• Journal of the Korean earth science society
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• v.26 no.5
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• pp.387-394
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• 2005

We have analyzed the science-gifted educational program (year 2002) at the Seoul National University in terms of its educational objectives, scientific models, and cognitive processes in scientific inquiry in order to provide insights into developing and improving science-gifted educational program. We assumed the following items as important factors for teaching scientifically gifted students: higher-order thinking skills involving synthesis domain in the educational objectives, highly abstract nature and complexity in the scientific models, cognitive processes of planning experiments in the cognitive processes in scientific inquiry. According to the analyzed results, the program has the following characteristics: (1) the rates of both higher and lower-order thinking skill domain in the educational objectives are similarly high, but the rate of synthesis domain is relatively low; (2) in the case of the scientific models, the rate of the multiple concepts and/or processes model is relatively low, while the level of the abstractness is relatively on average (3) cognitive processes of authentic scientific inquiry is not thoroughly reflected in the scientific inquiry activities, and very few cognitive processes of planning experiments factor is reflected. Therefore, we conclude in the synthesis domain in the educational objectives, multiple concepts and/or processes model, and cognitive processes of planning experiments should be especially reflected more on the science-gifted educational program in order to serve the needs of scientifically gifted students.

• Science of Emotion and Sensibility
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• v.22 no.3
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• pp.77-90
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• 2019

In this study, we investigated which message provider is effective in a virtual reality (VR) environment for individuals with different needs with regard to affect (need for affect [NFA]) and cognition (need for cognition [NFC]). According to Haddock et al (2008), individuals with high NFA were more influenced to change their behavior by the emotional aspects of a message, whereas individuals with high NFC were more influenced by the cognitive aspects of the same message. We hypothesized that individual differences in needs could affect not only receipt of the message but also the acceptability of the message provider. For example, someone with high NFA might accept messages more easily from an acquaintance than from experts. In the VR environment, the appearance of the message provider could be manipulated in a way that makes him or her more familiar to the person receiving the message. Accordingly, in order to promote the effectiveness of message providers in a VR environment according to the individual difference in needs, we measured the level of the preference and self-efficacy according to needs (NFA or NFC), type of message provider (expert, significant other, or other), and VR device (text or VR). Contrary to what we expected, the results showed that there was no matching effect between the needs and the message provider. However, we found that level of preference and self-efficacy were significantly high when a VR device was worn only by participants with high NFA. This result suggests that a VR environment is more suitable for providing health advice to people with high NFA. In addition, the novelty of this study is that we tried to find the tailored message provider on health advice in VR environment and it is in the early stage of the research.

• The Journal of Korean society of community based occupational therapy
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• v.10 no.3
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• pp.27-35
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• 2020

Objective : This study was to examine the effects of general characteristics and fall efficacy on health care program needs through a comparative analysis of general characteristics and health care program needs for the elderly. Methods : In this study, we analyzed data from 118 elderly people with t-test and ANOVA for comparison of fall effectiveness and health care program requirements and with regression for general characteristics and effects of fall effectiveness on health care program needs. Results : The results were as followed: First, there was a significant difference in gender(p=.00), age (p=.00),educational background(p=.00), and existence of spouse(p=.00), and no significant difference in income(p=.17) based on fall efficiency according to the general characteristics. There was a significant difference in gender(p=.00), age(p=.00), educational background(p=.00), and income(p=.00) and no significant difference in existence of spouse (p=.46) based on health care program needs according to the general characteristics. Second, it was shown that the higher age, the higher the income, the higher the effectiveness of the fall, and in case of woman, the more significant the effect of the exercise program had.. The explanation was 56 percent. Third, the higher the age, the higher the income, and the higher the fall efficiency, the more meaningful the cognitive program demand. The explanation was 48 percent. Conclusion : The data from this study showed the importance of fall efficacy in older people with significantly higher risk of falls than in other age groups, and the need for exercise and cognitive management programs to prevent falls.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.65-84
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• 2008

Historically the value of the secondary Home Economics subject matter has been justified with the extrinsic aim to satisfy the needs of the individual and family and of the society. The purpose of this study is to investigate the educational and philosophical significance of the knowledge in Home Economics education through reasoning out its intrinsic aim. From the point of discipline-based curriculum, Home Economics as 'the structure of knowledge' constitutes the curriculum of the secondary Home Economics subject matter and contributes to understanding the family life intellectually with its unique perspective. When students understand these theoretical contents, they will internalize the core idea of Home Economics so that their cognitive perspective on family life is developed or widened. With this cognitive perspective, they are able to discover the aspect of family life from their daily life, to interpret and judge every situation properly. It is the presupposition of socially expected practical problem solving that makes Home Economics education intrinsically meaningful. In conclusion, the secondary Home Economics curriculum needs to be reinterpreted or reorganized as the structure of knowledge, not as fragmentary informations or facts, through which the broad cognitive perspective on family life is developed and Home Economist's mode of thinking is transmitted.

• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.386-401
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• 2024

The study introduces and validates a model of post-traumatic growth among parents of children with special needs. The model incorporates cognitive processes, coping strategies, and sociocultural factors as intra-personal variables. The statistical analysis unveiled significant pathways that connect the factors, explaining 71% of the variance associated with post-traumatic growth. The study highlighted intentional reflection and robust decentralization skills as crucial factors that predict post-traumatic growth. Deliberate rumination functioned as a mediating factor, reducing the impact of trauma and facilitating post-traumatic growth, while social support played a crucial role in initiating purposeful rumination. The study findings indicate that the effect of self-disclosure on post-traumatic growth is not direct but rather indirect, as it is mediated by its influence on social support and deliberate rumination. The study underscores the significance of examining particular characteristics of social support networks and suggests integrating additional variables for future research, such as gender, types of traumatic events, and the age of children with disabilities.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.658-669
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• 2017

While online shopping has been increased expeditiously, a significant portion of purchasing intention has not been converted into actual purchasing behavior without delay in online space. This study investigates the factors causing a delay in online purchasing decision even after purchasing intention has been formed. It identifies the uncertainty variables (information, psychological, and preference uncertainties) related to consumer needs and the situational variables (time pressure and past purchase experience) surrounding the purchasing transaction. Furthermore, the need for cognitive closure is proposed to moderate the relationships between uncertainty/situational variables and the purchasing behavior. The results show that the uncertainties and situational factors significantly influence purchasing delay. Also, the need for cognitive closure indeed works as a moderator between the uncertainty variables and the purchasing behavior. Practical and academic implications of these findings are also discussed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.1
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• pp.313-336
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• 2016

The study reviews theoretical and empirical research literature in information needs, seeking and uses in order to search for the most pertinent metatheories for studying information practices of the disadvantaged. The study examines the salient features and main theories/models of each cognitive, affective and social approach in the user-centered paradigm through analyzing prior information practices studies. While analyzing the main features of each cognitive, affective and social approach, the study points out the limitation of research using the cognitive and affective approaches to fail to theorize the relationship between individuals and complex and dynamic socio-cultural contexts in information practices. As an alternative, the study suggests using the social approach as a pertinent metatheory for understanding information practices of the disadvantaged who are entangled with myriad social contexts and issues. In order to verify the pertinence, the study examines the advantages of the social approach through analyzing both the main models related to everyday information practices under social constructionism and the main findings from information practices of the disadvantaged.

• International Journal of Quality Innovation
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• v.6 no.3
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• pp.38-55
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• 2005

Consumption has generally become more fragmented, hedonic and individual specific, satisfying not only functional but also emotional needs. In parallel, customer satisfaction is now thought to be both a cognitive and affective response, and the closely related concept of job satisfaction is commonly seen as an emotional reaction. The reasoning within quality management does, however, still lean heavily toward cognitive judgements (i.e. performance ratings), the emotional component clearly being under explored. Further, performance variables have shown not to be significant in predicting satisfaction for certain 'experience products', the effect fully mediated by emotions. As a consequence a cognitive judgement based quality concept has lost its ability to predict satisfaction, which clearly contradicts with the modem quality definition, stressing quality as the ability to satisfy the customer. Emotions have however entered the quality discourse and it has been proposed that having customers that are merely feeling satisfied will not suffice. Instead, there has been a plethora of executive exhortations in the trade press calling on business to 'delight the customer'. Strategies for doing so have however usually been imprecise and unclear, and the different drivers of delight and satisfaction are not well explored. This paper aims to complement the previous cognitive dominance by exploring the multiple emotional responses involved in customer satisfaction. A conclusion being that we currently are measuring something, in terms of satisfied, that is more or less independent of what we aim for, in terms of delight. It is also most likely that - depending on the situation, product, and person - other positive and negative emotions are more important outcomes of purchase and usage than merely satisfaction. It is questioned whether a single, summary response such as satisfaction is feasible or even desirable.

• Journal of Korean Academy of Nursing
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• v.27 no.2
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• pp.377-388
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• 1997

This study was done to develop a eating behavior scale for high school girls using Stunkard and Messick(1985)'s three factors(dietary restraint disinhibition, hunger) as a conceptual framework and to test the validity and reliability of the scale. The subjects were 202 high school girls. The convenience sample is consist of 96 normal weight and 106 obese girls. Data were collected between October 28 and November 25 in 1996 and analyzed using the SPSS package. The new 32-item scale measuring these factors is presented 1. Three stable factors emerged and these contributed 45.7% of the variance in the total score. All 32 items loaded above .35 on each factor, 2. Factor 1 was named disinhibition(14 items), factor 2 was named cognitive restraint of eating(10 items), factor 3 was named hunger(8 items). Comparison of factor Ⅰ, factor Ⅱ, factor Ⅲ between normal subjects and obese subjects showed that there was a significant difference in factor Ⅱ & Ⅲ, not in factor Ⅰ. 3. Cronbach's alpha coefficient for internal consistancy was .9393 for total 32 items and .8820, .8652, .8490 for three dimensions of eating behavior in high school girls. Recommendations are suggested below : 1. Replication study with appropriate age groups be done to test validity and reliability, 2. The present developed scale must be a reliable measure of eating behavior and should have utility in further study on how effective nursing intervention related to different kind of groups such as disinhibition group and cognitive restraint of eating group. 3. To extend validity of the scale, further study is needs using more larger subjects which is consists of dieters and free eaters.

• The Journal of Industrial Distribution & Business
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• v.9 no.8
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• pp.35-40
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• 2018

Purpose - The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology - This study is a case study of learner's learning process in e-learning. After completion of the study, an in-depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results - In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.