were partially mediated by mothers' social interaction parenting behaviors. Preschoolers' activity exerted positive effects on good peer play behaviors and negative effects on the bad peer play behaviors and both were partially mediated by mothers' social interaction parenting behaviors. Conclusion/Implications: These findings provide preliminary evidence that mothers' social interaction parenting behavior partially mediate the effects of preschoolers' temperament on peer play behaviors. Implications for the use of intervention targeting specific temperament have been discussed.

• 아동학회지
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• 제36권2호
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• pp.1-16
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• 2015

The purpose of this study is to investigate the effects of father's play beliefs on father-child interaction and child's social skills. The subjects were 370 fathers of 1, 2 and 3 graders of elementary schools who lived in Seoul and Gyeonggi area. The results were as follows; First, the differences were found to be significant between the whole of father's play hours, play focus beliefs, study focus beliefs and father-child interaction, and their sub-variables of disciplinary action, sensitiveness, and affectionate expression; and between the whole of child's social skills and its sub-variables of cooperative action, self-assertion and self-control. Second, the higher play focus beliefs, the more positive interaction on the child, and specifically they use much democratic disciplinary action, sensitiveness and affectionate expression. Third, as to the effect of the father's play focus beliefs on the child's social skills, father-child interaction was found to act as a partial parameter, while as to the effect of the father's study focus beliefs on the child's social skills, father-child interaction was found to act as a full parameter.

• 아동학회지
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• 제36권6호
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• pp.147-164
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• 2015

The purpose of the present study was to examine the trajectories of children's negative emotionality and mother's social parenting over a 3-year period (for children at ages 1-3) and to then analyze the bidirectional effects between the two variables. The longitudinal casual relationship among children's negative emotionality, mother's social parenting and peer interaction at age 3 was also examined. The data, taken from the Panel Study on Korean Children, were analyzed using latent growth modeling. The results were as follows. First, the level of negative emotionality was seen to have increased by 2 years of age, whereas the level of mother's social parenting decreased by this point. Second, higher initial negative emotionality predicted decreases in mother's social parenting, However, higher initial mother's social parenting predicted increases in children's negative emotionality. The initial level and slope of mothers' positive parenting predicted peer interaction at age 3, while only the slope of negative emotionality predicted peer interaction. These findings suggest that temperament and parenting predict changes in each other and peer interaction.

• 한국보육지원학회지
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• 제15권4호
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• pp.37-57
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• 2019

Objective: The purpose of this study was to examine the sequential mediating effects of self-esteem and positive peer play interaction between warmth parenting and the social competence of preschoolers. Methods: The 7th wave of the Panel Study on Korean Children(2014) was used to analyze 1,113 preschoolers. Sequential mediation effects were analyzed using SPSS Process Macro(Hayes, 2013). Results: Warmth parenting indirectly affected preschooler's social competence (cooperation, assertion, self-control) by yielding sequential mediation effects on self-esteem and peer play interaction. Namely, warmth parenting does not directly affect social competence but does have a significant effect on preschooler self-esteem, which positively affected peer play interaction. This path increases the social competence(cooperation, assertion, self-control) of preschool children. Conclusion/Implications: In order to increase the social competence (cooperation, assertion, self-control) of preschool children, it is important for the preschooler to consider themselves a worthy person and to learn positive interaction techniques through warmth parenting.

• International Journal of Computer Science & Network Security
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• 제22권11호
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• pp.255-259
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• 2022

The new social reality emerging amid the global rise of communication links and integration processes acutely emphasizes the problems of communication in large and small social systems. The method of their communication becomes one of the keys to ensuring global security. It has become the mission of humanitarian education to prepare the younger generations for life in a changing world with no image of the future and increasing uncertainty. In psychological and pedagogical research, there is a growing scientific interest in the problems of interaction of the individual with the social environment. The mental trace of a person's practice in society shapes the experience of social interaction, which constitutes simultaneously the source, tool, and condition for the emergence and development of personality. The study outlines the methodological foundations for the study of individual experiences of social interaction. A hypothesis about the productivity of the functional matrix method is tested. Materials for the training of specialists in the humanities include interdisciplinary approaches to the study and transformation of the experience of social interaction and systematic methodology for the study of complex objects. Fundamental to the study is the systematic-dialectical method, and the matrix method is employed as the instrumental-technological method. The paper presents the results of a multidisciplinary overview of scientific literature concerning the essential characteristics and functions of social interaction and the respective experience. The overview points to the fragmented nature of scientific understanding of the elements of experience outside its integrity and systemic properties. Based on the formula "personality interacts with the social environment", the study presents an algorithm for the application of a systematic methodology for the study of complex objects, which made it possible to identify the system parameters of experience at three levels of cognition and develop the reference structural and functional matrices for the didactic system of its pedagogical enrichment.

• 대한감각통합치료학회지
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• 제10권1호
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• pp.21-31
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• 2012

목적 : 본 연구는 형제그룹 감각통합치료가 전반적 발달장애 아동의 사회적 상호작용에 미치는 효과에 대해서 알아보고자 한다. 연구방법 : 전반적 발달장애 진단을 받은 만 7~8세 아동 2명을 대상으로 2011년 7월부터 9월까지 총 8주간 형제그룹 감각통합치료를 실시하였다. 개별실험연구방법(single subject research design) 중 A-B-A' 설계를 사용하였으며, 기초선 A 3회기, 중재기 B 16회기, 기초선 A' 3회기로 총 22회기를 적용하였다. 사회적 상호작용의 질은 기초선 A와 A'기간에 ESI(Evaluation Social Interaction)를 통하여 측정하였다. 사회적 상호작용의 빈도는 기초선 기간에는 중재가 없는 상태에서 측정하였으며, 중재기간에는 매 중재 후 10분간의 자유놀이를 비디오로 촬영하여 등간기록법(interval recording)을 통해 측정하였다. 결과 : 대상 아동 모두에게서 중재 후 사회적 상호작용의 질은 통계적으로 유의한 향상을 보였다. 또한 매 회기 중재 후 실시한 자유놀이에서 대상 아동 모두 기초선 A의 평균과 2표준편차 밴드 이상인 값들이 두 개 이상 연속으로 나타나 사회적 상호작용의 빈도에서도 통계적으로 유의한 변화가 나타났다. 결론 : 형제그룹 감각통합치료가 전반적 발달장애 아동의 사회적 상호작용에 긍정적인 효과가 있음을 확인하였다. 따라서 임상에서 전반적 발달장애 아동에게 사회적 상호작용 향상을 위한 치료방법으로써 형제그룹 감각통합치료를 효과적으로 적용할 수 있을 것이다.

• 복식문화연구
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• 제28권6호
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• pp.719-737
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• 2020

Live-streaming commerce business is growing as the consumption of video content and Smartphone shopping increases. This study examines the following three aspects: whether para-social interaction influences perceived interactivity; whether seller trust affects satisfaction with the experience; whether relationships are controlled by a moderated mediator of self-image congruity. An online survey was conducted with 203 women aged 20-30 years. They were asked to respond to the survey after watching a beauty category live-streaming commerce broadcast. The results revealed that the para-social interaction had a significant effect on perceived interactivity, seller trust and satisfaction with the experience. The findings also indicated that the perceived interactivity and seller trust mediated the relationship between para-social interaction and satisfaction with the experience. Regarding the mediated moderation effect of self-image congruity, it was statistically significant between para-social interaction and perceived interactivity through seller trust. A higher level of consumer's self-image congruity influenced the greater effect of para-social interaction on live commerce experience. This study makes important theoretical contributions to the para-social interaction in mobile commerce industry by emphasizing the mediating role of perceived interactivity and seller trust. This is achieved by examining the moderating effects of self-congruity on satisfaction with the experience. The results also verify the seller's crucial role in live-streaming commerce market which leads to the consumers greater fulfillment.

• 경영과학
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• 제29권2호
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• pp.127-141
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• 2012

Business firms and consumers exist within a society, and their activities influence a society, because they are not separated from a society. Thus, consumers as well as business firms have been asked to conduct socially responsible actions (i.e., environmentally friendly production and socially friendly activities). Previous researchers have investigated on the relationship between corporate social responsibilities and business performances. For example, researchers have analyzed the effects of corporate social responsibility on consumer's corporate evaluations. The corporate social responsibility is commonly classified into the three dimensions (economic, social, and environmental responsibility). In this paper, we demonstrated that the consumer social responsibility can also be classified into the three dimensions. Previous researchers have shown that the three dimensions of corporate social responsibility influence consumer's corporate evaluation. However, they have not considered the interaction effect of the corporate social responsibility and the consumer social responsibility on consumers' corporate evaluation. Different from the past studies, this study investigated on the interaction effect of consumer social responsibility (economic, social, environmental responsibility) and corporate social responsibility (economic, social, environmental responsibility) on consumer's corporate evaluation. For the study, we collected survey data of 200 consumers and analyzed the interaction effect with ANOVAs. The result showed that the three dimensions of social responsibility to both corporate and consumers influence positively the corporate evaluation. They also showed that the interaction effect of consumer responsibility and corporate responsibility on the corporate evaluation was statistically significant. This implies that it is necessary for corporate to conduct corporate social responsibility differently depending on consumer's activity for consumer social responsibility.