• Journal of Digital Convergence
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• v.16 no.9
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• pp.99-106
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• 2018

The purpose of this study is to verify the effect of organizational culture on job satisfaction and to explore the moderating effect of locus of control. The study examined adhocracy culture among organizational cultures and divided into internals and externals for moderating effect of locus of control. The data analysis was used to SAS Ver 9.4 and PLS Ver 3.0. The test was conducted by 283 employees working at large, small-medium company and public enterprise in Mongolia. The results indicate that the positive adhocracy culture and job satisfaction were statistically supported. And this study found that internals moderating roles in the relationship between adhocracy culture and job satisfaction. Based on the findings of this study, the study presented managerial implications and suggestions for future studies.

• Journal of Families and Better Life
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• v.28 no.6
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• pp.47-57
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• 2010

This study examines the effects of parental variable(parental support and supervision), temperament(activity level, attention span/persistence, and emotionality) and the internal locus of control on self-regulation of children. Data were collected from 455 5th and 6th graders and analyzed with Pearson's correlations and pathway analysis. The results were as follows : Children's temperament, internal locus of control and parental variable directly affected children's self-regulation. Parental variables mediated between children's temperament and internal locus of control and self-regulation. Internal locus of control mediated between children's temperament and self-regulation: in addition, the most important variable predicting children's self-regulation was children's attention span/persistence temperament.

• Journal of Families and Better Life
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• v.24 no.5 s.83
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• pp.161-174
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• 2006

This study examined different individual and parental factors that affect children's achievement motivation. For an analysis, perceived competence, intrinsic locus of control were included in individual variables. For parental variables, parental support and achievement pressure and marital conflict were examined. The sample consisted of 561 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, Factor analysis, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis. First, girl's achievement motivation was higher than boys. No age difference was found between fifth and sixth grade. Second, boy's and girl's achievement motivation had a positive correlation with perceived competence, intrinsic locus of control, parental support and achievement pressure but a negative correlation with parental marital conflict. Third, important variables predicting boy's and girl's achievement motivation were perceived academic competence, parental achievement pressure and perceived social competence. Important variables predicting boy's individual and social oriented achievement motivation were perceived academic competence and parental achievement pressure. On the other hand, important variables predicting girl's individual oriented achievement motivation were perceived social competence, perceived academic competence, intrinsic locus of control and parental achievement pressure. Important variables predicting girl's social oriented achievement motivation were parental achievement pressure, perceived academic competence and mother's support.

• Journal of Families and Better Life
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• v.24 no.5 s.83
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• pp.251-270
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• 2006

This study examined how the households used and combined financing sources to pay for college education. It compared the probability of using each source (current incomes, saving, education loans and grants) by households' socio-economic characteristics and analyzed which factors influence the decision to use each source and the amounts from each source for financing college education. Data for this study were from a questionnaire completed by 4-year college students (n=623) and were analyzed by t-tests, ANOVA and Heckman's two-step estimation models. The findings of this study were as follows: First, the most frequent source for college education was parents' savings and the second one was parents' incomes. Also, the most frequent combination of sources was saving and current incomes and the second was combination of three sources, saving, incomes and education loans. Second, the probability of using incomes was higher for younger students than for older students. The number of siblings showed significant differences among income, savings and education loans. Those who had higher incomes were more likely to use current incomes, saving, but less likely to borrow for financing college education. Middle-class income groups were more likely to borrow for education. Third, household incomes and asset holdings had generally positive impacts on the probability of using incomes and savings for college education, while total debt burden decreased both the probability and amounts of income and saving sources. The college costs had significantly positive effects on both the probability and the amounts of all of financing sources. Total grants received significantly decreased the amounts from incomes, savings and borrowing sources.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.357-370
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• 2022

In this paper, we developed an augmented reality learning tool suitable for chemical bond learning and proposed a process-oriented guided inquiry learning using mobile augmented reality (POGIL-MAR) to find out how it affects science achievement, science learning motivation and learning flow. Participants were 139 10^th-grade students from a coeducational high school in Gyeonggi-do, and they were randomly assigned to the control group (TL), the treatment group 1 (POGIL), and the treatment group 2 (POGIL-MAR). They learned the concept of the chemical bond from the Integrated Science subject for four class periods. Results of two-way ANCOVA revealed that the POGIL-MAR group scored significantly higher than the other groups in a science achievement test, science learning motivation test, and learning flow test, regardless of their prior science achievement. In addition, in the case of the low-level group, the POGIL-MAR group showed a statistically significant improvement in achievement compared to the TL and POGIL groups. The MANCOVA analysis for sub-factors of science learning motivation show that the POGIL-MAR group had significantly higher scores in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. In particular, the interaction effect between the teaching and learning method and the level of prior achievement was significant in the intrinsic motivation. Meanwhile, the MANCOVA analysis for sub-factors of learning flow show that the POGIL-MAR group had significantly higher scores in clear goals, unambiguous feedback, action-awareness merging, sense of control, and autotelic experience. Based on the results, educational implications for effective teaching and learning strategy using mobile augmented reality are discussed.

• Membrane Journal
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• v.33 no.6
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• pp.362-368
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• 2023

This research article explores the application of Polymer of Intrinsic Microporosity (PIM-1) as a cutting-edge material for CO₂ gas separation membranes in response to the escalating global concern over climate change and the imperative to reduce greenhouse gas emissions. The study delves into the synthesis, molecular weight control, and fabrication of PIM-1 membranes, providing comprehensive insights through various characterization techniques. The intrinsic microporosity of PIM-1, arising from its unique crosslinked and rigid structure, is harnessed for selective gas permeation, particularly of carbon dioxide. The article emphasizes the tunable chemical properties of PIM-1, allowing for customization and optimization of gas separation membranes. By controlling the molecular weight, higher molecular weight (H-PIM-1) membranes are demonstrated to exhibit superior CO₂ permeability and selectivity compared to lower molecular weight counterparts (L-PIM-1). The study's findings highlight the critical role of molecular weight in tailoring PIM-1 membrane properties, contributing to the advancement of next-generation membrane technologies for efficient and selective CO₂ capture-an essential step in addressing the pressing global challenge of climate change.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.1
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• pp.27-33
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• 2012

The purpose of this research is to investigate the effects of Lubric Learning Strategy Program, to solve problems of the Middle School Students' learning, on learning motivation, self-efficacy and self-regulation. The objects of this investigation was 60 students sampled from the first, second and third year students of Y Middle school in Seoul, which was divided equally -30 students each- into experimental group and control group. The progress covered 10 weeks period, a hour and half every week on Tuesdays and Thursdays. The conclusion derived from the results and discussion is as follows: First, the learning motivation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all suborn ate variables such as class motivation, continuing motivation, intrinsic motivation, and extrinsic motivation. Second, the self-efficacy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as preference level to subjects and self-control efficacy, though did not show notable changes in confidence area. However as confidence area doesn't really matter in total score, Lubric Learning Strategy Program is considered to have good influence in self-efficacy. Third, the self-regulation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all subordinate variables such as self-control mode and inhibitory will mode. Fourth, the use on learning strategy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as rehearsal, elaboration, organization and inspection, though did not show notable changes in schedule and control area. However, as the total score of use on learning strategy has changed prominently, Lubric Learning Strategy Program is considered to have good influence in use of learning strategy.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.23 no.6
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• pp.1277-1286
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• 2013

Cloud computing's unique attributes such as elasticity, rapid provisioning and releasing, resource pooling, multi-tenancy, broad-network accessibility, and ubiquity bring many benefits to cloud adopters(company and organization), but also entails specific security risks associated with the type of adopted cloud and deployment mode. To minimize those types of risk, this paper proposed cloud computing security framework refered to strategic alliance model. The cloud computing security framework has main triangles that are cloud threat, security controls, cloud stakeholders and compose of three sides that are purposefulness, accountability, transparent responsibility. Main triangles define purpose of risk minimization, appointment of stakeholders, security activity for them and three sides of framework are principles of security control in the cloud computing, provide direction of deduction for seven service packages.

• Journal of Environmental Policy
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• v.13 no.3
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• pp.109-133
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• 2014

With a growing concern about climate change and green house gases mitigation, carbon labeling policy has been launched in several countries as an environmental policy which connects low carbon production to low carbon consumption. This research aims to propose a model that explains consumers' attitude and brand loyalty toward carbon labeling products. This model specifies the consumer's psychological processes by which consumer values, such as autonomy and environmental values, affect carbon labeling product and corporate images and finally form brand loyalty toward carbon labeling products. Panel data were collected in two separate surveys and analyzed using a structural equation technique. Results are summarized as follows. First, consumers' autonomy value(AV) positively affects locus of control(LC) and corporate image(CI). Second, consumers' environmental value(EV) positively influences perceived consumer effectiveness(PCE), which in turn has a negative effect on perceived barriers(PB). Perceived barriers finally affect product image(PI) negatively. Third, both corporate image and product image have causal relationships with brand loyalty. Our results suggest that carbon labeling policy contributes not only to the reduction of greenhouse gases but also to the increase of consumers' attitude and brand loyalty toward carbon labeling products. This research also provides governments with directions for efficient environmental policy and firms with guidance on effective marketing strategies about carbon labeling.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.459-469
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• 2022

This study aims to provide basic data for the development of teaching methods to improve the performance confidence of performing core basic nursing skills in nursing students while availing of online education owing to COVID-19. Data were collected from 146 students in the Department of Nursing at N University located in C city. The collected data was analyzed using descriptive statistics, difference, correlation analysis, and multiple regression by using SPSS 23.0 program.. The subjects' performance confidence of core basic nursing skills was dependent on self-directed learning readiness (r=.368, p<.001), intrinsic goal motivation (r=.232, p=.005), extrinsic goal motivation (r=.344, p<.001), task value (r=.237, p=<.001), control of learning beliefs (r=.262, p=<.001), and self-efficacy for learning and performance (r=.443), p<.001) with a significant positive correlation. The results indicate that the factors influencing the subjects' performance confidence of core basic nursing skills were the 4th grade (β=0.413, p<.001), extrinsic goal motivation (β=0.307, p<.001), and self-efficacy for learning and performance (β=0.316, p=.005), and the explanatory power was 35.8% (F=8.354, p<.001). The research results showed that it is necessary to develop and apply various online-centered teaching and learning methods to increase the extrinsic goal motivation and self-efficacy for learning and performance of nursing students to enhance their performance confidence of core basic nursing skills. This will serve as a basis for preparing effective online centered nursing education strategies to improve performance confidence of core basic nursing skills.