• Title, Summary, Keyword: self-evaluation

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Consumption values and components of self-image and self-evaluation (자기이미지와 자기평가의 구성요인과 소비가치)

  • Oh, Hyun-Jeong
    • Journal of the Korean Home Economics Association
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    • v.44 no.11
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    • pp.67-78
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    • 2006
  • Self-concept is a multi-dimensional characteristic including self-image and self-evaluation. Self-image is the descriptive side of self-concept and is composed of the real self-image and the ideal self-image. Self-evaluation is the appraisable side self-concept and is composed of the internal self-concept, external self-concept and total score of self-concept. The purposes of this study were to determine the correlation of self-image and self-evaluation and to identify the effects of self-image and self-evaluation on consumption value. The data were collected from 237 college women residing in Gwangju using a questionnaire to investigate real/ideal self-image, self-evaluation and consumption value. The results were analyzed with factor analysis, Pearson's correlation and multiple regression analysis using statistical program SPSS 10.0. The results of this research were as follows. 1. The real self-image and ideal self-image had a significant correlation with internal self-concept, external self-concept and total score of self-concept. It was ensured that self-image and self-evaluation are one side of the multidimensional self-concept. 2. The real/ideal self-image and internal/external self-evaluation had a significant influence on consumption value. The real self-image and external self-evaluation were the most important variables explaining the consumption value.

A Study on the Qualitative Evaluation for the Program of Clinical Social Welfare Setting : Focused on Utilizing of Phenomenological Self-Evaluation Method (사회복지조직에서의 프로그램 질적 평가 연구 : 현상학적 자기평가의 활용을 중심으로)

  • Choi, Jong-Hyug
    • Korean Journal of Social Welfare
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    • v.47
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    • pp.334-368
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    • 2001
  • The purpose of this study is to apply to the phenomenological self-evaluation method in the social welfare agency. It means that the phenomenological self-evaluation method accepts "the reality" which occurs in the social welfare setting, and functions for the social worker to play dual role of practitioner-evaluator. This paper examines two dimensions of social work evaluation theory and practice. Firstly, this study is to investigate a trend of evaluation in social work setting, and seeks theoretical aspect of phenomenological self-evaluation method, with emphasis on the strength and limit of the positivism evaluation methods. Although qualitative evaluation was suggested to make an alternative to the positivism by qualitative researchers, they did not suggest the specific methods and roles of the practitioner-evaluator. In this study, two directions of the phenomenological self-evaluation method are suggested to overcome the limitations. which are "environment-relation self-evaluation" and "program-oriented self-evaluation". Secondly, the result of phenomenological self-evaluation studies for the social welfare community center program and organization in kangnam district from June, 1994 (Program-oriented self-evaluation) to march, 2000 (Environment-relation self-evaluation) are presented. the phenomenological self-evaluation study showed the expected outcome such as; reflective self-training, making a practice knowledge, enhancing service quality, and reinforcing the identity of social welfare profession.

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The Self Concept of Adolescent Consumers and the Evaluation and Experience of Adolescent Entry into Harmful Place (청소년 소비자의 자아개념과 유해업소 출입에 대한 평가 및 경험)

  • Lee, Eun-Hee;Nam, Su-Jung
    • Journal of the Korean Home Economics Association
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    • v.44 no.2
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    • pp.25-36
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    • 2006
  • This study examined the subcategories of the self concept of adolescent consumers, and investigated the influence of this self concept and the demographic characteristics on the evaluation and experience of adolescent entry into harmful places. The adolescent group was divided into 4 subgroups: (group I with negative evaluation and without entry experience, group II with negative evaluation but with experience;, group III with positive evaluation but without experience, and group IV with positive evaluation and with experience). The differences of demographic characteristic and self concept between these. subgroups were inspected. The results of this study were as follows. First, the self concept of the adolescent consumer consists of body self, social self, achievement self, scholarship self and family self. Among these self concepts, scholarship self was the highest, and family self was the lowest. Second, from the result of regression analysis using the demographic element as an independent variable to inspect the factors influencing self concept, sex, school year, living with parents, and economic status were statistically significant. Third, in case of entry evaluation, singing room was evaluated most positively among 10 places with a score of 4.20 and pub/drunkenness was evaluated most negatively. In case of entry experience, singing room was the most frequently experienced place and discotheque was the least. Fourth, with respect to demographic characteristics and influences of self concept, the influencing factors on entry evaluation were sex, school year, social self, and family self, and the influencing factors on entry experience were sex, school year, living with parents, social self, and family self. Finally, examination of the differences of demographic characteristics and self concept according to entry evaluation and experience, revealed the distinctive variables among the 10 harmful places to be sex, school year, living with parents, body self, social self, achievement self, scholarship self, and family self.

Analysis of Gender-Specific Relationships among Children's Important Self-Domain, Self-Evaluation and Global Self-Esteem (아동의 중요자아영역과 자기평가 및 자아존중감 간의 관계: 성별 분석)

  • Kim, Na-Hyeon;Kim, Kyong-Yeon
    • Journal of the Korean Home Economics Association
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    • v.48 no.1
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    • pp.41-54
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    • 2010
  • The purpose of this study was to investigate the relationships among children's important self-domain, self-evaluation and global self-esteem by gender. Information was collected on 376 5-6th graders from elementary schools in Busan. The major findings were that 1) The self-evaluation of peer domain was the most powerful determinant on self-esteem in both boys and girls 2) The percentage that valued domain of family self was higher than the other groups in both boys and girls(boys 36.3%, girls 55.4%). 3) In boys' domains of peer self and computer self, important self-domain moderated the effect of self evaluation on global self-esteem.

Investigation on Causal Relationships Between Home Environment, Children's Self-evaluation and Learned Helplessness (가정환경, 아동의 자아 평가와 학습된 무력감간의 인과관계)

  • 최보가
    • Journal of the Korean Home Economics Association
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    • v.36 no.4
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    • pp.121-136
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    • 1998
  • The purpose of this study was to investigate the causal resationships between children's learned helplessness, self-evaluation and the home environment which included the family's socio-economic status, parent's achieving pressure and maternal child rearing behavior. The results were as follows; The socio-economic status of home influenced on the parent's achieving pressure, maternal child rearing behavior and children's self-evaluation, but didn't influence children's learned helplessness. Parent's achieving pressure had a negative correlation with the maternal child rearing behavior and influenced children's learned helplessness, but did not influence children's self-evaluation. Maternal child rearing behavior influenced children's self-evaluation, but did not influence children's self-evaluation. Maternal child rearing behavior influenced children's self-evaluation, but did not influence children's learned helplessness directly. Children's self-evaluation had the strongest direct impact on children's learned helplessness. This was found to be a mediating factor between home environmental factor and children's learned helplessness.

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Self-evaluation model for TQM activity

  • Osada, Hiroshi;Yamazaki, Masahiko
    • The Asian Journal on Quality
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    • v.1 no.1
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    • pp.75-80
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    • 2000
  • Objective evaluation is necessary for the company to know the level of its TQM activity and to improve it. This article proposes self-evaluation model for TQM activity through comparison study of the examination viewpoints for the Deming Prize with criteria of the Malcolm Baldridge National Quality Award. Proposed self-valuation model consists of three evaluation categories i.e. management system, management performance and survey/audit system. Evaluation on these categories is done for process and performance by using scoring method. This self-evaluation model is useful for checking the progress of TQM and make company recognize the strength and weakness of its TQM activity, namely, positioning analysis.

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Relationships between Peer- and Self-Evaluation in Team Based Learning Class for Engineering Students (공과대학생의 팀 기반 수업에서 동료평가와 자기평가의 관계)

  • Hwang, Soonhee
    • Journal of Engineering Education Research
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    • v.19 no.5
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    • pp.3-12
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    • 2016
  • This paper aims to apply two ways of student evaluation, i.e. peer- and self-evaluation to TBL(team based learning) class and to explore the difference between two evaluations by gender and grade as well as their relationships, and finally to provide an explanation for the improvement of evaluation ways in TBL class. There has been much research about TBL and its related factors. However, according to the examination of both domestic and overseas researches concerning the application of peer- and self-evaluation to TBL class, few studies have focused on them in terms of the engineering curriculum. This study was conducted with 251 engineering students at P University, and peer- and self-evaluation in TBL class have been measured. Our findings show that firstly, there were significant grade differences in self-evaluation of engineering students. Second, there were no significant gender and grade differences in peer-evaluation. Third, we found a significant correlation between the two factors, self- and peer-evaluation. Also there was a significant correlation among variables of subcategories. Based on these findings, it is expected to provide an explanation for the application of peer- and self-evaluation in TBL class and will be useful for the improvement plans of the related courses in engineering school.

A study on clinical evaluation method of nursing student in nursing management practice (간호관리실습 평가방법에 관한 연구)

  • 박성애;이병숙
    • Journal of Korean Academy of Nursing
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    • v.14 no.2
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    • pp.5-11
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    • 1984
  • The main purpose of this study were; to determine the reliability and validity of evaluation tool administered to the nursing student in nursing management practice,;to identify the effective evaluation method of nursing student in nursing management practice. The subjects were 46 senior nursing students at Department of Nursing, College of Medicine, Seoul National University in 1983. The evaluation tool was analyzed according to evaluation method; self-evaluation. and head nurse evaluation. Also individual item of evaluation tool was analyzed by item analysis in order to determine the evaluation area, and appropriateness of the test item used. A Summary of the results is as follows; 1. The reliability and validity of evaluation tool were relatively high both in self-evaluation and head nurse evaluation. 2. In comparison of mean scores, there is no significant difference between head nurse evaluation and self-evaluation. 3. The nursing management activities which have the correlation of self-evaluation and head nurse evaluation were in the activity of interpersonal relation, independent activity and implementing nursing process. In general nursing practice and unit management activity, there was no correlation of self-evaluation and head nurse evaluation.

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Problem Based Learning Evaluation and Evaluation Agents - Focused on Tutor, Peer and Self Evaluation (문제중심학습에서 평가주체에 따른 평가 - 튜터평가, 동료평가, 자기평가를 중심으로)

  • Kim, Soo-Jin;Kang, Hee-Kyung
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.14 no.8
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    • pp.3732-3738
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    • 2013
  • This study was conducted to compare the evaluation scores among different evaluation agents-tutor, peer and self evaluation. It also aimed to identify the correlations among the evaluation agents and each agent's influencing factors that can have impact on PBL evaluation. 105 nursing students who had PBL methods in their learning had 3 different tutor, peer and self evaluation consecutively with the PBL Effectiveness Evaluation Tool. Self evaluation score was higher than both tutor and peer evaluation for 3 different evaluation. There was a significant correlation between tutor evaluation and peer evaluation. 'Problem solving ability' for tutor evaluation and 'Cooperative learning ability' for peer evaluation and self evaluation were the influencing factors.

The Relations of Self-Body Evaluation, Self-Esteem, and Health Behavior of Junior High School Girls - In Partial Areas of Seoul - (여중생의 자기신체평가, 자아존중감, 건강행위간의 관련성 - 서울 일부지역을 중심으로 -)

  • Son, Woo-Seung;Moon, In-Ok
    • The Journal of Korean Society for School & Community Health Education
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    • v.11 no.2
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    • pp.29-42
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    • 2010
  • Objectives: This study was conducted to examine the relations of 'self-body evaluation', self-esteem, and health behavior among junior high school girls, analysing influencing factors for their health behavior, and building a base for its improvement. Methods: Data collection was conducted by self-report survey. Survey participants were 330 junior high school girl students in the area of Seoul, 221 from women's junior high schools and 109, coed schools. Survey included general characteristics, self-body evaluation, self-esteem, and health behavior. Results: 1. In their self-body evaluation, the students gave themselves $3.27{\pm}.53$ scores of the total 5, and of general characteristics, BMI, ideal BMI, personality, living standard were statistically significant different. 2. The scores for the girl students' health behavior were $2.77{\pm}0.37$ of total 4, and of general characteristics, school forms, grades, living standard were statistically significant different. characteristics, school forms, personality, school grades, living standard were statistically significant different. 3. The girls' self-body evaluation and self-esteem showed a low level of negative significant difference and their self-body evaluation and health behavior were significantly different, but a low level of negative significant difference. And the relationship between self-esteem and health behavior showed a high level of positive significant difference. 4. Influencing factors for the girls' health behavior showed a significant difference in self-esteem and school forms of general characteristics, self-body evaluation, and self-esteem.

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