• Journal of Preventive Medicine and Public Health
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• v.45 no.4
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• pp.244-250
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• 2012

Objectives: The purpose of the study was to examine the relationships among the psychological, social, and environmental factors influencing the utilization of senior centers among older adults in Korea. Methods: A questionnaire survey was administered to two types of older adults who lived in Seoul, Korea: 262 older adults who used senior centers (3 places) and 156 older adults who did not use senior centers. Results: Our results showed clearly that the utilization of the senior centers in Korea is affected by higher self-efficacy (odds ratio [OR], 6.08; 95% confidence interval [CI], 3.31 to 12.32), higher perceived benefits (OR, 1.71; 95% CI, 1.16 to 4.36), lower perceived barriers (OR, 6.43; 95% CI, 3.07 to 11.45), higher family support (OR, 4.21; 95% CI, 2.02 to 8.77), and higher support from friends (OR, 4.08; 95% CI, 2.38 to 7.81). The results also showed that participants whose total travel time was 15 to 29 minutes (OR, 2.84; 95% CI, 1.21 to 3.64) or less than 14 minutes (OR, 4.68; 95% CI, 3.41 to 8.41) were more likely to use a senior center than those who had to travel more than 30 minutes. Conclusions: This study showed that the utilization of senior centers in Korea is affected by psychological, social, and environmental factors, specifically by self-efficacy, perceived benefits, perceived barriers, social support, convenience of transportation, and total travel time to the senior centers. The effects of longer-term utilization of the senior centers by non-users on health-related outcomes in a large population warrant attention.

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.43-62
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• 2018

Objective: The purpose of this study was to examine the effect of child care teachers' happiness and social support on job performance. Methods: The subjects were 380 teachers employed in child care centers and kindergartens in Gyeonggi Province. Self-report questionnaires were used to investigate teachers' happiness, social support and job performance. The data were analyzed by frequency, percent, Pearson's correlation and stepwise regression with the SPSS program. Results: The results of this study were as follow. First, teachers' job performance was positively associated with teachers' happiness. The highest correlation sub-variable was purpose in life. Next were personal growth, self-acceptance, environmental mastery and autonomy. And the last was positive relationships with others. Teachers' job performance was positively associated with teachers' social support. The highest correlation sub-variable was evaluative support. Next were affective support and material support. And the last was informative support. Second, teachers' happiness and social support affected job performance. Evaluative support, which was a sub-variable of social support, affected job satisfaction. And personal growth, purpose in life, and self-acceptance, which were sub-variables of happiness, affected job satisfaction. Conclusion: This study revealed that teacher's happiness and social support were important factors for teachers job performance.

• Journal of Engineering Education Research
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• v.18 no.2
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• pp.65-76
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• 2015

Despite its ineffectiveness, the dominant pedagogy for engineering education is still "chalk & talk". Meanwhile, student-centered learning models have been highlighted for strong communication, teamwork skills, deep understanding and analysis on social, environmental and economic issues as well as application of their engineering knowledge in practice. Among others, on problem- and project-based learning, this article examines theoretical background and detailed features and a comparison between both learning models including common and different features from the previous theoretical and empirical studies. It reviews some cases of where they have been practiced successfully in engineering, and further, applied strategies for engineering education are suggested.

• Journal of vocational education research
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• v.37 no.6
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• pp.63-83
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• 2018

The purpose of this study is to identify the main factors helping university students sucessfully adapt to campus life and achieve academic accomplishment through a critical period in personal development. For this purpose, the analysis verifying influence of self leadership as an individual trait variable and social support as a socio environmental trait variable on academic achievement of university students and the mediating effect of school adjustment among them was conducted. Total 271 responses collected by implementing a questionnaire survey in "S", a four-year private university located in Seoul, were used for the analysis. The validity of the measurement was verified through confirmatory factor analysis and the relationship among the variables was examined through structural model equation, bootstrap and sobel test. The major finding of this study are as follows. First, this study confirmed the causal relationship of self leadership and social support impacting on academic achievement of university students. This result suggests that an integrated approach taking into account both individual and socio environmental factors is necessary to support academic achievement of university students. Second, it was proved that self leadership and social support indirectly influences academic achievement through school adjustment. This demonstrates that school adjustment is an important predictor of academic achievement as well as plays a major role in mediating among self leadership, social support and academic achievement. In conclusion, the results of this study conveys its significance in suggesting the necessity to provide insititutional support on individual trait and socio environmental factor enabling university students sucessfully to adapt to campus life and achieve academic achievement.

• The Journal of Korean Society for School & Community Health Education
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• v.12 no.3
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• pp.1-15
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• 2011

Objectives: We describe the development of a smoking and drinking prevention program for adolescents, using intervention mapping. Methods: The study sample consisted of 1,000 high school second-grade students from 6 high schools in Seoul. The PRECEDE model was applied for the needs assessment. We carried out a social diagnosis by assessing the factors such as the quality of life, happiness level, and satisfaction with school life; an epidemiological diagnosis on the perceived health status, stress levels, and priority of health issues; a behavioral diagnosis on the smoking and drinking rate and the intention to smoke and drink; and an educational diagnosis on knowledge, beliefs, attitudes, self-efficacy, outcome expectations, social norms and life skills. Results: The development process included a needs assessment, identifying factors that influence smoking and drinking among adolescents. Intention, knowledge, perceived norms, perceived benefit, perceived cost, perceived susceptibility, self-efficacy, and life skills were identified as determinants. Three performance objectives were formulated to describe what an individual needs to do in order to avoid smoking and drinking. Subsequently, we constructed an intervention matrix by crossing the performance objectives with the selected determinants. Each cell describes the learning objectives of the smoking and drinking prevention program. The program used methods from the transtheoretical model, such as consciousness raising, outcome expectations, self-reevaluation, self-liberation, counterconditioning, environmental reevaluation, and stimulus control. The program deals with the effects of smoking and drinking, self-improvement, decision making, understanding advertisements, communication skills, social relationships, and assertiveness. Conclusions: By using the process of intervention mapping, the program developer was able to ensure a systematical incorporation of empirical and new data and theories to guide the intervention design. Programs targeting other health-related behavior and other methods or strategies can also be developed using this intervention mapping process.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.2
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• pp.306-324
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• 2009

The purpose of this study is to analyze green growth issues such as employment, education and training, social capital and nature's standing right from the complementary perspective between natural environment conservation and economic growth. Green growth can be defined as a growth which lowers an increasing rate of entropy and at the same time improves our living standard. Green growth paradigm requires a quite amount of understanding the laws of thermodynamics and the uncertainty principle as the highest orders which regulate our overall socio-economic behaviors. They suggest that socio-economic growth is a mere transformation process of natural energy from one form to another and they increases natural manmade entropy over time. The most important issue of green growth policy may be a problem concerning employment and/or unemployment since green growth may induce inevitable movement of resources from the existing industries to the green sector. In particular, green industries will demand more highly specialized manpower than the existing ones. Without a well-designed new training education system and social capital accumulation toward environmental concerns, green growth may accompany a substantial amount of structural involuntary frictional unemployment. This may increase not only wealth-distribution disparity but also political instability. In order to achieve harmonious green growth, we should recognize that there are important complementary relationships between green and growth. Our society should also be able to innovate the existing educational system to accumulate social capital, to create a new sharing system, and to admit nature's standing right. Although the 2003 lawsuit case of Korean Salamander in Cheonseong Mountain went against plaintiff, it would provide apparently our society with a way of green development ahead.

• Journal of Science Education
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• v.46 no.3
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• pp.278-292
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• 2022

Researchers in science education have recently focused on service learning as an important educational approach to address environmental challenges including climate change. However, there are a limited number of studies focused on service learning in science education in Korea. In this study, based on existing related literature, the theoretical background of service learning is introduced and a conceptual framework that can be applied in the science education environment in Korea as a new approach to address environmental challenges is proposed. Given this, 112 relevant academic documents collected by searching a global database were analyzed. As a result, the theoretical background of service learning rooted in Dewey's experiential learning is introduced. Specifically, service learning is defined as a form of experiential learning that supports students in helping communities with structured services related to learning content, while at the same time fostering their in-depth understanding of content and engaging in civic and social responsibility as members of their community. In addition, a conceptual framework for service learning to address environmental challenges that can be applied to the science education environment in Korea is proposed. The proposed framework classifies the members of service learning into schools, students, and communities, and presents knowledge, experience, and learning through critical reflection as its core elements. It is important to actively implement service learning in science education to address various environmental challenges including climate change, biodiversity loss, air pollution, and deforestation, as just a few pressing challenges. Therefore, based on the proposed conceptual framework for service learning, studies that apply and verify diverse forms of educational approaches to addressing environmental challenges in local communities at school sites are needed.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.67-79
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• 2006

Education for Sustainable Development(ESD) is inclined to become popular topics in EE related debates, almost similar to populism, with declaration of UNESCO's Decade OF ESD (DESD). However we can't avoid that development in ESD practically means economic linear progress. Basically UN's declaration is to accomplish worldly task on human civilization, social & environmental problems, including ESSD. ESD is also important means for practicing ESSD, which has proved to be failure since Brutrant Report, owing to uncertain recognition of sustainability which should be something figured out by their surrounding circumstance or the conditions following its community culture, all same around the world. In this circumstance, we need certain identification on ESD globally recognized, no matter with the developing level of economy. But sustainability is usually managed or controlled by economically powered countries, by improving relatively under-development countries's economic conditions for equity. They believe under-development countries's env. problems can't be resolved without securing of economic equity. Under-development countries's economic equity can be come true ? even by another economic super powers. It really means just controlling or management by them. These all controlling process can't secure under-development countries's sustainability. Because it is not something just controlled, characterized as growing up by self-supporting system of ethnic or regional communities. So identification of sustainability in here is , not . Following its identification, we should discuss ESD, and furthermore for real ESD, there is powerful need to change it into ESE (Education for Sustainability & its Economy) to reflect this co-conceptional approach to ESD. And also we need to distinguish the educational contents boundaries among ESD and EE for this. Basically existing EE has been dealing with pollution-oriented or its related social comprehensive subjects, so it seems that EE is not familiar and harmony with ESD contents, however in alternative case I propose in this paper, changing into ESE, it could include almost all of ESD subjects, furthermore practically EE might be same with ESE.

• Korean Journal of Community Nutrition
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• v.20 no.6
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• pp.433-446
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• 2015

Objectives: This study was performed to evaluate the consumer education program for reducing sodium intake based on social cognitive theory (SCT) and investigate consumer perceptions of environmental, cognitive and behavioral factors. Methods: Consumers (n=4,439) were recruited nationwide in Korea to participate in a nutrition education program for reducing sodium intake which was targeted on senior housewives (SH), parents (P), and office workers (OW). Questions regarding main factors of SCT were asked both before and after the education program. Results: SH and P recognized external social efforts and information to reduce sodium including nutrition labeling more than OW. The main barriers to practice reducing sodium intake were limited choice of low sodium food and menu, interference with social relationship when dining with others, and limited information, knowledge and skills. SH had lower barriers to practice reducing sodium intake and OW perceived 'preference to soup or stew' and 'preference to Kimchi, salted fish and fermented sauces' as barriers more than other groups at the baseline. Less than 50% of participants knew the relationship between sodium and salt, sodium in nutrition labeling, and recommended sodium intake. In addition, OW had little knowledge for capability to reduce sodium intake and lower self-efficacy to practice compared with SH and P. After education, positive outcome expectations such as lowering blood pressure, prevention of cardiovascular disease and osteoporosis were increased and barriers to practice reducing sodium intake were decreased in all groups (p < 0.05). The knowledge for behavioral capability and self-efficacy to reduce sodium intake were also improved but OW had still lower scores compared with other groups. Conclusions: These results suggested that nutrition education programs could be an effective tool to impact general population by facilitating awareness and increased capability to reduce sodium intake.

• Journal of the Korean Geographical Society
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• v.47 no.4
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• pp.554-567
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• 2012

It can be suggested that social geography in the 2000s in Korea has achieved a considerable development, dealing with various theories and issues. This suggestion can be identified first of all with the publication of several texts of Social Geography in this period. For important theoretical discussions, the neoliberal glocalization process of capitalist economy has promoted geographical researches from the perspective of political economy, and the development of information and communication technology, increasing foreign immigrants, environmental problems such as the global warming, and social participation and empowerment of women in Korea have increased social geographical concerns with and theoretical discussions on informational society and city, multiculturalism and/or transnationalism, political ecology and environmental justice, and feminism. This paper provides a review on these major issues in recent theoretical discussions in social geography in Korea, and suggests a brief comment on its future development.