An Economic Analysis of Platform Competition in Online Shopping Market: Search vs Delivery

Yoo, Han‐Wook; Weonseek, Kim

doi:10.16980/jitc.17.5.202110.199

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Unlike other countries that view shadow education as a means for remedial purposes, people in Korea denote it as enrichment for students to gain higher academic achievement (Byun, 2014). Based on the PISA 2018 result, Korean students spend an average of 3.6 h a week in shadow education, six times higher than the OECD average of 0.6 h (Yoo, 2021). Thus, shadow education may predict science achievement, but science instructional practices in regular school settings did not determine achievement.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts

Liou

Myoung

2023

Science Education

View full text Add to dashboard Cite

A hotly debated topic is the effectiveness of inquiry‐based instructional practice in science classrooms on student achievement and motivation. Numerous studies based on multinational large‐scale education data show such student‐centered instructional practice positively led to students' motivational beliefs but was negatively associated with science achievement. Current literature, however, drew such a conclusion based on the measures of instructional practice from students' perceptions, not teachers, despite teachers being the subject matter experts and actual implementers of classroom activities. Thus, this study examined the relationships between teacher‐perceived instructional practice, science motivational beliefs, and science achievement. Specifically, this study investigated the predictive effects of instructional practices on aggregated student motivational beliefs (i.e., self‐concept, utility value, and intrinsic value) and science achievement in the classroom context. Moreover, the study explored the contextual effects of student motivational beliefs on science achievement. We examined 3861 eighth graders' data nested within 168 science classrooms in the Korean portion of the latest Trends in International Mathematics and Science Study using multilevel structural equation modeling. The results showed that the inquiry‐based instructional approach did not predict science achievement or motivational beliefs at the classroom level. On the other hand, student self‐concept and utility value positively predicted individual achievement, while classroom‐level utility value statistically predicted average classroom achievement. In other words, the significant effect of classroom‐level utility value on achievement was beyond the effect of individual utility value. The unique contributions of the study lie in advancing the science education literature with a fresh reflection on such relationships by using a less examined data source (i.e., teacher perceptions), focusing on the classroom context (i.e., classroom‐level science motivational beliefs and achievement), and situating in an underrepresented country (i.e., Korea) in the literature. The results shed light on the discrepancies in the effectiveness of instructional practice perceived by teachers versus students on desired educational outcomes in a learning context. This study also discusses the practical and methodological implications for instructional and motivational research.

show abstract

Section: Conclusion and Discussionmentioning

confidence: 99%

Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts

Liou

Myoung

2023

Science Education

View full text Add to dashboard Cite

show abstract

“…The limited impact of SES on children's language development in Korea may stem from the community's emphasis on higher education and improved educational standards (Anderson et al, 2012). Despite high proportions of tertiary education among women, post-marriage employment rates, especially among those responsible for child-rearing, remain below the OECD average, reflecting traditional stereotypes (Yoo, 2021). Interestingly, a significant percentage of Korean infants attend childcare facilities.…”

Section: Korean Cultural Contextsmentioning

confidence: 99%

“…In South Korea, a country marked by a distinctive combination of high maternal education, widespread utilization of childcare services, and a moderate employment rate, there exists a valuable opportunity to investigate these intricate relationships. Despite the fact that a significant majority of young women (approximately 76% of those aged 25-34) possess tertiary education, the female employment ratio within the working population remains below the average of the Organization for Economic Co-operation and Development (OECD Data, 2022;Yoo, 2021). This discrepancy might be influenced by the traditional stereotypes that primarily assign childcare responsibilities to mothers.…”

Section: Introductionmentioning

confidence: 99%

The Interplay of Family Socioeconomic Status, Parental Engagement, and Maternal Employment on Vocabulary Development in Korean Children

Jung,

Chai,

2023

Preprint

View full text Add to dashboard Cite

This study aimed to investigate the intricate relationship between socio-economic status (SES) and language development in Korean children under 3 years old. Specifically, it sought to understand how SES influences language development and explored the interconnections among SES, parent-child interactions (specifically through play and book reading), maternal employment, and children's vocabulary scores within the context of Korean parenting culture. Data were collected from 348 mothers of children aged 8–36 months (168 girls; mean age = 20 months 5 days, SD = 7 months and 7 days). Language development was assessed using the Korean version of the MacArthur-Bates Communication Development Index (K-CDI), and parental play frequency, duration, and book-reading frequency were obtained through a questionnaire. We used structural equation modeling to analyze the impact of SES on vocabulary outcomes, examining mediating connections with parental play and book-reading frequency, as well as children’s vocabulary skills. Additionally, we compared variables (SES, play and book-related factors, and K-CDI scores) between working mothers and stay-at-home mothers. The findings indicated that SES significantly predicted vocabulary size, but this influence was fully mediated by parental play frequency, play duration, and book-reading frequency. Interestingly, maternal work status showed no significant impact on children's vocabulary skills, and there were no differences in play frequency, play duration, or book reading frequency despite higher SES among working mothers. The mitigated role of maternal work status on children’s vocabulary skills, despite the differences in their SES, underscores the importance of parent-child interactions, particularly shared book reading, in vocabulary development when these interactions were considered.

show abstract

An Economic Analysis of Platform Competition in Online Shopping Market: Search vs Delivery

Cited by 2 publications

References 0 publications

Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts

Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts

The Interplay of Family Socioeconomic Status, Parental Engagement, and Maternal Employment on Vocabulary Development in Korean Children

Contact Info

Product

Resources

About