• Human Ecology Research
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• v.55 no.5
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• pp.451-463
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• 2017

Recently, increasing one-person households, especially in the young generation, is one of the most important issues reflecting changes in the Korean family and society. The purpose of this study is to examine gender differences in life time use of one-person households aged 25 to 39, comparing with husband-wife couples of the same ages, and to investigate the determinants of subjective time poverty. Data are from the 2014 Life Time Survey by Statistics Korea. The major results are as follows. First, gender differences in time use of single youths were found in home management hours on weekdays. Female one-person householders spent more time in home management than their male counterparts, while male one-person householders spent more time in home management than young husband-wife groups. In addition, a much larger gender difference was found between young husbands and wives. Second, different effects on the subjective time poverty were found in both the groups. Based on these results, the implications for several specialized education and social programs for male and female one-person householders used in the local healthy families support centers are provided.

• Journal of Family Resource Management and Policy Review
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• v.20 no.2
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• pp.43-56
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• 2016

Time poverty is a kind of objective and subjective state which a person does not have a enough time to do his/her work or is in the mood to do something in a hurry. The major of family resources management has studied time as a resource to manage for long years. How to manage time has been a major part in education of family resources management. The education itself in nature has focused to inform knowledge and the disciplines of time management, to the students, on the other way, has a rare interest with a each student how to apply them or whether do in practical. Coaching is characterized as a practical learning and mutual communication skills with open questions, which help for a individual student to find his/her own goal related with time poverty or furthermore, whatever he/she wants to achieve in life. If the benefits of the education of family resources management as well as the benefits of practical learning of coaching could be merged in education on time management, the effectiveness of education to resolve time poverty is able to be increased. For the purpose, this study suggests a coaching approach in education of family resources management to resolve time poverty, by some comparisons of family resources management and coaching about time and time management.

• (The) Korean Journal of Educational Psychology
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• v.31 no.3
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• pp.389-408
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• 2017

The purpose of this study was to investigate the relationship of time pressure, discretionary time, and subjective well-being(SWB) of university students. In order to achieve it, 493 university students(220 male, 232 female) completed a set of questionnaires about time pressure, discretionary time, subjective well-being. The t-test, multiple regression analysis were performed to analyze the data. The results are as follows. First, There were significant differences among the positive emotion, the negative emotion and time pressure. However, there was no statistically significant difference between the satisfaction of life and discretionary time according to gender. Second, time pressure was negatively correlated with the satisfaction of life of university students but positively correlated with the negative emotion. The discretionary time was positively correlated with the satisfaction of life of university students but negatively correlated with the negative emotion. Time pressure and discretionary time were not correlated with the positive emotion. Finally time pressure significantly correlated with the satisfaction of life, the negative emotion. And It seems that time pressure had an especially strong effect on the negative emotion. Such results imply that time pressure is important for reducing university students's the negative emotion, a subfactor of subjective wellbeing.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.477-487
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• 2021

Alternative education in Korea has grown into an educational movement since the 1990s. The alternative education is affecting and growing the public education system such as innovative schools, free semester systems, and high school credit systems. In 2021, an institutional foundation was also established to be recognized and supported as an educational institution. As a result of reflecting on the alternative education movement for 20 years, it is understood as stagnant lost time in the second half of the decade. It is discussing reorganizing the meaning of future-oriented "alternatives" with the new "alternatives". The poverty of educational philosophy has also been highlighted as an issue, but no special discussions have been underway. Thus, the study discussed to propose an educational philosophy that could capture the ideologies of alternative education. Critical pedagogy aims to foster human beings who are subjective, autonomous, active and self-reliant through conscious emancipation. In recent years, critical pedagogy have discussed ecological environment and feminism. The educational philosophy of scholars such as Freire and Illich was the basis of the early alternative educational movement. Considering this, the study discusses that Korea's alternative education movement can be understood through critical education and is reasonable as an educational philosophy for new alternatives in the future.