ScholarWorks@Hanyang University: Song, Ji Hoon

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Song, Ji Hoon (송지훈)

COLLEGE OF EDUCATION (DEPARTMENT OF EDUCATIONAL TECHNOLOGY)

Research Area: 교육공학/인적자원개발

Tel 02-2220-2642
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메타분석:6||Transformational leadership:6||Work engagement:6||교육복지:5||Knowledge sharing:5||Metaanalysis:5||Organizational commitment:4||조절된 매개효과:4||South Korea:4||Job Satisfaction:4||Job satisfaction:4||COVID19:4||교육복지우선지원사업:4||Knowledge creation:3||Organizational justice:3||코로나19:3||Latent profile analysis:3||learning transfer:3||조직몰입:3||work engagement:3||Work Engagement:3||Education Welfare Priority Support Project:3||체계적 문헌 고찰:2||여성 관리자:2||structural equation modeling:2||다항회귀:2||Emotional exhaustion:2||대학생:2||supportive learning culture:2||대학생활만족도:2||Polynomial regression:2||Adaptive performance:2||knowledge creation practices:2||Scale development:2||통합적 문헌 고찰:2||Scale validation:2||Communication:2||Measurement:2||cognitive load:2||일 관련 반추:2||literature review:2||Topic Modeling:2||moderated mediation effect:2||잠재프로파일 분석:2||Korea:2||multigroup structural equation modelling:2||Organizational effectiveness:2||적응수행:2||적합성:2||경력적응성:2||Psychological ownership:2||정서적 소진:2||openness to change:2||Career adaptability:2||Learning agility:2||Korean cultural context:2||Validation:2||Educational welfare priority support project:2||educational welfare:2||Women managers:2||상호작용 공정성:2||지각된 유용성:2||Moderated mediating effect:2||Engagement:2||Multigroup structural equation modeling:2||직무만족:2||K12:2||직무스트레스:2||직무열의:2||KMOOC:2||Workfamily enrichment:2||Education welfare:2||Structural equation modeling:2||Workplace Isolation:2||MOOC 기반 학습:2||구조방정식 다중집단분석:2||Generative AI:1||Grit:1||HRD Research:1||HR부서 중요성 인식:1||High commitment work systems(HCWS):1||Human resource management:1||IADAPT theory:1||Identity entrepreneurship:1||Inclusive Educational Welfare:1||Infection prevention strategies:1||Innovation orientation:1||Innovative behavior:1||Instrument validation:1||Instrumental Perceived Organizational Support:1||Integrated Conceptual Model:1||Integrated conceptual framework:1||Integrated conceptual model:1||Integrative Literature Review:1||Intellectual capital:1||Intelligent career theory:1||Intent to stay:1||Interactional Justice:1||Interactional justice:1||Item response theory:1||Job Insecurity:1||Job Value:1||Job preference:1||Job stress:1||Job stress rates:1||KNOWLEDGE CREATION:1||Knowledge creation practices:1||Knowledge hiding:1||Knowledge management:1||Kolb’s experiential learning theory:1||Kolb의 경험학습이론:1||Korean context:1||Korean graduate HRD curriculum:1||Korean high school teachers:1||Korean language career teachers:1||LMX:1||Latent Growth Modeling:1||Latent Profile:1||Latent Profile Analysis:1||Latent class analysis:1||Leadership:1||Leadership styles:1||Leader’s Machiavellism:1||Learning Agility:1||Learning Engagement:1||Learning Organization Culture:1||Learning Transfer System Inventory:1||Learning organization:1||Learning organizations:1||Learning orientation:1||Life Guidance:1||Life satisfaction:1||Living a calling:1||Local food:1||Longitudinal Study:1||Longitudinal study:1||MOOCbased learning:1||MR based learning:1||MR 기반 학습:1||MRbased Learning:1||Machiavellism:1||Managerial leadership:1||Meaning of learning:1||Measurement development:1||Measurement invariance:1||Member’s Counterproductive Work Behavior:1||Mental Health:1||Meta analysis:1||Middle Manager:1||Moderated Mediation:1||Motivating language:1||Multiple Disparities:1||Need Analysis:1||Negative Attributional Styles:1||Negative Life Events:1||Network analysis:1||Nurse:1||Occupational self:1||Organizational Agility:1||Organizational Commitment:1||Organizational Silence:1||Organizational behavior:1||Organizational citizenship behaviour:1||Organizational climate:1||Organizational communication:1||Organizational culture:1||Organizational performance:1||Organizations:1||Peer Relationship:1||Perceived organizational support:1||Perceived school support:1||Perceiving a calling:1||Perception about Schools:1||Perception of HR importance:1||Perception of Organizational Politics:1||Performance Assessment:1||Performance Indicator measurement:1||Performance management:1||Performanceoriented HR practices:1||PersonJob Fit:1||PersonJob fit:1||Personjob Fit:1||Personorganization fit:1||Platform Workers:1||Predictive modeling:1||Prevention focus:1||Primary and secondary education:1||Professional Self Concept:1||Program Development:1||Project to support the overseas practicum of Korean language preservice teachers:1||Promotion focus:1||Psychological Ownership:1||Psychological entitlement:1||Public sector:1||Random Forests:1||Rasch analysis:1||Rasch anaylsi:1||Rasch model:1||Rasch 모형:1||Regulatory focus:1||Remote Work Environment:1||Remote Working:1||Republic of Korea:1||Research Trend:1||Resignation:1||Response surface methodology:1||Revised IPA:1||Role Ambiguity:1||Role ambiguity:1||Role of Teacher:1||SCHOOL INNOVATION:1||SCHOOL PERFORMANCE:1||Satisfaction On College Life:1||Satisfaction of college life:1||Scenario planning:1||School innovation climate:1||Self:1||SelfConfidence:1||Selfefficacy:1||Selfesteem:1||Selfleadership:1||Serial multiple mediation effect:1||Service Worker:1||Social Article:1||Social Polarization:1||Social Problems:1||Social activity:1||Social cognitive career theory:1||Social presence:1||Socioemotional Perceived Organizational Support:1||Strategic Thinking and Planning(STP):1||Stress:1||Stress Sensitivity:1||Structural Equation Model:1||Structural Equation Modeling:1||Studentcentered integrated growth support:1||Students&apos:1||Systematic review:1||Systems model of creativity:1||Teacher assistance programs:1||Teacher mental health:1||Teacher preparedness:1||Teacher turnover intention:1||Teachers’ Creativity:1||Teachers’ Knowledge Creation Practices:1||Teaching and Learning International Survey (TALIS):1||The US graduate HRD curriculum:1||Threedimensional model of experiential learning:1||Top management support:1||Undergraduate Students:1||Unit school:1||University Life Stress:1||University student:1||VR:1||VR 기반 학습:1||VRbased Learning:1||Virtuality:1||Visionary leadership:1||Work Cognition Inventory:1||Work Value:1||Work as a calling:1||Work passion:1||Work performance:1||Work values:1||WorkFromHome. Leader Trust:1||Workfamily conflict:1||Workfamily interface:1||Workaholism:1||Workplace spirituality:1||Young temporary employees:1||Youth:1||academic achievement:1||academic challenge:1||academic effort:1||administration:1||affective rumination:1||agent tutor:1||attitude:1||cascade training:1||child support for lowincome families:1||cognitive learning outcomes:1||cognitive theory model:1||cognitiveaffective model:1||collaborative learning:1||competencies:1||competencybased general education curriculum:1||complex tasks:1||creativity:1||dimensions of the learning organization questionnaire (DLOQ):1||document analysis:1||education weakness class:1||education welfare:1||education welfare priority program:1||educational opportunity:1||effect size:1||efficacy:1||emphasis manipulation sequencing:1||employee engagement:1||episodic resources:1||equivalence:1||ethical leadership:1||facultystudent interaction:1||feedbackseeking behavior:1||fit:1||gesture effect:1||inrole performance:1||innovation:1||innovative climate:1||innovative work behaviour:1||instructional efficiency:1||integrated conceptual model:1||intraorganisational networks:1||job autonomy:1||job stress:1||knowledge creation:1||knowledge creation practice:1||knowledge sharing intention:1||learner–instructor interaction:1||learning attitude:1||learning experiential steps:1||learning organization:1||learning strategy:1||learning style:1||measurement invariance:1||mediating analysis:1||metaverse platform:1||multilevel analysis:1||need analysis:1||needs analysis:1||offloading:1||organisational silence:1||organizational culture:1||organizational engagement:1||organizational learning culture:1||perceived usefulness:1||policy suggestion:1||polynomial regression:1||problemsolving pondering:1||professionalism:1||protean career:1||protean career behavior:1||protean career cognition:1||protean career orientation:1||psychological detachment:1||psychological ownership:1||recovery experience:1||recovery mechanism:1||regulatory focus:1||response surface methodology:1||revised IPA:1||satisfaction:1||scale development:1||schools:1||selfcongruity:1||stable work engagement:1||strategic thinking and planning(STP):1||supportive culture:1||synchronous online instruction:1||the core value training program:1||the leastabled sets of completion tasks:1||the leastabled sets of emphasis manipulation:1||thematic analysis:1||theory of planned behavior:1||thriving:1||transformational leadership:1||trust based communication:1||trust in supervisor:1||validation:1||variable work engagement:1||wellbeing:1||workrelated rumination:1||workrelated ruminations:1||가변적 직무 몰입:1||감염 예방관리:1||개인 및 상사의 일중독:1||개인직무 적합성:1||경력적응모형:1||경력정체성:1||경영진의 인적자원개발지원:1||경험 학습 단계:1||경험학습:1||경험학습의 세 가지 차원 모형:1||고몰입작업시스템:1||과업갈등:1||교과태도:1||교사 역할:1||교수 학습 국제 조사(TALIS):1||교수학생 상호작용:1||교수효율성:1||교육기회:1||교육복지 담당 인력:1||교육복지 실천:1||교육복지 정책:1||교육복지 프로그램 개발과정:1||교육복지사 배치 여부:1||교육복지우선지원 사업:1||교육복지우선지원사업 프로그램:1||교육취약계층:1||교직 준비도:1||구성원의 반생산적 과업행동:1||구성주의 경력이론:1||구조 방정식 모형:1||구조방정식모형:1||그릿(Grit):1||기업교육훈련:1||다중격차:1||단위학교:1||대학생활 스트레스:1||대화경찰:1||동기부여언어:1||동료의 인상 관리:1||랜덤 포레스트:1||리더의 마키아벨리즘:1||마키아벨리즘:1||만족도:1||메타버스 플랫폼:1||문서 분석:1||문제해결숙고:1||문항반응이론:1||미시적 관리:1||반생산적 과업행동:1||반응표면방법론:1||반응표면분석:1||배움의 의미:1||번성:1||복합적 과제:1||부정적 귀인스타일:1||부정적 생활사건:1||부정적 평가에 대한 두려움:1||분리:1||비대면 업무 환경:1||비전 리더십:1||비판적 고찰:1||빈곤아동 대책 사업:1||사회기사:1||사회문제:1||사회양극화:1||사회활동:1||상사 신뢰:1||상사에 대한 신뢰:1||생성형 AI:1||생활지도:1||성과지표:1||성과평가:1||소명의식실행:1||소명의식인식:1||수정된 IPA:1||수정된 IPA 분석:1||스타트업:1||스트레스:1||스트레스 민감도:1||신뢰기반 소통:1||실시간 온라인 수업:1||실패를 통한 학습풍토:1||심리적 주인의식:1||심리적 특권의식:1||안녕감:1||안정적 직무 몰입:1||양적 연구:1||어린이집 교사:1||에피소드 자원:1||역량:1||역량중심 교양교육과정:1||역할 모호성:1||역할모호성:1||예비 교원 국외 실습 지원 사업:1||예측 모델링:1||요구 분석:1||요구도 분석:1||요구분석:1||원격근무:1||위드코로나19:1||의사결정모형:1||의사소통:1||이론적 모:1||이중매개효과:1||인적자원개발:1||인지부하:1||인지적 학습성과 기대:1||일의 소명의식:1||일탈행동:1||임원리더십:1||자기효능감:1||자원보존이론:1||자존감:1||잠재프로파일분석:1||재직의도:1||재택근무:1||저경력 교사:1||전문직 자아개념:1||정서적 반추:1||정신건강:1||정책적 제언:1||조절된 매개:1||조직 공정성:1||조직 만족도:1||조직 효과성:1||조직정치지각:1||조직침묵:1||조직효과성:1||주제분석:1||주제어 포괄적 교육복지:1||중간관리자:1||지식공유:1||지역사회교육전문가:1||지원적 문화:1||직렬다중매개효과:1||직무 스트레스:1||직무 열의:1||직무가치:1||직무불안정성:1||직업가치:1||직업선택 시 중요도:1||직장 내 고립감:1||직장고립:1||진로결정자기효능감:1||진로미결정:1||진로발달:1||진로준비행동:1||첫 일자리 직무‧전공 적합성:1||청년:1||청년 비정규직:1||초중등교육:1||초중등교육법:1||취약점 기능군 강조부분 변화시키기:1||취약점 완성하기 과제:1||측정도구 타당화:1||코로나19:1||코로나19 비대면 비교과 프로그램:1||타당도 조사:1||타당화:1||토픽 모델링:1||토픽모델링:1||통합적 개념모형:1||퇴사:1||팀장리더십:1||프로그램 개발:1||프로티언 경력:1||프로티언 경력인식:1||프로티언 경력태도:1||프로티언 경력행동:1||피드백 추구행동:1||학생중심통합성장지원:1||학습 양식:1||학습민첩성:1||학습자교수자 상호작용:1||학습전략:1||학습전이:1||학습태도:1||학업 도전:1||학업노력:1||학업성취:1||한국어 경력 교원:1||핵심가치 교육 프로그램:1||혁신지향성:1||혁신행동:1||현 일자리 만족도:1||협력학습:1||회복 메커니즘:1||3x3x3 framework:1||회복경험:1||3x3x3 프레임워크:1||A boundaryless career:1||ADDIE model:1||ADDIE 모형:1||AI education:1||AI literacy:1||AI 교육:1||AI 리터러시:1||AR:1||AR 기반 학습:1||ARbased Learning:1||Academic resilience:1||An integrated review of the literature:1||Autoregressive crosslagged modeling:1||Borich priority formula:1||Borich 교육요구도 분석:1||CIPP:1||CIPP Model:1||CIPP 모델:1||COVID19 online cocurricular program:1||COVID19 pandemic:1||CSCL supporting tools:1||CSCL 지원도구:1||CVR:1||Career Development:1||Career Identity:1||Career Preparation Behavior:1||Career Technical Education:1||Career commitment:1||Career competencies:1||Career construction model of adaptation:1||Career construction theory:1||Career decision selfefficacy:1||Career development:1||Career indecision:1||Cascade training:1||Citizenship:1||Collaboration:1||Common method variance:1||Comparative study:1||Complex learning:1||Conversation quality:1||Counterproductive Work Behavior:1||Creative performance:1||Creativity:1||Decent work:1||Decent work scale:1||Development Procedures:1||Deviant Behavior:1||Dialogue:1||Dialogue Police:1||Dual mediation effect:1||Early childhood teachers:1||Earlycareer teachers:1||Education Welfare:1||Education Welfare Policy:1||Educational Welfare Practice:1||Educational Welfare Priority Project:1||Educational Welfare Project Managers:1||Educational welfare:1||Educational worker placement status:1||Elementary and Secondary Education Act:1||Emotional engagement:1||Empirical Research:1||Employee behavior:1||Employee engagement:1||Employee performance:1||Enterprise Educational Training:1||Executive leadership:1||Experiential learning:1||Factor analysis:1||Fear of negative evaluation:1||First JobMajor Fit:1||Fit:1||Gender equality perceptions:1||

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