• Journal of Family Resource Management and Policy Review
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• v.17 no.2
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• pp.19-35
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• 2013

The purpose of this study is to analyze the effective factors that influence subjective cognition, conflict degree of work-family balance, and cognition of family strength according to general characteristic factors, working environmental factors, and home environmental factors, as well as analyze the relationships among subjective cognition, conflict degree, and cognition of family strength. The main data source for analysis in this study is the Second National Survey of Korean Families by the Ministry of Gender Equality and Family in 2010. The survey includes the analysis of 419 respondents who have a dual income and live with their wife. The collected data are analyzed using SPSS 19.0. The results of the study are as follows. First, subjective cognition of work-family balance is influenced by satisfaction of work, division of housework, and care of family. Second, the conflict degree of work-family balance is influenced by age, working week, and satisfaction with work. Third, the relationship between subjective cognition and conflict degree of work-family balance is a negative correlation. The relationship between subjective cognition of work-family balance and cognition of family strength is a positive correlation but the difference between conflict degree of work-family balance and cognition of family strength is not significant. Finally, for the married men, the working environmental factor is a significant factor for the work-family balance. And the higher the satisfaction of work and division of domestic work, the greater is the balance between work and family. This suggests that they also have a higher cognition of family strength.

• The Korean Journal of Emergency Medical Services
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• v.6 no.1
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• pp.5-14
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• 2002

The purpose of the study was to compare on the cognition and attitudes toward the mentally ill person among EMT College Student before and after Psychiatric Nursing Course Work. The data was collected twice before and after Psychiatric Nursing course work during one semester 16-weeks from 71 EMT department Students. Used measurements were self-reported questionnaires about cognition and CAMI questionnaires about attitudes. Analysis of data was done by frequence, percentage and t-test with SAS program. The cognition was changed over positively after then before Psychiatric Nursing Course. Especially, It was answered that needed to learning, caring and curing for mental illness. The study of attitudes for mentally ill person was that authoritarianism, benevolence and social restrictiveness were changed over positively but community mental health ideology was not changed. In conclusion, follwing the results of this study, the psychiatric nursing course work was influenced very much to changing of attitudes and cognition toward mentally ill person. Accordingly, psychiatric nursing curriculum will be offered and psychiatric educators have to emphasize the understanding of attitudes and cognition toward mentally ill person.

• Journal of the Korea Society of Computer and Information
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• v.17 no.2
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• pp.225-230
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• 2012

With a wide spread of smart phone, Smart society has been progressed through nationwide that changed way of personal daily life rapidly. As smart work has been introduced and utilized at the office, it is possible that the person in charge can handle remote transaction without restriction of time and place. Smartlization throughout the society has been progressed, member of work and system related can be linked mutually and took personalized services. This study identifies explorative moderating effect of smart environment at performance of work with employee cognition. As a result, found that smart work environment with complexity of work has increased moderating effect over collaborative work.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.617-626
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• 2013

Purpose: This study was to investigate the effect of nurses' core competencies and cognition of job competency of senior nurses on work performance. Methods: Three hundred two nurses participated in the study. The collected data were analyzed with SPSS/WIN 20.0. Frequency, t-test, ANOVA and stepwise multiple regression were utilized. Results: The level of nurses' core competencies was 3.65 (${\pm}.40$) points, cognition of job competency of senior nurses was 4.02 (${\pm}.60$) points, and work performance was 4.04 (${\pm}.55$) points. In accordance with the participant's general characteristics, work performance was found to be significant in their age, marital status, educational level, total clinical experience, length of time on the present ward, and their income. Cognition of job competency of senior nurses was found to be the most effective factor in work performance, followed by core competencies and total clinical experience, and these factors accounted for 63.4%. Conclusion: The study suggested that work performance was highly affected by the nurses' core competencies and cognition of job competency of senior nurses. Therefore, effective education programs are required to provide an appropriate experience to both entry-level and experienced nurses, as well as to help in enhancing nurses' and senior nurses competency at the same time.

• Education of Primary School Mathematics
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• v.2 no.1
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• pp.3-13
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• 1998

In mathematics education we have focused on how to improve the problem-solving ability, which makes its way to the new direction with the introduction of meta-cognition. As meta-cognition is based on cognitive activity of learners and concerned about internal properties, we may find a more effective way to generate learners problem-solving power. Its means that learners can regulate cognitive process according to their gorls of learning by themselves. Moreover, they are expected to make active participation through this process. If specific meta problems designed to develop meta-cognition are offered, learners are able to work alone by means of their own cognition and regulation while solving problems. They can transfer meta-cognition to the other subjects as well as mathematics. The studies on meta-cognition conducted so far may be divided into these three types. First in Flavell(［3］) meta-cognition is defined as the matter of being conscious of one's own cognition, that is, recognizing cognition. He conducted an experiment with presschoolers and children who just entered primary school and concluded that their cognition may be described as general stage that can not link to specific situation in line with Piaget. Second, Brown(［1］, ［2］) and others argued that meta-cognition means control and regulation of one's own cognition and tried to apply such concept to classrooms. He tried to fined out the strategies used by intelligent students and teach such types of activity to other students. Third, Merleary-Ponty (1962) claimed that meta-cognition is children's way of understanding phenomena or objects. They worked on what would come out in children's cognition responding to their surrounding world. In this paper following the model of meta-cognition produced by Lester (［7］) based on such ideas, we develop types of meta-cognition. In the process of meta-cognition, the meta-cognition working for it is to be intentionally developed and to help unskilled students conduct meta-cognition. When meta-cognition is disciplined through meta problems, their problem-solving power will provide more refined methods for the given problems through autonomous meta-cognitive activity without any further meta problems.

• Journal of Korean Home Economics Education Association
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• v.14 no.3
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• pp.77-88
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• 2002

This study was designed to examine students' utility cognition and related variables on the ‘understanding of family and work’ in the Home Economics course. The subjects were 503 middle and high school students, and university students in Jeonju city. The results are as follows : 1) The level of utility cognition on the ‘attitude of sexuality’ was found to be relatively high in the Home Economics course. 2) There were gender difference in the evaluation of learning environment. and grade differences in the evaluation of learning environment, participation in class of Home Economics, needs for Home Economics, evaluation of learning environment. 3) The utility cognition of Home Economics course significantly differed by gender, participation in class of Home Economics. needs for Home Economics, evaluation of learning environment. and Perception of Home Economics. 4) The needs for Home Economics emerged as the most important variable in the utility cognition of Home Economics course.

• The Journal of Asian Finance, Economics and Business
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• v.6 no.2
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• pp.189-201
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• 2019

The purpose of this study is to identify elements of job crafting impacts on work engagement and individual work performance in Vietnamese commercial banks. The research data, collected from 226 bank officers, uses the quantitative research tools as: Cronbach's Alpha Analysis, Explanatory Factor Analysis, Confirmatory Factor Analysis as well as Structural Equation Modeling. The results of the hypothesis test show that only two hypotheses (H2, H3) are accepted: the impact of cognitive crafting on work engagement of bank officers (H2) and the impact of work engagement on individual work performance (H3). However, three remaining relationships (H1, H4, H5) are not accepted in the study: the impact of relational crafting on work engagement of bank officers (H1), the impact of relational crafting on individual work performance of bank officers (H4) and the impact of cognitive crafting on individual work performance of bank officers (H5). The study results indicate that cognition on job crafting leaves positive impacts on work engagement, leading to individual work performance enhancement. On the other hand, the relational crafting element implies contribution on neither collective nor individual working performances. Furthermore, no direct effect of cognition on job crafting to individual performance has been identified.

• Journal of Digital Convergence
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• v.19 no.2
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• pp.83-92
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• 2021

Recently many organizations have adopted 'untact' work due to social distancing caused by Coronavirus-19. To clarify some controversy about the effectiveness from 'untact' work, it is necessary to examine the cognition of organizational members. This study identified issues in 'untact' work from the literature review, analyzed the content of in-depth interviews with workers and managers experiencing 'untact' work, and compared both groups' cognition by applying the co-orientation model. Both groups pointed out the communication difficulty as the top disadvantage and showed no significant differences in job satisfaction, organizational commitment, and work-life balance. However, the two groups showed significant differences in their cognition about performance evaluation (agreement and workers' congruence) and productivity enhancement (workers' accuracy). This paper has an academic contribution in that it has focused on cognitive gaps between workers and managers, urges organizations to devise ways to reduce the gaps, and suggests future studies with quantitative approaches.

• Communications of Mathematical Education
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• v.33 no.1
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• pp.35-45
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• 2019

Reflection and Meta-Cognition became the centered interest as main subjects of the mathematics education studies together with problem solving education in the 1980s. And lots of researches who have concerned with them have been even progressed actively. But, the concept of the reflection and particularly meta-cognition has been pointed out continually because of its ambiguity and uncertainty. There is almost no researches intended to reveal the concept itself. Although the status of the reflection and/or meta-cognition in mathematics education. Therefore, it is significant at this point in time that the work of examining the concept of the reflection and meta-cognition be accomplished. By this reason, this study tried to examine and find out the essential nature of the concept of reflection and meta-cognition in aspects of mathematics education.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.37-50
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• 2003

The purpose of this study was to develop the quality of the textbook and to find out reasonable selection and structure by examining and analyzing the cognition of teacher and students on the structure and contents of elementary science textbook in the 7th curriculum. The findings of this study were as follows: First, as a result of the students’ cognition, their interest level of the learning contents was high and the degree of the difficulty of the learning contents was low on the whole. Second, as a result of the teachers’ cognition of contents of the textbook, teachers who taught third graders understood that the third graders have relatively much contents to be studied and the level of the contents of the textbook was high. On the other hand, fourth graders’ teachers recognized that contents to be studied and the level of the contents were appropriate. And they understood that there were much work to be studied in the units which were difficult and there were difference between contents to be studied and the degree of the difficulty in some units such as life or the earth fold. Third, as a result of the teachers' cognition of structure of the textbook. teachers were very affirmative to reduce school hours. They understood that current numbers and scale of the unit were appropriate. Teachers were satisfied with the structure of elementary science textbook in the 7th curriculum on the whole.