DOES PRODUCT CONTEXT COMPLEXITY MATTER IN (IN)CONGRUENT SHOP ENVIRONMENTS? THE INFLUENCE OF PROCESSING FLUENCY ON PRODUCT EVALUATION

Manuela Valta,Donata Vianelli 글로벌지식마케팅경영학회 2017 Global Fashion Management Conference Vol.2017 No.07

Consumers process and evaluate products every day in an increasing number of diverse presentations of products and brands across shop environments. Although consumers may think to react to attributes of the products and the shop environments, there are many contextual factors that influence consumers’ responses. Both products presentation and shop environments differ in visual complexity and ease of processing. For example, products such as fragrances and eyeglasses considerably diverge depending on the visual presentation across multiple stores. Research on processing fluency (e.g., Reber et al., 2004; Winkelman et al., 2003) shows that the processing of any stimulus can be characterized by a variety of parameters that are nonspecific to its content. This stream of work suggests that any variable that facilitates fluent processing results in increased liking, and other positive evaluations. Recent work on context complexity (Orth and Crouch, 2014) suggests that people process a package more fluently when it is presented in a low rather than high complexity context. Further, research on contextual cues (Zhu and Meyers-Levy, 2009) shows that the extent of feature overlap between a context and a target object determines whether a person interprets the target related or not related to the contextual data. Accumulating research suggests that a deeper understanding of the way consumers process multiple contextual cues promises to shed light on our understanding of many areas of consumer research. Although visual appeal is itself multifaceted (Bloch, 1995), much of the current discussion with respect to visual cues does not consider the interaction of multiple shop environments. Given the importance of processing fluency and context effects, we examine the extent to which consumers positively elaborate cognitive processes in relation to product context complexity. Following research in psychology, fluency is the subjective experience of ease with which a person processes a stimulus (Reber et al. 2004). High fluency elicits a positive reaction. We predict that less complex contexts of the product will be easier to process and produce more favorable evaluations of the product. Further, research on contextual cues (Aggarwal and McGill, 2007; Meyers-Levy and Sternthal, 1993) shows that consumers better overlap contextual cues when cues are moderately congruent rather than low congruent. This suggests that consumers respond more favourably to moderate congruent shop environments. Studies Two studies tested our prediction that product context complexity across shop environments affects consumer’s processing fluency, liking, and product evaluation. In both studies, participants were provided with pictures of real products and shop environments. Images were manipulated to disguise brand names. Participants were recruited online through the platform Prolific Academic. Study 1 tested the hypothesized negative effect of product context complexity on processing fluency, and liking. The final section of the survey asked for personal information, including gender, age, and style of reasoning. These variables had no significant impact on the dependent variables of interest and were excluded from further analysis. In study 1, ninety participants (mean age = 34.20, 63 females) were randomly assigned to one of the two conditions (product context complexity: low vs. high). They viewed one randomly selected picture of cosmetics displayed on counter displays across two different stores. Cosmetics was chosen due to the large variance in products presentation across multiple retailers. In a pretest, 87 participants rated perceived complexity of the display to examine whether the display complexity differs across the two conditions. The manipulation was successful (Mlow = 2.32 vs. Mhigh = 3.68; F(1,85) =24.299, p < 0.001). Running one-way ANOVA with product context complexity as independent variable and processing fluency as dependent variable a significant main effect of the context complexity (M = 5.05 vs. M = 4.37; F (1,87) = 3.913, p < 0.05). To test our prediction that liking is mediated by processing fluency of product context complexity, a mediation analysis was conducted (PROCESS model 4: Hayes, 2014). Bootstrap estimation confirmed that processing fluency mediates the influence of product context complexity on liking (simple slope = 0.44, LLCI = 0.01, ULCI = 0.94). In study 2, our aim was to corroborate and extend study 1 findings by testing product context complexity in congruent and less congruent shop environments. One hundred seventy-seven participants (mean age = 35,31, 80 females) viewed one randomly selected combination of chocolate shop environments. As in study 1, we chose chocolate due to the large variance in products presentation across multiple retailers. Chocolate was displayed on tower displays (products context complexity: low vs. high), and matched with the overall in-store presentation of three chocolate shop environments (shop environment congruence: low vs. moderate vs. high). After processing the pictures, participants were asked to rate processing fluency, liking, and product evaluation. Similarly to Study 1, the final section of the survey asked for personal information, including gender, age, and shopping goal. Again, these variables had no significant impact on the dependent variables of interest and were excluded from further analysis. Two pretests confirmed that our manipulation of product context complexity (Mlow = 1.96 vs. Mhigh = 4.01, F(1,57) = 23.464, p < 0.001) and store processing fluency (Mlow = 3.50 vs. Mmoderate = 4.14 vs. Mhigh = 5.10, F(1,109) = 10.465, p < 0.005) were successful. Running a factorial ANOVA with processing fluency as dependent variable indicated a nonsignificant main effect of product context complexity. Shop environment congruence had a significant main effect (F(2,171) = 6.561, p < 0.005). Contrasts analysis revealed significant differences between the high congruence/context complexity condition and the low congruence/context complexity condition, and between the moderate congruence/context complexity condition and the low congruence/context complexity condition (all ps < 0.005). We then tested the prediction that processing fluency mediates the effects of shop environment congruence on liking and product evaluation through product context complexity as moderator. We used a moderated mediation analysis with the bootstrap PROCESS model 8: Hayes, 2014). There was a significant conditional indirect effect of shop environment congruence on liking though product context complexity in the high context complexity condition, b = -0.280, LLCI = -0.509, ULCI = -0.120. A similar estimation with product evaluation as the independent variable revealed that processing fluency mediated the relationship between significant shop environment congruence and product evaluation though product context complexity in the high context complexity condition, b = -0.375, LLCI = -0.631, ULCI = -0.153). Discussion Our findings demonstrated the influence of product context complexity on processing fluency and product evaluation. The results showed that less context complexity leads to an ease of processing. Study 1 confirmed the negative relationship between product context complexity and processing fluency. Further, study 1 demonstrates a mediation mechanism of processing fluency on liking. This result confirms prior work on processing fluency (Reber et al., 2004). Further. we extend previous work on visual complexity (Orth and Crouch 2014) by demonstrating that low congruence shop environments may influence consumer processing fluency. In study 2, we looked at how consumers respond to complex and less complex presentation of products in congruent and less congruent shop environments. Our results support research on contextual cues (Zhu and Meyers-Levy, 2009) by showing an interesting path of complex contextual cues. Complex contexts may affect consumer’s evaluation of products. This pattern is more pronounced in low congruent shop environments. Consumers may evaluate much less favorably visually complex contexts in low congruence shop environments than in congruent shop environment. Such behavior is due to the extent to which consumers overlap the shop environment and the target product. This research shed light on how consumers combine retail and product cues. By integrating research on processing fluency and contextual cues, our work allows a better crafting product design and retail strategies. Apart from the theoretical contributions, this research provides marketing manager with insights into how to develop easier to process shop environment for consumers. The results suggest that when products are presented with complex contexts, consumers respond less favorably to the visual appearance of their products. For retail managers, the results provide insight into why it might be especially difficult to process more complex settings of the products. The results suggest that to make a shop environment more favorable, managers have to find solutions to reallocate complex contextual cues of the products. This could be done through developing more congruent areas within the store. Given the growing importance of visual strategies in retailing, our research gives managers suitable solutions to allocate in-store resources.

공공미술에 대한 공간적·의미적 맥락과 작품감정이 시각적·심미적 평가에 미치는 영향

조미영 ( Cho Miyoung ),라선아 ( La Suna ),이준영 ( Lee June-young ),김소연 ( Kim So-yun ),최정현 ( Choi Jeong-hyeon ),김지호 ( Kim Gho ) 한국소비자학회 2020 소비자학연구 Vol.31 No.3

공공미술에 대한 관심이 높아짐에 따라 본 연구는 공공미술에 대한 긍정적인 소비자 반응을 이끌어내기 위하여 작품을 설치할 때 어떠한 요소를 고려해야하는지 살펴보고자 하였다. 이에 따라 본 연구는 작품을 설치하기 이전에 고려될 수 있는 요소로 작품특성과 제시맥락특성에 따른 작품에 대한 시각적 주의와 심미적 평가의 차이를 알아보고자 하였으며, 심미적 평가에 있어 시각적 주의가 의미하는 바가 무엇인지 규명하고자 하였다. 대학생 41명을 대상으로 아이트래커를 활용하여 작품유발감정(긍정 vs. 부정)과 공간적 맥락(미술관 vs. 거리), 및 의미적 맥락(저 vs. 고)에 따른 작품에 대한 소비자 반응의 차이를 분석한 결과는 다음과 같다. 첫째, 시각적 주의 측면에서, 부정적 감정을 유발하는 작품은 공간적 맥락에 관계없이 높은 시각적 주의를 보였으나, 긍정적 감정을 유발하는 작품은 미술관에서 제시될 때 높은 시각적 주의를 보이는 것으로 나타났다. 그리고 이러한 효과는 의미적 맥락에 의해 조절되는 것으로 나타났다. 둘째, 심미적 평가 측면에서는 작품의 의미적 맥락과 관계없이 긍정적 감정을 유발하고 미술관에서 작품이 제시될 때 우호적인 심미적 평가가 나타나는 것을 확인하였다. 셋째, 작품에 대한 시각적 주의는 작품과 관련된 인지적 정보처리를 반영하는 측정지표로 사용될 수 있음을 확인하였다. 이러한 결과를 토대로 본 연구는 공공미술을 설치할 때 고려해야 할 변인에 대한 학문적, 실무적 시사점 및 추후 연구에 대해 논의하였다. The purpose of this study is to examine the visual attention and aesthetic evaluation effects on public art according to art-provoked emotion, spatial context, and semantic context. The experimental design was 2 (art-provoked emotion: positive vs. negative) × 2 (spatial context: museum vs. street) × 2 (semantic context: low vs. high) mixed design. The results of this study are as follows. First, the main effect of art-provoked emotion was significant on visual attention: artworks that provoke negative emotions had better visual attention than ones that provoke positive emotions. Also, the three-way interaction of art-provoked emotion, spatial context, and semantic context was significant. Second, the interaction effect of art-provoked emotion and spatial context was significant on aesthetic evaluation. Consumers showed the highest aesthetic evaluation when artworks provoked positive emotions and presented in the museum context. These findings provide theoretical and practical implications for public art display that can lead to positive consumer responses.

수학 수업에서 요구되는 교사 지식에 대한 평가 기준 재탐색

황혜정 한국수학교육학회 2012 수학교육논문집 Vol.26 No.1

수학 수업에서 요구되는 교사 지식을 "교과 내용 지식", "학습자 이해 지식", "교수·학습 방법 및 평가 지식", "수업 상황 지식"으로 상정하고, 수업 평가 및 교사 지식과 관련된 여러 선행 연구들에 의거하여 본 연구자는 교사 지식 요소 각각에 대한 수업 평가 영역 및 기준 마련을 위한 연구를 수행해 왔다. 본고에서는 지금껏 본인에 의해 수차례 수행된 연구 결과들을 신중히 재검토하여 보다 일관성 있고 체계적으로 수정 보완하고자 하였다. 이때, 각각의 교사 지식에 대한 교사 자신의 자기평가 방법에 따라 측정 용이한, 즉 실제적 활용 가치를 신중히 고려함은 물론, 특히 "수업 전", "수업 중", "수업 후"의 상황을 모두 반영한 수학 수업 평가 기준을 새로이 마련하고자 하는데 중점을 두었다. 이처럼, 본고의 연구 결과를 활용하는데 있어서 교사는 수업 전, 수업 중, 수업 후 상황에 국면하게 되고, 교사 지식은 이러한 상황 모두에 요구되나, 실제의 수업 상황에서 모든 교사 지식에 대한 수업 평가 기준을 "동시에" 모두 고려하여 평가, 진단하는 것은 쉽지 않을 일이다. 이에 따라, 교사 자신 및 동료들이 해당 수업에 따라 요구되는 특정의 교사 지식 및 특정의 수업 진행 상황(수업 전, 수업 중, 또는 수업 후)을 선정하여 이에 국한, 집중하여 평가하도록 해야 할 것이다. On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' understanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

외국인 전용 국내 카지노의 매력도 및 진척도 평가에 관한 연구

서충원(Chung Won Seo),신연수(Yeon Soo Shin) 한국무역연구원 2015 무역연구 Vol.11 No.3

This paper is to show the attractiveness and progress of a casino DMU which is evaluated against poorer efficient frontier and better efficient frontier. The efficient frontier is measured by context-dependent model for 16 casinos during 2013 year through using 4 inputs(employees, business area, the number of table game, the number of machine game) and 2 outputs(sales, customer). Context-dependent DEA is the calculation of attractiveness and progress scores from several level of efficient frontier. To get degree 1 attractiveness scores of a DMU in level 1, efficient frontier 2(level 2) is used by the evaluation context. Similarly, degree 3 attractiveness of DMU in level 2 takes scores by using the efficient frontier 5(level 5) as evaluation context. The casino in the Seoul region in the level 1 is the best attractive DMU with score of 3.3 when evaluation context is level 2(degree 1). However The casino in the Seoul region in level 1 is the second attractive DMU with score of 5.93 when the evaluation context is at level 3(degree 2). Thus, it is concluded that the rank of DMU can be changed when the evaluation context is changed.

프로그램 평가에서의 맥락(context)과 일반화(generalization) : 의의와 조화 가능성

이원석(Wonsuk Lee) 한국교육평가학회 2011 교육평가연구 Vol.24 No.1

최근 프로그램 평가 이론의 발전과 현장 경험의 축적은 많은 평가자들로 하여금 프로그램 평가에서 맥락(context)의 중요성에 대해 어느 정도 합의에 이르도록 하고 있다. 하지만 이러한 맥락의 중요성에 대한 합의는 불가피하게 평가에서의 외적타당도(external validity), 즉, 일반화(generalization)가 가능한지에 대한 논쟁을 불러일으키고 있다. 이에 따라 본 논문은 프로그램 평가에서의 맥락과 일반화의 의의와 중요성을 살펴보고 맥락에 기반한 프로그램 평가에 조화될 수 있는 일반화의 재개념화를 시도하였다. 아울러 이러한 재개념화된 일반화 과정을 보여주는 Cronbach의 UTOS 모형을 소개하고 일반화 추구를 위한 기제로서 Cronbach의 평가 이론을 토대로 네 가지 원칙, 즉, 방법론적 다원주의, 다 수의 소규모 평가, 프로그램 이해의 우선, 정치적 상호 작용을 제안한다. In the field of evaluation there seems to be a consensus on the importance of context in evaluation. However, this consensus has inevitably led to new controversy about external validity, that is, generalization. The core of this controversy is whether generalization is possible in context-based program or not. Therefore, this article deals with the rationale on the relation between context and generalization, the importance of generalization in contextualized program evaluation, the reconceptualization of generalization, and the way of pursuing generalization in contextualized program evaluation, that is, the Cronbach's UTOS model and the four principles based on Cronbach's evaluation theory-methodological eclecticism, a small fleet of evaluation studies, the priority of program understanding, and political interaction.

국어 교과서 쓰기 단원 독자 분석과 교과서 구성 방향

이재기 한국작문학회 2018 작문연구 Vol.0 No.39

This study is designed to analyze the reader described in the section of writing in the Korean textbook for middle school students based on the existing discussion related to the reader and, based on the result, find out the direction in the development of a new textbook. Chapter Ⅱ reviews the types of expected reader, method of analyzing the expected reader, classroom context and actual context, peer evaluation or the existing discussion related to the feedback. Chapter IV suggests the result of the analysis of textbooks and the main contents can be summarized as follows. First, the textbook assumes a specific reader called the real character as the expected reader instead of context. Second, the learning activities with sample text focused on more ‘analyses activities’ than ‘expression activities’. Third, the peer was set as the main evaluation subject and it showed the trend of criterion-based evaluation rather than reader-based evaluation. Chapter V suggests the direction for the development of a textbook. The main contents can be summarized as follows. 1)The universal audience should be set as the expected audience and the rhetorical context should be analyzed rather than the objective reality. 2)The practicability of topics and the reader should be strengthened. 3)The evaluation standard should be set based on the reader and the response from the peer student should be emphasized. 이 연구의 목적은 독자와 관련된 기존 논의에 근거하여 중학교 국어 교과서 쓰기 단원에 기술되어 있는 독자를 분석하고, 이를 바탕으로 새로운 교과서 구성 방향을 모색하는 데 있다. Ⅱ장에서는 예상 독자의 유형, 독자 분석 방법과 요소, 작문 교실의 독자와 사회 속의 독자, 동료 독자의 역할과 평가 기준과 관련된 기존의 논의를 검토하였다. 이를 통해 독자와 관련된 기존의 논의 성과를 정리하고, 분석 쟁점을 도출하였다. Ⅳ장에서는 교과서 분석 결과를 제시하였는데, 주요 내용을 정리하면 다음과 같다. 첫째, 교과서는 ‘맥락’보다는 실존 인물이라는 특정 독자를 예상 독자로 상정하고 있다. 둘째, 예상 독자를 분석하는 구체적인 방법이 제시되지 않은 경우가 많았으며, 주로 객관적으로 확인 가능한 요소를 분석 항목으로 설정하였다. 셋째, 예시문에 따른 학습 활동은 ‘표현 활동’보다는 ‘분석 활동’이 많았다. 넷째, 동료 학생을 주요 평가 주체로 설정하였으며, 독자 기반 평가보다는 준거 기반 평가 경향을 보였다. Ⅴ장에서는 기존의 논의 성과와 교과서 분석 결과를 연계하여 새로운 교과서 구성 방향을 제시하였다. 주요 내용은 다음과 같다. 1)예상 독자로는 보편 청중을 설정하고, 객관적 실재보다는 수사적 맥락을 분석해야 한다. 2)주제와 독자의 실제성을 강화해야 한다. 3)예시문에 따른 학습 활동은 ‘표현 중심’으로 구성되어야 한다. 4)평가 기준은 독자에 기반하여 설정하고, 동료 학생의 반응을 강조해야 한다.

아는것이 힘? 사전 지식이 평가모드에 따른 선호역전에 미치는 영향에 대한 연구

이유재(You Jae Yi),김병규(B. Kyu Kim) 한국경영학회 2004 經營學硏究 Vol.33 No.1

Studies have shown that consumer preference can be changed by the choice context: joint evaluation vs. separate evaluation. Based on such studies, this study examines how consumer knowledge moderates the context effect on preference. In Study 1. participants are asked to evaluate DVD home theater systems with two attributes; one is easy to evaluate, the other difficult to evaluate. Joint-separate preference reversal happens because the hard-to-evaluate attribute in separate evaluation becomes easy to evaluate in joint evaluation. Results show that preference reversal happens in the low knowledge group, but not in the high-knowledge group. In Study 2, only hard-to-evaluate information is given to participants. Participants are asked to evaluate attractive or unattractive computer monitors in different evaluation modes. Because the high-knowledge group has reference information for the product, they are hypothesized to evaluate products based on their own reference information in separate evaluation, but not in joint evaluation. Consequently, even the high-knowledge group shows preference reversal between two evaluation modes. Implications and future research directions are discussed.

읽기 평가 틀 구성 방안

이도영 ( Lee Do-young ) 한국초등국어교육학회 2009 한국초등국어교육 Vol.41 No.-

읽기 평가 틀을 구성하기 위해서 가장 먼저 해야 할 일은 읽기가 무엇인지에 대한 관점을 읽기 평가 틀에 반영하는 것이다. 여러 논의를 종합해 보면, 읽기는 ‘특정한 사회·문화적 맥락 속에서 독자가 텍스트의 의미를 재구성하는 행위’이다. 이러한 관점을 받아들이면, 읽기 평가 틀 구성에는 ‘맥락, 텍스트, 독자’ 세 가지 범주가 필요하다. 읽기 평가는 독자의 독해 능력을 평가하는 것이므로, 세 범주 중에서 제일 중요한 것은 독자 범주이다. 따라서 독자의 독해 과정과 수준을 논의의 출발점으로 삼아야 한다. 또한 독자의 독해 과정과 수준을 특정 텍스트를 통해 평가해야 하므로 평가 대상으로서 텍스트 단위 문제를 고려할 필요가 있다. 그리고 나서 독해 과정 및 수준과 텍스트 단위를 결합하여 읽기 평가 틀을 구성해야 한다. 맥락 범주와 텍스트 범주는 분리해서 논의하기보다는 결합해서 논의하는 것이 텍스트의 성격상 더 합리적이다. 맥락 범주는 다시 읽기 목적과 읽기 상황으로 나눌 수 있으며, 텍스트 유형은 읽기 목적에 따라 분류할 수 있다. The purpose of this study is to establish reading evaluation framework. For this, first of all it needs to reflect a view of reading in reading evaluation framework. If we integrate many opinion of reading concept, reading is behaviors for reader to construct meaning of text in specific social-cultural context. To accept this view of reding ‘context, text, reader’ are important categories of reading evaluation framework. Among them, reader category is the most important. Therefore reading process and reader's reading comprehensive level must be the starting point of reading evaluation framework. Also it needs to consider text units as object of evaluation. Because we should evaluate reading process and reader's reading comprehensive level through specific texts. And we must combine reading process and reader's reading comprehensive level with text units, design reading evaluation framework. Considering the text's nature, it is more rational to combine context category with text category than to separate them. Context category may be divided into reading purpose and reading situation. Text types may be branched from reading purpose.

대학 수업 평가환경에 따른 성취목표의 차이와 유능감과의 관계

윤미선 한국교육방법학회 2013 교육방법연구 Vol.25 No.1

이 연구에서는 대학 수업의 평가환경에 따른 성취목표 형성 정도의 차이를 알아보고 성취목표와 지각된 유능감 간의 관계를 살펴보고자 하였다. 성취목표에 대한 기존의 연구들은 질문지를 활용한 개인의 목표성향 연구이든 실험실 상황의 목표조작 연구이든 주로 집단간 차이 비교를 하였으나 이 연구에서는 동일 대상이 각기 다른 평가환경에서 형성하는 목표의 차이를 알아보고자 하였다. 따라서 대학생 중 숙달중심의 평가환경과 수행중심의 평가환경을 동시에 경험하고 있는 표본이 필요하였고, 이 조건에 충족되는 대상은 절대평가와 상대평가 과목을 지속적으로 함께 수강하고 있는 학생들이라고 판단하였다. 연구대상으로 설정한 대학교는 교직과목을 제외한 거의 모든 과목에 대해 상대평가를 실시하고 있었기에 사범대생(일반 교직 이수자 포함)을 연구대상으로 표집 하였다. 총 128(남 38, 여 90)명의 학생들이 온라인 설문에 응답한 자료를 최종 분석하였다. 연구결과, 대학 수업에서 숙달목표는 평가환경에 따라 차이가 없으나 수행목표는 접근과 회피 요인 모두 상대평가 환경에서 더욱 높게 형성되는 것으로 확인하였다. 또한, 상대평가 환경에서는 수행목표의 두 요인만이 유능감에 영향을 미치지만 절대평가 환경에서는 숙달목표도 통계적으로 유의하게 기여하는 것으로 나타났다. 그러나 상대평가 환경에서 통계적으로 유의한 두 요인만의 설명력이 절대평가 환경에서 세 요인 모두의 설명력보다 컸고, 수행회피목표는 절대평가와 상대평가 모든 환경에서 부적으로 기능하고 있음도 주목할 만한 사실이었다. 이상의 결과를 통해 수업의 맥락적 특성으로서 평가환경과 개인의 동기적 특성으로서 목표성향의 중요성을 논의하고 내재동기 형성에 가장 기본 요인 중에 하나인 유능감 형성에 있어서 성취목표의 영향력에 대한 시사점을 제안하였다. This study was conducted to identify the differences of students' achievement goals and to investigate the influence of achievement goals on competence in mastery or performance oriented evaluation context(or classroom goal structure). It was expected that performance goal would be higher in performance oriented evaluation context and mastery goal would be higher in mastery oriented evaluation context. 128 students's data were collected from a university in Gyeong-gi district and 3 factors perspective(mastery, performance approach, and performance-avoidance) among achievement goal theories was employed. The data were processed with pairer-t test and multiple regression using enter method. As was expected, performance goals(both approach and avoidance) were higher in performance evaluation context. But there is no statistical difference in case of mastery goal. Approach and avoidance performance goals in performance structure and all of 3 factors in mastery one have effects on competence.

Evaluation and suggestion of the essential context and sustainability of the 2021 Jeju World Natural Heritage Festival through multi-faceted evaluation

김명수,고혜영,강경모,최현철,황경수 세계섬학회 2021 World Environment and Island Studies Vol.11 No.4

This study conducted a survey and evaluation on ‘The 2021 Jeju World Natural Heritage Festival’ with a framework of various stakeholders related to festivals. While aiming for the essential context of the celebration, we tried to find suggestions to ensure the continuity of the celebration and the designation of the World Natural Heritage. As a methodology, surveys and interview surveys were conducted in parallel with the framework of multifaceted evaluation. To summarize the important contents presented as policy suggestions, first, it is necessary to expand the concept of ' encounter with hidden nature' from the positivity of the concept of 'encounter with hidden nature' to have fellowship with mankind about natural heritage. For reference to this, efforts should be made to secure the continuity of the designation of World Natural Heritage through a contextual approach using the frame of 'encounter'. Second, since the participation of experts can help in many ways, it is necessary to encourage many experts to participate as a staff or activist. Third, it is necessary to sublimate Jeju's natural heritage into a public celebration without damaging it. Finally, it should be a festival centered on local communities and local residents. It is necessary to actively seek a system in which the World Natural Heritage Village Preservation Association, which will be created (tentative name), will be centered and promoted by the villagers