• Korean Journal of Culture and Social Issue
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• v.21 no.2
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• pp.131-158
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• 2015

This study examined the relationship between physical education and externalizing(aggression) and internalizing(depression, social withdrawal) problem behaviors among adolescents. The moderating role of gender and time in the association between physical education and problem behavior was also identified. This study used data from the second, third, and fourth waves of the middle school student cohort (N=2,133, N=2,151, N=1,979) of the Korean Children-Youth Panel Survey(KCYPS). Main analyses involved multilevel growth model with interaction terms. The dependent variables were aggression, depression, and social withdrawal. The independent variables were gender and physical education (exercise hours) at school. The control variables were abuse, school-adjustment, annual household income and parents' highest level of education. The major longitudinal findings of this study are as follows: First, there was significant change according to the passage of time only in aggression among externalizing and internalizing problems. Second, gender differences exist in aggression and depression. Third, exercise hours of physical education had a negative relationship with internalizing problems. Fourth, there were no gender differences over time in both externalizing and internalizing problems. Fifth, the interaction between exercise hours of physical education and time was statistically significant for social withdrawal. Sixth, the interaction between exercise hours of physical education and gender was statistically significant for depression. The results of this study may become an academic basis for suggesting policy directions that promote increased exercise hours in physical education classes at school.

• Korean Journal of School Psychology
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• v.9 no.2
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• pp.289-309
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• 2012

This is a longitudinal study which analyzed suppression effects of active/passive coping strategies on academic burnout, using a structural equation modeling. A total of 357 middle school students participated in this study for two waves. In order to measure the levels of students' coping strategies and academic burnout, the Ways of Coping Checklist and the Korean version of Maslach Burnout InventoryStudent Survey(MBI-SS) were used. Latent variables were constructed with standardized residuals computed from a simple linear regression in order to capture the intra-individual changes between two time points. The results of this study are like below. First, the relationship between the change of active coping strategy and the change of passive coping strategy is positively and significantly related with each other. This result indicates that students under stress use various coping strategies simultaneously. Second, significant suppression effects were revealed between the change of active coping strategy and the change of passive coping strategy. That is, when controlling passive coping strategy, the negative relationship between the change of active coping strategy and the change of academic burnout increased. On the other hand, when controlling active coping strategy, the positive relationship between the change of passive coping strategy and the change of academic burnout increased. Based on these results, the value of this study and implications for counseling were discussed.

• Korean Journal of Social Welfare Studies
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• v.41 no.4
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• pp.81-105
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• 2010

This study is aimed to investigate the effects of stress on suicidal impulse, considering the mediating effects of existent spirituality, family support, and depression. The data, collected from 1,000 adults were examined by the statistics software SPSS 17.0 and AMOS 17.0, in which descriptive statistics, structural equation model analysis, and multi-group simultaneous analysis are utilized. The study shows that, from the structural equation modeling, the stress has positive effects on depression and suicidal impulses, but negative effects on existent spirituality. Existent spirituality acts as a protective factor, negatively affecting the suicidal impulse. Depression has positive effects on suicidal impulse. Therefore, existent spirituality and depression have mediational effects on the relationship between stress and suicidal impulse. The results of multi-group simultaneous analysis imply that there are no age and sex differences. In conclusion, social workers need to make great efforts to exterminate stress, and treat depression at the first priority, because the depression is a major sign of suicide. As a protective factor, strengthening existent spirituality is a very effective way to prevent a suicidal impulse.

• Journal of Venture Innovation
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• v.6 no.2
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• pp.159-172
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• 2023

This study aimed to empirically analyze the factors influencing the career search intention of college students. The research model was derived based on the Social Cognitive Career Theory (SCCT), considering the unique characteristics of university students. Self-efficacy and outcome expectations were investigated as independent variables, while mastery experience, verbal persuasion, vicarious learning, and positive emotions were considered as antecedent variables. A survey was conducted among college students in the metropolitan area, resulting in 217 valid responses for analysis. Empirical analysis was conducted using structural equation modeling with AMOS 24. The findings revealed that mastery experience, vicarious learning, and positive emotions had a significant positive effect on self-efficacy. Furthermore, verbal persuasion and positive emotions significantly influenced outcome expectations. However, the impact of verbal persuasion on self-efficacy was not found to be significant, and the relationship between mastery experience, vicarious learning, and outcome expectations was not examined. Both self-efficacy and outcome expectations were found to have a significant positive effect on career search intention, with outcome expectations exhibiting a stronger influence. The empirical results contribute to the understanding of college students' career exploration and provide implications for academic and practical contexts.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.705-720
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• 2018

The purpose of this study is to shed light on the meaning and value of interest (in Korean 'Jae-mi') in science education through literature analysis. Literature analyses were conducted on literature related to interest in various fields such as Korean language, psychology, philosophy, and education. Specifically, this study discussed the meaning of interest, the characteristics of the context of experiencing interest, the educational value of interest in science education, and the direction of science education to realize the value of interest. First, it was found that interest is an experience of emotional activation that can be felt through interaction with a specific object, and it is an emotional experience caused by the complex combination of various psychological factors, which is oriented sense, relationship, self, and object. Second, to understand the context of experience of interest, we conducted a topic modeling analysis with 1173 research articles related to interest. As a result of the analysis, it was confirmed that the context of interest is closely related with playfulness. And we addressed that this kind of playfulness is also found in science. Third, the educational values of interest in science education were discussed. In science education, fun is not only an instrumental value to induce science learning behavior, it is also one of the universal experiences that learners feel lively in science teaching-learning, and driving force of individual students' emotional development related to science. The students' active attitude to feel interest lead to creative thinking and action. Finally, we argued that the interest that should be aimed in science education should be active interest and experienced at trial and error, not passive interest induced by external stimuli. And science education culture should be encouraged to respect those who enjoy science. In particular, this study discussed the importance of each student's unique interest experience based on the philosophy of philosopher Deleuze (1976).

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.393-405
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• 2018

In this study, we classified the group model construction types in the actual classroom situation implementing the instructional strategy mixed with individual model construction and group model construction types. The purpose of this study is to analyze the information flow and the individual construction types of each group model construction type to obtain implications for model co-construction in a real classroom environment. A two-session class on sound propagation was carried out for thirty-three 8th grade students in Seoul. A total of 65 individual model construction and 16 group model construction processes were collected and analyzed. The group model construction types were classified as unchanged, enumerated, and elaborated. The unchanged type was found in 8 groups, the enumerated type in 3 groups, and the elaborated type in 5 groups. The isolated individual and independent construction (i.I) were found mostly in the unchanged group construction type (50.0%) and enumerated group construction type (54.5%). In the unchanged type, the radial shape of flow in which one student's information is transmitted to all the members of the group appeared. In the enumerated type, the starting point of the information flow was observed from two individuals. In the elaborated type, linear information flow appeared and both the second dissemination and reflective construction (2d.R) contributed to the group model construction (58.3%). This study suggests a viewpoint that enables to understand the process of complex model construction in an actual classroom context rather than in an ideal situation. The result of this study suggests the necessity of a modeling strategy considering the characteristics of Korean small group culture. It is expected that the discussion will progress through further studies.

• Journal of the Korean Society of Clothing and Textiles
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• v.29 no.12 s.148
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• pp.1571-1581
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• 2005

In a highly competitive marketplace, U.S. retailers are challenged to attract, recruit, and retain a skilled workforce. The purpose of our research was to examine the impact of young retail employees' work experiences on their job performance, job satisfaction, and career intention using a comprehensive approach to model development. The model was developed in three phases over a four-year period using both qualitative and quantitative methodologies. During Phase 1, we conducted focus group interviews to guide the development of the questionnaire. Work experience was initially operationalized as role conflict, role ambiguity, supervisory support, and work involvement. Using a student sample(n=470) from U.S. universities, we employed multiple regression to determine the significance of relationships between their work experience, job satisfaction, and retail career intention. During Phase 2, we expanded our investigation to include retail work experiences of teens employed while they were in high school. The teen sample(n=898) was drawn from students enrolled in work-study programs in 16 U.S. high schools, and data were analyzed using structural equation modeling (hereafter SEM). During Phase 3, we expanded our model to include two new variables, job characteristics and job performance. Based on a national sample(n=803) of U.S. university students, we employed SEM to holistically determine if retail employees' work experience impacted their job performance, job satisfaction, and retail career intention. During each phase, job satisfaction consistently was the superior antecedent of retail career intention. Among the work experience variables, supervisory support had a positive impact on job satisfaction, while role conflict, role ambiguity, and work involvement exhibited inconsistent effects on job outcomes. The strong relationship between job satisfaction and retail career intention should make job satisfaction a priority for retailers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.273-279
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• 2016

The purpose of this study was to examine the mediating effects of permissiveness of sexual violence on the relationship between gender role stereotypes and experience of sexual violence. The survey for this study was administered to 408 (male, 127, female, 281) out of the 600 university students residing in Jeju with the inventory of gender role stereotypes and experience of sexual violence in (conjunction with the) permissiveness of sexual violence scale. The results of this study were as follows: First, as a result of the correlation analysis, gender role stereotypes and experience of sexual violence were positively correlated with permissiveness of sexual violence. Second, the relationship analysis by Structural Equation Modeling demonstrated that permissiveness of sexual violence completely mediated the relationship between stereotypes of gender role and experience of sexual violence. Permissiveness of sexual violence was the most significant factor giving rise to sexual violence in dating. In the investigation of the structure of the equation coefficients and path-mediated effects, the standardized path coefficients of influence in this study, viz. gender role stereotypes to permissiveness (29, p=.000) of sexual violence and permissiveness of sexual violence to the experience of sexual violence (42, p=.000), were found to have an impact. In an indirect effect on the effectiveness of the parameters showed in gender role stereotypes and experience of sexual violence (11, p=.01), direct effects were demonstrated from stereotypes of gender role to permissiveness of sexual violence (28, p=.000) and from permissiveness of sexual violence to experience of sexual violence (40, p=.000). In the end, this implies that gender role stereotypes does not influence permissiveness of sexual violence directly, but indirectly by mediating the experience of sexual violence. Therefore, the implication of this study is that gender role stereotypes and permissiveness of sexual violence need to be reduced, so that sexual violence can be prevented. In other words, a higher awareness of gender equality will lower permissiveness of sexual violence and this, in turn, will also prevent sexual violence.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.217-229
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• 2015

In this study, we explored the development of scientific model through the social-construction process on "combustion." Students were 8th graders from one middle school class. Each student engaged in small group discussions three times and made a group model on combustion. Discourses between peers and teacher were videotaped, audiotaped, and transcribed. The results show that the small groups constructed an initial concept: 'Conditions of combustion', which they then evaluated and revised the initial concept through combustion experiment. Following the discussions, some small groups evaluated their model and made a revised model. Then, the small groups compared various models and constructed a scientific model through consensus within the small group and as a whole class. Finally, students kept revising their model to 'Burning needs oxygen.' This tells us that the social construction process of scientific model made a meaningful role to build scientific model through diverse discussion between the students and their teacher, although they have had some difficult process to reach the final consensus. The data also showed some group features: the members were open to other's ideas. They analyzed the differences between their own ideas from others and revised their model after the whole class discussion. Lastly, they showed the tendency to make a good use of teacher's guidance. This study implies the importance of having social interaction process for students to understand the scientific model and learn the nature of scientific inquiry in class.

• Journal of the Korean earth science society
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• v.45 no.2
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• pp.157-171
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• 2024

The purposes of this study were: (1) to revalidate the revised Systems Thinking Measuring Instrument (Re_STMI) reported by Lee et al. (2024) among Vietnamese high school students and (2) to investigate the differences in systems thinking abilities between Korean and Vietnamese high school students. To achieve this, data from 234 Vietnamese high school students who responded to translated Re_STMI consisting of 20 items and an Scale consisting of 20 items were used. Validity analysis was conducted through item response analysis (Item Reliability, Item Map, Infit and Outfit MNSQ, DIF between male and female) and exploratory factor analysis (principal axis factor analysis using Promax). Furthermore, structural equation modeling was employed with data from 475 Korean high school students to verify the latent mean analysis. The results were as follows: First, in the item response analysis of the 20 translated Re_STMI items in Vietnamese, the Item Reliability was .97, and the Infit MNSQ ranged from .67 to 1.38. The results from the Item Map and DIF analysis align with previous findings. In the exploratory factor analysis, all items were loaded onto intended sub-factors, with sub-factor reliabilities ranging from .662 to .833 and total reliability at .876. Confirmatory factor analysis for latent mean analysis between Korean and Vietnamese students yielded acceptable model fit indices (χ²/df: 2.830, CFI: .931, TLI: .918, SRMR: .043, RMSEA: .051). Lastly, the latent mean analysis between Korean and Vietnamese students revealed a small effect size in systems analysis, mental models, team learning, and shared vision factors, whereas a medium effect size was observed in personal mastery factors, with Vietnamese high school students showing significantly higher results in systems thinking. This study confirmed the reliability and validity of the Re_STMI items. Furthermore, international comparative studies on systems thinking using Re_STMI translated into Vietnamese, English, and other languages are warranted in the context of students' systems thinking analysis.