• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.468-479
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• 2014

This article examine the way in which communication-related variables such as argumentativeness, verbal aggressiveness, and communication anxiety have an effect on conflict management. Four hundred and four college students participated in this survey. The findings are as follows. First argumentativeness had positive effects on integrating, dominating, and compromising style, while negatively on obliging and avoiding style. Second verbal aggressiveness resulted in more of dominating style and less of avoidance. Third communication anxiety had positive effects on avoidance and obliging style and had negative effects on integrating and dominating style. These findings are coupled with further discussion and implication.

• Korean journal of food and cookery science
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• v.26 no.3
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• pp.272-280
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• 2010

The purpose of this study was to understand the interrelationships between the customers' perception of verbal and nonverbal communication, customers' trust and satisfaction in the family restaurant. Based on a total of 310 samples that were obtained from empirical research, this study reviewed the reliability and fitness of the research model and verified a total of 2 hypotheses using the Amos program. The hypothesized relationships in the model were tested simultaneously using a structural equation model(SEM). The proposed model provided an adequate fit to the data, $X^2$=953.126(df=417), p<.001, CMIN/df 2.286, GFI .831, NFI .889, IFI .934, TLI .926, CFI .934. The results showed that employees' verbal communication ($\beta$=.264), paralanguage ($\beta$=.172) and physical appearance ($\beta$=.120) among the nonverbal communications had a significant positive effect on the customers' trust. In addition, the customers' trust ($\beta$=.644) had a significant positive effect on the customer satisfaction. Limitations and future research directions are also discussed.

• Journal of Distribution Science
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• v.3 no.2
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• pp.121-142
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• 2005

We're living in a world of one global village. The globalization of business is acceleration as more companies cross national borders to find customers, materials and money. Many foreign companies and organizations are doing their business aggressively in Korea and many Korean companies and rushing into foreign market. When people communicate for business with someone from another culture, there could be difficult communication barriers to overcome resulting from differences in their values, beliefs, norms for behavior, expectations, attitudes and so on. To do successfully business, we need to understand culture background and communication style that is different from nation, race, language. Communication barriers stemming from cultural differences may vary. Largely, they can be divided into value system, non-verbal communication, and perception process. Value system can be divided into individualism versus group orientation, avoidance of uncertainty degree, power distance, and high- context culture versus low-context culture. Also non-verbal communication method and perception process may play decisive roles in communication effectiveness. Especially nonverbal communication barriers which sometimes play more important roles than the verbal parts are composed of eye contact, gesture, kinesics, proxemics, chronemics, paralanguage and language of color Cross-cultural communication affect business situation. I expect that if we understand cultural background, and then we overcome cross-cultural communication barriers. To overcome and to adapt inter-cultural business, we need to develope curriculum on the cross-cultural education which I will study in the next paper.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.170-185
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• 2016

The purpose of this study was to investigate the relationship among instructor's non-verbal communication, emotional reaction, and self-efficacy. By using convenience sampling method of non-provability sampling, 258 student athletes from S and D cities were selected for a questionnaire survey. The 184 returned surveys were analyzed with structural equation modeling through SPSS 22.0 and AMOS 22.0 statics program. The study results are summarized as follows. First, instructor's non-verbal communication has a positive influence on emotional reaction of high school student athletes. Second, high school student athletes experiencing emotional reactions by instructor have a positive influence on self-efficacy. Third, instructor's non-verbal communication does not influence self-efficacy of high school student athletes directly. Fourth, emotional reactions of high school student athletes experienced by instructor's non-verbal communication have a mediating effect on self-efficacy. Fifth, neither gender nor exercise period has a moderating effect on the relationship between non-verbal communication, emotional reactions, and self-efficacy.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.397-404
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• 2024

This study aims to investigate the mediating effects of commitment to learning on the relationship between instructor communication and reselection of the same instructor among college students in lifelong education. For this purpose, the investigator conducted a survey with college students in lifelong education attending a two or three year college or a university in Daegu Metropolitan City and Gyeongsangbuk Province and analyzed a final total of 498 questionnaires with the SPSS 22.0 and AMOS 22.0 statistical programs. The findings were as follows: instructors' verbal and non-verbal communication had total significant effects on the path of reselection of the same instructor by college students in lifelong education, but it had no direct significant effects on reselection of the same instructor. Instructors' verbal and non-verbal communication had indirect effects on reselection of the same instructor by college students in lifelong education via commitment to learning. These findings imply that if instructors make use of their verbal and non-verbal communication in lessons for college students in lifelong education according to their characteristics, it will be able to increase their commitment to learning as well as satisfaction with lessons.

• Journal of Digital Convergence
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• v.14 no.10
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• pp.543-551
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• 2016

This study is to find out using of non-verbal communication of a golf instructor affects faith of Instructor and concentration in sports. Object of study was participants who had been taking a golf lesson and had an experience of a golf lesson at indoor and outdoor driving ranges located in Seoul and Gyeonggi Province for their own leisure sports. Among them, questionnaires from 293 persons were used for data processing and analysis of frequency, reliability test, confirmatory factor analysis and regression analysis were conducted for data processing. The conclusion from those processes are as below. First, non-verbal communication of a golf instructor has a positive effect on faith of instructor. Second, non-verbal communication of a golf instructor has a positive effect on concentration in sports. Third, faith of instructor has a positive effect on concentration in sports.

• Journal of the Korea Convergence Society
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• v.11 no.7
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• pp.329-335
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• 2020

The purpose of this study was to investigate relations among the non-verbal communication, coach trust, and continuous participating intention of scuba diving participants. For this purpose, the investigator applied convenience sampling to users at three scuba diving resorts in Gangwon Province and those at two scuba diving pools in Gyeonggi Province and selected total 267 valid questionnaires. Collected data was put to simple and multiple regression analysis with the SPSS 18.0 program. The findings were as follows: first, body language and paralanguage of non-verbal communication had significant effects on coach trust, but spatial acts and physical appearance had no such effects on it; secondly, coach trust had significant impacts on continuous participating intention; and finally, body language of non-verbal communication had significant influences on continuous participating intention, but spatial acts, paralanguage, and physical appearance had no significant influences on it.

• Journal of dental hygiene science
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• v.17 no.3
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• pp.209-217
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• 2017

This study investigated the relationships between experiencing verbal violence and the emotional responses and coping behaviors of dental hygienists who worked in Jeonju between February 24 and March 18, 2017 to prepare strategies for managing verbal violence and establish a healthy working environment for dental hygienists. The following findings were obtained in this study. The dental hygienists primarily experienced verbal violence from patients and guardians (1.67 points). The most common verbal violence type was, "Someone treated me impolitely." The most common emotional response to verbal violence was "anger" (3.52 points). The coping style of most dental hygienists was problem-focused coping (3.28 points), followed by emotion-focused coping (2.75 points). Most hygienists with the problem-focused coping style stated that they resolve the problem through dialogue (3.51 points), while most hygienists with the emotion-focused coping style responded that they just ignore the situation (3.78 points). The relationship between experiencing verbal violence and the emotional responses and coping behaviors of dental hygienists showed a statistically significant positive correlation (p<0.05) with emotional responses and problem- and emotion-focused coping associated with experiencing verbal violence from dentists, patients, and guardians. These findings confirm the need to reduce verbal violence, control emotional responses after exposure to verbal violence, and use more problem-focused coping measures. Dental hygienists must develop interpersonal skills and communication techniques and promote professionalism in their workplace to protect themselves from verbal violence at work.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.307-319
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• 2020

The purpose of this study was to determine whether there are differences in the verbal interactions of earth science gifted depending on their communications structures and group status in small group activities. To this end, a small group activity was conducted to measure the density of the earth, and 8 small groups were selected, including 4 co-ownership type and 4 monopolistics type groups with different communication structures. And then, the framework was developed for analyzing verbal interactions to compare the differences in characteristics between small groups. The results are as follows. First, regardless of the communication structures, there were showing a simple pingpong-type communication structures for all small groups. Second, negative interactions such as 'restraint', 'command', 'complaint', and 'lack of confidence' predominantly appeared in all small groups. Third, the students in the status of out-lookers in small groups were mainly verbal interactions, such as instructing the other person, acting against the other person's actions, and expressing dissatisfaction with the attitudes and abilities of members. Therefore, teachers should guide students to use higher-level verbal interactions in their group activities in small group activities, and engage in students communication to prevent negative interactions from occurring. The teachers also need to check the level of achievement for students in the status of out-lookers in advance and guide them to participate more actively in small group activities. This study is meaningful in that it can be sued to design teaching and learning to improve students' problem solving and communication skills.

• Research in Mathematical Education
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• v.19 no.1
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• pp.43-59
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• 2015

In the present study, the changes of mathematics teachers' verbal feedback between ten years ago and later were examined using a coding scheme on the types of teacher verbal feedback. Based on the analysis, it is found that teachers intend to use encouraging strategies to make responses to students ten years later. In addition, the duration used in communication between the teacher and individual student is being longer while the frequency of communication becomes less compared ten years ago. Meanwhile, the difference between good lesson ten years ago and common lesson ten years later is not so apparent. It can be inferred that the quality of teaching has being developed.