• Journal of the Korean Home Economics Association
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• v.43 no.5 s.207
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• pp.81-91
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• 2005

The goal of this study was to investigate the daily manifestation of positive and negative affect states of early adolescent depression across daily interpersonal contexts. Forty-five boys and 44 girls in the second `year of middle schools participated and were classified into 3 groups according to CDI scores. Among 89 students 59 students in the highest or the lowest CDI groups continued to participate in the next step of this study. Using the Experience Sampling Method(ESM), the 59 students reported their affect states 6 times per day across four daily interpersonal contexts: the contexts alone, with all classmates, with a few friends, and with family members. The major findings were as follows. frst, the high CDI group felt more worried, angrier, more hurried, less happy, less interested, less control, and less relaxed than the low CDI adolescent group. Second, the negative affect states of the high CDI adolescent group did not vary across the interpersonal contexts, whereas their positive affect states were the highest in the context with a few friends. Implications of the findings were discussed in illuminating the phenomenology of adolescent depression.

• Korean Journal of Child Studies
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• v.33 no.4
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• pp.19-34
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• 2012

This study investigated the differences in time use patterns and psychological states across daily activity contexts and interpersonal contexts, depending on the levels of school maladjustment among elementary school students. Using the Experience Sampling Method (ESM), 107 elementary school 6th grade students' daily time use patterns and psychological states across daily contexts were measured six times a day over a period of 4 days. Using the school maladjustment scale, an internal problem based school maladjusted group and an external problem based school maladjusted group were identified and selected. The daily time use patterns and psychological states of both school maladjusted groups were compared to those of the adjusted groups. The principle findings are as follows: first, the school maladjusted group students' daily time use patterns across daily activity contexts or interpersonal contexts did not differ from those of the students from the school adjusted group. Second, the school maladjusted group students experienced more negative emotions, lower concentration levels, and lower motivation levels across daily contexts than the school adjusted group students. These differences in motivation between the external problem school maladjusted group and adjusted group, however, were greater in the schoolwork context compared to the other daily activity contexts. The findings were discussed in the contexts of the daily experiences of child school maladjustment.

• Korean Journal of Child Studies
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• v.14 no.1
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• pp.77-89
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• 1993

The purpose of this study was to investigate (1) children's field dependence by age and sex, (2) children's interpersonal problem solving ability by age, sex, and contextual factors, (3) children's interpersonal problem solving ability by field dependence. The subjects were 120 five-, seven-, and nine-year-olds. Children's field-dependence was measured with the Children's Embedded Figures Test (CEFT). Children's interpersonal problem solving ability was measured with the Preschool Interpersonal Problem Solving Test (PIPS Test). Statistical methods adopted for data analysis were frequencies, percentiles, means, standard deviation, t-test, oneway ANOVA. $Scheff{\acute{e}}$ test and Pearson's correlations. Major findings were that (1) The older children were more field-independent than the younger ones (2) The older children suggested more problem solving methods and higher-level problem solving strategies than the younger ones. (3) Children suggested higher-level problem solving strategies in contexts involving familiar as opposed to unfamiliar participants and contexts involving children as opposed to adults. (4) 9-year-olds' field-independence was positively associated with interpersonal problem solving ability.

• Korean Journal of Child Studies
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• v.31 no.5
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• pp.193-210
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• 2010

This study explored the common response profiles in the narrative stories of typically developing 5 year-old Korean Children. Fourteen story stems from the MacArthur Story Stem Battery (MSSB, Bretherton, Oppenheim, & the MacArthur Story Stem Network, 1990) were administered to 156(85 boys and 71 girls) children recruited from 8 Kindergartens in the Seoul and Gyung-gi areas. The children's responses were aggregated into 5 dimensions, based on content themes and performance scores which included emotions expressed and narrative coherence using the MacArthur Narrative Coding System (Robinson, Mantz-Simmions, Macfie, & MacArthur Narrative Working Group, 2004). Data were analyzed by means of cluster analysis. 5 response profiles emerged over the course of this research : Prosocial, Anxiety, Dysregulated aggression, Anxious/Avoidance, and Avoidance profiles. When 14 story stems were grouped into 3 story contexts (stories included interpersonal conflicts, moral conflicts, and empathy) and were analyzed separately according to the story contexts, 3 common profiles (a Prosocial profile, a Constrained profile and an Anxiety profile) emerged across the story contexts, however, there were additional, unique profiles for each of the story contexts.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.26 no.3
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• pp.735-744
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• 2016

Recently, personal information leakage incidents with increased usage of mobile services are increasing. Personal information leakage incidents can have a significant impact on an individual's mobile banking services. Accordingly, we examine relationships among individual's psychological characteristics, intention and behavior regarding compliance in an individual's perception on personal information leakage incidents in mobile banking contexts. In this study, for explaining our research model and understanding with personal psychology and behavior in mobile banking contexts, we adopted two theories, theory of interpersonal behavior and stimulus-response theory. We collected the 55 data using online surveyor and then analyzed structural equation model in order to find causal relationships among research variables. The results of this study should be useful to the mobile banking services companies in promoting service users to follow the information privacy policies.

• Journal of Fashion Business
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• v.27 no.6
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• pp.110-123
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• 2023

As social distancing strengthened after the COVID-19 incident, people looked for things they could do alone. Additionally, as people have more financial resources, they purchase products they had previously considered purchasing, and the phenomenon of giving gifts to oneself has also appeared. Accordingly, this study analyzed fashion product reviews of KakaoTalk Gift, the service to exchange gift via SNS mobile app, to discover the phenomenon of self-gifting and the differences from interpersonal-gifting. For post-hoc data, in collected 18,354 pieces after excluding unnecessary data using a Python-based web crawling technique. The self-gifting behavior of KakaoTalk Gift different from the previous study for self-gift. Regardless of the gift-giving contexts, it determines that most self-gift products are material items. There are differences in product types and price levels when choosing gifts for others and oneself. As a self-gift, people typically buy luxury jewelry and branded bags/wallets to wear and show off. As interpersonal, among fashion products, people usually buy beauty products that reflect less personal tastes. When gift-giving to others, people buy products to appropriate prices to reduce the burden on both. When gift-giving to oneself, people buy wanted products regardless of the price. This study is significant because it suggests a new direction in self-gift research by limited online places to give gifts.

• Proceedings of the Korean Society for Language and Information Conference
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• 2002.06a
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• pp.98-118
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• 2002

Comparing the uses of '-canh-' with the ones of '-ci,'this study suggests that different modal interpretat ions by '-canh-' and '-ci' is based on the interpersonal relationship between speaker and interlocutor. While noting that '-canh-' and '-ci' are the modal indicators denoting degrees of speaker commitment, for making clear the illocutionary force of utterances, it is observed and explained that what the speaker is committed respectively by using '-canh-' and '-ci' is highly sensitive to the relativity of the known/unknown status of the informal ion introduced into discourse contexts .

• Journal of Engineering Education Research
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• v.23 no.5
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• pp.51-60
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• 2020

The purpose of this study is to develop and validate an Engineering Empathy Instrument. Engineering empathy is defined as the ability that encompasses the following three qualities, a skill to interpret social issues and phenomenon that may occur in the process of interactions between human beings and engineering systems, a practical orientation that enables one to take stakeholders' perspectives to carry out an engineering project, and a professional way of being that acknowledges empathic skills and associated practice orientations. Based on this notion, we develop a scale to measure engineering empathy and have surveyed 429 engineering students. Evidence for the validity and reliability of the scale is presented. In conclusion, we find that engineering empathy can be measured and conceptualized as three domains: a Learnable Skill (ELS), a Practical Orientation (EPO), and a Professional Way (EPW). We also find that sophomores show the highest level of engineering empathy as compared with other graders. While students accumulate technical knowledge, their understanding about engineering in social and interpretational contexts gets weakened. This implies that engineering education necessarily emphasizes the impacts of engineering solutions in interpersonal, societal, technologies, and environmental contexts.

• Journal of Contemporary Eastern Asia
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• v.18 no.1
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• pp.189-216
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• 2019

The frequent occurrence of overwhelming disasters necessitates risk communication systems capable of operating effectively in disaster contexts. Few studies have examined risk communication networks during disasters through social networking services (SNS). This study therefore investigates the patterns of risk communication by comparing Korean and international networks based on the social amplification of risk communication in the context of the Sewol ferry disaster (SFD). In addition, differences in language use and patterns between Korean and international contexts are identified through a semantic analysis using KrKwick, NodeXL, and UCINET. The SFD refers to the sinking of the ferry while carrying 476 people, mostly secondary school students. The results for interpersonal risk communication reveal that the structure of the Korean risk communication network differed from that of the international network. The Korean network was more fragmented, and its clustering was more sparsely knitted based on the impact and physical proximity of the disaster. Semantic networks imply that the physical distance from the disaster affected the content of risk communication, as well as the network pattern.

• Research in Mathematical Education
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• v.26 no.2
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• pp.83-104
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• 2023

Lecture theatres and computing laboratories are common types of classrooms used for teaching and learning in this study; both were equipped with a computer network through which teachers and students can access learning management system, digital library, educational software, and so on. Students were divided into groups of two or three; each group of students collaborated on the worksheets in the laboratory and naturally sat together when attending a class held in the lecture theatre. The social organization of classroom learning would promote student learning but what drives student learning; how to engage students with learning; and how to maintain their interest in learning are of research interest in the present study. The study illustrated the theoretical and empirical links, student motivation has a relation to rich collaboration with peers, communication as verbal interactions as well as teacher-student interactions. These are within socio-cultural contexts for learning to take place. The study was extended to make comparisons of the motivational orientations between student genders. It was found that female students were keener on fun or enjoyment in learning, peer communication, and teacher's intervention, whereas male students were concerned more about digital learning tools, a positive working relationship, social reciprocity, and interpersonal relationships.