• Korean Security Journal
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• no.51
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• pp.39-58
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• 2017

The purpose of this study is to verify the validation of the Korean-type destructive leadership scale in order to activate the leadership research of local police manager in Korea. For the purpose of this study, the entire police officer(under the rank of sergeant) working at the Gyeongnam Provincial Police Agency in 2017 was set up as the population. A proportional allocation sampling was used for the sampling, and the allocation standard was set up in the workplace, department, rank, and sex. Data collection was conducted from April 1, 2017 to April 30, 2017, for a total of 500 respondents, and 433 were finally used for actual analysis. In the study, reliability and validity of destructive leadership scale were verified through reliability analysis, exploratory factor analysis, and confirmatory factor analysis. As a result, the destructive leadership scale of Korean local police manager showed a high cronbach' ${\alpha}$ coefficient of 0.948 for the questionnaire related load and 0.974 in the questionnaire related organization, but, the model fit of confirmatory factor analysis was low. Therefore, through additional exploratory factor analysis and confirmatory factor analysis, we reconstructed 6 questionnaires by deleting 4 questionnaires among the load-related items. On the other hand, the organization-related items were verified to be appropriate for all of the existing 10 items, and the destructive leadership scale of Korean local police manager was finally reconstructed into 16 items with 2 factors. This study also confirmed that the above reconstruction model is statistically suitable. The destructive leadership scale of Korean local police manager can be used as the basic data of leadership research to be conducted in the future.

• Convergence Security Journal
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• v.17 no.2
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• pp.173-183
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• 2017

This study is for presenting the factors about success attribution that fit the korean security service conditions and developing the actual analysis of measurement tools by investigating the success factors of the security service agents. To this end, conducted a meeting from the fully open questionnaire at first, and then formed the semi-structured questionnaire, finally carried out the survey from the closed questionnaire and analyzed data from SPSS 21.0, AMOS 21.0 and developed the measurements. It was conducted from December, 2014 to June, 2015. This survey was conducted of 170 security guards after the verification of the content validity though the pilot survey and presented the success attribution factors and standards on the basis of the result form this survey. At the first and second analysis process, the success attribution factors of the guards consisted of inner qualities, external qualities, induction factors for inner qualities, and induction factor for external qualities. On analysis of the final data and documents, however, at the third analysis, the success attribution factors of the guards consisted of 'martial arts and physical ability'(4 questions), 'attitudes to work'(3 questions), 'support for the working environment'(3 questions), 'organized business skills'(3 questions), 'attitudes to the duty'(3 questions), and 'coping with crises(2 questions).

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.349-359
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• 2022

The purpose of this study is to add and revalidate items of learning cognition and learning emotion factors for online use of the K-LSS for junior college. It is important for self-reflection and improvement of academic achievement to specifically explore and analyze the sub-factors of learning cognition, learning behavior, and learning emotion for each item that can affect the learning strategy of junior college students. The added items are two items for diagnosing the concentration of attention in the learning information processing process of the learning cognitive factor and two questions about the interpersonal anxiety factor for diagnosing the level of anxiety about others in the learning emotional factor. The study area was conducted in 5 areas nationwide, and the subjects of the study were 923 junior college students excluding 327 respondents who answered insincerity. The K-LSS_r scale is a learning strategy diagnosis scale of 52 questions composed of three sub-elements of learning cognition (18 questions), learning emotion (15 questions), and learning behavior (19 questions), and reliability for generalization in this study. As a result of the verification, Cronbach's α coefficient of the entire scale was .896, and Cronbach's α coefficient of the three factors ranged from .876 to .910. The half-segment reliability coefficient of the scale was .858 in total, and the half-segment reliability coefficients of the three factors ranged from .792 to .843. The test-retest reliability verification result for 3 weeks for 350 Junior college Students in 5 regions was .884, and the validity test for generalization also confirmed that the recruitment validity is significant.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.147-162
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• 2013

This is an in-dept case study that extract the problems showing remarkable gender gap in 6th graders and analyze the difference between boys and girls in the process of problem solving. This study can be summarized as the following. First, according to the result of basic study, the parts are divided into measurement, probability and statistics and regularity. And then test problems and face-to-face talk contents are developed. Second, the distinct features between boys and girls, follow-up study and face-to-face talk. As a result, five characteristics of gender gap are selected. Through the results of this study, the improvement of teaching & learning development and evaluation considering gender is expected in the classrooms of elementary schools.

• Archives of design research
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• v.12 no.2
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• pp.121-130
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• 1999

The purpose of this study is to provide standardization on the examination that could measure students' diagrammatic creativity at design college. For this purpose, we tested college students, who was selected by educational system, regional, and grade groups to use the examination, and suggested the standardization criterion by analyzing these data. The data analysis procedures of this study consist of three step, the first that was to investigate the goodness of the examination paper, second step was to measure the reliability and the validity for the goodness of questions, the last step was to suggest the standardize scores for standardization on the examination. The results of the goodness and standardization analysis showed three structural factors(fluency, flexibility, originality) of this examination were proper to measure the diagrammatic creativity, and the proposed examination tool seemed to be good enough to apply in practice.

• Annual Conference on Human and Language Technology
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• 2013.10a
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• pp.110-112
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• 2013

대학수학능력시험이나 학업성취도평가와 같은 중요한 시험은 다단계의 복잡한 과정을 거쳐 채점되며, 대규모의 인적 물적 자원이 투입된다. 컴퓨터 시스템을 활용하여 채점 과정에 소모되는 자원을 절감하고 정확성을 향상시키는 등 채점 효율의 향상을 목표로 하는 연구가 진행 중에 있다. 하지만 채점하려는 문항에 대한 정보 없이 시스템이 자동으로 정 오답을 판단하는 것은 불가능하며, 채점자가 문항에 대한 정보를 일정한 형식으로 가공하여 시스템에 제공하여야 한다. 본 논문은 채점하려는 학생 답안을 정보로 이용하여 시스템이 인지할 수 있는 정답 템플릿 형식으로 구축하는 방법을 소개한다. 또한 소개한 방법으로 작성된 정답 템플릿을 이용하여 자동 채점을 수행하였을 때의 채점 결과 및 통계 자료를 수록하였다.

• Korean Journal of Psychosomatic Medicine
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• v.8 no.2
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• pp.212-227
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• 2000

This study was designed to testify the reliability and validation on the Korean version of the Social Adaptation Self-rating Scale(SASS) which was developed from Bose et al. for the evaluation of social motivation and behavior of depressed patients in 1997. Interests for the social world, those of social functioning, of patients were involved in the addition of new measure of disturbance. And those were distinct from abnormalities of thought, mood and symptoms of patients with major depression. As the previous reports there were several evidences that treatments may be less likely to be effective if the system they act on is dysfunctional. Thus, a better social situation favoured better outcome. As a matter of fact, however, those reports were developed in the course of the evaluation of interpersonal therapy(IPT) and cognitive therapy. Accordingly the conversed question -whether pharmacological therapy with antidepressants can impact on social functioning in addition to addressing the core features of illness- has been addressed. To date, anyhow, it is accepted that enhancement of social functioning may be a therapeutic principle in its own right and illness rarely divorced from social context. In terms of those concepts the introduction of an assessment of social functioning into pharmacotherapeutic studies of depression has been welcomed and might be a potent instrument for evaluating the relative pharmacoeconomic benefits of different treatments. Despite of many scales which were applied for the evaluation of symptoms in the patients with depression, however, the scale for the evaluation of social functiong has not been introduced in Korea yet. Thus, this study was designed to introduce the concepts of social functioning in the patients with depression and to testify the reliability and validation on Korean version of SASS. This Korean version of SASS was submitted to a reliability and validation procedure based on the data from healthy general population survey in 291 individuals and 40 patients with major depression. Cronbach a was 0.790 in total subjects group and the correlation of test-retest was statistically significant(y=0.653, p<0.0l). Thus, the Korean version of SASS might be shown to be valid and reliable. The results of multivariate analyses allowed the identification of 3 principle factors(factor 1 = intersts in social activities, factor 2 = active interpersonal relationship, factor 3 = selfesteem) in normal group, however, it could be counted as only one factor in the depression group because nearly total items of SASS were involved in factor 1. In the view of these results, the Korean version of SASS may be useful additional tool for the evaluation of social functioning in depression.

• The Korean Journal of Applied Statistics
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• v.21 no.1
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• pp.95-107
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• 2008

Survey on the rural living indicators was the statistic approved from National Statistical Office and the survey executed by rural resources development institute. This study was used the raw data of survey on the rural living indicators in 2005. After editing procedure for raw data, we were studied 1,582 households which is acquired through elimination of case included nonresponses, and imputed a nonresponses of 15 item selected from 146 item. The imputation methods and efficiency of imputation for simulation was adapted differently from type of data. For continuous data, we imputed the nonresponses with mean imputation, regression imputation, adjusted grey-based k-NN imputation(DU, DW, WU, WW) and compared the results with RMSE. For categorical data, we imputed the nonresponses with mode method, probability imputation, conditional mode method, conditional probability method, hot-deck imputation, and compared the results with Accuracy. By the results, regression imputation and adjusted grey-based k-NN imputation appropriated for continuous data and hot-deck imputation appropriated for categorical data.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.6
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• pp.295-303
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• 2016

The purposes of this study are to describe the process for the instrument construction and the development of scales on rating college students' adaptability and to analyze the technical qualities of the test. The primary goal of this study is to inform students and institutions what is needed to college student's adjustment process into university and college life. The scales are tested by specialty group and statistical methods, and finally composed of 142 items, which measures 8 scales, the academic integration, the social integration into college, career identity, emotional stability, learning condition's stability, relationship with professors, satisfaction degree of educational service, satisfaction degree of college education. This study analyzed 1,959 students' responses from 4 colleges and universities. This study confirms that the scales which this study developed show high concurrent evidence with the college student's adaptability inventory for Korean university and college students based on various development process, specially rapid great change of college. The result of factor analysis shows the evidence based on internal structures of the scales. The Cronbach's ${\alpha}$ of the subscales is .965, from 742 to .937. The prediction model to determine the possibility of dropout by 7 scales is statistically significant in .05, except learning condition's stability. According to CFA Model, RMSEA= .08~.09. dependence factor variance are explained by this study's CFA model. In conclusion, this study confirms that the scales which this study developed are valid and reliable instrument for Korean university and college students to predict their adaptability to college.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.117-139
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• 2012

This study compared the cognitive conflict on peer instruction concerning the level of difficulty in question, between middle school science gifted students and non-gifted students. For the study, 35 the 7th grade science-gifted students in the organization affiliated with Science Education Institute for the Gifted in Seoul and Gyeong-gi province, and 14 the 8th grade science-gifted students, and 71 the 8th grade students. They performed peer instruction on propagation of straight light and composition of light and then, discussed three concept problems. After discussing the students took paper pencil test about changing levels of cognitive conflict. Regardless of the level of difficulty in question, the science-gifted students showed meaningful decreased figures on cognitive re-evaluation factors after peer-discussion. They trusted their peers, so during discussion, they explained their concepts. Furthermore discussion process enabled them to do reflective thinking. consequently, discord of students dropped, and total figures of cognitive conflict also declined. Science-gifted students have a tendency to worry lower than general students, though they felt anxiety as difficulty of the problems after peer-discussion. Through peer-discussion, science-gifted students presented statically decreased anxiety factors. By means of analyzed results of changing cognitive conflict of science-gifted students, developing and adapting strategies of cognitive conflict considering learner characteristics of science-gifted students is needed.