• The Research Journal of the Costume Culture
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• v.22 no.2
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• pp.346-359
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• 2014

Black Friday, a biggest holiday shopping season in the United States, has been regarded as a great opportunity that fashion retailers can dramatically increase their sales. However, there has been a lack of attention to consumers' shopping experiences on Black Friday from the consumer perspectives. The objective of this study is to explore consumer shopping experiences on Black Friday, in terms of consumer responses toward the experiences, shopping values, and any possible factors influencing the experiences. The method of critical incident technique was used with 198 critical incidents extracted from 165 responses of university students in the United States. As results, the shopping experiences on Black Friday were categorized into positive vs. negative shopping experiences. After that, the positive and negative experiences were respectively divided into two common themes: utilitarian shopping value vs. hedonic shopping value. In addition to the common themes, 12 categories were also emerged. Among positive experiences, utilitarian shopping experiences includes two categories of off-price shopping and shopping for expensive products, whereas hedonic shopping experiences includes three categories of impulse buying, holiday atmosphere, and shopping for the latest or luxury brand products. Among negative experiences, utilitarian shopping experiences includes four categories of modest discounts, out of stock, time-consuming queues, and fatigue of holiday shopping, while hedonic shopping experiences includes three categories of crowded environments, compulsive buying, and poorly managed stores. In conclusion, it is notable that consumer can undergo negative as well as positive shopping experiences on Black Friday. Implications and suggestions are also discussed.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.443-451
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• 2005

This study was designed to investigate children's response types, which are always consistent when they meet with different evidence materials. The participants in this study were 119 students of 6th grade in elementary school, who were acquainted with evidence materials presented and able to state logically. Evidence materials were constructed on the main subjects of a cause of the dinosaur extermination and a purpose of the astronomical observatory establishment. The criteria, 'whether or not believe evidence materials presented', 'whether or not believe evidence materials newly presented', 'where or not decrease their belief in the preinstructional evidence materials', and 'whether or not change their belief' were used to classify the type of their responses. So the students' responses to the evidence materials were classified into low types: rejection, reinterpretation, belief decrease, and valuation by evidences. Only about a third of them was also consistent with response types, but the others showed individually different responses to new evidence materials. The types of belief decrease and valuation by evidences were relatively below, while those of the rejection and reinterpretation were likely to represent them again, and these results did not reflect a meaningful difference between male and female. These results show that children's response type are not always coherent, and that they respond variously according to the evidence materials except for an individual cognitive view and a background in estimating evidence materials, and most of them are contents dependent in evaluating evidences. Therefore we are expected to apply it to studies on a thought process of the student as data on the basis of them and develop more various evidence materials responded by basis on evidence.

• Journal of Digital Convergence
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• v.17 no.10
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• pp.127-139
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• 2019

This study aims to explore the impressive experiences of university students on YouTube media and to find ways to improve personal media as useful consumer information. 44 university students were selected, and data on the experience of using YouTube were collected and analyzed by applying the critical incident technique. As a result, the positive responses to personal media were derived from 'enhancing C2C information capabilities', 'consumer-centric usability', 'attractive information creators', 'a sense of the sameness', and 'fresh and entertaining information'. Negative responses were derived from 'spreading of harmful information', 'distrust in information creators', 'inducing excessive advertising and impulse buying', 'media addiction' and 'relative deprivation'. In addition, improvement of the personal media has been suggested. This study has differentiation and significance as a qualitative data for understanding consumer's perception and experience of personal media.

• Korean Journal of Culture and Social Issue
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• v.15 no.1
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• pp.133-153
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• 2009

Two empirical studies were conducted to examine what determines the happiness of Korean adolescents. In Study 1, 155 high school students were asked to describe situations where they felt happy. Content analysis was conducted for their responses, which led to three categories, physical (economy, health and appearance), psychological (self-related responses, rest and leasure, and religion), and social one (haman relationship including family, friendship, etc, and social achievement). In Study 2, 450 high school students rated themselves on each of 88 happiness items developed through the responses obtained in Study 1. Factor analysis created 10 happiness factors labeled familial relationship, individuality, academic performance, religion, dating friends, appearance, self-discovery, economy, friendships, and psychological composure. These findings were compared with those findings about the middle-aged and the old-aged, and discussed on the developmental and cultural perspective.

• Korean Journal of Community Nutrition
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• v.6 no.1
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• pp.36-42
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• 2001

The purpose of this study was to identify the attitudes of nutrition majors toward hiring older workers who are over fifty-five years of age. Questionnaires were sent to 500 students who are studying food and nutrition in three colleges and three universities located in Seoul and its suburbs. Data from 490 usable responses were analyzed using the SAS package program. The study showed that although the students have a favorable perception about hiring older workers, they prefer to hire younger people under the age of 30 father than older workers(over 55 year old). Additionally, even though both the younger and older people have the same ability, they would still choose to hire younger people. Also, they think that older workers are harder to train, find it more difficult to adapt to new ways of working and are slower in their work. On the positive side, the response did show that students realize that older workers are not absent from work as frequently as younger workers and that they are more cooperative than younger workers are. The data also showed that the students who had a more positive experience with older workers also perceive those workers in a more positive way than the students who did mot have experience with older workers(p＜0.0001). Finally, students who have family members who are older workers(p＜0.01) and students who are planning to work past fifty-five years of ages show more positive attitudes toward older workers(p＜0.01). Moreover male students showed more positive attitudes toward older workers than female students did(p＜0.0001).

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.545-556
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• 2013

The purpose of this research was to enhance the understanding of scientific thinking of $5^{th}$ graders of elementary school through conducting investigative analyses on the students' associations with regard to illustrations on science textbooks and to provide basic data that are needed for the teachers teaching science in classrooms to reorganize textbook illustrations suitable to the realities of science contents and realms. In order to achieve the research purposes, subject $5^{th}$ grade students were asked to write down what they associated with the illustrations on the matter part of the $5^{th}$ science textbooks of elementary school: among 14 illustrations, a half of them were after lessons and other half from before lessons. The types of students' learning goal statements according to Bloom's taxonomy of educational objectives were compared with the learning objectives provided in teachers' guide. The differences between before and after lessons in associated words which students used responding to given illustrations were investigated. Students' responses were analyzed in terms of how their associations were consistent with what their preference of learning objectives would be as well. Students variables including their achievement levels and gender were used as group variables in order to locate their effects on differences in their associations before and after the lessons. It was found that students manipulated the given illustrations more variously with more explanations before the lessons than after. After the lessons students tended to describe the illustrations more homogeneously and made theirs stick on the given direction by the textbooks. The implications for how school teaching affected to students' perception was made.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.17
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• pp.7731-7736
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• 2015

Background: Breast cancer usually shows a slow development rate and when it is recognized in early stages very successful treatment results can be achieved. This research was planned to research the health beliefs of nursing faculty students about breast cancer and breast self-examination (BSE). Materials and Methods: The first class students of nursing faculty formed the basis for this descriptive research (N=347). Sample selection was not made and all female students who wanted to participate voluntarily in the research during March-May of 2014 were included (n=331). Results: It was determined that 85.5% of students had knowledge about cancer, 79.5 % knew of breast cancer, and 65.3% were aware of how BSE is performed. According to the responses of students to the scale of the health belief model that is used to determine the health beliefs of students, item-point averages of trust and obstacle sub-dimensions were high. Conclusions: It is determined that more than half of students had knowledge about breast cancer and breast self-examination. Their health beliefs were affected by trust and obstacle perceptions, knowledge level about cancer, and awareness about how BSE is done. These factors should be considered in planning trainings that will be given to students. Social responsibility projects should have designed to create the awareness that cancer is a treatable disease.

• Journal of Technologic Dentistry
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• v.27 no.1
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• pp.131-153
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• 2005

The purpose of this study was to identify the accidents happened in the college dental laboratory technique classes and to realize the level of safety education for the dental laboratory technique major students. The research data were collected from a self-administered survey distributed to the conveniently selected college students whose majors were dental laboratory technology in Suwon, Daejeon, Daegu, Kimcheon, and Icsan. The study participants were 422 freshmen, sophomore and junior students in the selected cities. All collected survey responses were encoded and analyzed in SPSS 12.0. The findings were as follows. 1. The students who had any accidents in their laboratory classes were 36% and the other 64% answered 'no.' 2. Most injuries which the participants had were not significant. 3. The medical treatment periods of most injury cases were less than one week; however, approximately 20% of the self-reported injury cases reported that their treatment periods were longer than one week. 4. The body parts frequently injured from accidents were hands with 84.7% and arms, eyes, face, head, and legs in order. 5. Concerning the materials involved in the laboratory classes, most accidents happened when working with wax in 59.9%, with plaster in 52.3%, with wire in 39.8%, with alcohol in 34.6%, and casting iron in 22.2% in order. 6. The accident-prone laboratory methods were polishing with 53.5%, pickling or sanding with 17.4%, and casting or burning with 5.8% in order. 7. Most students wore their laboratory gowns well; however, few students wore mask before dust-involved jobs. Furthermore, only 57.1% students answered their laboratory fans worked during the polishing job. 8. Approximately 54% participant students answered that they took laboratory safety education when necessary only from the class instructors. 9. The 76.1% students responded that they needed laboratory safety education at least 1-2 times every semester. 10. The survey participants answered that the primary factors for injury prevention in their laboratory were taking safety education, wearing safety equipments, and providing safety-focused facilities. Concludingly, comprehensive evaluation and monitoring for potential risk factors from both the human side and the environment side should be continually provided to minimize the college laboratory accidents.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.1-18
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• 2015

Mathematics education emphasizes on nurturing number sense, but researches on this have been scarce, and most of them has been confined to elementary level students. This thesis, therefore, tried to analyze how elementary students solve mathematics sense problems in order to give some insight into how to teach number sense. For this, this thesis categorized into two ways of using number sense and algorithm as problem solving, and analyzed students' responses using test sheets. Accordingly, middle school students showed higher score on the number sense test and higher rates of using number sense than elementary students. In addition, students showing higher achievement used both number sense and algorithm, but those of lower achievement were more likely to use only algorithm. Plus, among students showing higher achievement, middle school students used more number sense than elementary school students, but there was not meaningful difference among those showing lower achievement. Lastly, It was shown that there was difference in the rate using number sense according to the number sense components.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.21-33
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• 1999

The purpose of this study was to develop an Instrument for the Measurement of Cognitive Conflict Levels of students who confronted with an anomalous situation in science teaming. Anomalous situation is generated when students' prediction is disconsistent with the observed fact. In this study, the researchers identified 4 components of cognitive conflict and developed three items for each component. The items were developed and revised by four pilot tests. In the first pilot test, 55 elementary school students participated in the test In the second pilot test, 88 students of the 5th and 6th grader participated in the test. The instrument of measuring cognitive conflict levels was given to the subjects right after demonstrating anomalous situation. For the demonstration, two different problem situations were developed: one was a pulley problem and the other was electric bulbs in parallel. Answered reasons for each items were analyzed to assess students' understanding on each items. In third pilot test, 125 elementary school students participated in the test. A factor analysis of the responses was carried out and reliability of the test was assessed by calculating internal consistency values. The items were finalized by three pilot tests. After 1 month after the third pilot test, researchers conducted the finalized test items to 323 students of the 5th and 6th grader. The final instrument showed moderate reliability (Cronbach-α 0.82∼0.87) and good content validity(0.93). A factor analysis of the response was carried out. 4 main factors completely coincided with 4 components that we supposed to be the conducts of cognitive conflict. The instrument can provide a means for both teachers and researchers to assess the cognitive conflict of a large number of students within a single class period. The results can be used by teachers to better understand the process of conceptual change of their students and to match instruction and materials accordingly.