• Journal of Information Technology Applications and Management
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• v.17 no.4
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• pp.19-38
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• 2010

This paper investigates the effect of stress on knowledge creation. The goal stress of resource inadequacy and job stress had negative influences on knowledge creation. However, the cohesion and mastery climate of team had positive influence on knowledge creation. Therefore this paper verifies the moderate role of the cohesion and mastery climate of team on the relationship between stress and knowledge creation. The model developed was tested using data collected from knowledge based industry with 375 members in 69 teams in 12 different firms. A Hierarchical Linear Model (HLM) was used to test the hypotheses generated from the model. Results show that job stress had a negative influence on knowledge creation as we expected but the goal stress didn't. The mastery climate of team affected knowledge creation positively and moderated the relationship between the goal stress and knowledge creation. Furthermore, the team cohesion had a positive influence on knowledge creation. The study provided some implications that practitioners should consider the stress when they design jobs for team members and suggest them the way to manage their job stress when they work.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.493-500
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• 2016

This study aims to verify the relationship between a motivational climate and self-management perceived by athletes. 195 male and 153 female athletes participated in this study. Firstly, reliability and validity are verified for questionnaires, and descriptive statistics, one way ANOVA, and regression analysis are used. The result of the correlation analysis says that all the factors have meaningful relations among them. The analysis on the effects of the motivational climate on self-management indicates that the mastery climate perceived by the athletes has affected statically the sub-factors of self-management such as mental management, training, management, personal relationship management, life management, health management, and intrinsic behavior control. However, the competitive climate didn't help self-management. Based on the study, it was suggested that through the mastery climate, a leader should make athletes manage and control themselves in terms of conquest strategies, self-assessment, problem-solving and decision-making skills, self-control, goal setting, efforts to strengthen oneself, and plan.

• (The) Korean Journal of Educational Psychology
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• v.31 no.3
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• pp.563-587
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• 2017

The purpose of this study was to understand the ways to enhance academic help-seeking by analyzing the structural relations among individual(achievement goal orientation) and contextural (teacher behaviors and classroom climate) factors known to affect help-seeking, one of the effective self-regulated learning strategies, for upper elementary students. More specifically, it explored the mediational roles of general classroom climate and student achievement goal orientation in the relation between supportive teacher behaviors and student academic help-seeking. A survey was administered to 315 fifth- or sixth-grade students in three elementary schools and the data from the survey was analyzed. Main results are as follows. First, supportive and learning-oriented teacher behaviors with high expectation related to more cohesive and positive classroom climate and more adaptive achievement goal such as mastery goal. Positive classroom climate played an important role in improving student mastery goal, and only mastery goal among different types of achievement goal orientation had a positive prediction of student help-seeking. Second, teacher behaviors significantly predicted student help-seeking through a double mediation of classroom climate and student mastery goal, which showed that classroom contextual factors and student individual factors interacted for help-seeking. These results suggest that the role of teachers as well as the mastery goal of students are important for enhancing students' help-seeking behavior as an adaptive learning strategy.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.8-14
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• 2006

This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.

• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.257-263
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• 2018

The purpose of this study is to identify the factors affecting creativity and personality of students in dental hygiene department. From 14 May 2018 to 1 June 2018, 114 dental hygienists were enrolled at S University in Gwangju. The overall average of meta-cognition was 3.26. There was a significant difference between satisfaction and satisfaction of the major 3.36. The overall average of the mastery approach goals was 3.26. There was a significant difference in the satisfaction of the major satisfaction by 3.38. The overall average of autonomous educational climate was 3.08. According to the study variables, there was a significant difference in the satisfaction of major majors 3.17. The overall average of creativity and personality was 3.37. There was a significant difference between satisfaction and satisfaction of the majors. The factors affecting creativity and personality of college students were meta cognition and mastery approach goal. Metacognition and mastery approach goal score showed higher creativity and personality.

• The Journal of Information Systems
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• v.20 no.1
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• pp.1-20
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• 2011

This study investigated the factors that facilitate knowledge creation of team with the aspect of knowledge management. We considered two characteristics which are team members' psychological characteristics (achievement needs and conflict emotion) and knowledge network characteristics among team members (internal cohesion and external bridging) and verified the relationship between these characteristics and team performance. Furthermore, we examined whether these characteristics have a different effect on team performance according to the mastery climate. This study performed a survey targeting team members in knowledge based firms and 376 final surveys to be used as a sample in this study. The result showed that team members' psychological characteristics and knowledge network characteristics among Team members have an influence on team performance significantly. In addition, the master climate moderated the relationship between team members' psychological characteristics and team performance.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.113-123
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• 2017

This research is designed to review the systems thinking and STEAM theory while ascertaining the effects of the classroom application of the STEAM programs based on systems thinking appropriate for studying climate change. The systems thinking based STEAM program has been developed by researchers and experts, who had participated in expert meetings in a continued manner. The program was applied to science classes over the course of eight weeks. Therefore, the application effects of the systems thinking based STEAM program were analyzed in students' systems thinking, STEAM semantics survey, and students' academic achievement. The findings are as follows. First, the test group has shown a statistically meaningful difference in the systems thinking analysis compared to the control group in the four subcategories of 'Systems Analysis', 'Personal Mastery', 'Shared Vision' and 'Team Learning' except for 'Mental Model'. Second, in the pre- and post-knowledge tests, the independent sample t-test results in the areas of science, technology, engineering, art and mathematics show statistically meaningful differences compared to the control group. Third, in the academic performance test regarding climate change, the test group displayed higher achievement than the control group. In conclusion, the system-based STEAM program is considered appropriate to enhance amalgamative thinking skills based on systems thinking. In addition, the program is expected to improve creative thinking and problem-solving abilities by offering new ideas based on climate change science.

• Journal of the Korea Computer Industry Society
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• v.7 no.5
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• pp.555-562
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• 2006

Computer animation is tile most advanced composite art to apply image, sound to the theme, Domestic technique is improved but still lacks creativity and content in theinternational market. In this paper, I'll notify the importance of planning and introduce narrative animation to produce their own style of animation. A successful career in the digital animation industry requires more than just technical expertise. It also demands creative mastery, a sense of wonder and boundless imagination. This unique hands-on program combines traditional, creative and technical skills and develops digital artists, not software technicians. Especially, people involved in the industry shouldrecognize a special quality of narrative animation in today's 3D animation and game- saturated climate. Therefore, they are able to create a new form of high-quality animation. It will be expected to promote digital animation education with a new index.

• Proceedings of the KAIS Fall Conference
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• 2010.05b
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• pp.807-810
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• 2010

본 연구는 스트레스가 지식창출에 미치는 영향을 보고자 한다. 즉, 개인의 목표에 대한 그리고 직무와 관련된 스트레스는 지식창출에 부정적 영향을 미친다는 연구들이 제시되고 있는데, 이때 팀의 어떠한 요소들이 이러한 부정적 영향을 감소시키고 지식창출에 기여할 수 있을지를 파악하고자 한다. 구체적으로 지식창출을 위해 자원에 비해 과도하게 설정된 목표로 인한 목표 스트레스(goal stress of resource inadequacy)와 지식창출을 위한 업무과정에서 발생하는 직무 스트레스(job stress)는 지식창출에 부정적 영향을 미칠 것이다. 그러나 지식창출을 위해 구성된 팀구성원들이 열심히 배우려고 하고 실패도 두려워하지 않는 분위기(팀 학습분위기) 속에서 강하게 결속되어 있다면(팀 응집력) 스트레스로 인한 지식창출에 대한 부정적 영향은 약화될 것으로 판단된다. 따라서 본 연구에서는 집단수준의 변수와 개인수준의 변수를 동시에 고려해야 하는 본 연구의 성격상 최근에 많이 사용되고 있는 다수준접근방법을 적용하여, HLM 6.08을 사용한 위계적 선형 모형분석을 수행하였다. 연구결과, 직무 스트레스는 지식창출에 부정적 영향을 미쳤으나 목표 스트레스는 유의한 영향을 미치지 않은 것으로 나타났다. 또한 팀의 학습분위기는 지식창출에 긍정적 영향을 미쳤으며, 목표 스트레스와 지식창출간의 관계에 조절효과를 하는 것으로 나타났다. 팀의 응집력 역시 지식창출에 긍정적 영향을 미치는 것으로 나타났다.