2018, Vol.8, No.4

Global Creative Leader: Education & Learning 2023 KCI Impact Factor : 1.5

pISSN : 2234-7534
https://journal.kci.go.kr/gcl

The purpose of this study was to suggest some implications for after research by visualize the correlation between analysis of leisure learning attitudes and the job satisfaction. With this purpose, extracted 179 samples of research from employees of a casino located in Seoul. This study used analysis of text networks. The results of the study were as follows: First, this study was organized by visualizing about on difference in the centrality of job satisfaction between a group with high leisure learning attitude and another group with low leisure learning attitude. Second, they have a high level centrality on job satisfaction about relationship according to their leisure attitude. Third, the group with high level of leisure learning attitude satisfied with working satisfaction, another group with low level satisfied with relationship and job satisfaction about promotion. Finally, the direction of leisure learning research as lifelong learning was discussed. Based on the results of this study, we interested in the special worker, employees of a casino and job satisfaction. Furthermore it is necessary to cultivate the attitude of leisure learning which can be the foundation of encouraging leisure activity for individual happiness.

The purpose of this study was to investigate the differences in school life and psychological inner factors according to middle school students' fandom activities. For this, the data from 7th Year(2016) of the first-grade panel of an elementary school in 2010 was used, among the National Youth Policy Institute’s surveys of the Korean Children and Youth Panel. All statistical processing which is frequency, factor and reliability analysis of fandom activities in the study was done by using SPSS 22.0 and through this, an internal consistency was determined. K-means cluster analysis, Chi-square test, one-way ANOVA, and multiple comparisons were performed to identify differences between the type of fandom activities. The first result of the study was the fact that the types of fandom activities are classified into four groups: 'The active activity type', 'The information sharing-centered type', 'The passive network type' and 'The inactive type'. Second, depending on the types of fandom activities, there are reasonable differences in school life such as friendship which is a subregion of school adjustment, mastery goal orientation and behavioral control which are a subregion of study habits and academic performance. Third, depending on the types of fandom activity, there are reasonable differences in psychological inner factors such as ego-resiliency and career identity which are a subregion of self-awareness, aggression, somatic symptoms, social withdrawal and depression which are a subregion of psychological maladjustment and life goals. The study is meaningful in that the types of fandom activities, including inactive fandom group are categorized, also the characteristics of the types of fandom activities and the school life and psychological inner factors of middle students are compared.

The purpose of this study was to investigate the relationship among perceived social support, ego-resilience, and psychological well-being of family and friends perceived by pre-service kindergarten teachers. The tests of social support, ego-resilience, and psychological well-being were administered to 376 undergraduate students who majored in early childhood education at three universities in Gangwon, Gyeongnam, and Chungnman province in Korea. Data analysis was conducted via correlation and multiple regression analysis. The results of this study were summarized as follows: First, there was a significant correlation between perceived family's and friends' social support and pre-service preschool teachers’psychological well-being. Second, there was a significant correlation between pre-service preschool teachers’ ego-resilience and psychological well-being (r=.35∼.56, p<.01). Finally, for the relative influential power of social support and ego-resilience on psychological well-being in pre-service kindergarten teachers, the most contributive variable to their psychological well-being was family's social support(β=.34), and the next contributive variables were ego-resilience(β=.28) and friends' social support(β=.18). These findings suggest that pre-service kindergarten teachers’psychological well-being should be considered and supported as a source of social support and ego-resilience.