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The purpose of this study is to observe the influence education experience (home, school, and mass media) on reducing practice behavior(purchasing, using, disposing and leading) of food-related wastes. The study also sought to promote strategy and suggest effective activation plans for the vitalization of behavior of reducing food-related wastes. The study subjects were 412 adult consumers who answered a structured questionnaire. The main findings are as follows: First, the scores of home education experience were 3.61±0.71, which was the highest, and 3.45±0.74 for school education experience, which was the lowest. Second, according to factor analysis, the reducing practice behavior of food-related wastes was converged purchasing, using, disposing and leading behavior. The scores of disposing behavior were 3.79±0.67, which was the highest, and 2.87±0.82 for leading behavior, which was the lowest. Third, the common variables influencing the reducing practice behavior(purchasing, using, disposing and leading) of food-related wastes were home education and mass media and the powerful variable influencing was home education. The results of this study can be used as basic data for the development of educational programs for effective food-related waste reduction.
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본 연구는 현대 소비사회에서 대학생들의 소비절제행동의 수준을 알아보고, 소비절제행동에 영향을 미치는 동기 변수의 상대적 영향력을 분석하는 것을 목적으로, 대학생소비자의 소비절제(anti-consumption)행동을 파악 하기 위한 실증적 연구이다. 소비절제행동의 동기 변수는 선행연구를 토대로 개인적 동기(자아실현, 진정성, 삶의 행복)와 사회적 동기(환경의식)로 구분하였으며, 이러한 동기 변수들이 소비절제행동에 미치는 상대적 영향력을 분석하였다. 본 연구의 주요한 연구결과는 다음과 같다. 첫째, 대학생소비자의 소비절제행동은 중앙값 보다 다소 높은 점수를 보였으며, 소비절제 유형 중 ‘간소화한 개인적 소비절제행동’이 ‘사회와 환경을 고려한 소비절제행동’보다 상대 적으로 높은 것으로 나타났다. 둘째, 소비절제행동과 소비절제행동에 대한 동기간의 상관관계를 분석한 결과, 자아실현, 진정성 있는 삶, 삶의 만족도, 삶에 대한 긍정적 감정, 환경문제 결과 인지, 환경문제 위해 걱정은 정 (+)의 상관관계를 보였고, 외적 영향 수용과 삶에 대한 부정적 감정은 부(-)의 상관관계를 보였다. 셋째, 소비 절제행동에 영향을 미치는 변수들의 상대적 영향력을 분석한 결과, 진정성 있는 삶, 자기소외, 자아실현, 삶에 대한 부정적 감정, 삶에 대한 긍정적 감정, 환경문제 결과 인지, 삶의 만족도 순으로 나타났다. 결론적으로 대학생소비자의 소비절제행동은 사회적 동기보다 개인적 동기가 더 큰 영향을 미친다는 것을 알 수있으며, 특히 진정성 있는 삶에 대한 추구는 소비절제행동을 이끄는데 매우 중요한 요인임을 알 수 있다. Anti-consumption is important and emerging aspect of consumer behavior and focuses on the reduction of material possessions. This research examines the relationships between university student consumers anti-consumption behavior, personal motivation(self-actualization, authenticity: self-alienation, authentic living, accepting external influence, well-being: satisfaction with life, positive affect, negative affect) and social motivation(environmental consciousness: awareness of consequences, environmental concern) and the relative influence of variables of their anticonsumption behavior. A survey was conducted using a convenience sample drawn from 350 university student consumers, and 308 subjects were used in the final analysis. The research results are summarized as follows. First, the level of the anti-consumption behavior showed a score of 3.17(SD = 0.55), which was slightly higher than the median. Second, a significant positive relationship was found between the anti-consumption behavior and each of four motivation valuables: self-actualization, authenticity(authentic living), wellbeing(satisfaction with life, positive affect) and environmental consciousness(awareness of consequences, environmental concern), and a negative relationship was found between the anti-consumption behavior and each of two motivation valuables: authenticity(accepting external influence) and well-being(negative affect). Third, the major variables influencing the anti-consumption behavior were authentic living, self-alienation, self-actualization, negative affect, positive affect, awareness of environmental consequences and satisfaction with life in order. These results show that the anti-consumption behavior was influenced more by personal motivation than by social motivation.
This study examined the relationship between negative emotional response and memory in children. The subjects were 52 kindergarteners and the mean age of them was 5 years and 8 months. A writing task was presented to each subject. The task which seemed to be very tedious to children consisted of rewriting the sentences which a child`s own mother made and wrote, and the task lasted about 20 minutes. The children`s responses during the rewriting the sentences were videotaped and coded in terms of five categories per one minute from the weakest emotional response as one and the strongest emotional response as five. Twenty subjects showed almost no negative emotional behavior. To compare with these children, 20 subjects who showed strong negative emotional response from the strongest in order. A memory task was given to all the subjects as soon as they finished the rewriting the sentences. The memory task was that a child`s own mother read a picture story telling book to the child and asked a question about the story. As a result, it was found that the recall scores of the children who showed strong negative emotional response were significantly higher than the scores of the children who showed almost no negative emotional response. It was suggested that this result could be interpreted in terms of these theoretical approach.
The present study investigated the development of internal-external locus of control in terms of factor analysis with 358 fifth grade children in elementary school, 446 first grade and 426 third grade students in junior high school. Internal-external locus of control scale in this study included unknown dimension, and cognitive, social physical and general behavioral domains. Two steps of factor analysis were conducted on the scale. As a result, a clear unknown factor was found in all the age groups. This result suggests that unknown dimension is required in order to analyze developmental trend in internal-external locus of control with children. In addition, the result revealed that decrease in internal locus of control from elementary school to the first grade students in junior high school was found while increase in internal locus of control from the first grade to the third grade in junior high school was shown. The decrease of internal locus of control in the first grade of junior high school was interpreted in terms of Korean social and educational systems.
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본 연구는 대학생을 대상으로 협력적 소비에 대한 소비자교육을 실시하여 소비자교육 전·후 협력적 소비에 대한 지식-태도-의도 및 참여 동기(즐거움, 친환경성, 경제성, 평판), 소비가치(물질주의와 이상주의)를 비교하여 소비자교육 효과를 살펴보았다. 연구대상을 실험집단과 통제집단으로 구분하여 소비자교육 실행 전 사전검사와 실행 후 사후검사를 실시하여 교육 전과 후에 각 변인들이 어떤 변화를 보이는 지를 대응표본 T-test와 Cohen’s d값을 이용하여 분석하였다. 분석 결과는 다음과 같다. 첫째, 협력적 소비에 대한 대학생들의 지식-태도-의도 모두 실험집단의 평균값이 교육 전에 비해 교육 후 높아진 것으로 나타났으며, 교육 후 실험집단의 평균값이 통제집단에 비해서도 높은 것으로 나타났다. 둘째, 협력적 소비에 대한 참여 동기를 즐거움, 친환경성, 경제성, 평판 4개 하위변인을 중심으로 분석한 결과, 경제성을 제외한 즐거움, 친환경성, 평판 변인들에서 교육 후 실험집단의 평균값이 통제집단에 비해 높은 것으로 나타나, 협력적 소비에 대한 소비자교육이 협력적 소비에 대한 즐거움, 친환경성, 평판에 긍정적 영향을 미치는 것으로 나타났다. 셋째, 협력적 소비에 대한 소비자교육이 소비가치(물질주의와 이상주의)에 미치는 영향을 분석 한 결과, 이상주의에서 교육 후 실험집단의 평균값이 통제집단에 비해 높은 것으로 나타나, 협력적 소비에 대한 교육이 대학생들의 이상주의 가치에 긍정적 영향을 미치는 것으로 나타났다. This study aimed to evaluate the effect of consumer education on knowledge, attitude, intention, motivation(enjoyment, sustainability, economic benefits and reputation), and consumption value(materialism and idealism) for collaborative consumption of undergraduate students by using a nonequivalent control group design. A quasi-experimental study with a non-equivalent control group pre-post test design was used. Data were analysed using paired t-test and Cohen’s d with the SPSS program. First, the educational group (experimental group) who had undergone consumer education showed significant higher scores in knowledge(p < 0.001), attitude(p < 0.01), and intention(p < 0.001) compared with the non-educational group(control group). Second, in motivation variable analysis result, the educational group who had undergone consumer education showed significant higher scores in enjoyment(p < 0.001), sustainability(p < 0.001), and reputation(p < 0.01) compared with the non-educational group. Third, in consumption value variable analysis result, the educational group who had undergone consumer education showed significant higher scores in idealism(p < 0.01) compared with the non-educational group. These study results will act as a foundation for the systematic introduction of consumer education development for collaborative consumption of undergraduate students.
The purpose of this study is to examine the characteristics and the relationships of PCK components of elementary school teacher in the chapter of electric circuit unit. The subjects of this study were two teachers serving as main teachers in the 5th grade and data were collected through qualitative research methods such as questionnaires for teachers, classroom observations and teacher interviews. The collected data were transcribed and then analyzed. Results of analysis showed that teacher A thought that science was a class to explore and study the principles of nature phenomena and scientific knowledge by themselves In addition, teacher A helped students to understand the content by using strategies of analogy. The teacher B conveyed the contents of text without any reconstruction. But teacher B understood the standards of curriculum, and didn`t want to teach students over the standards. Based on the analysis, we could conclude that PCK is formed on the basis of knowledge and belief about curriculum and knowledge and belief about learners.