International journal of Military Affairs

This research attempted to reconstruct ‘Boram’, a realistic, vivid, and daily word deduced from the minds of the general public, as a psychological concept. To do this, the context in which the word ‘Boram’ is used in real life was studied, and analyzed for its meaning and type through a qualitative research method. Research data was deduced and organized from the context and contents of the word ‘Boram’ used by participants in unrestrained situations such as when watching TV wherein the researcher has no control over. As a result of the research, ‘Boram’ is defined as a feeling that comes after being satisfied on the result of contributing positive meaning to a work chosen by the doer, and going through a problem-solving process. In addition, the cognitive process of Boram is a ‘post optimistic thought.’ Since emotion that is generated from such cognitive process is rewarding or worthwhile, Boram is an emotion that is felt when realizing the hope of an individual. Furthermore, Boram is classified into 4 types based on its usage context and form of structure. The classifications are: ‘display-ing capability worthiness’, ‘overcoming adversity achievement worthiness’, ‘displaying capability achievement worthiness’, ‘overcoming adversity displaying capability achievement worthiness’. First, ‘displaying capability worthiness’ is felt by people who are proud of their abilities. Evaluation of one’s ability is not an objective evaluation but perceived evaluation, so it is a feeling felt when giving positive evaluation to oneself in the potential or ability one has. Second, ‘overcoming adversity-achievement worthiness’ is the feeling felt when one goes through a difficult process to earn a small but desired result and eventually, he or she gives a subjective and positive evaluation of the result. Third, ‘displaying capability-achievement worthiness’ is felt when fully using and displaying one’s positively perceived ability, and giving his or her subjective and positive evaluation on the result earned through this. Fourth, ‘overcoming adversity-displaying capability -achievement’ is felt by overcoming a difficult process, displaying one’s ability in overcoming hardships or in things one wants to, and giving subjective and positive evaluation on the result. Situations where ordinary people experience Boram were precisely analyzed to contrive the original form and the original forms were combined to reconstruct the psychological structure of Boram. This research searched and analyzed a new concept through qualitative method and strived to find its function. It has a weakness of not using scientific research methods at all. However, the significance lies on finding the possibility that ‘Boram’ can be an ingredient of scientific psychology, positive psychology, and cultural psychology through an attempt to conceptualize ‘Boram’.

Psychological Warfare against NORTH KOREA with an absolute advantage from NORTH KOREA was suspended as it was used as a role of political sacrifice for the greater advantage in war. Psychological war was a key tool that was used in order to induce a meeting between mid-ranking North and South Korean military officials, but in response psychological warfare organizations suffered in their existence and led to a decrease in use. Fortunately, after the issue of Cheonan Navy Ship, the North Korean Attack on Yeonpyeong Island, and the August 25 Agreement, the importance of the functions of psychological warfare were confirmed and developmentally reconstructed. Psychological warfare holds a great deal of importance; it can secure national interests as well as victory in war. Moreover, it enables the enemy to conform and contributes to playing a decisive role in victory, with minimal cost and effort. The elements that require institutional development include the establishment of a professional organization as well as the use of professional agents, and so forth. Strategically, the plans for development include the simultaneous harmonization of psychological warfare against NORTH KOREA, with a mission that contributes to the unification-oriented national project. Additionally such strategic plans include: the implementation of psychological warfare by educating the North Korean army and people of unification, the development of argument and persuasion skills in psychological warfare, the development of the method in which psychological warfare is utilized, the development to the strategy for unearned victory of the enlightenment of the North Korean, and the creation of a favorable environment for the performance of psychological warfare There are the issues that should be systematically developed. First, the establishment of professional organizations should be developed. Second, it is the use of specialists. Third, it is the integrated management of psychological warfare operations. Fourth, a system for analyzing the psychological effects should be activated. Fifth, we need to develop equipment that surpasses and overwhelms North Korea's psychological warfare capabilities. In addition, there are challenges to be developed with strategic purposes. First, psychological warfare should act in a way that responds to the current and future changes in the Korean peninsula. Second, the psychological warfare should be transferred into the field of unification education for North Korean and North Korean people. Third, it is the development of psychological warfare techniques. Fourth, it is the victory strategy. Fifth, it is the psychological warfare in proactively reach out to people. Sixth, it is the making of a conducive environment for psychological warfare. For example, it is necessary to create and utilize various psychological warfare environments such as cyber psychological warfare.

The purpose of this study to identify the effect of achievement orientation on the military cadets' intention for adherence to sport activities(IASA) and performance in the sport activities(PSA) in the military professional development education. Total 695 military officers were sampled and were ad-ministered a battery of questionnaires in April 2015 and 367 subjects of them fully responded to the survey questionnaires. The collected data were analyzed in the structural equation modeling and the results of the analyses were like these: first, the military cadets' ego-orientation had significantly positive effect on their intention for adherence to sport activities, and second, the military cadets' ego-orientation had significantly positive effect on their performance in the sport activities of soccer, fitness, and Taekwondo. The results of this study have many suggestions and implications for research and practice of physical education. First, it is interesting that the effect of ego-orientation is stronger than that of task-orientation because many previous researchers reported contrasting results. That is, most of the precedent studies reported that task-orientation demonstrated more significant effect on the IASA and the PSA than that of ego-orientation because the task-orientation leads athletes to focus more on the dexterity of their performance than an outcome of a match. The contrasting results could be understood that most of the military cadets are familiar with norm-referenced evaluation system to reach up to higher rank, so they care more about the relative position than their skillfulness. Jung(2014)’s study supported the interpretation as military cadets’ ego-orientation also had stronger effect on their achievement in academics, military training, and disciplinary evaluation than task-orientation. Second, the results of this study suggest that researchers should concentrate on the context of the evaluation when they conduct a study of comparison of effect between the task and ego-orientation because the magnitude of effect depends on the context of the evaluation rather than the kind of achievement orientation. For example, the task-orientation would have stronger effect than ego-orientation in the context of criterion-referenced evaluation because a student does not need to compete against his or her peers as the score depends on the dexterity of his or her performance. In the context of norm-referenced evaluation, on the contrary, ego-orientation would be acceptable to the learners because they have to defeat other students to have better score. Third, the results of this study indicate that the norm-reference evaluation system in the military academy has profitable effect on the military cadet’s academic accomplishment because the cadets tend to make more effort in the competitive situation than in the cooperative situation. This study, however, also suggests that instructors of the physical education need to use norm or criterion-referenced evaluation system to improve the military cadets’ performance as well as their participation in the sport activities. The precedent studies in the physical education research suggest that moderately competitive atmosphere in the sport activities would stimulate the learners’ concentration and performance, however, too competitive atmosphere would harm their performance.

The purpose of this study is to identify the person and class level factors and class level factors significantly affect the students’ academic achievement in the military professional development education. Total 695 military officers were sampled and were administered a battery of questionnaires in April 2015. The sampled officers were in the officer advanced course of 9 army branch schools and they belonged to 33 classes. The data were analyzed in hierarchical linear modeling because the data structure was multilevel with personal and classroom level. The dependent variable was the officers’ grade level and a multinomial logit model was applied. The grade level was classified into three kinds (A, B, and C) and the student officers received Grade B served as reference group. The results suggested that the college graduation status was not significant because most of the military officers had bachelor degree so there was not much variance in the grade classification caused by the college graduation status. Second, learning motivation is the psychological energy that a learner starts and ends their studying behavior. In many studies, learning motivation was proven to be a strong indicator of a learn-er's academic achievement. Learning motivation was significant to separate Grade B from C, however, it was not significant to separate Grade A from B. There was big difference in the variance in the learn-ing motivation between learners of Grade B from Grade C, however, there was no significant difference in the variance in the learning motivation between learners of Grade A and B. Meanwhile, learning strategy turned out to be significant both to separate Grade B from C, and Grade A from B. Many learners who make effort to store, retrieve, and apply to their learning assignment gain better grade than learners who do not know the way to apply the strategy. The results also indicate that the instructors must teach their student not only the class contents but also the learning strategy to improve their learning accomplishment. Study time is also significant to classify the Grade A from B, B from C in the personal and class-level and the result indicates that learning strategy itself is necessary but not enough to improve a learner's grade level. Logical teaching style positively separate the Grade B from C, A from B and the result means that logical instructors clearly point out a learner's strength and weakness. The honest feedback and direct guideline are effective to improve the military officers' accomplishment. The military schools must apply the results when they train their instructors. Learning motivation is the psychological energy that a learner starts and ends their studying behavior. In many studies, learning motivation was proven to be a strong indicator of a learner's academic achievement. Learning motivation was significant to separate Grade B from C, however, it was not significant to separate Grade A from B because there was big difference in the variance in the learning motivation between learners of Grade B from Grade C, however, there was no significant difference in the variance in the learning motivation between learners of Grade A from B. Meanwhile, learning strategy turned out to be significant both to separate Grade B from C and Grade A from B. Many learners who make effort to store, retrieve, and apply to their learning assignment gain better grade than learners who do not know the way to apply the strategy. The results also indicate that the instructors must teach their student not only the class contents but also the learning strategy to improve their learning accomplishment. Study time is significant to classify the Grade A from B, B from C in the personal and class-level and the result indicates that learning strategy itself is necessary but not enough to improve a learner's grade level.