Public Value

Purpose: This study aims to explore the various influencing factors that influencer channel characteristics have on users, targeting university students who are the main users of various social media after the pandemic. Method: in-depth interviews were conducted with 15 college students to investigate their influencer usage behaviors, explore factors affecting their use, and develop a related research model. Results: First of all, in the early days of using content, they encountered content for reasons such as topicality, information, friend recommendation, and curiosity, and there was a tendency to select content based on similar tastes through algorithm and friend recommendation. In particular, the highly topical contents of influencers recommended by friends played an important role in forming peer culture with friends. It was found that sincerity and candor revealed in the content were important factors influencing the period when an influencer's channel was subscribed and used continuously and intimacy was formed. When they felt their sincerity and honesty, they realized that they were different from other influencers and continued to watch them. It was found that the interaction factor plays a decisive role in forming intimacy with influencers and continuously using the channel for more than 3 months, forming a fandom and recommending content to others. Conclusion: This usage behavior of college students has great implications for companies that want to pro-mote and market through the influencer channel. As the factors that affect users vary depending on when they use the influencer channel, a promotional strategy that reflects this is needed. In addition, as integrity and honesty are important factors in building users' trust, it should be given more important value than anything else in maintaining and managing channels.

Purpose: The successful adaptation of students to college life is an important factor that significantly influences success or failure in life after college as well and it also correlates with the success or failure of important periods of life. Therefore, although many researchers have studied adaptation to college, so far studies have mainly focused on academic adaptation. However, as adaptation to college life includes not only academics but also various factors such as interpersonal relationships and emotional adaptation, it is also important to shed light on the relationship between variables other than academics and college life adaptation. This study aims to reveal important information that helps college students adapt to school by examining in detail how empathy and self-acceptance affect adaptation to college life. Method: Questionnaires about empathy, self-acceptance, and adaptation to college life were administered to 345 college students, and the analyses were performed based on the data of 318 students who answered faith-fully. First, a correlation analysis was conducted to confirm the relationship between each variable, and a variance analysis was conducted to see if there were any differences in empathy, self-acceptance, and adaptation to college life according to school year and gender. Finally, in order to comprehensively confirm the relationship be-tween the three variables, AMOS 22.0 was used to analyze the structural equations. Results: The results of the analysis indicated there was a significant correlation between empathy and self-acceptance and adaptation to college life. The results of examining whether there were any significant differences among the three variables according to gender and school year, showed that, in the case of empathy, female students' empathy was higher than that of male students, and there was no difference in self-acceptance according to gender. In the case of adaptation to college life, male students showed higher rates. In terms of differences by school year, there was no difference in empathy and self-acceptance, and there was a significant difference in college life adaptation by school year. Post-hoc analysis(Scheffe method) was performed to confirm specific differences by school year, but no significant differences were found. Examining the relationship between empathy, self-acceptance, and adaptation to college life, empathy had a positive effect on adaptation to college life and self-acceptance. Self-acceptance also had a positive effect on adaptation to college life. Conclusion: This study is intended to specifically elucidate the effect of empathy and self-acceptance on adaptation to college life. It was found that empathy and self-acceptance had a positive effect on adaptation to college life as predicted in this study. Also, it was confirmed that self-acceptance had a mediating influence on the effect of empathy on adaptation to college life. The results will be used as important data for various activities to improve adaptation to college life. This suggests that improving empathy and self-acceptance abilities should be included as an important factor in the process of developing a future program for college life adaptation.

Purpose: The purpose of this study is to examine and understand the effect of job satisfaction of the beauty service providers, which is highly dependent on human resources such as technology and services, on the goal orientation for public value. Method: The questionnaire method was used for women in their 20s and 50s. The questionnaire was consisted of job satisfaction, goal orientedness, and demographic variables. Frequency, percentage, and average were calculated, and to learn about the relationship between job satisfaction and goal orientedness, the multiple regression analysis was performed. Results: In terms of the effect of job satisfaction on learning avoidance among the goal orientations, only the salary satisfaction variable turned out to have a statistically significant negative(-) effect. In [Model 1], in terms of the effect of job satisfaction on performance approach and learning approach among the goal orientations, only the job satisfaction variable turned out to have a statistically significant positive(+) effect. In [Model 2], it turned out that the job satisfaction variable and the boss satisfaction variable had a statistically significant positive(+) effect. Conclusion: For the job satisfaction of beauty service providers, it will be necessary to improve the job environment and job conditions. Accordingly, it is expected that this study will serve as the basic data for understanding the improvement of the work environment of beauty service providers and also be used as the marketing data for beauty servicemen who are aiming for a goal.

Purpose: The purpose of this study is to explore the core competencies, the developmental stages of competency, and the learning patterns of lifelong education instructors at local culture centers in department stores that function as a representative lifelong education institution attached to a company. Method: This study performed a qualitative case study. This included an in-depth interview with 8 people who have 25-35 years of experience as lifelong education instructors at culture centers in department stores. For the data analysis, thematic analysis and contents analysis methods were used. For the analysis framework of this study, Gardner's I/D/F system approach(individual/domain/field system approach: I/D/F) model, which was suggested in the theoretical background, was used. Results: The study derived three competency factors, three stages of competency development, and three learning types of lifelong education instructors at culture centers in department stores. Conclusion: First, there were three components of competency development of lifelong education instructors at culture centers in department stores: (1)knowledge and skills, (2)emotion regulation, and (3)performance and reflection. Second, the competency development stages of lifelong education instructors at culture centers in department stores were divided into three stages: (1)novice instructors → (2)professional instructors → (3)Outstanding instructors. Third, the learning types that promote the competency development of lifelong education instructors in culture centers in department stores were as follows: (1)learning by modeling, (2)learning by trial and error, and (3)anticipatory·creative learning.

Purpose: This study examined and understood the relationship between the parent-child conversation time, self-directed learning time, and grid in the middle school students' smartphone dependence, and verified the mediating effect of the parent-child conversation time and the self-directed learning time in the relationship between the smartphone dependence and the grid. Method: By using the data from the 2018 Korean Children and Youth Panel Survey, the relationship between the variables was analyzed through the multiple regression analysis targeting 2378 first-year middle school students. Results: First, the smartphone dependence had a negative effect on the parent-child conversation time and grid, and the parent-child conversation time had a positive effect on the grid. Furthermore, it turned out that the smartphone dependence partially mediates the conversation time of parents and children and affects the grid of the middle school students. Second, the smartphone dependence had a negative effect on the self-directed learning time and grid, and the self-directed learning time had a positive effect on the grid. Furthermore, it turned out that the smartphone dependence partially mediates the self-directed learning time and affects the grid of the middle school students. Conclusion: As the parents and children spend more time on conversation, their children's smartphone dependence decreases, and as the grid is high, positive communication between the parents and children at home increases the children's grid, which may have a positive effect on their academic achievement and life satisfaction. In order to increase the grid, the factors such as the self-directed learning must be considered together.