• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.720-729
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• 2021

The purpose of this study was to measure repeated the process of non-suicidal self-injury individuals change in everyday life through the Ecological Momentary Assessment(EMA) daily diary. The study subjects of were 17 adults aged 19 to 29, accessed a link sent by text message on a cell phone and recorded a diary of the day's affects, interpersonal conflicts, self-injury thoughts, and behaviors once a day for two weeks. Using a total of 238 reported entries, the contextual factors of NSSI were examined, and the effects of affects and interpersonal conflicts on NSSI analyzed through a multi-level model. As a result, the negative affects of that day have a significant relation with within subject NSSI behavior and positive affects have a significant relation between subject NSSI behavior. These findings means that overall individuals with low positive affects have a higher risk of self-injury behavior compared to those with higher levles of positive emotions, and an increase in negative emotions on that day within an individual increases the risk of self-injury behavior on that day. In other words, it implies that it is important to manage negative emotions and strengthen overall positive affects for that day in the intervention of emotion-regulation of experienced self-injury individuals. It is meaningful that this study explored NSSI risk factors experienced in daily life through the short-term longitudinal study.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.406-420
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• 2021

This study used Glaser's grounded theory method for the recognition of college students' majors in counseling psychology. Among the 3rd and 4th grade students majoring in counseling psychology, 19 students participated in the study, focusing on them for 5 months and collecting data through individual interviews. As a result of analyzing the data, 103 concepts, 26 subcategories, 9 upper categories, and 1 core category were derived. As a result of the study, first, the participants wanted to relieve the burden of people's hearts and had the hope of becoming a healer. Second, among the participants, in terms of their personality and aptitude for their major field, they perceived it as joy and satisfaction, such as 'It fits well with the major,' 'I made a good choice,' and 'It became a turning point in life.' However, they also recognized the incompatibility of the major, such as disharmony of aptitude, burden of the role of counselor, and rejection of major. Third, although participants showed usefulness in their major learning, their perception of the career path in their major was acting as anxiety and conflict, but their concerns and conflicts resulted in financial difficulties, poor job conditions, and emotional exhaustion caused by long-term study. The burden of job, fear of counseling job, limit of undergraduate graduation, uncertainty of career, etc. acted as an obstacle in choosing a major career. Fourth, as a result of analyzing the interview data of the participants, a core category called' understanding and growth and the will of the counselor to realize the dream' was derived. In conclusion, the participant's perception of their major is the change and growth of themselves, the formation of a healthy relationship with others, and satisfaction with the suitability of their major and their aptitudes. It turned out to have a lasting will to do.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.1-18
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• 2022

The two most influential rationales for the 21^st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21^st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

• Korean Journal of Culture and Social Issue
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• v.22 no.1
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• pp.1-18
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• 2016

A conflict of interest (COI) places people in ethical dilemma when providing consultation in a field of business, medical/pharmaceutical industry, research etc. Disclosure is a commonly adopted strategy for the adverse effect of COI, but previous studies have reported inconsistent results. This investigated whether individual differences in pursuing self-interest influence differently on consultation behavior during voluntary- or no-disclosure of COI conditions. A total of 190 adults participated in an on-line experiment which consisted of two tasks. On the 1^st task, participants were divided into either a role-oriented group or a self-interest group depending on their consultation choice on the task. On the 2^nd task, participants were required to choose whether to disclose COI to his/her virtual partner and provided consultation to them. No group differences were found in frequency of choosing voluntary disclosure. For the role-oriented group, the voluntary disclosure group provided unbiased information to the virtual partners than the no disclosure group. However, no group difference between voluntary- and no-disclosure group in the self-interest group. Implications and limitations are further discussed.

• Korean Journal of Culture and Social Issue
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• v.29 no.4
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• pp.617-636
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• 2023

The goal of this study was to explain the phenomenon of making efforts to overcome the need-reality collision as a cultural characteristic of Koreans. Specifically, we examined whether the behavior varies depending on the degree of relational agency in the situation where conflicts between one's needs and reality have occurred. To this end, a total of 217 participants participated in the online experiment, and the data of 156 participants were finally analyzed. After responding to the relational agency scale, the participants were exposed to a decision-making scenario in which conflicting factors existed. The scenario were about buying a house and making a wedding hall contract, and in each scenario, two important values were set to conflict with each other in the market. Participants read the scenario and entered the level they wanted for each value. After that, they encounter a situation in which he or she has not found the candidate site corresponding to the level he or she wants. Then, the participants responded to their willingness to make additional efforts themselves. As a result of the study, the degree of relational agency of the participants showed a positive relationship with the degree of additional effort. In addition, the degree of the desired level beyond the reality (expectancy discrepancy) showed a nonlinear (reverse U-shape) influence on the additional effort while controlling for individual difference. Furthermore, the interaction effect between relational agency and expectancy discrepancy was significant. Specifically, individuals with low agency did not have a significant relationship between the degree of expectancy discrepancy and the dependent variable, but individuals with high relational agency had a significant non-linear relationship between the degree of expectancy discrepancy and the dependent variable. Based on the results of the study, the role and function of Koreans' psychological characteristics (relational agency) in the scene of managing needs-reality collision were discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.70-83
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• 2007

Reflection in teacher education is one reform effort that has taken hold in many teacher preparation programs. However, how to define it and how to foster it in a teacher's education are problematic issues. In this study, on the basis of literature review, science teachers' reflective thinking is defined as a process of thinking that deliberates on alternatives to solve conflict between one's previous knowledge/belief/practice and internal/external factors in science teaching context. Based on this definition, three types of science teachers' reflective thinking (i.e. technical reflection, professional reflection and critical reflection) were proposed. In addition, a framework of classifying the reflective thinking's types was also developed. To investigate science teachers' reflective thinking, two pre-service science teachers who majored in physics education participated in this study. The participants presented the monthly report on reflective practice, pre/post questionnaire, and education practicum journals. Individual interviews with them were conducted before and after their teaching activities. From the analysis of the data, it was possible to categorize the reflective thinking of the participants into three types. The major type of their reflective thinking was the technical reflection. However, it was difficult to find examples of the critical reflection.

• Knowledge Management Research
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• v.25 no.2
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• pp.95-114
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• 2024

Because it is difficult to respond to a constantly changing environment with individual ability and creativity alone, many organizations are forming teams and seeking ways to make the teams more active. Team learning behavior allows team members to and create better performance based on such accumulated knowledge and experience within a team. In particular, the process of team learning not only explicit and formalized knowledge but also implicit and informal experiences is important from the perspective of knowledge management. However, there were limitations in utilizing research results on team learning behavior because the concepts were fragmented and the measurements were different for each researcher. In this study, an integrated model was presented by examining concepts related to team learning behaviors. Moreover, the measurement model of team learning behaviors was validated for the Korean context. The measurement model consisted of five factors: sharing and elaboration, constructive conflict, team reflection, team activity, and storage and utilization. This tool was confirmed through exploratory factor analysis and confirmatory factor analysis. The results of this study are expected to have implications for team researchers and practitioners who diagnose and improve the level of team learning behavior within an organization.

• Korean Security Journal
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• no.1
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• pp.351-370
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• 1997

This study concerns possible measures to prevent separatists' terrorist acts against overseas Korean businessmen. Of late, many Korean enterprises are helping a number of foreign countries develop their economy, by building factories and manning regional offices in those countries. But recent development of terrorism especially against Korean businessmen is alarming. This report discusses the need for Korean enterprises heading overseas to prepare themselves with awareness of terrorism and possible protective measures against it, besides their routine pursuance of profits; and for the government and prospective enterprises to refrain from investing in those countries having active separatist movements. If an investment has become inevitable, a careful survey of the region in conflict should be conducted and self-protective measures should be put in place through security information exchange, emergency coordination and training of personnel, etc. This study will first review the past terrorist incidents involving employees of overseas Korean enterprises, and then will focuss on seeking effective measures on the basis of the reported incidents. In carrying out the study, related literature from both home and abroad have been used along with the preliminary materials reported and known on the Internet from recent incidents. 1. The separatist movements of minority groups Lately, minority separatist groups are increasingly resorting to terrorism to draw international attention with the political aim of gaining extended self rule or independence. 2. The state of terrorism against overseas Korean enterprises and Koreans Korean enterprises are now operating businesses, and having their own personnel stationed, in 85 countries including those in South East Asia and Middle East regions. In Sri Lanka, where a Korean enterprise recently became a target of terrorist bombing, there are 75 business firms from Korea and some 700 Korean employees are stationed as of August 1996. A total of 19 different terrorist incidents have taken place against Koreans abroad since 1990. 3. Terrorism preventive measures Terrorism preventive measures are discussed in two ways: measures by the government and by the enterprises. ${\blacktriangleleft}$ Measures by the government - Possible measures at governmental level can include collection and dissemination of terrorist activity information. Emphasis should be given to the information on North Korean activities in particular. ${\blacktriangleleft}$ Measures by individual enterprises - Organizational security plan must be established by individual enterprises and there should also be an increase of security budget. A reason for reluctant effort toward positive security plan is the perception that the security budget is not immediately linked to an increment of profit gain. Ensuring safety for overseas personnel is a fundamental obligation of an enterprise. Consultation and information exchange on security plan, and an emergency support system at a threat to security must be sought after and implemented. 4. Conclusion Today's terrorism varies widely depending on reasons and causes, and its means has become increasingly informationalized and scientific as well while its method is becoming more clandestine and violent. Terrorist organizations are increasingly aiming at enterprises for acquisition of budgets needed for their activities. Korean enterprises have extended their business realm to foreign countries since 1970, exposing themselves to terrorism. Enterprises and their employees, therefore, should establish their own security measures on the one hand while the government must provide general measures, on the other, for the protection of the life and property of Korean residents abroad from terrorist attacks. In this regard, set-up of a counter terrorist organization that coordinates the efforts of government authorities in various levels in planning and executing counter terrorist measures is desired. Since 1965, when the hostile North Korea began to step up its terrorist activities against South Koreans, there have been 7 different occasions of assassination attempt on South Korean presidents and some 500 cases of various kidnappings and attempted kidnappings. North Korea, nervous over the continued economic growth and social stabilization of South Korea, is now concentrating its efforts in the destruction and deterioration of the national power of South Korea for its earlier realization of reunification by force. The possibility of North Korean terrorism can be divided into external terrorist acts and internal terrorist acts depending on the nationality of the terrorists it uses. The external terrorist acts include those committed directly by North Korean agents in South Korea and abroad and those committed by dissident Koreans, hired Korean residents, or international professionals or independent international terrorists bought or instigated by North Korea. To protect the life and property of Korean enterprises and their employees abroad from the threat of terrorism, the government's administrative support and the organizational efforts of enterprises should necessarily be directed toward the planning of proper security measures and training of employees. Also, proper actions should be taken against possible terrorist acts toward Korean business employees abroad as long as there are ongoing hostilities from minority groups against their governments.

• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.117-138
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• 2000

This study is, from the view point of constructive social studies which is the foundation of the 7th curriculum, to explore whether there is any viable program and to investigate it by which students, using photo resources in social studies, can organize their knowledge in the way of self-directed thinking. The main results are as follows: If it is a principle of knowledge construction process of constructive social studies that individual construction (cognitive construction) develops into communal construction(social construction) and yet communal construction develops itself, interacting with individual construction, it will be meet the objectives of social studies. In social studies, photos are a powerful communication tool. communicating with photos enables to invoke not only the visual aspects but also invisible aspects of social phenomena from photos. It, therefore, can help develop thinking power through inquiry learning, which is one of the emphasis of the 7th curriculum. Having analyzed photo resources appeared on the regional textbooks in elementary social studies, they have been appeared that even though the importance and amount of space photo resources occupy per page is big with regard to total resources, most of the photos failed to lad to self-directed thinking but just assistant material in stead. Besides, there appeared some problems with the title, variety, size, position, tone of color, visibility of the photos, and further with the combination of the photos. Developing of photo resources for constructive social studies is to overcome some problems inherent in current text books and to reflect the theoretical background of the 7th curriculum. To develop the sort of photo that can realize the point just mentioned, it would be highly preferable to provide photo database to facilitate study with homepage through web-based interaction. To take advantage of constructive photo resources, the instruction is strategized in four stages, intuition, conflict, accommodation, and equilibration stage. With the advancement of the era of image culture, curriculum developers are required to develop dynamic, multidimensional digital photos rather than static photos when develop text books.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.110-121
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• 2002

In this study, the verbal interactions occurred during the CASE(Cognitive Acceleration through Science Education) activities in the middle school science class has been analyzed regarding with students cognitive level. The subjects were 24 students of 6 groups in a middle school in Korea. Verbal interactions within group discussions during CASE activities were audio-taped, transcribed, and analyzed. Also, classroom observation and interview with students were carried out. The results showed that the student with higher cognitive level tended to be a group leader. They had strong influences on the group discussions in each step of problem solving. Also, the higher cognitive level students were more active in metacognitive discussion and more often used scientific terms. When their group met difficulties in each stage of problem solving, such as perception of problem and designing experiment, the higher cognitive level students suggested some ideas to help their peers and gave them an explanation of how they worked. Low cognitive level students had difficulties in perception and solving the problem as compared with high cognitive students. It was common during activities for the low cognitive level students to fail to identify variables and to distinguish between dependent variables and independent variables. They failed to hold a number of variables at once. However, the metacognitive questions from their peers or teacher were helpful for them to construct the concept of controlling variables. If there is no student who has a high level of thinking in a group, it was necessary to intervene for teacher. A well judged questions from teacher created the cognitive conflict which causes the students to reconstruct their strategy for problem solving and reinforce the control of variables reasoning pattern. From the above results, it is concluded that students' cognitive levels are much related to the verbal interaction patterns. This suggests that teacher should consider individual student's cognitive level in organizing groups and intervene to facilitate the environment for metacognitive interaction.