• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.463-476
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• 2009

The purpose of this research was to find out if the analogical role-playing class activity had an effect on the students' academic achievements on cellular respirations as well as their science learning motivation for those who took part in the cellular respiration. To examine the effects of applying the activity, the research was conducted targeting a high school with humanities and social sciences courses, located in Busan. The target was specified as two classes that had selected a Biology II class, with one class (27 students) set as the test group and the other class (28 students) set as the control group. The conclusion drawn from this research was as follows: First, it seemed that the analogical role-playing activity helped the students to take their own parts in cellular respiration and gave them an opportunity to explain the concepts through direct physical activities, enhancing their academic achievements. Second, it was concluded that as the students found confidence and relevance in scientific knowledge as well as obtained a sense of accomplishment, the analogical role-playing class activity increased their level of satisfaction and their science learning motives. Third, as a result of the interviews on the change of the concept, students expressed some dissatisfaction over the new concept, and thought of the analogical role-playing activity as an intelligible alternative. It appeared that the alternative was plausible and fruitful.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.8 no.4
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• pp.145-159
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• 2013

The purpose of this study is to analyze the structural relationship as to how learning flow and self-directed learning are linked to learning motives and academic self-efficacy in the learning setting of high school students. To accomplish such purpose, based on theoretical backgrounds and preceding research findings evaluation models were put to verification for a valid research model for this study. The initial hypothetical model was that self-directed learning ability would have a direct influence on learning motive, academic efficacy and learning flow, while having an indirect influence on learning flow with learning motive and self-efficacy acting as a mediating variable. But the hypothetical model showed low significance level between self-directed learning and learning motive, and learning motive and learning flow. Therefore, links were adjusted to create the final model within the scope that the adequacy of the model might not be compromised. To verify the model, 900 high school students in Seoul were surveyed and the collected data were statistically analyzed using AMOS v21.0 and SPSS v21.0 But 815 surveys were excluded because they were not sufficiently answered. From the analysis, it was found that self-directed learning and academic efficacy have a direct influence on learning flow while self-directed learning and academic efficacy have an indirect leaning motive and learning flow. This finding means that, in the relationship of self-directed learning and learning flow, learning motive and learning efficacy are positive factors that help high school students experience learning flow. Thus, in order to enhance the experience of self-directed learning ability of high school students, various educational endeavors are needed to draw the experience of learning flow during the regular course of study. In addition, customized educational methods and environments are required to increase academic efficacy of the students.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.421-436
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• 2014

The purposes of this study were to develop the customized instructional programs by the causes of science underachievement and to identify the effectiveness of these programs. For these, we analyzed the characteristics of underachievers and causes of science underachievement and classified 22 7th grade science underachievers into three different types such as lack of science process skill, lack of science learning motivation, and lack of science learning strategy. They then were divided into the experimental and comparative groups. Instructional programs treated for both groups covered the same topics and were conducted once a week for 60 minutes each time for 15 weeks. Eleven students in the comparative group were treated with an activity-centered science program that dealt with basic science concepts. Unlike science underachievers in the comparative group, those in the experimental group were given customized instructional program. After the treatment, students were administered several tests including a test on awareness of the program, science process skill test, science learning motivation and strategy test, and academic science achievement test. In addition to the results of those tests, worksheets, daily activity reports, and interviews were used to evaluate a customized instructional program that was applied to the experimental group. Results of the study showed that these programs relieved science underachievers from the cause of poor achievement and accordingly help them achieve better performance in academics. In addition, both lack of learning motivation and lack of learning strategy types tended to relieve the other causes of science underachievement. Also, the experimental group showed a high level of satisfaction with the customized instructional programs.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.14 no.3
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• pp.153-168
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• 2019

Augmented Reality(AR) has been one of the important technologies of the 4th industrial revolution. Consumer acceptance of new technologies is substantial issue for market expansion, but there have been few empirical studies on factors that affect the acceptance or use intention of AR. In this study, we have explored and analyzed the factors influencing technology acceptance based on the extended unified theory of acceptance and use of technology(UTAUT2) model in the AR business and have discussed it with comparison with existing research based on this analysis. The results of this study suggest that the main variables of the existing UTAUT1 model had significant positive effect on the intention to use, such as performance expectancy, effort expectancy, facilitating conditions and hedonic motivation, habits of UTAUT2. In addition, perceived risk introduced in this study had a negative effect on intention to use. Furthermore, the impact between these two factors have been effort expectancy(${\beta}=.294$)>habits(${\beta}=.268$)>hedonic motivation(${\beta}=.266$)>performance expectancy,(${\beta}=.263$)>facilitating conditions(${\beta}=.233$)>perceived risk(${\beta}=-.094$). The impact of social influence did not have a significant effect on intention to use. The intention to use was analyzed to have a significant positive effect on the actual use and recommendation intention. On the other hand, the hypothesis that the age and gender has played a moderating role between independent variables and the intention of use were investigated. Age was found out to play a role as a moderator between social influence, facilitating conditions, hedonic motivation, habits and intention to use. In the same way, gender has been shown to play a moderating role between facilitating conditions, perceived risk and intention to use. Academic and practical implications are suggested based on the results of this study.

• Korean Journal of Psychosomatic Medicine
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• v.26 no.2
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• pp.135-144
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• 2018

Objectives : The purpose of this study was to identify the differences of demographic and clinical characteristics between child-adolescents who received medical inpatient care and non-hospitalized adolescents after suicide attempts. Methods : The study included 35 child-adolescents who were hospitalized (Admission group) and 114 child-adolescents who were not hospitalized (Non-Admission group) as a result of a suicide attempt from 2009 to 2015. We compared sociodemographic, clinical, and suicide attempt-related characteristics through a chi-square test and logistic regression analysis to evaluate the differences between the two groups. Results : Child-adolescents of this study most commonly attempted suicide by poisoning, and for motivation of interpersonal problems. Admission group had significantly fewer attempts through injury by sharp objects (${\chi}^2=4.374$, p=0.037) and attempted suicide with a higher chance of actually dying when compared to Risk-Rescue Rating Scale (t=1.981, p=0.049). In addition, Admission group had relatively common motivation for academic problems (${\chi}^2=12.082$, p=0.001) and less motivation for interpersonal difficulties. (${\chi}^2=9.869$, p=0.002) Psychiatric diagnosis at the time of visiting the emergency department showed higher rates of depression in the admission group than Non-Admission group (${\chi}^2=8.649$, p=0.003). The results of logistic regression showed that depression affects hospitalization (OR=2.783, 95% CI 1.092-7.089, p=0.032). Conclusions : This study is meaningful in that it revealed the social and clinical characteristics of all child-adolescents who were hospitalized at a university hospital after attempting suicide. This study identified differences in motivation, methods, and psychiatric diagnosis of hospitalized adolescents and those who were not. Therefore, the results may help adolescent suicide attempters to get a discriminatory approach based on their admission.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.231-263
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• 2019

The purpose of this study was to verify the effects of growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships in the group coaching program for the promotion of growth orientation for university students based on the model of the social-cognitive approach to motivation. The program consisted of eight topics: growth orientation, growth mindset and brain plasticity, self-directed goal setting, talent which is a product of ongoing effort, failure attitude and perspective change, positive emotion, thinking and behavior, value of growth orientation and self-coaching, respectively. The program comprised a total of eight sessions, 120 minutes each, and the final program was completed through a preliminary experiment with three university students. In order to verify the effectiveness of the program, 48 university students were divided into 16 in the experimental group, 16 in the comparative group, and 16 in the control group. The experimental group participated in the group coaching program to enhance the growth orientation based on the model of the social-cognitive approach to motivation developed in this study, the comparative group participated in a learning goal orientation improvement program based on an incremental implicit theory, and the control group did not carry out any program. Three groups were tested in pre, post, follow-up1(after 1 month) and follow-up2(after 3 months) in order to growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships. We performed analysis to confirm the homogeneity to the data of the three groups and to verify the interaction effects between times and groups. As a result, it was confirmed that the group coaching program to promote growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships had statistically significant effect and was more effective than the comparative program due to the larger effective size. Also, we confirmed that the coaching effect was sustained after the program was finished and more effectively maintained than the comparative program. Based on the results of this study, this study has academic implications because it verify the effectiveness of the group coaching for the promotion of the growth orientation by scient ic method.

• Journal of Venture Innovation
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• v.4 no.2
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• pp.77-95
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• 2021

In the midst of the progress of the 4th industrial revolution, the Corona19 Pandemic was forming giant double wave. Companies riding this wave can win, but companies that do not will fall into the wave and struggle. In connection with the 4th industrial revolution, various technologies are emerging and commercialized. At this point, consumers, especially digital natives, who have been with digital since birth, tried to find out what factors affect the intention to use these technologies and which factors have the most important influence. For this purpose, data were collected through a survey on factors affecting the intention to use FinTech technology and AR technology for 150 digital natives in their 20s. Based on this, statistical analysis was conducted and the following results were obtained. As a result of the overall analysis regardless of the type of technology, it was found that performance expectancy, effort expectancy, social influence, and habits have a positive (+) effect on digital natives' intention to use the 4th industrial technology. On the other hand, a significant influence relationship between the facilitating conditions, hedonic motivation and intention to use the 4th industrial technology was not tested. It was found that the influence was greatly influenced by social influence and habits. In the case of FinTech and AR, which were further subdivided into this study, different aspects were revealed as a result of separate analysis. In the case of FinTech technology that emphasizes utilitarian value, performance expectancy, effort expectancy, social influence, and habits had a positive (+) effect on intention to use. It was found that the influence was greatly influenced by habits and social influence. In the case of AR, which emphasizes the hedonic value, all the variables adopted in this study had a positive (+) effect on the intention to use the technology. It was found that hedonic motivation and social influence had a great influence. Combining the results of the analysis, social influence was found to be an important influence variable regardless of the type of 4th industrial technology. FinTech technologies such as mobile banking, where services are becoming more common, are habits, and in the case of AR, which has not yet been universalized and is provided mainly for entertainment, hedonic motivation was found to be an important factor. This study was able to present academic and practical implications based on the above confirmation of factors affecting digital natives' acceptance and use of the 4th industry technology.

• Information Systems Review
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• v.17 no.2
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• pp.219-238
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• 2015

As Internet and IT have been developed, people have been exposed to large amounts of information. So, many online information providers recommend relevant information to users to relieve an information overload. However, information recommendation which is based on the taste and preference of a user can lead to a problem of unbalanced information consumption. Prior research about online information has not investigated the side-effect of a recommendation function. This research suggests IT solutions for alleviating unbalanced information consumption behavior. Based on adaptation level theory and expectancy theory, we proposed self-reference point diagnosticity interface and social-reference point diagnosticity interface to help people to consume information following their own information consuming goal. We hypothesized positive impacts of these two interfaces on the self-awareness about information consuming pattern. And we predicted that self-awareness has a positive impact on the motivation and actual behavior to conform the ideal information consuming pattern which the user sets. Laboratory experiment was executed as a research method. As a result, the self-reference diagnosticity interface leaded to higher self-awareness and mitigated the unbalanced information consumption. But, the social-reference diagnosticity interface and the motivation to improve the information consuming behavior had no significant results. Academic and practical implications are discussed.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.17-29
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• 2013

High school 'science' in the 2009 revised curriculum in Korea was developed for the purpose of enhancing students' scientific literacy needed for citizenship in a democratic society. For this analysis, 'science' includes a variety of scientific topics from the origin of the universe to the birth of life, and the relationship between technology and modern society. It aims to make students understand the process of scientific inquiry and foster interest and curiosity about science. On the other hand, interest has been studied as a psychological construct to affect academic achievement and career selection of students. In this study, the authors investigated students' interest in high school 'science' in view of the 2009 revised curriculum. To carry this out, a survey tool was developed according to previous research, with 997 high school students' responses analyzed with descriptive statistics and factor analysis. The result showed that the students' interest in high school 'science' in view of the 2009 revised curriculum can be interpreted into three dimensions such as motivation, activity, and topic, which has several sub-dimensions. Students' interest in motivation dimension was higher than in activity or topic dimension, while the average value was slightly higher than the middle value. They showed different distribution of interest by gender and job orientation, especially in activity and topic dimensions. From this study, the authors can infer the multi-dimensional property of students' interest in high school 'Science' and the different distribution of interest by dimensions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.120-126
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• 2020

This study was a descriptive research study to investigate the relationship between self-efficacy, stress coping, and college adaptation among nursing students. The subjects were extracted from students at four-year nursing colleges in K province, and data collection was conducted from October 1 to December 10, 2018. Data analysis was done using the SPSS 22.0 program, frequency and percentage, mean and standard deviation, Pearson's correlation, t-test, ANOVA, and multiple regression. The results show that the self-efficacy of nursing college students was 3.07 ± .39, stress coping was 2.15 ± .24, and college adaptation was 3.32 ± .49. There were significant differences in college life adaptation to stress coping, depending on major satisfaction, support motivation, and drinking. The higher the subject's self-efficacy and stress coping level, the higher the adaptation to university life. In addition, there were significant differences in general characteristics according to major satisfaction, academic support motivation, and drinking. Based on the above research results, it is necessary to develop a support program to strengthen the ability to cope with stress among college students.