• Journal of the Korean Home Economics Association
• /
• v.40 no.5
• /
• pp.119-132
• /
• 2002

The purposes of this study were 1) to classify female consumers on VALS, 2) to identify the differences of psychological characteristics and demographics among the classified groups, and 3) to investigate the apparel benefits, buying behavior, shopping practices and psychological characteristics of each groups. For the study, a sample of 340 female consumers participated in this survey research. The data was analyzed utilizing descriptive statistics, factor analysis, cluster analysis, $\chi^2$-test, one-way ANOVA and Duncan test. Seven dimensions of values were identified by factor analysis: Consumption-oriented, Achievement-oriented , Diligence/sincerity-oriented, Pessimistic value tendencious, conservative/conventional value oriented, Dignity-oriented and Socialite-oriented. Based on these dimensions female consumers classified into three clusters: inner values-directed group, passive/inactive group, and achievement-oriented group. Achievement-oriented group showed the highest scores in optimum stimulation level and materialism, and tended to be younger and be employed than the other two groups. Both inner values-directed group and achievement-oriented group showed higher scores in self-expression/individuality and quality out of five apparel benefit than passive/inactive group. Innovative communicators, fashion innovators and fashion opinion leaders were mostly in the achievement-oriented group, while fashion followers and fashion indifferents were mostly in the passive/inactive group. It was revealed that achievement-oriented group had a larger number of fashionable clothing items and experienced more activities in vogue. Also, there were significant group differences in shopping practice, such as average monthly allowance, number of annual purchase clothing items.

• Journal of Families and Better Life
• /
• v.35 no.1
• /
• pp.125-137
• /
• 2017

The purpose of this study was to investigate the longitudinal relationship between Korean youth's social withdrawal, depression and community sense mediated by achievement values. For this purpose, we analyzed three years of the longitudinal panel data (2011-2013) of the Korean Children and Youth Panel Survey (KCYPS). Data were collected from 2,351 first year middle school students using the latent growth model using SPSS 18.0 and AMOS 22.0. The main analysis results were as follows. First, social withdrawal and depression decreased and community sense increased as time passed. These results supported the linear change model. Second, the initial status of social withdrawal and depression had effects on the initial status and change rates of community sense. Achievement values, the partial mediator, had a positive influence on initial community sense but had a negative influence on change rates of community sense. We discussed how to improve Korean youth's community sense based on these results.

• Journal of Korean Academy of Nursing
• /
• v.7 no.1
• /
• pp.80-87
• /
• 1977

The present study was undertaken to find the factors affecting academic achievement in a nursing school. 172 students were selected for this study and were divided into higher & lower 12 percent. Tools & measures used for this study were the interest test, personality test, test of self-concept, test of adjustment & school achievement. The major findings obtained from this study were as follows : 1. Factors affecting school achievement except intellectuality were thus : 1) Artistic interest, literary interest, scientific interest biological & scientific interest -physical affected the academic achievement . 2) Sociability, reasonability, depression & refractiveness affected the academic achievement. 3) Self criticism, total positive self-score, & personal self - score affected the academic achievement. 4) Adjustment to school, personal economics, health & value Morality affected the academic achievement. 2. Correlation between school achievement & interest, personality, self-concept or adjustment in the higher 81 lower group were thus; 1) There was a significant relationship between academic achievement & the following: artistic interest, scientific interest-biological, scientific interest-physical, out-door interest, refractiveness, sociability, responsibility, depression, self satis faction- score, personal self -score, social self - score, self behavior score, adjustment to school, health & values morality in the higher group. 2) There were no significant factors related with academic achievement in the lower group. 3. Difference or difference in relationship between higher & lower group in the interest, personality, self-concept & adjustment were as follows, : 1) There was a significant difference between higher & lower group in artistic -interest. literary interest, scientific interest-biological , out-door interest, sociability, depression, refractiveness, self criticism, total positive self score, personal self score, adjustment to school, personal economics, health & values morality. 2) There was a significant difference in relationships between higher & lower group in artistic interest, scientific interest, scientific 3) There was a significant difference in relationships between higher 8E lower group in artistic interest, scientific interest -biological, out -door interest , sociability, responsibility, refractiveness, depression, self identity score, self satisfaction score, adjustment to school, health, personality & value morality.

• International Journal of Advanced Culture Technology
• /
• v.10 no.2
• /
• pp.162-173
• /
• 2022

In non-face-to-face teaching-learning, a survey was conducted on 55 students in the department of chemistry education at university A on the variables (behavioral control, instructor-learner interaction, cognitive learning) affecting learning satisfaction and academic achievement. There were relatively large positive correlations between variables. The positive correlation between them was found to be the factors that influenced learning satisfaction and academic achievement in non-face-to-face teaching-learning. The average values of non-face-to-face teaching-learning for each variable were lower than the corresponding values of face-to-face teaching-learning, respectively. As a result of the perception survey on the detailed factors of each variable, negative responses were relatively high in factors such as 'concentration of behavior' in behavioral control, 'level-considered explanation' in instructor-learner interaction, and 'knowledge understanding' in cognitive learning.

• The Korean Journal of Emergency Medical Services
• /
• v.9 no.1
• /
• pp.133-144
• /
• 2005

Purpose : The purpose of this study was to explore the structure and characteristics of job values about senior student of EMT Dept. Method : A Q-methodology was used to identify factors in job values. A Q-sample was collected from in-depth and objective interviews and literature reviews. A P-sample was composed of 31 EMT students. Result : Results revealed three factors; Self achievement-oriented, stability-oriented, and aptitude-oriented. The 'self achievement-oriented' factor was characterized by preference of achievement, worth, and activity in choosing occupation. The 'stability-oriented' factor was focused on security of retirement age, pay, compensation, and lifelong job. The 'aptitude-oriented' factor was showed aptitude, interesting in choosing occupation. Conclusion : We evaluated that these results was used as useful data for the development of curriculum and guidance of choosing occupation.

• Journal of Information Technology Applications and Management
• /
• v.28 no.5
• /
• pp.1-16
• /
• 2021

This paper attempts to explore the need and importance of values integration in educational activities to mitigate learning crisis and promote sustainable learning achievement. The traditional approach, commercial motive, focus on instrumental knowledge coupled with many other contemporary issues have collectively smothered the fundamental humanistic principles of education. To avert the situation and execute the core objectives, we need to shift our focus: a shift from instrumental knowledge to humanistic-transformational knowledge; a shift from the traditional approach of supplying and storing information to learning to deal with the real-world problems; a shift from head to heart. Values integration is an attempt to initiate and promote this shift. Rather than teaching values and moral principles under a particular subject heading, values need to be a part of everyday in-school and out-school activities. To concretize this concept, a model is proposed in this study as a holistic model of values integration via whole school ambiances and community support.

• Journal of radiological science and technology
• /
• v.30 no.3
• /
• pp.271-280
• /
• 2007

The objectives of this study were to identify the types of work values of radiological technology students and to verify the characteristics of them. The population of this study was the radiological technology students from 7 colleges randomly chosen in the whole country. data collected from 791 subjects were used. Types of work values were identified through the factor analysis and t-test between variables was used to determine the characteristics of the students. The research instrument used in this study was the Maryland Work Value Inventory(MWVI) designed by Meitus, R. The findings of this study were as follows ; 1. The types of work values of radiological technology students can be classified into 6 categories ; social contribution, achievement, capability, work interest, social status, economic reward. 2. Social contribution, achievement, capablity and work interest were classified as 'internal work values', while social status and economic reward as 'external work values'. 3. Work values of the radiological technology students were economic reward, social status, achievement, capablity, work interest, social contribution in order. 4. External work values of the radiological technology students got higher grade than internal work values.

• The KIPS Transactions:PartD
• /
• v.15D no.3
• /
• pp.337-346
• /
• 2008

Many of today’s companies adopt Business Process Management to make their business processes efficient and at the same time pursue certain business values in order to make known that they are working for public interests and to enhance their images and competitiveness. On the other hand, to improve achievement of business values, not only the basic business activities but also the capability of measuring value achievement and ways to reflect the measuring results for process improvement should be built into their business processes. In this study, we propose a value achievement measuring framework that includes the design elements necessary for measuring value achievement and demonstrate its efficacy with an application example.

• Journal of Integrative Natural Science
• /
• v.9 no.2
• /
• pp.144-151
• /
• 2016

The purpose of this study is to investigate the emotion effects on academic achievement for university students. The results are as follows. Resulting on the each emotions difference by the statistical variables, anxiety scores by gender showed a significant difference in the p<.01 level(F=7.685). The males anxiety(2.478, standard deviation: 0.180) had significantly lower scores than females(3.076, standard deviation: 0.168). But fear, anger, activity, and sociability scores were not significantly different respectively between male and female students. To see the emotions effect of academic achievement, the analysis method of the linear regression line was used. As the result, anxiety, fear, anger, activity, and sociability did not significantly influence academic achievement. And so unlike previous methods, the analysis method of the quadratic regression curve was used. As the result, anxiety, fear, anger, activity, and sociability showed did significantly influence academic achievement respectively within 5% of statistical significance level, to more than F=3.06. Therefore, the values on academic achievement of the each anxiety, fear, anger, activity, and sociability showed a quadratic regression curve. That is, [Academic achievement]=$-0.9685{\times}[Anxiety]^2+5.1342{\times}[Anxiety]+8.2679$,[Academic achievement]=$-1.0638{\times}[Fear]^2+5.5694{\times}[Fear]+7.5635$,[Academic achievement]=$-1.3497{\times}[Anger]^2+9.1284{\times}[Anger]+0.6720$,[Academic achievement]=$-1.0589{\times}[Activity]^2+7.4386{\times}[Activity]+1.8272$,[Academic achievement]=$-1.6830{\times}[Sociability]^2+11.2325{\times}[Sociability]-3.8258$. Therefore, we were able to determine the following conclusions. First, we were able to predict the degree of academic achievement by the each emotions scale. Second, when the each emotion scores of students was a moderate, the academic achievement was most excellent. So, in order for the students to become higher academic achievement, the maintenance of medium degree of the each emotions scores is required.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.1
• /
• pp.518-524
• /
• 2021

The purpose of this study was to examine the correlation between academic achievement, major selection motivation, work value, and campus life adjustment of healthcare major college students. Data was collected using a structured questionnaire for 495 healthcare major college students at a four-year university located in G city. As a result of the study, Academic achievement was determined with positive correlation by major selection motivation (r=.446, p<.001), work values (r=.255, p<.001), campus life adjustment(r=.391, p<.001), Major selection motivation was positively correlated with work value (r=.354, p<.001) and campus life adjustment (r=.220, p<.001). The work value showed a positive correlation with the campus life adjustment(r=.193, p<.001). It is necessary to develop a career education program that reinforces college students' major selection motivation and their work values, and a student guidance program that improves their adaptation to college life.