• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.12-21
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• 2002

The purpose of this study is to understand middle school students' levels of cognitive conflict for the students provided quantitative demonstration and qualitative demonstration after the pre-test. 297 middle school students were selected from one school in Pusan. Action-reaction problem of mechanics and electric bulbs in parallel problem of electricity were used in the demonstration and the pre-test. Students' cognitive conflict levels were investigated using the developed items by Kwon(1999) et al. We compared cognitive conflict levels between quantitative demonstration group and qualitative demonstration group. In addition to, we compared cognitive conflict levels between students who changed their preconceptions and the students who adhered to their preconceptions. We investigated correlation between levels of faith with preconceptions and cognitive conflict levels. The study generated the following results. First, students who selected incorrect choice in pre-test showed the higher levels of cognitive conflict in quantitative demonstration group than qualitative demonstration group and students who selected correct choice in pre-test showed higher levels of cognitive conflict in qualitative demonstration group than quantitative demonstration group. Second, students who changed their preconceptions were higher levels of cognitive conflict than students who adhered their preconceptions. Third, students who selected incorrect choice in pre-test showed positive correlation between levels of faith with preconceptions and levels of cognitive conflict, and students who selected incorrect choice in pre-test showed negative correlation between levels of faith with preconceptions and levels of cognitive conflict.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.123-139
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• 2009

The purpose of this study was to verify the effects of a conflict resolution program on conflict resolution strategies and friendship quality of children. The subjects of this study were higher-grader students of elementary school. Out of the students, 18 were into the experimental group, while the rest were into the control-group. The experimental design was the pretest-posttest control group design, and the 50-minutes conflict resolution program was treated for the experimental group twice per week (a total of 11 sessions). The scale of conflict resolution strategies presented by Ha Ji Wean (2005) and the scale of friendship quality of children presented by Rhee Un Hai and Koh Yun Joo (1999) were used as the measurement tools in this study. In order to supply the limitations of quantitative data, the journals of group participation of each session and the participation reports after the completion of the program were qualitatively analyzed. The results of hypotheses verification were as follows; First, conflict resolution strategies conflict was significant difference in enhancement of the compromising-integrating strategy and the obliging strategy, and reduction of the dominating strategy. Second, friendship quality was significant difference in enhancement of the friendship positive function, and friendship satisfaction, and in reduction of the friendship negative aspect, The results of the study confirmed that the conflict resolution program affected both conflict resolution strategies and the friendship quality of children.

• Journal of the Korean Home Economics Association
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• v.49 no.1
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• pp.67-78
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• 2011

The purposes of this study were to explore the differences in maternal parenting behaviors, parents' conflict, social support, and social competence according to boys' and girls' depression level. The participants of this study were 150 children of 4 to 6 grades and their teachers from one elementary school in Seoul. The data were analyzed using descriptive statistics and t-test. The result were as follows: Firstly, depressive boys perceived less maternal warmth and more parents' conflict than non-depression group. And boys of depression group had less task orientation than non-depression group. Secondly, depressive girls perceived less maternal warmth, supervision, and parents' support, and more parents' conflict than non-depression group. And girls of depression group were rated having less peer social skills, frustration tolerance than non-depression group by teachers.

• Journal of Korean Academy of Nursing Administration
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• v.14 no.3
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• pp.241-248
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• 2008

Purpose: The purpose of this study was to examine the effects of preceptor preparation education on the preceptor's role recognition, role conflict and professional self-concept. Method: A Quasi-experimental design with non-equivalant control group was used. The subjects included 39 nurses, 19 in experimental group, and 20 in the control group. The program consisted of introduction of preceptor education program & curriculum, change of hospital management environment, the newest trend of nursing course, concept of preceptorship, steps of preceptorship, role of preceptor, attitude of preceptor, role of education, etiquette in nursing situation, policy of clinical education ability improvement, communication, conflict management, nursing ethics, contents concerned nursing professionalist, cardiopulmonary resuscitation, and medication. The data was collected from September 29 to November 17, 2007 using a structured questionnaire. Result: Preceptor's role recognition was increased significantly in the experimental group. However, role conflict and professional self-concept weren't significantly changed in the experimental group, compared to the control group. Conclusion: This study provides evidence for potential and beneficial effect of preceptor preparation education program on nurses.

• International Journal of Human Ecology
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• v.3 no.1
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• pp.95-109
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• 2002

This study investigated if and how work-family conflict and sex-role identity influence married female teachers' job involvement. The results of this study follow. First, married female teachers in the high work-family conflict group showed lower job involvement than that of those in the low work-family conflict group. The mean difference of job involvement between the high and low work-family conflict groups was not statistically significant. Second, the married female teachers with an Androgynous sex-role identity showed higher job involvement than those with a Feminine sex-role identity. Finally, the job involvement of Androgynous married female teachers was damaged less under high work-family conflict situations than that of Feminine married female teachers. These results imply that to increase married female teachers' job involvement, the improvement of physical/environmental conditions and psychological changes for women are necessary.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.77-87
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• 2000

The purpose of the study is to understand the change process of middle school students' physics conceptions by the presented types of conflict situations. 274 middle school students were selected from one school in Pusan, however 257 students were participated in all the procedure of the study. After we classified students' physics conceptions into scientific and unscientific conceptions, presented three types of conflict situations. In this study three different cognitive conflict strategies were adopted; the first one is logical arguments(LCS: logical conflict situation), the second is actual demonstration(DCS: demonstrational conflict situation), and the third is two strategies together(DLCS). In this study, first, we investigated the change process of students' physics conceptions by three types of conflict situations. Second, we compared the effect of three conflict situations presentation, which includes positive effect by conceptual change from misconception to scientific conception and negative effect by conceptual change from scientific conception to misconception. Third, we studied characteristics of conceptual change by characteristics of conflict situations. In result, DLCS group and DCS group were more positive effect than LCS group in mechanics, DLCS group and LCS group were more positive effect than DCS group in electricity. It seems that mechanics are closely related to physical experiences, while electricity are more abstract.

• Journal of the Korea Society of Computer and Information
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• v.14 no.3
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• pp.237-248
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• 2009

Faultline theery, introduced by Lau and Murnighan in 1998, adds valuable explanations in addition to what previous demographic studies have explored. However, previous research has not been able to fully integrate the characteristics embedded in the workplace environments, and the influence of faultlines in IT industries has yet to be explored. In this study, IT related influence is given considerable weight into traditional faultline theory and the impact of IT-based faultlines is revealed. Our study indicates that IT-based faultlines have a negative impact on task conflict and process conflict, and these two effectively also effectively mediate the influence of IT-based faultlines to group performance. Two potential moderators are studied and the Tesults indicate that commitment has no moderating effect between IT-based faultlines and group performance while open communication has strong moderating effect. Our empirical study reconfirmed that faultlines are important indicators in group work and also that faultlines are intimately related to various conflicts and group outcomes. We hope our research findings will be beneficial to organizations concerned with effective and efficient group work.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.408-415
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• 2004

The purpose of this study is to investigate the effect of the delayed resolution of cognitive conflict on middle school students' conceptual change in learning the concept of the action and reaction with cognitive conflict strategy. The subjects were divided into 3 groups according to the time in which teacher tried to resolve cognitive conflict: instant resolution group, 2-day delay resolution group, and 7-day delay resolution group. Pretest, just before test, posttest, and delayed posttest were examined to measure the degree of conceptual change. Delay resolution groups' students answered the questionnaire asking what they had done to resolve cognitive conflict during the period which had been delayed resolution of cognitive conflict. The results of this study were as follows. First, instant resolution group showed significantly more scientific conceptual change than delay resolution groups. Secondly, most of delay resolution groups' students who tried to resolve cognitive conflict interacted with their peers. Also, delayed resolution of cognitive conflict was not helpful to resolve cognitive conflict. Thirdly, in delay resolution groups, we found the tendency that students who spent more than 30 minutes trying to resolve cognitive conflict altered their preconceptions into scientific concepts more easily than the others did. According to the results of this study, instant resolution of cognitive conflict is more effective on scientific conceptual change than delayed resolution of cognitive conflict.

• The Korean Journal of Health Service Management
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• v.9 no.1
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• pp.95-107
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• 2015

The purpose of this study is to analyze the characteristics of hospital organization structure, organization culture, organization conflict and the interrelation of influential factor in organization conflict. The data for this study were collected through a self-administered survey with a structured delivered to 755 subjects including several nursing staff members, administration staff members and medical technicians at six hospitals. The structural equation model was used to examine the relation of organization structure, organization culture and organization conflict. The results of the analysis in this study were as follows. First, organization structure had a positive influence on organization conflict, especially in terms of complexity and centralization. But, formalization had a negative influence on organization conflict. Second, organization culture had a positive influence on organization conflict, especially in terms of group culture, developmental culture, and hierarchical culture. But, group culture had a negative influence on organization conflict. Third, organization structure had positive influences, especially on organization culture complexity, centralization, and formalization. But, centralization had negative influences too.

• Journal of Families and Better Life
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• v.22 no.4
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• pp.63-72
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• 2004

This study investigated the impact of parents' marital conflict and adult attachment on ego-resiliency among college students. The participants were three hundred sixty six undergraduate students (118 men and 248 women) enrolled in a university in Gyeongbuk Province. Survey questionnaires were used to measure parents' marital conflict perceived by the students, adult attachment, and ego-resiliency. Data were analyzed by means, standard deviations, t-tests, one-way ANOVA, Scheffe test, correlation, and multiple regressions. Results are summarized in the following: (1) Male students' ego-resiliency level was higher than lunate students'. (2) Students' ego-resiliency was higher in the group whose parents remained married than in the group whose parents did not. (3) The level of parents' marital conflict perceived by students was negatively correlated with their ego-resiliency. The level of adult attachment was positively correlated with students' ego-resiliency. (4) Regression analysis showed that adult attachment was more influential on college students' ego-resiliency than parents' marital conflict as perceived by the students.