• Journal of Korea Entertainment Industry Association
• /
• v.13 no.4
• /
• pp.377-384
• /
• 2019

This study was intended to understand the status of dysphagia related knowledge, attitude and nursing performance of nursing staff's in geriatric hospitals, to confirm the correlation among these, and to provide basic resources for dysphagia nursing intervention programs. The 220 subjects were nursing staff's who worked in geriatric hospitals located in G city and N city. For data analysis, The descriptive statistic was used to analyze the subjects' general characteristics, and dysphagia related characteristics, knowledge, attitude and nursing performance degree. For the differences of dysphagia related knowledge, attitude and nursing performance according to the subjects' general characteristics, t-test and ANOVA were used. The correlation of the subjects' knowledge, attitude and nursing performance degree was analyzed with Pearson's correlation coefficient. The score of the subjects' dysphagia related knowledge was average 14.07±2.94, the subjects' dysphagia related attitude was average 3.59±0.39, the subjects' dysphagia nursing performance was 3.10±0.43. dysphagia nursing performance had a significantly positive correlation with dysphagia related knowledge(r=0.295, p=.000) and dysphagia related attitude(r=0.392, p=.000). The above result of the study indicated positive attitude based on accurate knowledge is needed for nursing staff's in geriatric hospitals to improve nursing performance for dysphagia. When education programs for dysphagia are planned in geriatric hospitals, it is necessary to consider knowledge level and attitude simultaneously.

• The Journal of the Korea Contents Association
• /
• v.22 no.3
• /
• pp.576-585
• /
• 2022

In determining the cause of dysmenorrhea, it is necessary to investigate postural alignment and balance. The purpose of this study is to compare and analyze whether there is a difference in posture alignment and foot pressure balance according to the dysmenorrhea degree. The subjects were twenty female students in their 20s, who had pain caused by dysmenorrhea. According to the degree of dysmenorrhea, the subjects were divided into mild and severe groups. In the results, there was a significant difference only in shoulder height asymmetry angle between the mild and severe groups (p<0.05), and there was no significant difference in pelvic and knee joint alignment. In the correlation analysis, there was a significant positive correlation between the dysmenorrhea score (MDQ) and shoulder height asymmetry angle was found. These results indicate that dysmenorrhea symptom and asymmetric alignment of shoulder are related. To analyze these factors, further research will need to investigate the correlation between dysmenorrhea and spinal alignment.

• Journal of Digital Convergence
• /
• v.16 no.9
• /
• pp.339-346
• /
• 2018

This study aimed to examine the mediating effects of emotion dysregulation on the relationships between shame and aggression. All data was measured on Experience of Shame Scale, Aggression Questionnaire, and Difficulties in Emotional Regulation Scale. Total 287 responses were analysed. The findings of this study were as follows. Shame affected not only directly aggression but also influenced through emotion dysregulation. Impuse control difficulties and nonacceptances of emotional responses showed the significant partial mediation effects. The results showed the necessity of adaptive emotional regulation in dealing with aggression elicited by shame.

• Korean Security Journal
• /
• no.42
• /
• pp.37-57
• /
• 2015

The purpose of this study was to verify goodness-of-fit by Many-Facets Rasch model for applying martial arts training satisfaction scale to security martial arts trainees. To achieve the purpose, 255 security martial arts trainees' data were used in the analysis. In addition, In addition, the AMOS 20.0 program was used for unidimensionality validation, and take advantage of the Facets 3.61 program for goodness-of-fit verification. Specific results are as follows: First, Unidimensionali test results showed that model fit, reliability and standardized ${\beta}$ value are suitable. Second, the analysis results of goodness-of-fit, items 1, 2, 3 are inadequate, 4, 8, 11, 13, 14 items once found to be over-fit questions. Also, analysis of item difficulty, item 1 has highest difficulty and item 7 was lowest. Third, According Facets item difficulty and response difference verification result, female group exhibited a high level of item difficulty compared to the male group, goodness-of-fit was all accurate. As the result of item difficulty and response difference verification based on Martial arts training flow, there is no response difference according to the training experience. On the other hands, less than 4 years to 5 years and less than 5 years to 6 years trainees represented over-fit features. Results of item difficulty and response difference verification by grade level, first grade was the most highly recognized the item difficulty and fourth grade was also recognized the lowest of item difficulty Fourth, the response category analysis showed that the six points response categories are not appreciate.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.6
• /
• pp.38-47
• /
• 2019

The purpose of this study was to identify latent classes in executive function difficulty of first graders depends on evaluations from their mother and teacher and to investigate how its related with their school adaption and academic performance in second grade. Based on the model of the latent profile analysis, the 8th and 9th wave data from Korean Children and Youth Panel Survey were analyzed. The results of this study were as following. First, results showed that there were three types of latent classes in the executive function difficulty depend on evaluations from their mother and teacher: 'low executive function,' 'students who were highly evaluated by mother,' and 'students who were highly evaluated by teacher.' Second, students' executive function difficulty had a direct effect on the students' school adaption and academic performance in their second year of school. Especially students who were evaluated as having the lowest executive function difficulty showed significant higher means than students who were evaluated higher by mother and teacher. This study emphasized the importance of multiple evaluation in students' executive function difficulty to provide an educational intervention.

• Journal of Elementary Mathematics Education in Korea
• /
• v.13 no.1
• /
• pp.17-30
• /
• 2009

This paper is about the basic skills of four operations in numbers and operations areas from step 1 to step 3 in elementary mathematics. Here are the results of the evaluation. First, addition and subtraction take the largest time. The average difficulty rate in operations area is 91.2%. Most students understand the contents of textbook well. Specifically, students easily understand the step 1. However, subtraction has lower difficulty rate than addition. Also, three mixed computation, calculation in horizontal, and rounding(rounding down) are difficult areas for students. The contents of step 2 are fully understood. However, lots of mistakes are found in the process of rounding(rounding down), and sentence problems are thought as difficult. Second, the multiplication is first starting in the step 2-Ga. The unit 'Multiplication 99' takes 13 hours, the longest. The difficulty rate in this unit is 89.4%, students understand well. However, students are influenced by addition and subtraction errors in the process of multiplication, and have difficulty in changing the sentence problem to multiplication expression. Third, the division, which starts in step 3-Ga, has 89.9% of difficulty rate. Students well understand. Result of this paper: most of students understand well four operations, but accurate concept, the relationship between multiplication and division, specific instructions in teaching principles of division calculation and sentence problems are in need. Setting the amount of the contents and difficulty rate in understanding are depends on every school's situation, so suggesting universal standard is really hard. However, studying more objects broadly and specific study will be helpful to suggest proper contents and effective teaching.

• The Journal of the Korea Contents Association
• /
• v.17 no.11
• /
• pp.290-302
• /
• 2017

The purpose of this study was to explore the mediating effect of emotional dysregulation on the relationship between the specific domains of self-esteem and aggression. Three questionnaire were administered to 287 individuals and the multiple regression analyses and Baron and Kenny's hierarchical regression analyses were used. The result shows that social and objective ability and positive character had significant influence on aggression, while impulse control difficulties, lack of emotional clarity and limited access to emotion regulation strategies largely contributed to aggression. Moreover, emotional dysregulation functioned as a significant mediator variable for explaining the link between self-esteem and aggression. Impulse control difficulties have fully mediated positive personality and hostility, limited access to emotion regulation has partially mediated social and objective ability and hostility, respectively.

• Journal of Industrial Convergence
• /
• v.19 no.5
• /
• pp.111-118
• /
• 2021

This study was conducted to examine the academic stress, menstrual attitude, and dysmenorrhea of adolescents and to understand their effects on dysmenorrhea. The subjects of the study were high school girls and 131 people who agreed to participate in the study were analyzed. Correlation analysis shows that the more negative the person is about menstruation, the more severe the physical symptoms, the more active the action, and the greater the emotional change, the more severe the person experienced dysmenorrhea. Factors affecting dysmenorrhea in adolescents were physical symptoms and positive acceptance among menstrual attitudes, and 68.8 percent explained the variable. In conclusion, considering the positive acceptance of menstruation and physical symptoms of adolescents, it is necessary to develop educational programs that provide integrated knowledge to manage dysmenorrhea in school health, and further individual and multidimensional approaches such as emotional support programs for negatively experienced emotions.

• Journal of the Korean Applied Science and Technology
• /
• v.38 no.2
• /
• pp.399-410
• /
• 2021

This study is a descriptive research to provide the basis of program development for further dysmenorrhea relief by looking into identify the degree of perceived stress, depression, sleep disturbance, and dysmenorrhea in female university students, the relationship between these variables, and the factors influencing dysmenorrhea. We collected 160 data female university students who are attending J university. The study period lasted four weeks, going from Nov 11 to Dec 9. The correlated factors of dysmenorrhea included perceived stress(r=.420, p<.001), depression(r=.459, p<.001), sleep disturbance(r=.429, p<.001). The prevalent factors influencing dysmenorrhea are sleep disturbance, depression, perceived stress. Therefore, it will be needed to find ways and development of an intervention program to relieve perceived stress, reduce depression and enhance the sleep quality for female university students' dysmenorrhea relief.

• Journal of the Korea Convergence Society
• /
• v.12 no.3
• /
• pp.409-420
• /
• 2021

The study is a descriptive research to determine high school girls' the status of dysmenorrhea and to look into influencing factors about how relationships between variables: sleep disturbance, stress, anxiety, dietary habit have an effect on dysmenorrhea. Our collected data consisted of 160 high school girls living in B metropolitan city. The study period lasted four weeks, going from Oct 12 to Nov 6, 2020. The resulting data was analyzed with SPSS/WIN 21.0 version to analyze. As a result of this study, The correlated factors of dysmenorrhea included sleep disturbance(r=.531, p<.001), stress(r=.349, p<.001), anxiety(r=.300, p=.003) and dietary habit(r=-.205, p=.041). The prevalent factors influencing dysmenorrhea are sleep disturbance, menstrual periods, menstrual cycles, and anxiety. Therefore, it will be needed to improve the quality of sleep, reduce anxiety, try to regulate menstrual periods and menstrual cycle in order to relieve high school girls' dysmenorrhea.