• Korean journal of communication and information
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• v.36
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• pp.254-286
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• 2006

The purpose of the present study is to examine how visitors of personal web sites evaluate self presentation styles. We hypothesized that visitors' gender, self construals, and self esteem would influence the evaluation (likeability and perceived competence) of the self presentation styles (bragging or positive presentation). The hypothesized models were tested with structural equation modeling. Gender differences among the constructs were also examined through latent mean analysis. The results revealed that females tended to have higher interdependent self construal than males. And the male and the female students showed higher likeability toward the self presentations of the other gender. Regarding perceived competence, women and men perceived the other gender more competent, and especially, women perceived men's bragging presentation more competent. Self construals and self esteem, however, did not show any significant effects, which were inconsistent with the results of the previous studies conducted with offline self presentation styles. One of the main implications of this study is that visitors' gender, among other things, is the most infueltial factor in perceiving and evaluating others' self presentation through personal web sites.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.17-28
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• 2004

The purpose of this study is to determine the patterns of differences between genders in science achievement. Eleventh grade, 140 female and male students were sampled from a school in Seoul. According to the analysis results of pilot study, 20 items were finally selected for the main study. To sharpen our interpretations of the factors and provide some confirmation, we supplemented the statistical analysis with a more detailed cognitive study of the items using think-aloud protocols and interviews with student test takers. The analysis of this study took into account the different item formats, contexts, and presentation styles. The findings are as follows: First, there was no significant gender difference between multiple-choice and open-ended items. Second, male students achieved significantly better in the context of everyday life in multiple-choice items. Third, male students favored items presented as written texts. Fourth, in problem-solving process, female students tend to apply their science concepts, whereas male students tend to apply their everyday experiences. The results of this investigation indicate that gender difference in science achievement depends heavily on item characteristics.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.2
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• pp.200-206
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• 2009

Purpose: The purpose of this study was to analyze nursing students' learning styles and relationship of learning style to participation and academic achievement. Method: The study participants were nursing students in C college learning through problem based learning (PBL). Data were collected using a questionnaire which included Kolb's learning styles. Performance evaluation and paper examination were used to evaluate academic achievement. Results: Most of the students had converger type learning style. Student with a tendency to abstract conceptualization, such as converger type and assimilator type, preferred discussion and presentation. The students with converger type learning style participated and achieved better than students with diverger style. Conclusion: The results indicate that learning style was related to participation and academic achievement. Therefore in order to use PBL effectively, facilitators should consider students' learning styles.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.284-291
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• 2022

People use various tools to present themselves including Social Network Services(SNS hereafter). This study categorized three types of presentation of self, which are genuine, ideal, and social self, and based on Goffman's Impression Management Framework, investigated if these types of presentations have any patterns related to SNS posting styles. Especially, we focused on the styles of hashtags including if hashtags are used in the main tests, if hashtags are hidden, and what kinds of words are used for hashtags. Using 450 posting data uploaded to the Instagram, we found that the posting presenting ideal self show very high rate of using hidden hashtags(98%) and using common expressions(97%), which are not the case for genuine and social self types. This results imply that people concern more about their impressions especially when they present their ideal self on SNS, partially confirming Goffman's Impression Management Framework.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.402-414
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• 2012

This study investigated the effects of the instructions using analogies in learning the concept of saturated solution by the analogy presentation types and the verbal learning styles upon the mapping understanding, the mapping errors, and the perceptions of the instruction. Fifth graders (N=123) at an elementary school were selected and assigned to VA (n=63) and VPA (n=60) groups. As a pretest, a test on the verbal learning style was administered. The students in the VA group learned the target concept with a verbal analogy, while those in the VPA group learned it with a verbal/pictorial analogy. After the students learned it, a mapping understanding test was administered. The students in the VPA group also administered the test on the perceptions of the instruction and some of them were interviewed in depth. The results revealed that the scores of the students with strong verbal learning preference in the VPA group were significantly lower than those in the VA group in the mapping understanding test. However, the scores of the students with weak verbal learning preference were not significantly different between the two groups. Five types of mapping errors were identified: failure to map, mismapping, rash mapping, impossible mapping, and mapping of a surficial feature. According to students' verbal learning styles, there were some differences in the frequencies of mapping errors in the two groups. Many students in the VPA group, regardless of their verbal learning styles, had positive perceptions of the instruction in various cognitive and motivational aspects. However, some of them also pointed out a few difficulties of the instruction. Educational implications of these findings are discussed.

• Journal of the Korean Society of Costume
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• v.66 no.7
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• pp.50-68
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• 2016

The objectives of this study are to identify the self-image and preferred fashion styles that Korean career women seek in different daily situations, and to propose a positioning map in accords with the findings. The study conducted a survey and in-depth interviews. The study used twenty items of self-image adjectives extracted from existing studies, and eighteen fashion style stimuli collected by examining women's wear brands. The study surveyed 329 career women. Their daily situation was classified into five situations; external meeting and presentation, ordinary work, wedding and family gathering, blind date or date, and meeting with friends and acquaintances. The analysis results of this study showed that self-image and fashion style preferences are relevant to daily situation. The image most sought in external meetings and presentation was the 'Elegant' image, and the image most sought in meetings with friends and acquaintances was the 'active' image. Women on dates or blind dates sought the 'feminine' image the most, however they preferred to avoid this image during external meetings and presentations. Among fashion styles, the 'elegant/classic' style was most preferred, and the 'sexy/avant-garde' style had the lowest preference among all the styles. 'Mannish' was preferred in ordinary work and meeting with friends and acquaintances, however, it was shown as having the lowest preference level in blind dates or dates. The 'romantic/natural' style was highly preferred in meeting with friends and acquaintances, however it had a low level of preference for external meetings and presentations. This study has significance in providing practical information to utilize in fashion industry by identifying the relationship between self-image and preferred fashion style sought by career women according to daily situation, and using the results to propose a positioning map.

• The International Journal of Costume Culture
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• v.6 no.2
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• pp.105-116
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• 2003

The purposes of this study were to examine the fashion adopted by young women in the United States in the 1970s and to explore how the dynamic shifts toward feminist values influenced those fashion trends. Fifteen American women who were college students in the 1970s were interviewed for the study. Throughout the decade, casual and comfortable styles became more prevalent; for example, pants became widely accepted for formal occasions as well as informal occasions due to an overall emphasis on practicality. The feminist and civil rights movements along with more liberal attitudes toward religion were among the more dominant cultural values that influenced the respondents' choices in clothing styles. Feminist presentation was diverse extreme or eclectic - and constantly renegotiating itself. This study helped us better understand the dynamics involved between fashion and value changes as well as the influence of feminism on the 1970s fashion in the United States.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.724-735
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• 2014

The purpose of this study was to confirm correlation between elementary school students' VARK Learning styles test and Scientific Communication Skills through VARK questionnaire (version 7.3) for Youngers and Scientific Communication Skills Test. The subjects were 99 in 6th grade students of an elementary school located in Gyeonggi-do, Korea. The results of this study were as follows: 64% of the students had multiple learning styles, but only 36% of the students preferred a single mode of information presentation. Among students had a single mode preference, the aural ("A") was the highest unimodal preference. Among "V(visual)" mode, "A" mode, "R(read/write)" mode, and "K(kinesthetic)" mode, "A" mode was the commonest learning mode which students had. In Scientific Communication Skills Test, students' overall average was 26.19p [scientific explanation type (11.85p), scientific insistence type (14.34p)]. Girls' scores were higher than boys in scientific explanation type, but not in scientific insistence type. The scores by communication forms were Text (5.67p), Number (6.87p), Table (6.15p), and Picture (7.49p). Girls' scores were higher than boys in Text and Picture forms but not in Number and Table forms. In result of correlation analysis (Spearman's rho) between VARK Learning Styles and the types & forms of Scientific Communication Skills, there were common correlation in "Read/write (R) learning style-Scientific insistence type", "Read/write (R) learning style-Grounds of Scientific insistence", "Read/write (R) learning style-Description of Scientific explanation", and "R learning style-Text form".

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.649-659
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• 2005

A window presentation style, either tiled window or single page design, determines the spatial arrangement of information in a modern computer-based instructional design. This study investigates the interaction between spatial ability and window presentation style in terms of student's achievement of cognitive knowledge through Web-based instruction. Seventy-one students from the Falk School in Pennsylvania were pre-tested to determine their level of spatial ability, then randomly divided into two treatment groups in order to study a Web-based instructional unit on flowering plants. The Web-based instructional package was organized with either tiled window presentation or single page presentation. A posttest measured participants'acquisition of the instructional content. Posttest and spatial ability test scores were analyzed using multi-variate linear regression for the full sample (n=71) and three sub-samples: (a) 4th and 5th grade students only, (b) female students only, and (c) 4th and 5th grade female students only. The goals of the data analysis included the examination of (i) the correlation between spatial ability and posttest scores; (ii) the correlation between window presentation style and posttest score; and (iii) the interaction between spatial ability (aptitude) and presentation style (treatment).The data from all four sample groups showed a significant relationship between spatial ability and achievement of cognitive knowledge at the 1% level of significance. The aptitude-treatment interaction between spatial ability and style of window presentation was not significant in the full sample, but was significant in the sub-samples either at the 10% or 5% level. In neither the full sample nor any sub-sample data did window presentation style have an impact on average posttest score. In all analyses, the higher the level of spatial ability, the higher the posttest score. The sub-samples revealed that students with low spatial ability performed better with the tiled window presentation, while those with high spatial ability did better with the single page presentation. Neither window presentation style was shown to better foster learning by children of all levels of spatial ability.

• Women's Health Nursing
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• v.13 no.3
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• pp.211-218
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• 2007

Purpose: This study aimed to evaluate the accuracy and adequacy of research papers reporting statistical testings for mean differences. Methods: Original research articles utilized t-test, Chi-square test, and ANOVA were reviewed from Korean Journal of Women Health Nursing published from the year 2004 to 2006. Seventy-six papers were evaluated in accordance with formatted criteria in respect to an inclusiveness of research title, accuracy of statistical methods and presentation styles, and errors in reporting statistical outcomes. Results: Research titles were quite comprehensive, however overall accuracy of statistical values and basic formats reached only 60 to 80% by items. Details of the presentation in the reporting of outcomes were not complied with the guidelines, which need careful concerns of the writers. Errors of English in table presentation were found in more than 30% of the papers. Conclusion: The outcome would be reflected in the submission guidelines for future writers. To reach the level comparable with internationally recognized nursing journals, concrete knowledge to apply statistical methods should be ensured in the processes of submission, reviews, and editing.