• Journal of Families and Better Life
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• v.21 no.4
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• pp.1-10
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• 2003

This paper compares the time perspective between Korean and American college students and examines the difference of it according to gender and social status of them. The subject of this study were 385 Korean students and 385 American counterparts. The data were collected by survey with questionnaires and analyzed by SPSS program for the frequency, percentile, mean, standard deviation, t-test, one-way ANOVA and Duncan test. The results indicate that American students have more long-term personal direction than Korean counterparts and the effects of gender and social status are different in Korea and America. Korean students showed no difference according to these two variables but female America students indicate more long-term personal direction than male students and the time perspectives were different according to social status in America.

• International Journal of Human Ecology
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• v.10 no.2
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• pp.79-85
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• 2009

This survey examined sex role identities (androgyny, masculinity, femininity, and undifferentiated), gender, and academic achievement scores from an international sampling of college students. For a comparison, American students and Korean students responded to survey questions on the Bem Sex Role Inventory and the Korean Sex Role Inventory respectively, reported family socio-economic status and achievement scores on the American College Testing (ACT) or Korean Scholastic Ability Test (KSAT). Results in this study indicate that a higher percentage of American students report an androgynous or undifferentiated gender role identity than do Koreans, while Korean students are more likely to show a feminine gender role identity than Americans. Although American students reported higher levels of androgyny in their gender role identity, those who fit the feminine gender role identity group showed higher ACT scores than other gender role identity types. However, in the Korean sample, the masculine gender role identity produced a higher academic achievement for both males and females.

• Communications for Statistical Applications and Methods
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• v.27 no.3
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• pp.269-284
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• 2020

This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.

• Journal of the Korean Society of Clothing and Textiles
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• v.15 no.2 s.38
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• pp.173-187
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• 1991

The purposes of this study were to investigate the clothing attitude of college living in different culture area and to find out the critical factors which have an effect on their attitude. Samples subjected to this study were 774 college students consisted of 368 Korean students living in Seoul, 286 American students and 120 Korean students resident in New York. Clothing attitude was Measured by questionnaires composed of four variables; Clothing Attitude, the aspect of clothing habit, self·esteem and demographic variables. The statistical data were analyzed by t-test, $x^{2}-test$, ANOVA, Duncan multiple range test, Factor analysis, multiple regression analysis. The results of the study were as follows: 1. There was significant difference in all clothing attitude variables except expression of personality and personal satisfaction according to culture area. 2. There was significant difference in factors which have an effect on clothing attitude according to culture area. 2-1) Clothing attitude of Korean students were more affected by self-esteem than that of American students and Korean students resident in N.Y. 2-2) Clothing attitude of Korean students were more affected by sex, grade, major and income than that of American students and Korean students resident in N.Y. 3. The most influential variables on clothing attitudes of college students turned out to be self-esteem and cultural area. Other variables such as sex, major and income had some effect on clothing attitude such as sex, major and income had some effect on clothing attitude. 4. There was significant difference in the aspect of clothing habit according to culture area. 4-1) There was significant difference in all aspect of clothing wearing variables according to culture area; clothing wearing motives, influence by reference group about dress, dress accord- ing to uses. 4-2) There was significant difference in all of clothing buying behavior variables according to culture area; the factor on clothing selection, the place of clothing buying.

• International Journal of Human Ecology
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• v.7 no.1
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• pp.131-144
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• 2006

This study examined the impact of childhood physical abuse on the self-concept of older adolescents and assessed perceptions of parental relationships as a mediator for consequences of abuse. Sixty-college undergraduates (aged 18-23 yrs.) completed this study. (1) The Self-Description Questionnaires, a multidimensional measure of self-concept, (2) the parent scales of the inventory parent and Peer Attachment, a measure of perceived parental support, and (3) the Assessing Environments, a retrospective report of family environment and parenting practices. Analyses, controlling for SES and education, showed that a history of physical abuse was a strong predictive of adolescence current self-concept. Further analyses would lend support to a mediation model, suggesting that physical abuse had a negative impact on self-concept through its negative effect on parent-child relationships.

• International Journal of Human Ecology
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• v.8 no.1
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• pp.39-51
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• 2007

This study compares the buying patterns of American and Korean female college students in relation to their self-concept. It was implemented through self-administered questionnaires which were back translated for validity. Respondents comprised 730 female students majoring in fields related to clothing and textiles: 307 U.S. students were located in the Northeast, West, and Southwest, and 423 Korean students were at four universities in Seoul. Likert scales were used for most measures, with 1 = never or very unimportant, and 5 = always or very important. Personal self-concept was measured on the basis of Won-Shik Jung's Standardized Self-concept the Test and Tennessee Self Concept Scale. Data were analyzed by descriptive statistics and t-tests. Some clear differences between the two countries emerged. Marketers targeting American consumers should pay more attention to practicality and service, and for Koreans, more symbolic meaning of products and store displays, since these are important to them. Self-concept was somewhat related to purchasing behavior, but more study should be done before applying findings to marketing concepts.

• Korean Journal of Human Ecology
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• v.14 no.4
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• pp.631-643
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• 2005

The purpose of this research is to compare, according to tone variation of a red jacket, the preference of female college students from Korea and the U.S. for coloration in the traditional Korean dress. The results of the research can be summarized as follows: As to a vivid skirt according to tone variation of red jacket, students of both countries showed the different view in the preference for coloration of vivid red skirt and vivid. dark red jacket, and vivid orange skirt and dull red jacket, and vivid yellow skirt and light dull red jacket, and vivid violet skirt and dull red jacket. As to the light skirt according to tone variation of red jacket, student of both countries showed the different view in the preference for coloration of light red skirt and light red jacket, and light orange skirt and light red jacket. As to the dull skirt according to tone variation of red jacket, student of both countries showed the different view in the preference for coloration of dull red skirt and vivid light dull dark red jacket, and dull yellow skirt and light dull red jacket, and dull yellow skirt and light dull red jacket, and dull green skirt and dull red jacket, and dull violet skirt and vivid light dull dark red jacket. As to the dark skirt according to tone variation of red jacket, student of both countries showed the different view in the preference for coloration of dark red skirt and dull dark red jacket, and dark orange skirt and vivid light dull red jacket, and dark yellow skirt and dull red jacket. As to the neutral skirt according to tone variation of red jacket, student of both countries showed the different view in the preference for coloration of white skirt and vivid red jacket, and dark gray skirt and light red jacket.

• Research in Mathematical Education
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• v.14 no.3
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• pp.249-262
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• 2010

Large Midwest university faculty members proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The survey measuring students' attitudes toward mathematics were obtained for both groups of students. The inquiry-based teaching affected students' attitudes toward mathematics (p < 0.07, ES = 3.07). Especially, students who had preexisting low attitudes toward mathematics were significantly affected by treatment (p < 0.02, ES = 0.02), while the treatment positively affected African American students overall at p < 0.08 (ES = 0.58).

• Korean Medical Education Review
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• v.17 no.2
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• pp.60-68
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• 2015

The majority of medical educators agree that scientific education is critical to the development of physician-scientists. However, the proportion of physicians interested or engaged in research has been decreasing. To overcome this deficit of research oriented physicians, many medical schools in the United States have introduced scholarly concentration (SC) programs into their medical curricula since 2000. In contrast, Korea has very few medical schools with such programs. Research programs at American medical schools were surveyed and investigated in order to better design and develop SC programs appropriate for Korean medical schools. Information on SC programs was gathered by reviewing medical school web sites and related articles. The SC programs of Brown Alpert Medical School, University of Pittsburgh School of Medicine, Duke University School of Medicine, and Stanford University School of Medicine are discussed in depth. The characteristics of each program were organized into seven parts: program description, administrative structure, orientation, curricular content, mentors and mentoring, student evaluation, and challenges. For a successful SC program in Korea we must consider providing guaranteed time for SC programs with necessary modifications in the core medical curriculum, educating and training of mentors, providing orientation and motivating students to pursue research, developing curricula for SC programs, and evaluating the progress of SC projects.

• Journal of the Korean Society of Clothing and Textiles
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• v.28 no.12 s.138
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• pp.1571-1582
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• 2004

Consumer's impulse buying behavior is extensive in everyday contexts. Credit cards promote spending by making the transaction simpler and by removing the immediate need for money. College students grown up in a credit card society attain cards at college's time and keep cards for 10 years over. In an effort to extend understanding of consumer behavior across cultures, this paper examines the cultural differences of impulse buying behavior and credit card use between Korean and American college students, and to investigate the relationships between impulse buying behavior and credit card use in each group. Data were obtained from student credit card users attending universities in metropolitan areas in Korea(N=154) and America(N=194). Data were analyzed using by Confirmatory Factor Analysis, MANOVA, MDA, and Regression. The results indicated there are significant differences of fashion-oriented impulse buying and credit card use between American and Korean college students. The impulse buying behavior is likely to increase for both Korean and American students who use credit cards for spending. Findings suggest that credit card use is important in predicting impulse buying behavior across these two cultures. Implications are drawn for the increasing global phenomenon impulse buying behavior and credit card use.