• 대한안전경영과학회지
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• 제7권1호
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• pp.1-10
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• 2005

With Zohar(1980)'s research on safety climate and industrial safety, occupational safety and health literatures begin to emphasize the influence of organizational context. Based on this research trend, this paper tried to review the relationship between safety efforts and employee safety participation, and the moderating effect of safety motivation on such relationship. Based on the responses from 643 manufacturing workers, the results of statistical analysis showed that company precaution activity and management safety involvement have affirmative effects on the employee safety participation, but safety education has not. The extent precaution activity forces on participation activity was proved to be influenced by employee safety motivation.

• 대한안전경영과학회:학술대회논문집
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• 대한안전경영과학회 2004년도 춘계학술대회
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• pp.27-32
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• 2004

With Zohar(l980)'s research on safety climate and industrial safety, occupational safety and health literatures begin to emphasize the influence of organizational context. Based on this research trend, this paper tried to review the relationship between safety efforts and employee safety participation, and the moderating effect of safety motivation on such relationship. Based on the responses from 643 manufacturing workers, the results of statistical analysis showed that company precaution activity and management safety involvement have affirmative effects on the employee safety participation, but safety education has not. The extent precaution activity forces on participation activity is proved to be influenced by employee safety motivation.

• 농촌지도와개발
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• 제22권2호
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• pp.233-243
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• 2015

This study is for understanding differences of satisfaction followed by learning and teaching presence perceived by learners and participation motivation on learning in a distance education. General characteristics of learner are classified as an entrance type, sex, age, new/transfer of distance university learners. Perceived presence is classified with learning presence and teaching presence. Participation motivation on learning is classified with the directivity of activity, goal, and study based on the reason of participating in classes in a distance university. And this research tried out to find the effects of learner's characteristics, perceived presence, and participation motivation on learning satisfaction. The results are as follows. First, there was no meaningful difference of general characteristic on satisfaction. It means sex, age, and entrance type did not have an effect on satisfaction. Second, with the level of presence perceived by learner, satisfaction has meaningful differences. It means that students who had higher learning presence perceived of distance university showed higher satisfaction, and so as in teaching presence perceived on satisfaction. Third, factors effecting satisfaction based on participation motivation on learning differ with types of motivation. There was no meaningful difference of the level of activity directivity study participant on satisfaction, but was a meaningful difference of goal directivity and of study directivity in participation motivation on learning satisfaction. It was the learning presence that had a significant effect on learning satisfaction of adult learning.

• 한국의류학회지
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• 제46권6호
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• pp.1088-1104
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• 2022

The motivation behind consumers' voluntary participation plays a key role in determining the successful out-come of co-creation activities. This study, in the context of online-community-based co-creation, investigates the effect of consumers' motivation on continuance participation and advocacy intention by mediating perceived empowerment. We focused on analyzing the co-creation process of new product developments for beauty-related firms and platforms. A web survey was conducted on active users of the online beauty community who have participated in co-creation projects. A total of 226 responses were analyzed using SPSS 26.0 and AMOS 22.0 statistical programs. The findings illustrate that all motivations for participation (intrinsic, social, and financial) influenced perceived empowerment. This increased empowerment also positively affected continuance participation and advocacy intention for future co-creation projects. Furthermore, we explored the moderating role of the engagement period in the community regarding the relationship between participation motivation and empowerment. The results show, consumers with high intrinsic motivation greatly perceive empowerment when they have short-term engagement in the community; those with high social motivation strongly recognize empowerment when they have long-term engagement in the community. We provide valuable recommendations regarding how to make innovative co-creation experiences between beauty firms and consumers via an online-based community.

• 디지털산업정보학회논문지
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• 제19권3호
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• pp.105-115
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• 2023

This study analyzed the effects of learning participation motivation and collaborative self-efficacy on knowledge sharing behavior in an online learning environment. Collaborative learning in the online learning environment took the initiative in team formation, learning topic selection, learning planning and execution, and reflection. Collaborative learning was operated as an extracurricular program, and a survey was conducted targeting students who finally completed all learning activities. The results of the study are as follows. First, goal-oriented motivation and self-Efficacy for group work, showed significant influence on knowledge sharing behavior. Second, activity-oriented motivation did not show a statistically significant effect relationship. Interpreting the analysis results, it can be judged that the higher the goal-oriented motivation and self-Efficacy for group work of students who performed collaborative learning in an online learning environment, the higher the willingness to share knowledge, skills, and information they know. This study explored the outcomes of collaborative learning conducted in an online learning environment. It is meaningful that the learner's learning participation motivation was identified and the effect of self-Efficacy for group work, which can be expressed in collaborative learning situations, on knowledge sharing behavior, which is a necessary behavior for group performance, is significant.

• 한국산학기술학회논문지
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• 제18권12호
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• pp.414-422
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• 2017

본 연구는 평생교육 프로그램에 참여하는 학습자들의 평생교육 참여동기와 교육만족도를 분석하고, 참여지속의도에 미치는 효과를 분석하고자 한다. 본 연구를 통해 대학에서 운영되는 평생교육 프로그램의 질을 높이고, 요구도를 반영한 다양한 교육프로그램을 개발하여 성인학습자의 관심과 평생교육 참여지속률을 높이고자 한다. 본 연구는 2017년 5월 1일에서 6월 20일까지 경기도에 소재한 4개 전문대학 부설 평생교육원에서 강좌를 수강하고 있는 성인남녀 412명을 대상으로 수집된 자료를 분석하였다. 자료분석은 SPSS Version 21.0 프로그램을 이용하여 대상자의 일반적인 특성, 주요 변수들은 기술통계를 이용하였고, 대상자의 일반적 특성에 따른 참여동기, 교육 만족도, 참여지속 의도의 차이는 T-test와 ANOVA로 분석하였다. 참여자의 참여동기, 교육 만족도, 참여지속 의도의 관계는 Pearson's correlation으로 분석하였고, 참여자의 참여지속의도 정도에 영향을 미치는 요인을 알아보기 위해 단계적 다중회귀분석으로 분석하였다. 연구결과 연구대상자의 평생교육프로그램 참여 동기, 교육만족도 및 참여지속 의도 간에는 유의한 정(+)의 상관관계를 보이는 것으로 나타났으며, 대상자의 참여지속의도에 미치는 영향요인은 참여 동기, 교육 만족도, 시설 및 환경 만족도이었고 모형이 유의하고 41.2%의 설명력을 보였다. 이와 같은 결과를 통해 전문대학 평새교육프로그램 학습자의 참여동기를 높이기 위해 참여동기와 교육만족도를 향상시킬 수 있는 요인을 고려하여 프로그램을 개발하고 운영할 필요가 있다.

• 한국콘텐츠학회논문지
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• 제9권2호
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• pp.391-399
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• 2009

본 연구의 목적은 축제 방문객의 참여동기가 참여몰입 및 참여만족에 어떠한 영향을 미치는지를 살펴보고자 하는 것이다. 이를 위해 실증조사를 실시한 결과는 다음과 같다. 첫째, 일상탈출, 신기성 요인이 높을수록 참여몰입도 높아지는 것으로 나타났다. 둘째, 이벤트매력성, 사교성, 가족친화성이 높을수록 참여몰입도는 높아지는 것으로 나타났다. 셋째, 참여만족에는 참여동기 중외적 동기보다 내적 동기가 더 큰 영향을 미치는 것으로 나타났다. 넷째, 참여몰입이 높아질수록 참여만족도가 높아지는 것으로 나타났다. 이러한 결과는 축제 관계자에게 중요한 전략적 시사점을 제공해 줄 수 있을 것이다.

• International journal of advanced smart convergence
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• 제10권1호
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• pp.125-133
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• 2021

The purpose of this study is to investigate the effect of the elderly's motivation to participate in ball games In order to clarify the purpose of this study, leisure sports participants over the age of 20 residing in the Jeonnam region in 2020 were selected as the population. In addition, 150 males, 150 females, and 300 total subjects were selected using the convenient sampling method. In addition, as a survey tool, a questionnaire was used centering on the motivation for participation in leisure sports, exercise commitment, and quality of life, and the data collected using this was processed statistically according to the purpose of analysis using SPSS 20.0 version. The results obtained through this research process are as follows. First, it was found that the motivation to participate in leisure sports has a partial effect on exercise commitment. Second, it was found that the motivation to participate in leisure sports partially affects the quality of life. Third, it was found that the commitment to exercise in leisure sports has a partial effect on the quality of life.

• 디지털융복합연구
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• 제10권7호
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• pp.59-67
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• 2012

본 연구는 마음성장프로그램에 참여한 대학생의 참여동기, 자아효능감, 자아존중감 및 지속적 참여의도의 인과관계를 규명하기 위해 선행연구 결과를 바탕으로 가설과 연구모형을 설정하고 마음성장 프로그램에 참여한 88명의 자료를 실제분석에 사용하였으며, 경로모형의 적합도와 경로계수의 공변량 분해를 통하여 가설검증을 수행하여 다음과 같은 결론을 도출하였다. 마음성장 프로그램에 참여한 대학생의 참여동기가 높을수록 자아효능감과 자아존중감이 높아지고, 자아효능감이 높을수록 자아존중감이 높아지며, 자아존중감을 통한 참여동기와 자아효능감이 높을수록 지속적 참여의도가 높아진다고 결론지을 수 있다. 이런 결론을 통해서 보면 학생들에게 낮은 자아존중감의 원인으로 볼 수 있는 학업중단, 비행, 폭력, 자살 등의 사례가 현실적으로 많이 증가하고 있는 실정을 고려해 볼 때 자아존중감 향상을 위한 인성교육의 대안이 절실히 요구되고 있다. 따라서 대학생의 인성교육의 대안으로 마음성장 프로그램을 제시하고자 한다.

• 한국콘텐츠학회논문지
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• 제15권11호
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• pp.534-549
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• 2015

본 연구는 2014 오송 국제바이오 산업엑스포에 참여한 자원봉사자를 대상으로 하여 자원봉사자의 참여동기와 참여만족, 교육훈련이 참여동기와 참여만족 간에 조절효과가 있는지를 분석하여 향후 개최될 메가이벤트를 성공적으로 치러낼 수 있는 시사점을 제공하는 것이 본 연구의 목적이다. 연구결과 첫째, 참여동기 중 내적보상은 자원봉사 참여만족 6개 구성요인에 모두 통계적으로 유의한 영향을 미치는 것으로 나타났다. 둘째, 참여동기 중 외적보상은 자원봉사 참여만족 중 자기성장만족과 교류만족을 제외한 4개 구성요인에 통계적으로 유의한 영향을 미치는 것으로 나타났다. 셋째, 내적보상과 행사업무만족 간에 교육훈련이 조절역할을 하는 것으로 나타났다. 넷째, 외적보상과 교류만족 간에 교육훈련이 조절역할을 하는 것으로 나타났다.