• Korean Journal of School Psychology
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• v.17 no.3
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• pp.243-261
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• 2020

Fear of missing out (FoMO) refers to the desire to stay continually connected with what others are doing because they are afraid of missing the flow or not being included. Although FoMO has been recently proposed as a widespread phenomenon within social media, there has been few empirical research by which mechanism FoMO leads to social networking service (SNS) addiction. Therefore, this study examined whether FoMO mediated the relationship between adolescents' attachment and SNS addiction proneness. A total of 517 middle and high school students participated in the study and completed self-report questionnaires. Results showed that FoMO partially mediated the relationship between adolescents' parental attachment and SNS addiction proneness, whereas the relationship between adolescents' peer attachment and SNS addiction proneness was fully mediated by FoMO. These results suggest that unstable attachment might contribute to SNS addiction through FoMO, especially in case of peer attachment. Lastly, we discussed theoretical and practical implications of this study and suggestions for future research.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.675-678
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• 2023

본 연구는 팀기반학습을 활용한 교과목을 수강한 간호대학생 56명을 대상으로 동료평가와 학업성취도와의 관계에서 수업몰입의 매개효과를 검정하였다. 매개효과 분석은 PROCESS macro Program의 model 4를 부트스트래핑(bootstrapping)을 이용하여 검정하였다. 분석 결과는 첫째, 동료평가, 수업몰입과 학업성취도 간에 유의한 정적 상관이 있는 것으로 나타났다. 둘째, 수업몰입은 동료평가가 학업성취도에 미치는 영향을 부분매개 하는 것으로 확인되었다. 동료평가가 간호대학생을 위한 TBL 과정에서 수업몰입과 팀워크를 촉진하고 궁극적으로 학업성취도를 향상시키는 효과적인 도구가 될 수 있음을 시사하며, 교수자가 학생의 학습성과를 개선할 수 있는 보다 효과적인 교육 전략 및 개입을 개발하는 데 도움이 될 수 있다.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.15 no.4
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• pp.64-82
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• 2007

In this study, the work attitude of flight attendants who were performing emotional labor, had been explored. The organizational support system had been analysed to test its effect as a moderator on increasing positive job attitudes. It was found emotional labor had influence on work attitude of flight attendants. Emotional labor consisted in this study deep acting and surface acting. First, deep acting found positively related with job satisfaction and organizational commitment, negatively related with intention to leave. Second, surface acting negatively related with job satisfaction and positively related with intention to leave. This study put organizational support systems as moderator. First, Training has moderating effect on the relationship between deep acting. Organizational support has moderating effect on the relationship between deep acting, intention to leave. Counselling has moderating effect on the relationship between deep acting, job satisfaction. Peer support has same effect on the relationship between deep acting and intention to leave.

• Korean Journal of Child Studies
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• v.19 no.1
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• pp.101-115
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• 1998

The present study was designed to assess the effect of relationship on children's distributive justice reasoning. 259 kindergarten, second-grade, and fifth-grade children were asked to allocate 9,000 Won to 3 characters under three different relationship conditions (strangers, peers, and siblings), provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children were sensitive to relationship information such as allocation of more money to productive rather than to needy or older strangers, more to needy friends than to productive or older friends, and more to older than to a productive sibling. However, young children relied on only one principle, equality, across the relationship conditions. Kindergartners viewed allocations based on age entitlement as fairer than older children did, whereas both groups of older children rewarded individuals based on equality in stranger, equality and need in peer, and equality and equity in sibling relationships.

• Journal of KIISE:Information Networking
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• v.35 no.4
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• pp.251-267
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• 2008

In this paper, we present a distributed topology control algorithm for constructing an optimized topology having a minimal search-time in unstructured peer-to-peer network. According to the proposed algorithm, each node selects the best nodes having higher hit-ratio than other nodes as many as the number being exponentially proportional to the hit-ratio of the node itself, and then it connects to them. The ensemble behavior of the proposed algorithm is very similar to the recrystrallizing phenomenon that is observed in nature. There is a partial order relationship among the hit-ratios of most nodes of constructed topology. Therefore once query message visits a node, it has a higher hit-ratio than the node that was visited last by the message. The query message even sent from freeloader can escape to the node having high hit-ratio by one hop forwarding, and it never revisits any freeloader again. Thus the search can be completed within a limited search time. We also propose the Chain-reactive search scheme using the constructed topology. Such a controlled multicasting reduces the query messages by 43 percent compared to that of the naive Gnutella using broadcasting, while it saves the search time by 94 percent. The search success rate of the proposed scheme is 99 percent.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.612-621
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• 2014

The purpose of this study is to examine the effect of peer mentor on academic achievement of mentee and views on nature of science. The experimental group was consisted of 20 mentor students, formed as a high level being less than 20% of achievement test, and 20 mentee, low level less than 15% of that. The mentoring activities were conducted 23 times for 8 weeks and progressed for 15~30 minutes after the teacher's main classes. During the mentoring activity, studying materials were provided to students and mentees asked to mentors for the parts which were difficult to understand among the contents of classes and got replies by arranging studying materials. As the results of this study, First, peer mentoring activity was shown statistically meaningful effects and improved the academic achievement in mentee's group than traditional classes (p<.01). But, there was no meaningful effects on mentor's achievement (p>.05). Second, the students who took part in the peer mentoring activity said that it was a good chance to have a close relationship between mentors and mentees. Also, the science recognition of the students were changed positively even though the science is hard and difficult to memorize, but interesting subject included the experiments. Third, the satisfaction of the peer mentoring activity is high both mentors and mentees (p<.01). Fourth, according to mentees' positive attitude, and as the level of closeness is higher, the academic achievement was increased. Based on this study, if teachers organize mentoring team effectively according to their closeness, one can expect the positive change of recognition on science as well as academic achievement of mentees.

• Journal of Internet Computing and Services
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• v.23 no.2
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• pp.107-114
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• 2022

In this paper, availabilities of student-evaluations of team activities in the computer science basic classes were analysed. For the purpose, correlation analysis was conducted to investigate the relationships among peer-evaluation, self-evaluation, and academic achievement, and it was found that there was a statistically significant positive correlation among them. Moreover, the gap between peer-evaluation scores and self-evaluation scores was analyzed. When a one-sample t-test was performed, it was found that the gap was very significant. However, the size of the gap was not different between the two classes. That is, regardless of grade level, the students' self-evaluation scores tended to be on average higher than the evaluation scores received from peers. Finally, when analyzing the relationship between the gap in peer-evaluation and self-evaluation scores and academic achievement, there was no significant correlation between the gap in scores and academic achievement. In other words, there was no difference in the tendency of evaluation for students with high or low academic achievement. The results of the analysis shows the availability of student-evaluations of team activities in the evaluation of team-based instruction. The high correlation between self-evaluation and peer-evaluation indicates the objectivity of student-evaluation. Although it is clear that the self-evaluation score is higher on average than the score received from peers, it is more useful in terms of objectivity because it does not vary according to grade, subject, or academic achievement.

• The Journal of Information Systems
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• v.25 no.2
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• pp.79-110
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• 2016

Purpose Online Peer-to-peer lending (hereafter P2P lending), is a new method of lending money to unrelated individuals through an online financial intermediary. Usually in the online P2P transaction, individuals who would like to borrow money (hereafter borrowers) and those who would like to lend money (hereafter lenders) have no previous relationship. Based on enormous previous studies, this study develops an integrated model, particularly for the online P2P lending environment in China, to better understand the critical factors that influence lenders' intention to lend money through the online P2P lending platform. Design/methodology/approach In order to verify the hypotheses, we develop a questionnaire with 42 survey items. We measured all the items on a five-point Likert-type scale. We use Sojump.com to collect questionnaire and gather 246 valid responses from registered members of Renrendai.com. We analyzed the main survey data by using SPSS 18.0 and AMOS 20.0. We first estimated the reliability, validity, composite reliability and AVE and then conduct common method bias test. The mediating role of trust in platform and in borrower has been tested. Last we tested the hypotheses through the structural model. Findings The results reveal that service quality, information quality, structural assurance, awareness and reputation significantly impact lenders' trust in the online P2P lending platform. Second, awareness, reputation and perceived risk significantly impact lenders' trust in borrower and lending intention. Third, trust propensity has a positive effect on lenders' trust on borrower. Last, awareness, reputation, perceived risk, platform trust and borrower trust can directly impact lenders' lending intention.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.175-190
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• 2022

Abusive supervision occurs in a social context in which third-party observers react and interact with the abused victims and supervisors. Despite the importance of third-party observers' behavior in abusive supervision, research on abusive supervision has mainly focused on the dyadic relationship between direct victims and supervisors. Although in recent years research on third parties' reactions to peer abusive supervision has attracted growing attention, there are still insufficient studies examining the topic especially within domestic research in Korea. As such, this study comprehensively reviews empirical studies on third parties' reactions to peer abusive supervision and aims to broaden the scope of research in the field. Firstly, the results of previous studies show that the effects of observed peer abusive supervision are mediated by cognitive and affective processes. Secondly, previous studies are found to investigate the boundary conditions where the effects of observed peer abusive supervision can be amplified or mitigated with regard to various outcomes. Overall, compared to research on direct victims, research on third-party observers of abusive supervision is found to capture a wider spectrum of responses. In order to explain the mechanisms of this phenomena, this study thoroughly examines theoretical assumptions presented in previous studies and categorizes them into five theory types. Finally, this study identifies a couple of central methodological issues, including common method bias and inadequate model specification in the literature and suggests future research directions.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.87-108
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• 2000

This study analyzes the factors influencing self-esteem of the gifted children. The factors are divided into the environmental ones and innate ones. The purposes of this study is presented as follows. 1) To analyze the environmental factors influencing self-esteem of the gifted children (1) whether the education period affects self-esteem of the gifted children? (2) what influences do the manners of parental child-rearing behavior make? (3) what influences do peer relationships make on self-esteem of the gifted children? 2) To analyze the innate factors influencing self-esteem of the gifted children (1) does the gender make a difference to self-esteem of the gifted children? (2) does the level of intelligence make a difference to self-esteem of the gifted children? (3) what influences does the locus of control make on the self-esteem of the gifted children? To solve these questions 120 gifted children were selected, who were taking a special education program at C Korea Academy of Gifted Education located at Yangjae-dong Seocho-gu. They were 1st to 3rd grades at elementary school. We used Hare Self-Esteem Scale developed by Bruce R. Hare in 1985, the Index of Peer Relations developed by Hudson in 1986, and Nowicki & Strickland Locus of Control Scale developed by Nowicki and Strickland in 1973. At the other hand the nursing behaviors of 120 mothers of the gifted, were also investigated, based on the Korean Maternal Behavior Inventory, developed by Sungyeon Park in 1989 with some modifications. For statistical analysis we adopted SPSS, a computer software, and calaulated the coefficient of internal appropriateness and the frequencies and percentages of general aspects of the cases. We analysed the factors influencing the self-esteem of the gifted children by way of Pearson's product moment correlation coefficient, t-test, ANOVA, and multiple regression analysis and Duncan for ex-post-facto approval. The results of this study can be summarized as follows. 1) Influences of the environmental factors on the self-esteem of the gifted children: (1) The duration of education period had a significant effect on the self-esteem; the longer the duration were, the higher self-esteem they possessed. (2) Of parental child-rearing behaviors, active involvement had positive influence on the self-esteem; on the contrary, authoritarian control and overprotection had negative influences on the self-esteem. (3) An acceptable peer relationship had a positive influence on the self-esteem of the gifted children. 2) Influences of individual innate characteristics on the self-esteem of the gifted children: (1) The gender made no difference on the self-esteem of the gifted. (2) The intelligence did not have a statistically significant effect on the self-esteem of the gifted. (3) When the locus of control was external, the self-esteem of the gifted tended to be low.