• Journal of the Korean Home Economics Association
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• v.50 no.5
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• pp.25-38
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• 2012

Drawing on social and cultural capital theory, the study investigates the influences of social capital and cultural capital on the academic achievement of children in out-of-home care. We collected data from 494 children living in out-of-home services, including institutional care facilities, foster care homes, and group homes. To analyze the collected data, a multiple regression analysis method was used. In addition, the IV (instrumental-variables) estimation was utilized to rule out the possibility of reverse causality. The level of children's social capital was measured through children's relationships with parents and friends, parental monitoring, etc. The level of children's cultural capital was measured by their cultural activities, such as going to museums, and playing musical instruments. Children's personal characteristics and placement history in out-of-home services were used as control variables. We found that among personal characteristic variables, self-esteem, depression and anxiety, and delinquency affected the academic achievement of the children. Cultural capital, but not social capital, positively affected the level of academic achievement of the children. Based on the study results, implications for child welfare practice were discussed.

• Human Ecology Research
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• v.60 no.3
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• pp.407-427
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• 2022

The purpose of this study was to explore the implications of Freire's education theory for secondary school Home Economics Education (HEedu). We conducted a review of books written by Freire and classified the characteristics of his education theory into 9 categories. Based on these categories, we concretely explored the forms in which Freire's education theory could be applied in this area of education through interviews with Home Economics (HE) teachers. We also searched for activities that can be carried out by HEedu agents and the support that can be given by social institutions. The implications of Freire's education theory for HEedu are that education should exhibit love and respect for human beings, be ethically and democratically responsible, enable people to dream as well as hope, support consciousness and praxis by reflection, stimulate epistemological curiosity in learners' lives and experiences, promote subjectivity, autonomy and self-reliance, engage in dialogue to bring about a change in relationships rather than viewing dialogue as a skill, and stimulate political engagement. Freire's education theory therefore has multiple implications for the purpose, mission, and content of education, teaching methods and perspectives, and directions regarding the role of HE teachers. The results are expected to provide practical assistance in developing a persuasive curriculum for HEedu that can help learners restore subjectivity and love for human beings and their society by expanding the horizons of HEedu philosophy from the critical science of Habermas to Freire's education theory.

• Journal of the Korean Home Economics Association
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• v.46 no.3
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• pp.73-85
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• 2008

The purpose of this study was to examine: (1) relationships among mothers' attachment experience in childhood, mothers' personality characteristics, and parenting stress and parenting behavior; (2) whether mothers' personality characteristics mediate the relationship between mothers' attachment experience in childhood and parenting stress; and (3) whether mothers' personality characteristics mediate the relationship between mothers' attachment experience in childhood and parenting behavior. The subjects were 177 mothers with preschool children, and the data were collected with questionnaires. It was found that there are correlations among mothers' attachment experience in childhood, mothers' personality characteristics, parenting stress, and parenting behaviors(autonomy encouragement, and rejection). It was found that mothers' attachment experience in childhood predicts mothers' parenting stress, but the relationship is mediated by mothers' personality characteristics. It was also found that mothers' attachment experience in childhood predicts mothers' parenting behavior, but the relationship is mediated by mothers' personality characteristics.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.105-124
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• 2023

The purpose of this study was to identify the characteristics of the contents included in the curriculum and 382 syllabi of the department of home economics education of College of Education in Korea and analyze the correlation by detailed area through the keyword network method. In order to analyze the home economics education curriculum and 382 syllabuses of a total of 11 universities, the frequency of keyword occurrence was analyzed using the KrKwic program, also the degree of connection between keywords and various centrality scales were calculated and visualized. The results of this study were as follows. First, as a result of analyzing the entire syllabi, keywords representing various fields such as family, secondary school, clothing, food, consumer, and design appeared evenly, and keywords related to teaching methods such as 'method', 'practice', 'change', and 'principle' were appeared. Those keywords showed high degree of connection and centrality. Second, in the detailed sectoral analysis, core keywords for each area appeared, and each subject were found to reflect the core keywords of the academic base. This study contributes to the conversion of curriculum of the department of home economics education to future-oriented and convergent curriculum.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.27-44
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• 2021

This study is to identify the concept of action from the critical science perspective and to explore the agency of home economics teachers for the purpose of teacher education. The context and various characteristics of home economics teacher' agency were identified in terms of philosophy and teacher education. The results of the study indicates, first, the concept of action refers to an activity of individuals involving one's own intentions, and include the ability to reveal a unique identity that aims to reach a set purpose and decision, and this can be identified by mutual meaning in the public sphere. Second, teacher agency is influenced by a teacher's professional experiences and cultural and structural aspects, and it can create an environment which can promote self-directed and cooperative relationships among individuals and communities. Therefore, home economics teachers should be able to reasonably judge, contemplate, and act through reflections on the circumstances and consequences in which their agency is exercised. Third, home economics teachers can reflect and think critically about the values, roles, and sense of purpose of home economics education based on agency. Teachers should focus on the process of achieving their agency rather than on completing it, and they can continuously develop it through a perceived shared understanding among teachers. Therefore, the conceptualization of the agency of home economics teachers is to understand the practice revealed in a teacher's actions. This requires environmental support in school settings because it acts as a mechanism for strengthening the thinking and reflection of teachers through the creation of interactive environments in which professional knowledge and experiences can be shared.

• Journal of the Korean Home Economics Association
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• v.48 no.5
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• pp.1-15
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• 2010

The purpose of this study was to find the characteristics of internet auction user groups by the levels of addictive tendencies among high school students. The questionnaire was conducted from December 16 to 23, 2008, and 288 high school students who were living in Cheongju area were selected. The main results were as follows. First, 13.4% of respondents were visiting internet site almost every day, and about 20% of them stayed more than 2 hours for visiting the internet auction site. Second, the price of purchasing goods through internet auction site(shopping mall) was less than 50,000 won. Third, the level of addictive tendencies of respondents was under average(2.08 out of 5 point scale), and about 10% of them evaluated by themselves as an internet auction. Fourth, relatively higher addictive tendencies group showed the characteristics such as lower self-esteem, higher depression, and higher feeling of isolation, internet related(general internet use, internet shopping, and internet game) addictive tendencies, and more often visiting and staying longer in internet auction sites and other internet sites.

• Journal of Korean Home Economics Education Association
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• v.29 no.1
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• pp.57-70
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• 2017

The purpose of this study was to examine the pedagogical content knowledge(PCK) and teaching efficacy levels of prospective Home Economics teachers. Also of interest were the relationship between PCK and teaching efficacy, as well as the personal factors that influence PCK and teaching efficacy. A survey was administered to students majoring in Home Economics in colleges of education or graduate schools of education in South Korea, and a total of 202 complete responses were analyzed. The prospective Home Economics teachers showed moderately low levels of PCK and teaching efficacy. Among the PCK subcategories, the mean score for content knowledge was the highest, those for expression knowledge and environmental situation knowledge were the lowest. Expression knowledge and content knowledge showed significant effects on teaching self-efficacy, and expression knowledge and environmental situation knowledge on teaching result expectation. As for students' personal characteristics, years in college showed significant effect: Sophomores were the highest in PCK and teaching efficacy levels. Also, those who plan to become Home Economics teachers showed significantly lower levels of PCK and teaching efficacy perception than those who do not. Besides, the more basic required courses they took, the lower their perception of PCK or teaching efficacy. This study suggests that teacher education programs should develop a program that can enhance prospective teachers' teaching efficacy by providing advice and assistance to those students who plan to become teachers, and more hands-on opportunities to practice teaching.

• Journal of the Korean Society of Clothing and Textiles
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• v.7 no.1
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• pp.1-9
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• 1983

This study was undertaken to explore the relationships between the personality characteristics (the rigidity and the acceptance of self and others) and the clothing behaviors according to the age and the occupation. The results were as follows; 1. In the clothing behavior, the subjects scored highest in aesthetics followed by comfort, modesty, management, dependence, interest, attention and approval in a descending order. 2. There was no significant relationship between the acceptance and the rigidity characteristics. 3. There was a highly significant relationship between the personality characteristics and the clothing behaviors. 4. There were significant differences in the rigidity characteristics and in modesty, comfort, management clothing variables according to the age. 5. There were significant differences in self-acceptance, rigidity characteristics and in management clothing variable according to the occupational status. 6. No significant interactions was found between age and occupation on personality characteristics and clothing behaviors.

• Journal of the Korean Home Economics Association
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• v.43 no.10 s.212
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• pp.141-153
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• 2005

This study investigated the relationships among personal characteristics(sex, self-concepts, depression, fear, internal locus of control), home environment(physical and psychological environment, parenting style, attachment to mother), school environment(teacher support, peer victimization), and Korean-Chinese children's aggression in Yanji, China. Two hundred and two(90 boys and 112 girls) 6th graders rated themselves on a questionnaire. Correlation analysis, and multiple regression were conducted using SPSS Window vers. 12. Alienation to mother, and overt and relational victimization by peers were positively related, and communication with mother was negatively related to children's proactive aggression. Alienation to mother, and overt victimization by peers were positively related, and communication with mother, support by teacher were negatively related to children's reactive aggression. Alienation to mother, and overt and relational victimization by peers were positively related, and communication with mother and support by teacher were negatively related to children's relational aggression. The factor with the greatest contribution to explaining the aggression of Korean-Chinese in Yanbin was the alienation to mother.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.105-114
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• 2000

The purpose of this study was to investigate the effects of instructional multi-media in Home Economics Education perceived by teachers. The data for this research were attained from 139 middle & high school teachers of Home Economics. The data were analyzed by frequency of distribution, mean, stand deviation. t-test and analysis of variance, scheffe test with SPSSWin 7.5 program. The results of this study are as follows: The effects of instructional multi-media were composed of four dimensions in this study; need, frequency of use, pros and cons. 1. From these four dimensions, the need has the highest and the frequency of use has the lowest score. 2. The effects of instructional multi-media are significantly related to personal & environmental characteristics. 1)Need of the instructional multi-media effects is significantly different according to age, experience of computer education and possession of a computer at home. Low and high age groups are higher in the need of the instructional multi-media effects score than middle group age and the more experience of computer education and possession of a computer at home are higher in that score. 2) Frequency of use is significantly different according to LAN system in school. The higher score of frequency of use is in a LAN system’s school. 3) Pros of the instructional multi-media effects is significantly different according to the level of education, experience of computer education and the type of school. Undergraduate high school teachers and the lower o experience of computer education are higher in the pros of the instructional multi-media effects score. 4) Cons of the instructional multi-media effects is significantly different according to the level of education. Graduate teachers are higher in the cons of the instructional multi-media effects score.