• Journal of Information Technology Services
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• v.10 no.4
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• pp.133-147
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• 2011

This study explores the applicability of social capital theory in IT project management. Specifically, an empirical model is developed using different types of leadership competencies (emotional, cognitive, and social) as independent constructs impacting IT project performance. Social capital shared among team members are measured and placed as a mediating construct between leadership competencies and performance. Using PLS analysis of 120 data points collected through a survey of IT project participants in two large electronic manufacturers, direct and indirect impacts of leadership competencies are explicated. Research results reveal that emotional leadership competency seems to directly influence the project performance but not through team social capital, while social leadership competency seems to indirectly influence the project performance through team social capital but not directly onto the project performance. Cognitive leadership competency is the only leadership competency that maintains direct and indirect influence on project performance. Total effect of cognitive competency on project performance is almost two times larger than the total effect of emotional leadership competency and six times larger than the total effect of social leadership competency. Implications of findings are discussed at the end, and further studies are suggested.

• The Journal of Korean Philosophical History
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• no.25
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• pp.7-40
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• 2009

The aim of this paper is to establish the theoretical foundation on "the integrative study of the character education for the promotion of social and emotional competencies of children.". Based on the social and emotional learning(SEL), this paper is tried to find out the effective ways to develop children's good character. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Both the social and emotional learning movement and the character education share in common the idea that much of human character can be modified for the better through learning. While character educators engage in developing civic virtue and moral character in our youth for more compassionate and responsible society, SEL educators engage in educating for a safe, secure, caring society. To effectively teach social and emotional competencies, the teachers themselves must embrace a teaching and learning philosophy that models the attitudes, feelings, and behaviors we aim to teach.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.15-34
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• 2023

This study focuses on Social and Emotional Learning (SEL) as a theoretical perspective to provide education that enables adolescent students to understand themselves, establish healthy relationships with others, and form a healthy community. The meaning of learning and core competencies were analyzed. Results showed that the core competencies of SEL were all included in the nature, goals, subject competencies, core concepts, generalized knowledge, and achievement standards of the 2015 revised Home Economics Education (HEE) Curriculum. The implications for this are: First, the core competencies of SEL can be sufficiently cultivated through explicit education in HE classes without introducing a separate SEL program in the school field. Second, since HEE is a subject that emphasizes practice, the competencies of SEL can be applied in connection with actual life outside of school. Lastly, the effectiveness of SEL can be increased through HEE because the goals of SEL, which emphasize the connection between parents and the creation of healthy and safe community, are similar to the goals of HEE.

• The Journal of Korean Philosophical History
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• no.29
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• pp.375-396
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• 2010

The aim of this paper is to suggest some ways of moral education for the building of children's social awareness and relationship skills as social and emotional competencies. Based on the social and emotional learning(SEL), this paper is tried to provide the effective ways to develop children's social awareness and relationship skill. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Moral education and social and emotional learning have emerged as two prominent formal approaches used schools to provide guidance for students' behavior. social awareness and relationship skills are necessary for succeeding in school, in the family, in the community, in life in general. Equipped with such skills, attitudes and beliefs, young children are more likely to make healty, caring, ethical, and responsible decisions and to avoid engaging in behaviors with negative consequences such as interpersonal violence and bullying.

• Journal of Korean Dental Hygiene Science
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• v.1 no.2
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• pp.21-39
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• 2018

The purpose of this study was to examine the learning competencies of students at a college from September 1 to November 30, 2017, in an effort to provide some information on how to foster learning competencies in college years, which lay the foundation for work and social lives. 1. The learning competencies of the subjects consisted of academic vision, student identity, cognitive regulation, emotional regulation, learning management and creating learning environments. Out of five points, they scored the highest in academic vision and student identity with 3.34, followed by learning management with 3.20, creating learning environments with 3.18, emotional regulation with 3.16 and cognitive regulation with 3.14. 2. There were statistically significant differences in academic vision according to age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 3. There were statistically significant differences in student identity and cognitive regulation according to gender, age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 4. There were statistically significant differences in emotional regulation according to age, the area of major, the academic credential of their fathers, commuting time, career plans and daily mean study hours. 5. There were statistically significant differences in learning management according to gender, age, the area of major, grade point average, the academic credential of their fathers, career plans and daily mean study hours. 6. There were statistically significant differences in creating learning environments according to gender, age, the area of major, the academic credential of fathers, commuting time, career plans and daily mean study hours. As they were poorest at the cognitive regulation area among the areas of learning competencies, self-directed learning programs that deal with how to study, learning process, how to take notes and arrange them, how to link different pieces of acquired knowledge and how to map out study plans should be developed to give support to students.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.10
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• pp.201-214
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• 2022

Transformational leadership styles are seen as key to inspiring employees to embrace change, as well as to build a sense of responsibility and autonomy at work. This study aims to examine the impact of managers' emotional capacity on transformational leadership behavior in enterprises in Vietnam. Using quantitative research methodology, through exploratory factor analysis (EFA) and linear structure model (SEM), with survey data of 632 samples who are managers of different levels in the enterprise. Research results show that the emotional capacity of managers has both a direct and indirect impact on transformational leadership behavior through the intermediary factors of knowledge sharing at work and corporate social responsibility for employees. Based on that, the study proposes a number of recommendations to promote transformational leadership behavior in enterprises. The findings of this study have demonstrated the importance and impact of managers' emotional capabilities across multiple dimensions of transformational leadership behavior. These are both theoretical and practical contributions that provide managers with greater insight into their emotional capabilities and the need for transformational leadership behaviors. At the same time, the results of this study will also be an important foundation for further research.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.249-264
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• 2021

Many countries design and implement informatics curriculum based on core competencies to respond to the demands of development and reform in rapidly changing times. In this paper, we developed the core competencies framework of elementary information education by comparing and analyzing the core competencies and suggested the direction of the composition of elementary informatics subjects. We found that social-emotional skills, communication, creativity, responsibility, culture and ethics, problem-solving, collaboration and abstract competencies overlapped among the capabilities presented by each country and institution, and computational thinking and information technology utilization skills in Korea. Therefore, we proposed to reflect the core competencies of the framework in the elementary informatics curriculum. Moreover, we also suggested enhancing problem-solving skills, strengthening social responsibility and cultivating convergent skills to organize the curriculum. We hope that this thesis will expand the necessity of organizing an elementary information curriculum that reflects core competencies in the 2022 revised curriculum.

• Journal of the Korean Applied Science and Technology
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• v.41 no.2
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• pp.349-362
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• 2024

This study examines the relationship between social-emotional competence, major satisfaction, and career preparation behaviors for nursing students and identifies factors influencing career preparation behaviors. Data collection was conducted from December 5, 2023, to January 3, 2024, targeting 197 nursing college students (2nd to 4th year) from universities located in S City, C Province, and K Province. The collected data were analyzed using SPSS 29.0 software, employing descriptive statistics, t-tests, ANOVA (post hoc analysis using Scheffe), Pearson's correlation, and hierarchical multiple regression. The results indicated statistically significant positive correlations among nursing students' social-emotional competence, major satisfaction, and career preparation behaviors. Hierarchical multiple regression analysis revealed that factors influencing career preparation behaviors included year of study, participation in career-related programs, social-emotional competence, and major satisfaction, with these variables explaining 40.3% of the variance in career preparation behaviors. Based on the results, it is necessary to develop and apply programs to strengthen social-emotional competencies considering the academic year of nursing student. And customized career programs should be established to increase major satisfaction.

• Journal of the Korea Convergence Society
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• v.12 no.5
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• pp.239-254
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• 2021

The aim of this study is to provide basic data for college life adaptation support measures at the college level by identifying college life adaptation status, the relevance of university life adaptation and the core competencies. In order to ahieve this aim there are three objectives. This study is a research study to understand the relationship between college life adaptation and core competencies of college students before and after the coronavirus. The subject of this study was 171 university students from Seoul, Gyeonggi, and Honam. Data was collected through an untact questionnaire, and data analysis was performed using the SPSSWIN 25.0 program for mean, descriptive statistics, frequency analysis, T-test, correlation, and regression analysis. As a result, first, the difficulty of "emotional adaptation" before the coronavirus was high, and the difficulty of "academic adaptation" was high after the coronavirus. Second, the core competencies of college students were highest in the order of 'interpersonal relationship competency', 'problem solving competency', and 'information communication competency'. Third, as a result of analysis of the relationship between core competency factors and adaptation to university life, difficulties in social adaptation were found both before and after the coronavirus. After the corona, difficulties in adapting to school and learning new skills appeared. In conclusion, in order for university students to adapt to university life in the post-corona era, university-level support is needed to reinforce interpersonal relations competencies in unrect situations, reinforce information and communication competencies to promote academic adaptation, and reinforce new skills acquisition competencies.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.