• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.425-442
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• 2008

This study aims to investigate the differences between gifted students and general students in elementary school by comparing their attribution tendency and self-regulated learning strategy and verify the attribution tendency and self-regulated learning strategy of gifted students in elementary school. The subjects of this study were 105 gifted students in the fifth and sixth grades from the gifted education center and 105 general students in the fifth and sixth grades. The study findings were as follows: First, The gifted students showed a higher score on the success attribution while the general students showed a higher score on the failure attribution Second, the gifted students showed a higher score on all over the self-regulated learning strategy with its subordinate factors. Third, the gifted students in humanity showed a higher score on the control factor of cognitive strategy, the gifted students in mathematics on the action control factor of motive strategy and the gifted students in science on the other subordinate factors and all over the self-regulated learning strategy. Fourth, the boys showed a higher score on the factor of action control while the girls on all the other subordinate factors and all over the self-regulated learning strategy.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.413-444
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• 2010

The purpose of the present study is to develop an instrument of mathematical learning motivation and causal attribution for students and to analyze the results of the instrument. Based on the literature review, mathematical learning motivation is the cumulative effects of self-assessment and self-regulation in mathematical learning and achievement experience. Three factors of mathematical learning motivation is identified as self-regulatory efficacy, task difficulty and mathematical anxiety with 17 self-regulatory efficacy items, 9 task difficulty items and 9 mathematical anxiety items. Three factors of causal attribution for success is identified as ability/effort, luck, and other person with 6 ability/effort items, 4 luck items and 3 other person items. Also, four factors of causal attribution for failure is identified as ability, effort, luck, and other person with 3 ability items, 7 effort items, 3 luck items and 4 other person items. The instrument of mathematical learning motivation and causal attribution for success and failure was administered to 919 middle school students from eight different middle middle schools in Seoul, Gyeonggi-Do, Busan, jeolla-Do area. The correlation of three factors of mathematical learning motivation was calculated. As a result, a positive correlation between self-regulatory efficacy and task difficulty was appeared but mathematical anxiety has a negative correlation with self-regulatory efficacy and task difficulty. This study also examined the differences about mathematical learning motivation's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of self-regulatory efficacy and task difficulty was higher than that of lower level group. Students of lowest achievement level showed significantly higher mathematical anxiety degree than that of middle and high group. Students that have higher degree of self-regulatory efficacy and task difficulty preference were attributed into ability/effort cause toward success of mathematics achievement. Also, Male students preferred more difficult task and higher degree of self-regulatory efficacy in mathematics learning than female students. On the contrary, Female students showed higher mathematical anxiety level than male students.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.687-708
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• 2004

The purpose of this study is to investigate the relationships between cognitive conflict and students' causal attributions and to find out what kinds of attributions affect successful resolution of cognitive conflict in learning physics. Twenty-nine college students who attended a base general physics course took an attribution test and a conceptual pretest related to action and reaction concept. Of these, twenty students who revealed alternative conceptions were selected. They were confronted with a discrepant demonstration and took part in the cognitive conflict level test, a posttest, and delayed posttest. Those students who experienced high levels of cognitive conflict were selected and interviewed to find out what kinds of attributions affect resolving the conflict. When confronted with the discrepant event, the students who attributed success outcomes to "effort" experienced higher levels of cognitive conflict than those to "task difficulty." However, those students who revealed high levels of cognitive conflict and attributed success outcomes to effort did not always produce conceptual change. They had different perspectives on effort and conducted different effort activities to resolve the cognitive conflict. In addition, these effort activities appeared to include their motivational beliefs, metacognitive and volitional strategies. The results of this study indicate that in order for the conflicts to lead to change, students need to have the perspective on effort implying the use of the self-regulated learning strategy and to conduct effort activities based on them. Beyond cold conceptual change, this article suggests that there is a management strategy of cognitive conflict in the classroom context.

• Korean Journal of Culture and Social Issue
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• v.8 no.1
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• pp.103-139
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• 2002

Korean society has significantly changed with the onset of a dramatic economic crisis in 1998. From 2000, however, the Korean economy has recovered and currently Korea is enjoying a similar standard of living and economic growth as the pre-1998 levels. This study is a follow-up analysis, comparing the results examining the success attribution of Korean students and adults in 2001 with the results obtained before the economic crisis in 1997. Using the indigenous psychological approach, this study compares the similarities and differences in Korean students and adults' attribution of their personal success before and after the economic crisis. A total of 988 participants, consisting of 481 primary, junior high, senior high and university students and 507 adults (236 fathers and 271 mothers of the students) completed the questionnaire developed by Kim and Park (1998). The results indicate that students perceived their academic achievement and adults perceived successful family life as their most proud achievement. Successful family life included items such as academic success of children, healthy development of their children, and harmonious family life. The person who provided the most significant support for students were parents and for adults, it was their spouse. For students, the importance of friends' social support increased during the high school years. In terms of type of social support, emotional support was reported to be the most important for both students and adults. As for the reason for their success, majority of students and men reported self-regulation and for women, supportive family environment was reported as being the most important. Comparing 2001 results with the 1997 results, the importance of family increased after the economic crisis. Even with the dramatic economic crisis, however, some of the underlying pattern remain strong (such as importance of academic achievement for students, family life for adults, the importance of social support, especially emotional social support from family members, and believing that self-regulation would lead to success). The similar pattern of results obtain before and after the economic crisis indicate that the above results reflect a fundamental values and belief system deeply imbedded in Korean mentality.

• Journal of Korean Library and Information Science Society
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• v.32 no.1
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• pp.261-283
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• 2001

This study investigates the antecedents of the complaining behaviors and complaint responses of the library and information center users based on the theoretical backgrounds and suggests eight propositions and conceptual model for the library and information center. It examines as the antecedents, satisfaction/dissatisfaction, attitude toward complaining, likelihood of success, materials/facilities/service importance, attribution, loyalty, and justices; and as complaint responses. exit, voice(redress seeking), negative word-of-mouth, and third party complaints.

• Journal of the Korea Society of Computer and Information
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• v.25 no.6
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• pp.199-206
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• 2020

This study was conducted for the purpose of developing a measurement tool for success and failure factors of education and training of Korean bodyguards. conducted a meeting from the fully open questionnaire at first, and then formed the semi-structured questionnaire, finally carried out the survey from the closed questionnaire and analyzed data from SPSS 21.0, AMOS 21.0 and developed the measurements. It was conducted from May, 2019 to December, 2019. This survey was conducted of 150 security guards after the verification of the content validity though the pilot survey and presented the success attribution factors and standards on the basis of the result form this survey. As a result, the success factors of the training of the bodyguards were accidental education (5 item), vocational mental education (2 item), vocational mental education (2 item), work ability enhancement education (2 item), realistic practical education (2 item) ), Including 4 items, 11 items, The failure factors consisted of 12 item of three factors: formal education and training (5 item), lack of leadership qualities (4 item), and lack of education (3 item).

• Korean Journal of Culture and Social Issue
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• v.11 no.3
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• pp.41-66
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• 2005

The goal of this study was to investigate factors influencing North Korea defectors's psychological alienation by comparing South Koreans and North Korean defectors in the sense of values, lifestyles, attribution styles and stereotypes. To pursue this goal, a questionnaire was distributed to 143 South Koreans and 99 North Korean defectors, According to results, in comparison with South Koreans, North Korean defectors placed more values on 'nation' than 'individual or family', on the 'support of parents' than 'a great success', In the lifestyles, the North Korean defectors than South Koreans put higher significance in 'traditional familism', 'traditional collectivism', 'social consciousness', and 'traditional hierarchy'. As for stereotypes, South Korean people considered the North Korean defectors defiant, critical, egoistic, and competitive people. Also, South Koreans perceived North Korean defectors as more negatively than North Korean defectors did themselves. In case of alienation, North Korean defectors reported that their workplace was the most common place where they were alienated. As a result of investigating factors investigating the North Korean defectors' alienation, it showed that 'affluent life' in their values, 'cultural openness' in the lifestyles, and 'inside attribution' in the attribution styles were critical. Finally, it discussed limitations of the present study and the research required in the future.

• Proceedings of the Korea Information Processing Society Conference
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• 2022.11a
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• pp.594-596
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• 2022

Over the last decades, deep neural networks have demonstrated significant success in various tasks. To address the special vision task, choosing a hot network as backbone to extract feature is a common way in both research and industry project. However, the choice of backbone usually requires the expert experience and affects the performance of the classification task. In this work, we propose a novel idea to support backbone decision-making by exploring the feature attribution and weights distribution of hidden layers from various backbones. We first analyze the visualization of feature maps on different size object and different depth layers to observe learning ability. Then, we compared the variance of weights and feature in last three layers. Based on analysis of the feature and wights, we summarize the traits and commonalities of existing networks.

• Journal of Preventive Medicine and Public Health
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• v.26 no.4 s.44
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• pp.508-533
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• 1993

A wide range of health professionals have interest in changing the health behavior of individuals. To intervene effectively and to make informed judgements about how to measure the success of such interventions, health professionals must have an deep understanding of health behavior. This paper provides an overview of the thories of health-related behaviors and the strength and weakness of each, how the theories relate to others, and how they can be used in practice. The theories reviewed include Suchmann's stages of illness experience, Health belief model, Attribution theory, Fishbein's theory of reasoned action, Multiattribute utility models, Consumer information processing, and Anderson's models. Finally, this paper introduces the reader to interesting research findings in our country.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.399-408
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• 2017

This study was conducted to investigate the effects of a career preparation program (CPP) on self-leadership (SL) and career locus of control (CLOC) among University Students in South Korea. Self-leadership is the ability to control and lead oneself to achieve goals. CLOC is that attribute own's success of failure to own's effort and ability internally or luck or environment externally. Both have been known to strongly affect variables associated with career planning. We also explored SL and CLOC based on the variable related subjects' characteristics. Method: After receiving informed consent, 58 subjects were collected from University in D metropolitan area in Korea from March to June 2016. CPP was provided to college students who agreed to join this study, which consisted of a 15 week career development program. During the program, recruitment information was provided as well as encouragement and motivation. The program also focused on self-exploring and self-initiating experiences by themselves. Data were collected before and post CPP and were analyzed using SPSS 21.0. Result: self-leadership increased from $3.02{\pm}0.36$ points to $3.23{\pm}0.35$ points after CPP (t=-4.45, p=0.00). There were significant differences in self-leadership and in internal attribution (t=-3.26, p=0.00). The CPP based on the understanding of oneself was effective to cultivate university students' self-leadership. Moreover, the CPP increased internal attribution of the college students significantly from $2.96{\pm}0.35$ points to $3.15{\pm}0.32$ points (t=-3.26, p=0.00). CPP was also found to effectively influence the internal locus of control. Although external attribution was reduced from $2.19{\pm}0.31$ to $2.13{\pm}0.35$, this different was not significant (t=1.68, p=0.09). Conclusion: The results of this study suggest that the CPP based on understanding of oneself should be actively applied in career education.