• Journal of the Korean Society of Costume
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• v.31
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• pp.165-188
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• 1997

This study aims at 1) examining the perceived importance of clothing norms 2) examining relationship between perceptions of clothing norms clothing behavior and psycho-logical variables-ego identity(uniqueness and self acceptance) and sex role identity and 3) ascertaining any significant differences in the level of the perceived importance of clothing norms among variables-sex role identity and the uniqueness in psychological variables-and which variables are influencingon perception of clothing norms. The perception of cloth in norms inventory clothing norms inventory clothin behavior inventory ego identity in-ventory and the Bem Sex Role Inventory were administered to 620 college students. Sex role identity was classified into androgynous mas-culine feminine and undifferentiated type. Subjects were asked to rate each statement on the clothing norms under two kinds of instructions: their attitudes(TATT) and their beliefs about the expectations of others toward clothing norms(TBEO). 1) The scores of 3 TBEO of the students were higher than the scores of TATT. But the scores of TBEO concerning modesty of students were lower than the scores of TATT. Discrepancy scores of TATT and TBEO of the students were revealed significances differently according to clothing norms. males lower and higher class students had more free attitudes to the norms concerning genaral clothing attitudes. Females and higher class students had less free attitudes to the clothing norms concerning modesty. Females and lower and higher class students had more free attitudes to the norms concening sex-role related clothing attitudes but male students had less free to the sex-role related clothing norms. 2) Significant negative correlations between each variable of clothing norms and conform-ity-individuality were found. But negative correlations between those variables of the males and lower class students were higher than the correlations of the female and higher class students and the former had more posi-tive relationships with clothing norms and con-formity as compared with the latter. And sig-nificant positive correlations between each variable of clothing norms and modesty were found. But positive correlations between those variables of the males females and higher class students were higher than the correlations of the lower class students and the latter had less positive relationship with clothing norms and modesty as compared with the former. 3) Significant negative correlations between clothing norms and uniqueness were found in the subjects groups. The females and lower class students had more negative relationships with clothing norms and uniqueness as compared with the male and higher class students. Significant positive correlations be-tween uniqueness and conformity-individuality were found in all subjects groups, Therefore the higher uniqueness the student have the less they perceive theimportance of clothing norms and the more they have individuality. Significant positive correlations between sex-role related(higher class) general(female) clothing norms and self acceptance were found. but significant negative correlations be-tween campus style(higher class) general(female) clothing norms and self acceptance were found. But significant negative correlations be-tween campus style(males lower class, higher class) clothing norms and self acceptance were found. Clothing norms therfore related posi-tively or negatively with self acceptance ac-cording to the subjects groups. And significant negative correlations between conformity in-dividuality and self acceptance was found in higher class students. 4) The female masculine groups and the masculine groups of lower class revealed high scores than the scores of andrgynous group and undifferentiated group in clothing norms concerning modesty. And the feminine group revealed high scores in conformity-individu-ality than the scores of the masculine group. Male masculine and feminine group revealed high scores in clothing norms concerning cam-pus style than the scores of the androgynous group. The masculine group and feminine group of the lower classes revealed high scores in general clothing norms than the scores of the androgynous group. 5) The most influencing variables on the clothing norms were sex conformity-individu-altiy and masculine-feminine variables in the right order. The general clothing norms and clothing norms concerning modesty were influened by the sex role identity but the sex role related clothing norms and clothing norms concerning campus style were influenced by the ego identity. 6) Based on the sum scores of the uniqueness each group of the subjects was separately segmened into "high medium and low" groups. By the analysis of variances sig-nificant differences in discrepancy scores of TBEO and TATT among 3 uniqueness level groups were found on all clothing norms variables in all students three clothing norms variables in male and female students and one clothing norms variable in lower and higher students and in each clothing norms variable the mean discrepancy scores of the high uniqueness group were higher than those of the other groups. The findings indicated that the differences in the discrepancy score mainly contributed to the results of correla-tions described above.bed above.

• Communications of the Korean Mathematical Society
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• v.32 no.2
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• pp.353-359
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• 2017

Starting from a t-norm T, it is possible to construct a class of new t-norms, so-called T-generalized t-norm. The purpose of this paper is to describe some properties of this class of generalized t-norms. An algebraic structure as well as a binary relation among t-norms are also investigated. Some open problems are discussed as well.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.372-387
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• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.

• Child Health Nursing Research
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• v.29 no.2
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• pp.149-160
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• 2023

Purpose: Based on the health belief model and theory of planned behavior, this study investigated how age group (adolescence and emerging adulthood) moderated the relative effects of perceived susceptibility, perceived severity, and subjective norms on preventive behavior against coronavirus disease 2019 (COVID-19). Methods: This secondary data analysis utilized data from adolescents (n=272) and emerging adults (n=239). Hierarchical multiple regression analysis was performed to test the moderating effect of age group on the relationships among variables. Results: Higher perceived susceptibility (β=.21, p<.001), perceived severity (β=.14, p=.002), subjective norms (friends) (β=.26, p<.001), subjective norms (parents) (β=.44, p<.001), and subjective norms (schools) (β=.28, p<.001) enhanced COVID-19 preventive behaviors. Moderated regression analysis showed that subjective norms (friends and school) impacted preventive behavior in adolescents more than in emerging adults. Conclusion: Given the need to increase perceived susceptibility and severity among adolescents and emerging adults, these findings provide baseline data for designing effective COVID-19 prevention interventions that consider the developmental characteristics of different age groups. Interventions by health centers at universities can strengthen COVID-19 preventive behavior among emerging adults. As adolescents are influenced by friends, their peer roles must be strengthened to enhance adherence to COVID-19 preventive guidelines.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.11-35
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• 2001

Many teachers report familiarity with and adherence to reform ideas, but their actual teaching practices do not reflect a deep understanding of reform. Given the challenges in implementing reform, this study intended to explore the breakdown that may occur between teachers' adoption of reform objectives and their successful incorporation of reform ideals. To this end, this study compared and contrasted the classroom social norms and sociomathematical norms of two United States second-grade teachers who aspired to implement reform. This study is an exploratory, qualitative, comparative case study. This study uses the grounded theory methodology based on the constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The two classrooms established similar social norms including an open and permissive learning environment, stressing group cooperation, employing enjoyable activity formats for students, and orchestrating individual or small group session followed by whole group discussion. Despite these similar social participation structures, the two classes were remarkably different in terms of sociomathematical norms. In one class, the students were involved in mathematical processes by which being accurate or automatic was evaluated as a more important contribution to the classroom community than being insightful or creative. In the other class, the students were continually engaged in significant mathematical processes by which they could develop an appreciation of characteristically mathematical ways of thinking, communi-eating, arguing, proving, and valuing. It was apparent from this study that sociomathematical norms are an important construct reflecting the quality of students' mathematical engagement and anticipating their conceptual learning opportunities. A re-theorization of sociomathematical norms was offered so as to highlight the importance of this construct in the analysis of reform-oriented classrooms.

• Journal of Families and Better Life
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• v.32 no.3
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• pp.65-84
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• 2014

This study was performed to explore the factors that affect the debt-reuse intention of defaulters. The focus of this study is on defaulters who used debt for stock investment. Debt-usage differences were considered since they had different psychological backgrounds. A total of 712 self-administered questionnaires (stock=131 and no-stock=581) were analyzed using SPSS. The major findings were as follows : First, the level of perceived behavioral control was the highest and the level of attitudes toward using debt was the lowest among the psychological factors in both groups. Second, perceived behavioral control was different according to age and income. No such significant association was found in attitudes toward using debt, subjective norms and behavioral intention in the stock group. Third, behavioral intention was explained by attitudes toward using debt and subjective norms in the stock group. However, in the no-stock group, behavioral intention was explained by attitudes toward using debt, subjective norms and perceived behavioral control. These findings have important pragmatical meaning in that they show the determinants of debt reuse by stock investment defaulters.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.895-910
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• 2016

The purpose of this study is to explore secondary students' progression in group norms and argumentation competency through collaborative reflection about small group argumentation. The progression is identified as the development of group norms and an epistemic understanding of argumentation with the enhancement of group argumentation competency during collaborative reflection and argumentation lessons. Participants were four first grade middle school students who have different academic achievements and learning approaches. They participated in ten argumentation lessons related to photosynthesis and in seven collaborative reflections. As a result, the students' group norms related to participation were developed, and the students' epistemic understanding of argumentation was enhanced. Furthermore, the students' group argumentation competencies, identified as argumentation product and argumentation process, were advanced. As the collaborative reflection and argumentation lessons progressed, statements related to rebuttal increased and different students suggested a range of evidence with which to justify their claims or to rebut others' arguments. These findings will give a better idea of how to present an apt application of argumentation to science teachers and science education researchers.

• Journal of Nutrition and Health
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• v.33 no.8
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• pp.833-839
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• 2000

The purpose of this study was to investigate sodium consumption and related psychosocial factors among hypertensive patients and normal adults through questionnaire development. The Theory of Planned Behavior provided the basis for the study. The mean blood pressure of subjects was 117. 1 mmHg/78.55mgHg in normal adults(N-218), 159.65mmHg/102.05mmHg(systolic/diastolic) in hypertensive group(N=219) and the sodium consumption was 5219.4${\pm}$1821.3mg in normal adults and 4631.4${\pm}$1749.1mg in hypertensive group. The results of Multiple logistic regression analysis showed that the odds of being hypetensive group were increasd as subjects felt that dalty food (OR=1.5) (OR=0.8). The odds of beign hypertensive group increased as subject received more support. With respect to perceived control, the odds of being hypertensive group were increased as subjects felt more confident in contolling salty intake when spouse likes to take salty food(OR=1.4). In contrast, subjects felt less confident in contolling sodium consumption when they took medicine(OR=0.8). Study findings revealed that all three factors, attitudes, subjective norms, and perceived control contributed to the model for explaining intentions, with subjective norms being most important. This findings provided the empirical evidence for the TPB in explaining salt intake. This study suggest that educational interventions for hypertension patients focus on changing sodium consumption through changing attitude toward high sodium consumption, subjective norms, perceived control over reducing sodium consumption of specific situations, specially subjective norms and perceived control. In addition, interventions may include strategies to change attitudes toward sodium consumption by helping hypertensive patients realize negative beliefs and modifying positive beliefs and to elicit and maintain subjective norm from doctors, family and neighbors, and to increase control beliefs for reducing sodium consumption.(Korean J Nutrition 33(8) : 833-839, 2000)

• Child Health Nursing Research
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• v.10 no.3
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• pp.291-299
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• 2004

Purpose: To investigate factors influencing sexual harassment and the frequency of incidents among university students. Method: During 1-20 July 2004, 339 students from five universities in Busan, Korea, responded to a written questionnaire. The SPSS Program calculated descriptive statistics, chi square test, and logistic regression analysis of the data. Result: Of the total respondents, 69.3％ (62.6％ of the males and 77.2％ of the females), reported that they were victims of sexual harassment. Conversely, 72.5％ (males 84.3％; females 58.4％), indicated that they were sexual harassment offenders. Characteristics of the reported victims were significantly different in terms of class year, proportion of males to females in their academic department, and group norms regarding sexually harassing behavior. Characteristics of the admitted offenders were significantly different in term of proportion of males to females within their academic department, group norms, and awareness of sexual harassment. Factors predicting sexual harassment included gender, proportion of males to females in an academic department, the group norms regarding sexually harassing behavior, and the offenders experiences. Conclusion: This study suggested that occurrence of sexual harassment among university students were related to various factors. Prevention programs should be developed that focus on these factors.

• Asia-Pacific Journal of Business
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• v.12 no.2
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• pp.145-159
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• 2021

Purpose - The purpose of this study is to identify the preceding factors that form pro-social tourism behavior intent in a pendemic situation and to present theoretical and practical implications for the role of individuals for a safe tourism environment. Design/methodology/approach - This study conducted an analysis by collecting 420 valid questionnaires targeting citizens who have lived in Korea continuously for more than one year. For the analysis, a confirmatory factor analysis (CFA) and a structural equation model (SEM) were used, and a multi-group confirmatory factor analysis (MCFA) and a multi-group structural equation model (MSEM) were used to verify the difference by age group. Findings - First, cognitive and affective risk perception for Covid-19 had a significant (+) effect on the ascription of responsibility to tourists, and affective risk perception and ascription of responsibility had a significant (+) effect on personal norms. Second, personal norms have been shown to have a significant (+) influence on prosocial tourism behavior intention, and prosocial tourism behavior intention has a significant (+) influence on WTP on safety tourism. Research implications or Originality - Tourism behavior in a pendemic situation can affect the spread of infection. In this respect, this study attempted to confirm how moral norms affect pro-social tourism behavior from a personal point of view. In addition, we tried to present practical implications by identifying the impact of personal norms on willing to pay for a safe tourism environment.