• Korean Journal of Health Education and Promotion
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• v.18 no.1
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• pp.1-15
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• 2001

This study purposed to examine the participative intention for health promotion program in a university and to find out the factors to associate with the participative intention. The data were based on the self-reported questionnaires from 746 women who study in E university, and this survey performed May, 1998. This study performed to analyze the participative intention for health promotion programs and the factors associate with health promotion program using $chi^2$-test and trend test by the PC-SAS 6.12. The major findings were as follows: 1. The tendency of participative intention for health promotion programs showed that Influenza preventive program was the highest among the health promotion programs, and the next were Weight control program, Rubella preventive program, Fitness program. On the other hand, Smoking preventive program and Non-drinking program were lower than the other program. 2. The four significant factors on participative intention for health promotion programs were grade, concern for health, and behavior change experience through the health education. On the other hand, the cognitive level for health, experience for health education were not the significant factors associate with the participative intention for health promotion programs. 3. The relationship between factors and each health promotion program showed that Rubella preventive program, Influenza preventive program, Weight control program, Smoking cessation program and Non-drinking program were associated with the grade or the health concern. And Chronic diseases preventive program was associated with the grade and the concern for health. Fitness program and Sex education program were associated with the concern for health and the behavior change experience through health education.

• Journal of the Korean Operations Research and Management Science Society
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• v.41 no.4
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• pp.75-93
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• 2016

This study aims at analyzing the relationship between team characteristic and innovation performance. The mediating effect of creative climate on the team characteristic and innovation performance is also measured. Based upon literature review, individual creative characteristics, team diversity, team cohesion, task characteristics are presented as antecedents of team characteristic. Creative climate affects the creative behavior and innovative performance. Creative climate is measured as the Team Climate Inventory (TCI) proposed by Anderson & West (1998) including goal, participative-autonomy and innovative-support. Data were collected from 186 survey responses (54 Teams) out of total 462 (69 teams) from the R&D department of a major ICT firm in Korea. Empirical results show the diversity, cohesion, job characteristic, individual creative characteristic have a positive effect on the creative climate and innovation performance. The participative-autonomy climate factor appears to mediate the relationship between team characteristic (diversity, cohesion, job and individual characteristics) and innovation performance. However, the mediating effects of goals and innovative-support factors were not significant statistically. It was confirmed that the organization can contribute to improve the team innovation performance by facilitating a autonomy and participative climate as well as fostering the team characteristic.

• Journal of Korean Society of Rural Planning
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• v.21 no.4
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• pp.167-175
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• 2015

The aim of this study is to establish resident-participative primary design of integrated rural development project with master planner by setting principals of open competition and transparent decision-making about village-to-village or business-to-business unit enterprise in Onui area, Hong-seong Gun. For effective processing, software projects such as residents education and rural landscape planning are simultaneously conducted for enhancing project understanding and comprehensive development plan including related post project. Above all, competition teams for individual project were organized to establish the resident-participative primary design using survey tables of residents demand. In 6 months resident-participative processing of primary design, continuous education and visiting to advanced area are conducted in team unit. Strengthened ability of team unit can be used in management and maintenance after project development. To do this, residents with the same opinions gathered as one competition team and identified business plans such as village asset, business location, size, program, and method for land securing. Favorable decision-making process by residents who are audience in project presentation of competition team has conducted. After selecting competition teams, continuos consulting are operated for establishing operation and management for developed or remodeled facilities through repetitive education and visiting advanced area. In this process, unit project suggested by competition team are completed. Preliminary selection was conducted by experts who were entrusted by residents. After residents agreement of project main stream such as major facilities and location, final detailed cost of projects are work out. Suggested process in this study which choose the final project by residents would improve residents' voluntary participation in integrated rural development project through open competition in establishing primary design.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.2
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• pp.284-295
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• 2014

The purpose of the study was to validate the components of practical collaborative competencies by analyzing the perceptions of corporate personnel on practical collaborative competencies. The study reviewed the theories of collaborative intelligence, collective intelligence, cooperative learning, and learning communities. Based on the results of the literature review, the study derived seven categories of participative motivation for group activities, ability to share thinking and consciousness, motivation to share experiences, ability to control emotion, ability to promote interaction, creativity, and collaborative performance as the core competencies. To validate the elements, survey was conducted for 186 corporate personnels. The results showed that the personnels perceived the following elements as important collaborative competencies: participative motivation for group activities, motivation to form participatory atmosphere, ability to manage conflict effectively, ability to form relationships, ability to form positive team atmosphere.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.319-329
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• 2017

This study is on the effects of lifelong education participative motivation, self-efficacy, and self-directed learning on subjective happiness of middle age adults. Middle age adults 40-64 years old are questionnaire survey target in Incheon and Gyeonggido and total 289 copies among 300 were analyzed through SPSS 21.0. The major findings of this study con be seen as follows: The variables more affected on educational satisfaction of middle age adults are goal-oriented motivation and activity-oriented motivation in lifelong education participative motivation, self-regulated efficacy in self-efficacy, and each personality, recognition and environment in self-directed learning. In conclusion, new paradigm is needed for middle age adults in lifelong learning society. This program should provide them with knowledge and information for adapting the future society, Furthermore, middle age adults can achieve their own self exploration, self-development and self-realization through the lifelong education program. Given a chance of lifelong education, middle age adults should be provided with the specific programs.

• Korean Journal of Social Welfare Studies
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• v.40 no.2
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• pp.183-202
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• 2009

The purpose of this study was to analyze the factors affecting social work majoring undergraduates' attitude to human rights. The subjects were sampled from four universities in Kyeonggi-do. A survey was conducted through self-report questionnaires and a total of 362 questionnaires were employed for statistical analysis. As a result of the analysis, the factors affecting undergraduate's attitude to human rights were economic status of demographic factors, cognitive and emotional empathy, social support of psychological factors, cognition of Universal Declaration of Human Rights, education experience of human rights, minorities' experience of human rights violation and participative activity of education/experience factors. Based on this result, it was suggested that practical and participative education is needed to develop undergraduate's attitude to human rights.

• The Journal of Korean Association of Computer Education
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• v.18 no.5
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• pp.35-44
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• 2015

The purpose of this study was to explore predicting the factors affecting knowledge sharing behavior in SNS based learning community. Besides, participative motivation, openness to diversity, and knowledge sharing intention were included as predictors for this study. In addition, this study investigated the mediating role of knowledge sharing intention between participative motivation, openness to diversity and knowledge sharing behavior. 81 people in SNS based learning community participated in this study. Data collected were analyzed by correlation analysis, regression analysis and Baron & Kenny's(1986) mediation analysis. Results from this study, knowledge sharing intention and activity-oriented motivation predicted knowledge sharing behavior. In addition, knowledge sharing intention mediated among activity-oriented motivation, openness to diversity and knowledge sharing behavior.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.41-62
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• 2019

The purpose of this study was to examine how the contents and pedagogical styles of Food and Nutrition in the middle school home economics textbooks could promote constructivist learning. For this, Food and Nutrition contents of 12 current textbooks were analyzed, based upon the learning factors derived from both a practical problem-focused curriculum from the constructivist perspective, and the current home economics curriculum from the objectivist perspective. Pedagogical styles of the texts and exercises were classified into four types- neutral informative, injunctive, persuasive, and participative, out of which 'persuasive' and 'participative', in particular reflect the constructivist perspective. The major findings were as follows: First, the analysis results of Food and Nutrition contents showed that of 14 learning factors, 13 of the textbooks corresponded well to the current curriculum(92.9%). On the other hand, Out of the 26 learning factors, 18 of the textbooks corresponded to the practical problem-focused curriculum(72.4%). Classified into each stage of the practical problem solving processes, only learning factors related with 'the concepts of the valued ends' were fully covered. However, the other learning factors related with the concepts of 'the practical problem', 'the context', 'the action' and 'the consequence', that is the factors particularly related with 'the concepts of the context', were not properly addressed. Besides, learning factors were not addressed from diverse viewpoints, especially from the social perspective. Second, the analysis of pedagogical style related to Food and Nutrition illustrated that the neutral informative(59.9%) in texts, and the participative in exercises(60.4%), were most common. However, persuasive and participative were insufficient in texts(22.1%). Furthermore even though the exercises, are more likely to be described from the constructivist perspective, nearly none of the exercises was considered from the social perspective. In conclusion, this study showed that Food and Nutrition in Korean home economics textbooks need to reflect constructivist learning better.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.183-198
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• 2010

The purpose of this study was to interpret relational aggression strategies in 4 year old young children's interactions in 'Sansae class' in terms of two-fold dimensions of proactivity and reactivity. Following an ethnographical approach, participative observation on young children and in-depth interviews with the teacher were employed, over the course of 30 sessions of 3 hours duration. The results are as follows; proactive relational aggression was more frequently observed in girls, and their major strategies employed against someone they disliked were ignoring them, distorting play-rules, and so on. Major strategies of reactive relational aggression in girls were largely manipulative in nature, for example, 'threatening their friend' and 'withdrawal of friendship'.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.45-61
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• 2004

The seventh curriculum of mathematics which value much of the learners' participative activities became conspicuous by introducing a new system of ‘activities’ to the textbook in particular, Then I categorized and analyzed the ‘activities’ proposed in actual textbooks in the context of specific operative activities. The objective of this study is for understanding the features and trends of the activities proposed in textbooks.