• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1450-1470
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• 2013

The purpose of this study was to develop elementary science programs that used multi-level instruction and to analyze verbal interaction patterns in science classes that applied these programs. For this study, the 27 children from the fifth grade at B elementary school, located in Gyeonggi-do, were selected and separated into heterogeneous groups of four students. Verbal interactions occuring in two groups during each class were recorded using video. Elementary science programs using multi-level instruction were developed to target a fifth grade second semester 'Lesson 1. Human Body'. This program provided a mission form for each group and evaluation form for each child. A mission form depending on the children's level has different colors and levels of difficulty for questions. The evaluation form is composed of questions suitable for a child's level in reaching the goal with key concepts. The verbal interaction was mostly categorized into the cognitive domain and the affective domain for analysis. The cognitive domain was subdivided into question, response, making solution, receiving opinion, and the affective domain was divided into behavioral participation and students' attitude. Results of study showed that the frequency of the cognitive domain was higher than the frequency of the affective domain. In the cognitive domain, the median-level was of highest frequency in the children. In the affective domain, high-level was of highest frequency in the children. In terms of both the cognitive and affective domains of children, low-level exhibited the lowest frequency. Verbal interaction frequency was no difference between high-level and median level in cognitive and affective aspects, so median-level children were actively participating in activities similarly with high-level children. There were more types of interactions question, response, making solution, students' attitude in the median-low level children's verbal interaction than high-median level children's verbal interaction.

• Journal of the Korean Chemical Society
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• v.50 no.5
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• pp.385-393
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• 2006

In this study, we analyzed the effects of science inquiry learning that applies open-ended hypothesis-testing learning model in a high school chemistry class of grade 11 in respect of science process skills, science-related attitude, and appreciation towards science class by cognitive level. Open-ended science inquiry learning activities on Metals and their applications unit in Chemistry I were developed and applied to the treatment groups while the conventional science activities were applied to the control groups. Four classes of 92 students in a high school located in Seoul were assigned into the treatment and control groups, respectively. According to the results in the test of science process skills, the students treated with the alternative experiments emphasizing open-ended hypothesis-testing obtained higher scores in experimental design, data conversion and description, and hypothesis test than those with conventional experiments but not in problem cognition and definition and hypothesis fixing'. There was negative effect on science-related attitude due to increased roles and tasks in the open-ended science inquiry learning activities.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.201-220
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• 2013

This study focused on science activities that need collaborative inquiry process and evaluate the effects of small group's science cooperative learning according to personality types on young children's science activities. The subjects are 30 five-year-old kindergarteners. They have been divided equally into three groups, extroversion(E), interversion(I), and heterogeneous group of EI mixed group depending on EI indicators through K-ABC cognitive ability tests and MMTIC personality types targeting. Both of groups have 10 members each. For data analysis, scientific attitude was analyzed with ANCOVA, scientific knowledge development was done with frequency analysis. As a result, first there was a difference in scientific knowledge development between the homogeneous group and heterogeneity group in small group's cooperative learning. Through the results of a Scheffe post-hoc test, there was a significant difference between E and I homogeneous groups but there was no difference between I homogeneous group and the heterogeneity group, and between E homogeneous group and the heterogeneity group, I homogeneous group had the most effective group composition in scientific attitude improvement.

• Journal of the Korean Society of Clothing and Textiles
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• v.40 no.6
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• pp.994-1009
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• 2016

Applying the S-O-R Model within an online context, a hypothesized model incorporates three review characteristics (perceived concreteness, exaggeration, and sufficient quantity of reviews) for apparel products in order to present their impact on consumer perceptions of review usefulness and consumer attitude toward and patronage intent for the online stores hosting the reviews. An online survey of Korean women (N=299) reported their experiences in purchasing apparel products online and reading apparel reviews on a regular basis. Testing of the hypothesized model showed the usefulness of reviews were determined by two review characteristics (S: perceived concreteness and sufficient quantity of reviews); however, the negative effect of exaggerated reviews were insignificant. In addition, the perceived usefulness of reviews (O-cognitive) hosted by an online store influenced online store attitude (O-affective) which subsequently led to online store patronage intent (R). This study systemically advances online retail literature by showing how the characteristics of online reviews (as a part of the online store environment) can influence attitude toward online stores and patronage intent for online stores. Long term relationships with consumers can be achieved through the building of mechanisms to enhance the perceived usefulness of reviews by employing the strategies of hosting concrete reviews and offering a sufficient quantity of reviews. This study addresses removes research gaps by testing an adapted the S-O-R Model that frames review information as an element of an online store environment using a large sample.

• 한국노년학
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• v.28 no.4
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• pp.1213-1225
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• 2008

The purpose of this study was to determine psychosocial variables of exercise behaviors for old adults. A major research problem identified through theory of planned behavior and it's empirical data: Do cognitive-social variables(health risk perception, self-efficacy, group conformity, exercise attitude) significantly mediate exercise behaviors(intention, action, maintenance)? A total of 453 older adults above 65 years(171 males and 282 females) who were enrolled in various classes were randomly selected at adults centers in Seoul. Participants completed a battery of questionnaires including the psycho-social variables(health risk perception, self-efficacy, group conformity, exercise attitude) and exercise behaviors(intention, action, maintenance). The results of statistical procedures(e.g., hierarchical multiple regression) indicated self-efficacy and exercise attitude significantly predicted exercise intentions of older adults. Exercise intention was a significant predictor of action, and action was a significant predictor of exercise maintenance. In discussion, various psycho-social mechanisms were provided to interpret the results of this study, and future directions were suggested.

• Journal of Digital Convergence
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• v.20 no.4
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• pp.73-82
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• 2022

As digital advertising industry grows, consumers' concerns over personal information protect also rise. Thus, the current study is designed to explore college students' perspectives on digital behavioral advertising and personal information protection through in-depth interviews. According to study results, importance of personal information protection is highly regarded among college students and interviewees suggest individuals, companies, and government organizations work together to protect personal information. College students' behavioral level of personal information protection can be divided into three levels such as 1) no-action taken, 2) passive response, and 3) active response. The study found that college students' attitude toward digital behavioral advertising is positive and also negative at the same time. Lastly, the study suggests that college students have positive attitude toward companies' personal information collection and use for the marketing purpose such as digital behavioral advertising. At the discussion section this study puts emphasis on the need for digital media literacy education and suggests practical implications for personal information collection and its procedures.

• The Journal of the Convergence on Culture Technology
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• v.7 no.2
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• pp.217-226
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• 2021

Since Covid-19, many educational institutions no longer view online learning as an additional material, but use it as their main learning tool. In this study, we tried to summarize the definition of smart learning and examined how smart learning math classes affect academic achievement, mathematical interest, and attitudes. We manipulate groups that conducted smart learning and groups that conducted face-to-face learning, and compare academic performance, mathematical interest, and attitudes after six weeks of learning. As a result, we found that the smart learning group had a large values in all three factors compared to the face-to-face learning group. We also found moderating effect. Students with lower grades largely improved their academic achievement scores as the difference in attitude changes through smart learning compared to those with higher grades.

• Communications of Mathematical Education
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• v.31 no.1
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• pp.17-48
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• 2017

This case study examined mathematics anxiety of a public high school sophomore who was unable to perform well in mathematics but later overcame his fear of mathematics. In this study, he showed high levels of mathematics anxiety in the assessment tools that evaluate mathematical anxiety factors. Cognitive and behavior treatments were carried out to alleviate his anxiety. First, cognitive treatments that were implemented include: understanding his own problems, writing down his thoughts on a record sheet, and changing intermediate and core beliefs. This paper explored cognitive and affective changes and reactions during the treatment process. Second, behavioral treatments that were conducted include: the divided-page method and peer tutoring. The divided-page technique involves the test subject to write down and solve his problems on a note to see what kind of cognitive and affective changes occur during the process. This paper also explored how Su-chul, an overly competitive student, changed and reacted cognitively and affectively through peer tutoring. The results revealed that Su-chul's exam anxiety, as well as other factors, has decreased. Moreover, he regained his self-confidence by solving math problems that he had felt difficult. His competitive attitude also has turned into a cooperative and thoughtful one.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.150-160
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• 2018

The purpose of this study is to classify the attitudes of Korean people regarding foreign workers and to analyze the influence factors. Analysis of the attitude difference and the influential factors utilized the SPSS ${\chi}^2$ test and multinomial logistic regression analysis using 2016 data obtained from the 'Koreans' Consciousness and Values'. Socio-demographic variables, national identity, and socioeconomic variables were used as explanatory variables. The attitude types (friendly, negative, and dual) of respondents were identified, and the influence of explanatory variables influencing these attitudes was identified. Analysis found they have a relatively generous stance on granting legal rights, while they are negative regarding the economic and social threats from foreign workers. As a result of analyzing the factors affecting attitudes, there are significant differences in each influence. However, negative attitudes and dual attitude concerning with negative legal rights found common to the influence of the factors of national identity. Gender and ratio of foreign workers were influential factors for dual attitudes with a high economic threat. On the other hand, socioeconomic factors reflecting the realistic conflict theory were not found to have any effect. The negative attitude of foreign workers in our society can be regarded as cognitive threats rather than realistic experiences or conflicts.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.27-51
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• 2018

The purpose of this study was to analyze that mother's daily hassles, children's cognitive regulation and children's emotive regulation are prospectively related on children's school readiness and to investigated the mediating role of children's cognitive regulation and children's emotive regulation between mother's daily hassles and children's school readiness. Also in particular children's sex. This study used data from 273 preschooler and their mothers from kindergartens and child care centers located in Seoul and Gyeonggi-do. The data was processed by SPSS 24.0 and Mplus 6.0. Pearson's correlation, confirmatory factor analysis(CFA), structural equation modeling(SEM), multi group analysis were used to find out the relationships and mediating effect. The results of this study were as follows: First, mother's hassles had a direct effect on children's cognitive regulation and children's emotive regulation. However, mother's hassles didn't have a direct effect on physical health and motor development, cognition development and general knowledge, social-emotional development, and life habit and attitude. Second, children's cognitive regulation had a direct effect on physical health and motor development, cognition development and general knowledge. And children's emotive regulation had a direct effect on social-emotional development. Third, children's cognitive regulation fully mediated the relation between mother's hassles and physical health and motor development, cognition development and general knowledge of school readiness. Also, children's emotive regulation fully mediated the relation between mother's hassles and social-emotional development of school readiness. Forth, mother's hassles had a little effect on boy's cognitive regulation, but boy's cognitive regulation had effect on physical health and motor development of school readiness stronger than girls.