• Journal of Digital Convergence
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• v.17 no.12
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• pp.289-296
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• 2019

This study was done to explore the relationship alcoholcs' body image, belief emotion expression, communication competence and related factors. Alcoholcs' body image, belief emotion expression, communication competence level scales were used as the measurement tools with a sample of 151 students from 2 hospitals in J-city and S-city. T-test, ANOVA, Pearson correlation and stepwise multiple regression with SPSS/WIN 21.0 version were used to analyze the data. Alcoholcs' body-image was negatively correlated with belief emotion expression but was negatively correlated with communication competence. Belief emotion expression was negatively correlated with communication competence. Hierarchical regression analysis showed that body-image, education degree, and belief emotion expression explained 24.9 % of communication competence. The results of this study can be used as basic data to improve the communication competence of alcoholics.

• Journal of the Daesoon Academy of Sciences
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• v.11
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• pp.277-316
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• 2001

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.169-182
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• 2010

This study sought to compare beliefs regarding injury, accidents, and prevention behaviors between mothers and teachers in childcare centers. The subjects were 252 mothers whose children were aged between 1 and 4 years old and 264 teachers in childcare centers. The data were analyzed using t-tests, ANOVA, and partial correlation. Our results were as follows; 1) Mothers believed that by experiencing minor injuries young children would learn to recognize risk and develop their abilities to endure pain. Mothers engaged in prevention behaviors in accidents less when compared to teachers in childcare centers. 2) Mothers and teachers in childcare centers whose ages were below 30-years-old and whose education levels were below high school tended to believe young children would learn to recognize risk through accidents, and they engaged in prevention behaviors in accidents less. 3) There was a negative correlation between injury beliefs and prevention behaviors in accidents.

• Proceedings of the Korea Association of Information Systems Conference
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• 2004.11a
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• pp.287-297
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• 2004

B2C 전자상거래는 2가지 측면에서 살펴볼 수 있다. 첫 번째 측면은 인터넷, 웹 기술, 통신 기술 등 정보기술을 사용하는 점이고, 다근 측면은 온라인 마케팅 채널을 사용한다는 점이다. 따라서 본 연구에서는 IT 측면을 설명하기 위하여 Davis의 기술수용모델(TAM)을 사용하였고, 거래가 온라인으로 이루어짐에 따라 거래상의 신뢰(trust)가 더욱 중요해지고 있으므로 이 신뢰 개념을 사용하였다. 본 연구에서는 McKnight et al.(2002) 및 McKnight & Chervany(2002) 등이 언급한 신뢰 신념(trust beliefs)의 4개 선행변수인 구조 확신, 상황 정상, 인간성에서의 믿음, 신뢰 자세와 신뢰 신념(trust beliefs)과의 관계를 살펴보았고, 신뢰 신념과 TAM 모델의 제 요인과의 관계를 살펴보았다.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.269-287
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• 2015

The purpose of this study was to survey collaborate learning in early childhood settings in Korea. Specifically, the study examined whether the realities of and the teachers' perception on collaborative learning would differ in terms of the teachers' belief on constructivism. To achieve this purpose, 210 teachers of kindergartens and daycare centers in Busan completed a questionnaire developed by the authors. The teachers' belief on constructivism was rated as high, medium, and low. The ${\chi}^2$-test, one-way analysis of variance, and the Scheffe test were used to analyze the teachers' interest on and practice level of collaborate learning. As a result of this analysis, the authors observed several significant differences in the realities of and the teachers' perception on collaborative learning in terms of the teachers' belief on constructivism. We discussed the results and provided practical implications for teacher training.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2002.11a
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• pp.215-219
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• 2002

인터넷의 급속한 성장으로 e비즈니스의 인터넷 사용이 증대되었다. 인터넷 환경에서는 새로운 인터넷 사용자라는 소비자를 대상으로 인터넷 소비자 행동에 관한 연구가 중요한 분야로 자리잡게 되었다. 인터넷상에서의 소비자 행동을 설명하기 위해 온라인 인지절차 (Cognitive process)에 관한 연구로, 웹 사이트에 대한 소비자의 태도에 미치는 영향을 밝히는 연구들이 수행되었다. 웹 사이트에 대한 소비자의 태도에 따른 개인화된 마케팅을 위해서는 웹사이트를 소비자의 특성을 고려해서 개인화된 웹사이트를 운영해야 한다. 개인의 정보 시스템 사용에 대한 설명을 위하여 많은 모형들이 개발되어 왔다. 기술 수용 모형(Technology Acceptance Model: TAM)은 개인의 정보 시스템 수용에 영향을 미치는 요소를 설명하기 위하여 가장 폭 넓게 사용되고 있는 모형이다. TRA 모형에 따르면, 개인의 사회적 행위는 그 행위의 결과에 대한 신념에 의해 영향을 받는다고 할 수 있다. 본 연구에서는 고객의 신념을 신뢰 (Trust), 유용성 (Usefulness), 사용의 편의성 (Ease of Use), 위험 (Risk), 보안통제 (Security control)로 분류하고, 고객의 실제 사용 (Usage)을 인터넷 뱅킹 환경에서 측정하여 고객세분화에 적용하였다. 세분화된 고객집단을 분류하기 위해서 인공신경망, 판별 분석 기법을 적용하여 웹 사이트에서 사용할 수 있는 개인화 모형을 개발하였다.

• 한국IT서비스학회:학술대회논문집
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• 2008.05a
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• pp.409-415
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• 2008

본 연구는 판매원 개인적 요인 중 서비스 및 과업수행 경험기간을 고려하여 CRM의 기술도구인 영업자동화(Sales Force Automation: SFA이하)시스템을 받아들이는 판매원의 행동특성을 파악하고 그들은 어떤 일관된 신념과 데이터만족에 대한 과업기술적합성 그리고 사용행동을 보이는지 밝히고자 한다. 이는 고객과의 관계에서 실질적인 효과를 높일 수 있는 긍정적이고 적극적인 자세로 주도적인 판매 업무를 강화시키기 위한 것으로 판매원이 SFA 시스템 기술을 단순히 업무상으로 접근하는 것이 아니라 좀 더 효과적으로 기술을 수용하려면 판매원의 심리를 어떻게 파악해야하며 적절한 시스템에 적용 및 데이터 만족에 대한 과업기술적합성과 함께 유도하여 사용행동으로 이끌도록 하는데 의의가 있다.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.256-262
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• 2016

A cyber crime has been evolving, as other crimes have. Beyond physical damages such as financial crimes in the cyber world, it has evolved into psychological forms like cyber-bullying. In today's crimes, measures that consider psychological effects of crimes are highly regarded in that fear of crime is considered as well as visible crimes. Accordingly, cyber bullying, which causes psychological damages, needs to be treated very importantly. Because the characteristics of cyber crime is caused by different circumstances from the real world, measures should be taken in different aspects. Rather than physical damages, which can be found in the conventional crimes, cyber crimes cause psychological damages, so the effect that has on inflicting should be specified. Especially, in the environment that virtual reality is ubiquitous through smart phones, it is very difficult to establish measures by considering all the causes of general cyber crimes. Therefore, this study estimated what affects cyber bullying by focusing on personalized faith factor among social bond theory, which can control cyber crimes. As a result, self-controling faith was verified to have a negative effect on cyber bullying, so faith is a very important factor in personalized environment. Thus, it is suggested that the characteristics of cyber space and education of humanism, which can affect individuals' faith should be emphasized.

• Journal of Families and Better Life
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• v.29 no.3
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• pp.1-12
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• 2011

The study aimed to improve the injury belief, injury prevention behavior, and safety fulfillment confidence of teachers of infants and toddlers in childcare centers. The study subjects were 376 teachers who were assigned to either the intervention group or the control group. The intervention group participated in an Injury Prevention Program for infants and toddlers for 100 minutes once a week for a total of 5 sessions, while the control group did not. The collected data were statistically analyzed through the independent t-test and paired t-test. The injury belief and injury prevention behavior test scores of the teachers in the intervention group were significantly increased compared to those in the control group after the completion of the five-week program.