• Korean Journal of Culture and Social Issue
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• v.9 no.2
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• pp.61-78
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• 2003

The researcher examined the relationship between dating violence and drinking behaviors. Study participants included 440 Korean College students(184 males and 256 females) currently involved in heterosexual dating relationships. Participants' ages ranged from 17 to 30(M=20.08, SD=1.89). Questionnaires and psychological tests used included: Straus' Conflict Tactics Scale, Alcohol Use Disorder Identification Test(AUDIT), Cooper's Revised Drinking Motives Questionnaire(DMQ), and Index of Family Alcohol Use. Research designs were 2(gender) × 2(experience of inflicting dating violence), i.e. 2-way MANOVAs. Results suggest students who drink one or more times a week are more likely to commit acts of violence toward their dating partners than students drinking less often. The study revealed males tend to drink with higher social, enhancement, conformity and coping motives than females. The study also showed that students inflicting dating violence drank with higher coping motives than students who did not. Males showed more hazardous, dependent and harmful drinking patterns than females. Also, students who had inflicted dating violence showed a higher degree of these characteristics (hazardous, dependent and harmful drinking patterns) along with a greater family history of alcohol use than participants who had not inflicted dating violence. The findings showed significant 2-way interactions in dependent and harmful drinking patterns. Simple main effect analysis revealed that differences in dependent and harmful drinking patterns in males are more significant than the same differences in females.

• Korean Journal of Culture and Social Issue
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• v.30 no.2
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• pp.159-192
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• 2024

The purpose of this study is to validate the Reactive-Proactive Aggression Questionnaire (RPQ), a tool for measuring reactive-proactive aggression, in the context of South Korea. A thorough translation was conducted in collaboration with the original author. An exploratory factor analysis (EFA), exploratory structural equation modeling (ESEM), rating scale model (Rasch), differential item functioning (DIF), and convergent validity were performed on a sample of 510 South Korean individuals. The results revealed a two-factor structure of reactive and proactive aggression after removing one item showing dual loading. Rating scale analysis based on the Rasch model indicated the appropriateness of the 3-point Likert scale, with all items meeting fit criteria. Although the separation index and separation reliability of proactive aggression was marginally lower, the overall discrimination between participants and items was satisfactory. Examination of participant-item distribution indicated a suitable alignment between reactive aggression and participant ability levels, whereas proactive aggression exhibited slightly elevated item difficulty. Furthermore, three items were found to function differently based on gender. A moderate but statistically significant positive correlation was found between the Barratt Impulsiveness Scale-11-R (Korean version) and RPQ from the results of the convergent validity evaluation. Overall, this study employed rigorous statistical methods to validate the suitability of the RPQ for use in Korea, taking cultural nuances into account, and introduced the concepts of reactive and proactive aggression to the Korean general population.

• Korean Journal of Culture and Social Issue
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• v.30 no.3
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• pp.349-378
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• 2024

This study aimed to identify latent profiles of anxiety and anger symptoms experienced by Korean adults during the COVID-19 pandemic and factors that influence group classification. To this end, a latent profile analysis(LPA) was conducted on 1,434 Korean adults from February to March 2021 after the pandemic was announced. First, as a result of confirming the suitability of the latent model, a 5-class-model was found to have the best model fit with 'low anxiety/high anger group(Group 1)', 'low anxiety/low anger group(Group 2)', 'middle anxiety/middle anger group(Group 3)', 'middle anxiety/high anger group(Group 4)', 'high anxiety/high anger group(Group 5)'. Second, gender, economic status, emotion-focused coping, and dysfunctional coping were significant predictors of group classification. Third, there were differences between latent groups in PTSD symptom and suicidal ideation. Finally, discussions and implications of the study were discussed.

• Korean Journal of Culture and Social Issue
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• v.30 no.3
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• pp.299-319
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• 2024

This study examined the actor-effects and partner-effects of overt narcissism as a personality factor and conflict resolution styles as an interpersonal factor on marital satisfaction among couples. Data were collected from 337 couples through a survey conducted by a research institute. Structural equation modeling and individual mediation effects were verified using the Actor-Partner Interdependence Mediation Model (APIMeM) in the AMOS 28.0 program. The results of this study are as follows: First, both husbands' and wives' extraversion showed direct self-effects on their own marital satisfaction. Additionally, husbands' overt narcissism demonstrated a direct partner-effect on wives' marital satisfaction. Second, overt narcissism in both husbands and wives showed indirect self-effects through conflict resolution styles on marital satisfaction. Higher levels of husbands' overt narcissism influenced wives' maladaptive conflict resolution styles, which in turn affected marital satisfaction for both husbands and wives. This study highlights the importance of husbands' overt narcissism and wives' conflict resolution styles as significant variables influencing marital satisfaction. It suggests that differentiated interventions considering overt narcissism traits and gender-specific characteristics could potentially enhance marital satisfaction for couples.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.65-92
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• 2006

The objective of this study is to conduct survey analyses of the role perception and performance of homeroom teachers in elementary schools in Seoul as well as their students' expectations for teachers' role as counsellors. The study also aims to analyze the causes behind the lackluster performance, to provide assistance in teachers' counselling and guidance activities and collect basic data for providing a plausible orientation for elementary school counselling. Research topics for achieving these study objectives are as follows. First, what is the status quo of counselling between elementary school students and teachers? Second, what is the role perception of elementary school homeroom teachers as counsellors and their current level of performance? Third, what are the differences in students' expectations for homeroom teachers' role as counsellors according to students' environmental variables such as gender and grade? Fourth, what are the discrepancies between the roles perception and performance of elementary school homeroom teachers and role expectation of students for homeroom teachers' role as counsellors? In order to answer these questions, surveys were conducted for 229 teachers and 385 students in grades 4, 5 and 6 in 11 elementary schools in Seoul, and the results were analyzed. The questionnaires used for this study were modified and supplemented according to the research objectives based on survey questions released by Gyung-Beom Lee(1989), Hak-Soo Lee(2001) and Gi-Nam Gwon(2005). Statistical analyses were peformed using the SPSS for Windows 10.0 program. The results of the study can be summarized as follows. First, most elementary school homeroom teachers were involved in counselling activities, and about half of them were providing counselling once a month or less. The classroom was the primary location of counselling, and more than half of the surveyed teachers were dissatisfied with their counselling activities. The teachers cited overwhelming teaching hours and excessive work as the factors that made counselling difficult. Second, it was revealed that most elementary school students have had experiences of anguish and most have had some form of counselling. They mostly sought counselling from their parents and friends, and the reasons behind such choices were that they were very understanding. Third, most students responded that they have had no experience of receiving counselling from their homeroom teachers. Among those with counselling experience with their homeroom teachers, most said that the counselling was helpful. The most significant reason for not receiving counselling from their homeroom teachers was that the students had no worries to talk about with their teachers. Fourth, as a result of categorizing the role of elementary school homeroom teachers as counsellors according to the areas of counselling, role perception for each area turned out to be generally high, while performance was substantially lacking. Fifth, in terms of the causes for the lackluster counselling performance, overwhelming teaching hours and excessive work were indicated for counselling areas of academic and personality issues. Sixth, the analysis of students' expectations for elementary school homeroom teachers as counsellors for counselling areas according to gender and grade revealed that there was no overall statistical significance. Seventh, from the general perspective, the level of role perception of the homeroom teachers were higher than the level of students' expectations. In conclusion, in order to enhance the teacher's role as a counsellor, there has to be a concrete perception of roles as a primary premise, calling for training sessions and programs dedicated to counseling for the teachers to take part in. Moreover, in order to alleviate the most significant causes for undermining teachers' counselling activities - overwhelming teaching hours and excessive work - there must be administrative consideration as well as provisions for effective counselling centers and dedicated school counsellors.

• The Journal of Art Theory & Practice
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• no.14
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• pp.125-158
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• 2012

After liberation from Japanese colonial rule in 1945, there was the three-year period of United States Army Military Government in Korea. In 1948, Democratic People's Republic of Korea, and Republic of Korea were established in the north and south of the Korean Peninsula. The Republic of Korea is now a modern state set in the southern part of the Korean. We usually refer to Koreans as people who belong to the Republic of Korea. Can we say that is true exactly? Why make of this an obsolete question? The period from 1945 when Korea was emancipated from Japanese colonial rule to 1948 when the Republic of Korea was established has not been a focus of modern Korean history. This three years remains empty in Korean history and makes the concept of 'Korean' we usually consider ambiguous, and prompts careful attention to the silence of 'some Koreans' forced to live against their will in the blurred boundaries between nation and people. This dissertation regards 'Koreans' who came to live in the border of nations, especially 'Korean-Japanese third generation women artists'who are marginalized both Japan and Korea. It questions the category of 'Korean women's art' that has so far been considered, based on the concept of territory, and presents a new perspective for viewing 'Korean women's art'. Almost no study on Korean-Japanese women's art has been conducted, based on research on Korean diaspora, and no systematic historical records exist. Even data-collection is limited due to the political situation of South and North in confrontation. Representation of the Mother Country on the Artworks by First and Second-Generation Korean-Japanese(Zainich) Women Artists after Liberation since 1945 was published in 2011 is the only dissertation in which Korean-Japanese women artists, and early artistic activities. That research is based on press releases and interviews obtained through Japan. This thesis concentrates on the world of Korean-Japanese third generation women artists such as Kim Jung-sook, Kim Ae-soon, and Han Sung-nam, permanent residents in Japan who still have Korean nationality. The three Korean-Japanese third generation women artists whose art world is reviewed in this thesis would like to reveal their voices as minorities in Japan and Korea, resisting power and the universal concepts of nation, people and identity. Questioning the general notions of 'Korean women' and 'Korean women's art'considered within the Korean Peninsula, they explore their identity as Korean women outside the Korean territory from a post-territorial perspective and have a new understanding of the minority's diversity and difference through their eyes as marginal women living outside the mainstream of Korean and Japanese society. This is associated with recent post-colonial critical viewpoints reconsidering myths of universalism and transcendental aesthetic measures. In the 1980s and 1990s art museums and galleries in New York tried a critical shift in aesthetic discourse on contemporary art history, analyzed how power relationships among such elements as gender, sexuality, race, nationalism. Ghost of Ethnicity: Rethinking Art Discourses of the 1940s and 1980s by Lisa Bloom is an obvious presentation about the post-colonial discourse. Lisa Bloom rethinks the diversity of race, ethnicity, sexuality, and gender each artist and critic has, she began a new discussion on artists who were anti-establishment artists alienated by mainstream society. As migration rapidly increased through globalism lead by the United States the aspects of diaspora experience emerges as critical issues in interpreting contemporary culture. As a new concept of art with hybrid cultural backgrounds exists, each artist's cultural identity and specificity should be viewed and interpreted in a sociopolitical context. A criticism started considering the distinct characteristics of each individual's historical experience and cultural identity, and paying attention to experience of the third world artist, especially women artists, confronting the power of modernist discourses from a perspective of the white male subject. Considering recent international contemporary art, the Korean-Japanese third generation women artists who clarify their cultural identity as minority living in the border between Korea and Japan may present a new direction for contemporary Korean art. Their art world derives from their diaspora experience on colonial trauma historically. Their works made us to see that it is also associated with postcolonial critical perspective in the recent contemporary art stream. And it reminds us of rethinking the diversity of the minority living outside mainstream society. Thus, this should be considered as one of the features in the context of Korean women's art.

• Korean Journal of Culture and Social Issue
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• v.26 no.3
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• pp.121-143
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• 2020

The present study examined the content and changes in leader role schemas associated with 'male' leaders, 'female' leaders, and 'good' leaders over the past 10 years in Korea. In addition, we analyzed how the gender of the respondents affects their perception of male leaders versus female leaders as a good leader. A total of 736 Korean adults residing in the Seoul metropolitan area participated in the survey at two different time points, one in 2007, and the other in 2017. The respondents were presented with a total of 90 behavior items driven from the literature and asked to choose the items that represent male leaders, female leaders, and good leaders, respectively. We found that the chosen behavior items for male leaders versus female leaders matched closely to the typical sex role of males (i.e., being agentic) versus females (i.e., being communal). By contrast, the chosen behavior items for good leaders reflected both the male-typed roles and the female-typed roles. We also found that the role schemas associated with male leaders as well as good leaders have changed over the 10 year period. Those schemas also differed between male versus female respondents. For female leaders, however, the role schemas were found to be stable over the 10 years. We also found that the good leader schemas are more specified and variable than are the male or the female schemas. Additionally, in the 2007 survey male characteristics overlapped with good leader characteristics to a greater degree than did female characteristics. This difference was no longer observed in the 2017 survey. The observed difference in the degree of overlap between male (versus female) characteristics with good leader characteristics was attributable to the perceptions of male respondents. We discuss implications of our findings and directions for future research.

• Journal of Popular Narrative
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• v.26 no.1
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• pp.135-174
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• 2020

The article focuses on the student activism experience of the 1990s and 2010s and on the accumulation of everyday experiences created by the conditions of the 2010s against the backdrop of differences in how the composition of 'we' is portrayed in oral narrative. What stands out in the 90s oral narratives on student activism experiences, which were compiled in the 2010s, is the distancing of the culture of student activism at that time. In the words of speakers who experienced university life in the 1990s, the culture of student activism at the university was created through private relationships, and was, needless to say, considered 'natural'. At the same time, however, the 'natural' is said to be 'abnormal' or 'strange' in the context of the 2010s in which it is being talked about, and is meant to be an experience with a certain distance from the present speakers. This aspect is associated with the conditions under which the experience of the 90s is being described in the 2010s. The present, which explains past experiences to speakers, was explained after the 2016 candlelight protest and Gangnam Station femicide protest, and is described as a world that is qualitatively different from before, and is located as an opportunity to create a critical distance from past experiences. This qualitative change, which raises suspicions about the homogenous "we", is based on a newly acquired sense of gender sensitivity, living since the mid-2010s, when gentler issues were the biggest topic in Korean society, among others. In the 2010s, the composition of 'we' is no longer understood as a community of people who share any commonality, but as individuals who unite despite numerous differences. This reveals the experiences of those who have already embodied this in their everyday senses in the 2010s. The 'we' they formed should have nothing to do with private relationships, nor was homogeneity considered the most prominent group, so it was nothing that could explain the 'me' at the time of the demonstration and outside of the venue. It was in that context that the relevant experience was described in a cautious manner throughout. This, in turn, raises the need to ask and understand a new sense of student activism and, moreover, social movements and the sense of unity as 'we'. It should also be asked who is the main body of the movement and what is the use of asking it. Soon, the need and meaning of defining the fixed identity of 'we' in the movement should be questioned. Therefore, it should be asked what fixed positions or coordinates can really represent someone's position.

• Journal of Korean Home Economics Education Association
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• v.24 no.4
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• pp.19-37
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• 2012

This study aims to give a broad overview of family-related contents in home economics from the 1st national curriculum to the 2007 revised national curriculum, thereby contributing to value fulfillment, textbook research, and educational development of home economics. The findings are summed up as follows: First, this study looks at the change of family-related goals and contents in home economics tutorials by national curriculum. Family-related goals shift a focus from a member of nation to individual pursuit of happiness, and the scope of family-related contents expands from a part of family (i.e. understanding of children) to every aspect of family life. Second, family-related contents record a higher share in home economics textbooks at the later stage of national curriculum. Third, this study classifies the change of family-related contents in home economics textbooks by national curriculum into seven categories: understanding of human development, process of human development, parenting and parental roles, understanding of family and family transition, marriage and family development, family relationship and issues, and family well-being. In particular, 'understanding of human development' underscores fundamental principles between the 3rd~6th national curriculum, 'process of human development' broadens its initial focuses on infancy and the preschool period to every scope of human development after the 5th national curriculum. 'Parenting and parental role' continues to stress parental roles and duties plus childcare for infants and preschoolers. In 'understanding of family and family transition,' national curriculums show the biggest difference in family perspectives subject to social change, and later national curriculums feature various family types recently on the rise. In 'marriage and family development,' initial national curriculums construe marriage as a necessity, whereas later national curriculums emphasize it as a matter of choice intertwined with mature love and responsibility. With coming under spotlight in recent national curriculum, 'family relationship and issues' highlights communication and family views based on gender equality for family unity. 'Family well-being' constitutes a pivotal part in the 2007 revised national curriculum, and it has recently emerged as the hottest issue in the family area as it presents lifelong welfare.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.2
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• pp.177-197
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• 2007

This study discussed the climbing learning method which studied and practiced by Professor Saito Noboru. This is the learning method which is devised to know not only the relationship of the learning factors but the systemic or structural connection of whole studying contents- affects children's math learning ability through practical class to both the lower and the higher grades. To achieve the purpose of this study, these following issues were set; A. Develop the teaching and learning course of mathematics by applying the climbing learning method. B. Execute the mathematics lesson according to the climbing learning method and analyze the learning achievement. C. Analyze the difference between application of the climbing learning method and that of the learning method by student's level in mathematics. D. Analyze what the climbing learning method gives a shift of the recognition of learning mathematics. In order to accomplish these study issues, we analyzed the text book of math not only for children but also for teachers and developed the teaching and learning course applied the climbing learning method with advice of experts. It was chosen two different homogeneous groups each, third year for lower grade group and fifth year for higher grade group. It was done the experimental group lesson applying the climbing learning method and general lesson for the control group. After then, t-test against independent samples was done depending on the result of the student's assessment(T1, T2). These two groups' students were divided into smaller groups based on result of achievement level regardless of gender. These subgroups were confirmed the difference of learning ability between upper and lower level group. As regarding the result making out grades of faith and attitude for math, t-test was used on independent sample. At the same time, experimental groups were tested using learning attitude with the learning structure chart. Through this study the following results are obtained and the conclusion was drawn. Firstly, although applying the climbing learning method to the lesson does not have significant effect to the lower grade of elementary school student's achievement it has significant influence on the higher grade student's achievement. Second, as a result of analyzing the difference between the climbing learning method and the learning method by student's level in mathematics, it is of no beneficial effect to the lower grade both upper level and lower level. However, it has appreciable effect to the higher grade classes both upper level and low level. Especially, upper level students have higher effect than low level students. Third, climbing learning method does not affect to the faith and attitude of the lower grade students positively, but it has affirmative effect to the higher grade students'. As a result of the survey of the experimental groups which were applied to the climbing loaming method, the lesson by using the learning structure chart proved to be helpful to the both the lower and higher grade. The best advantage of using the learning structure chart, children say, is easily understood whole contents of studying and is useful for review. Furthermore, using the learning structure chart is more efficient compared with previous learning method and is given the successful result to self-directed learning. In conclusion, keeping up with the current of the thought of education, we suggest a scheme as a new teaching method from the constructive learning method which emphasize the self-directed learning.