One of the concerns that have received substantial interest in the accounting field, in particular, in accounting education, is the increasing scarcity and demand for professional accountants around the globe. This study aims to investigate the effects of financial rewards (FR), parents’ and peers’ influence (PPIF), and benefits and cost (BCE) on students’ intention to pursue a career in accounting. A quantitative, convenient random sampling approach was used, and an online survey was conducted to collect data from students studying in China. A total of 311 valid responses were used for model testing based on the theory of reasoned action and the theory of planned behavior. The findings of the study include the positive effects of FR, PPIF, and BCE on accounting career choice (ACC). This study illustrates that FR is the most dominant factor (β=0.479) for influencing ACC. Furthermore, the used factor explained 70% variation in ACC. The results of the study have implications both for accounting firms and universities whether offering or not offering accounting as a major. This study provides a global perspective, which keeps this study unique from other studies. And in this study, the Partial Least Square Structural Equation Modeling (PLS-SEM) has been used which is randomly used in accounting research.

This study investigated the impact of a telecollaborative project with Australian peers on development of Korean elementary school students’ intercultural communicative competence. 57 Korean elementary school students of grade five participated in the project with 11 topics for 8 months. The responses from the 46 participants in the three ICC surveys and the data from 11 voluntary interviewees were analyzed to discover the changing process of their ICC over time within the Bennett’s DMIS framework. The research revealed that the participants were ethnorelatively oriented at the onset of the project, and at the end of the project even though they temporarily displayed an enthnocentric orientation while participating in the project. Among the participants, some shifted toward ethnocentric orientation; however, they still kept the ethnorelative orientation more intensively than the ethnocentric orientation. Examining in great detail, prior to the start of the project, they were ready to accept cultural differences uncritically, and finally reached at the adaptation stage, which is the last second stage in DMIS. Lastly, the pedagogical implication and the limitations of the study were also discussed.

Recent advancement of information, communication, and technology has brought changes in EFL instruction. Of these changes, telecollaboration is introduced as one of the innovative EFL instructional methods and the telecollaborative instruction under the ‘Smart Education’ policy has been applied to K-12 EFL class in Korea. Based on the changes in K-12 EFL class, the study was designed to investigate how telecollaboration with Australian peers influences on Korean middle school students’ English learning, especially their motivation to learn English and their intercultural communicative competence development. Over a 9-month school academic period (from March to December), the subjects in the experimental group engaged in 40-45 minute-long telecollaborative classes, guided by a total of 15 tasks. Right after completing the 15 telecollaborative classes, at the early December, the data were collected using the survey questionnaire with 43 items adapted from Gardner’s AMTB and Chen and Starosta’s Intercultural Sensitivity Scale. The responses to the questionnaire from 75 subjects were analyzed using independent- samples t-test. The results showed that (1) telecollaboration with native peers of English helped Korean middle school students stimulate their motivation to learn English, but (2) telecollaboration with native peers of English did not make any contribution to development of Korean middle school students’ ICC. The limitations and suggestions for future research were concluded.

연구의 목적은 교사와 동료의 자율성 지지와 무용전공 중고등학생들의 무용 내적동기의 관계에서 기본 심리적 욕구의 매개효과를 검증하고, 학교급 간 경로 동일성을 비교하는데 있다. 국내의 예술중고등학교에서 무용을 전공하는 425명의 학생들을 대상으로 구조방정식모델과 다집단 분석을 실시하였다. 구조방정식모델 분석의 결과, 교사와 동료의 자율성 지지는 세 가지 기본욕구를 예측하였지만 유능성 욕구만이 교사의 자율성 지지와 내적동기와의 관계를 부분적으로, 동료의 자율성 지지와 내적동기와의 관계를 완전 매개하는 것으로 나타났다. 다집단 분석의 결과, 지각된 동료의 자율성 지지가 자율성 욕구에미치는 영향력은 고등학생보다 중학생에게서 더 강하게 나타났다. 본 결과는 무용 맥락에서 중고등학생들이 지각한 교사와 동료의 자율성 지지는 유능성 욕구만족에, 유능성은 내적동기에 크게 기여하며, 중학생일수록 동료에게 자율성을 지지받을 때 자율성 욕구만족이 더 크다는 사실을 시사한다.

본 연구는 다문화가정 자녀들의 사회 적응행동에 관한 기초자료를 제공하고자 서울, 경기 지역의 다문화가정 유아 181명을 대상으로 또래 및 교사관계에 대하여 살펴보았다. 연구결과 다문화가정 유아의 또래 관계는 성별, 출생순위, 모학력에 따라서, 교사와의 관계는 성별과 출생순위, 월평균수입에 따라 차이가 있는 것으로 나타났으며, 다문화가정 유아의 또래관계와 교사관계 간에는 정적 상관관계가 있는 것으로 나타났다. 이러한 결과는 다문화가정 유아와 교사의 관계가 원만할수록 또래 관계도 잘 할 수 있음을 유추할 수 있게 한다. 이와 아울러 다문화가정 유아들의 원만한 사회 적응 행동을 고양하기 위해 다문화가정 유아를 담당하는 유아교사의 유의한 교육적 중재를 통해 긍정적인 또래 관계 능력을 신장시킬 수 있음을 시사한다.