• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.555-566
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• 2020

The Purpose of this study is to examine the effect of emotional intelligence, resilience, and communication style on stress coping in college students. The research problems were verified by correlation analysis and multivariate regression analysis. A questionnaire survey was conducted on 303 college students. The findings are as follows. First, college students who have high emotional intelligence show more problem-focused coping and social-support seeking coping in stressful conditions. Particularly, it is found that managing emotion in emotional intelligence has the greatest effect on problem-focused coping and social-support seeking coping, using emotion influences emotion-focused coping. Second, college students who have high resilience are also found more problem-focused coping and social-support seeking coping in stressful conditions. Especially it is found that controllability has the greatest effect on problem-focused coping, positivism influences wishful thinking coping. Similarly, sociability influences social-support seeking coping and emotion-focused coping. Third, those students who was androgynous with high assertiveness and responsiveness used more frequently the problem-focused coping, those who was feminine with high responsiveness used more frequently the social-support seeking coping and wishful thinking coping.

• Proceedings of the KIEE Conference
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• 2002.07d
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• pp.2404-2406
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• 2002

기존의 로봇은 주로 예측 가능한 환경 하에서 동작해왔다. 그러나 로봇의 적용분야가 확대되면서 예측하기 힘든 복잡한 자극에 대해 반응하도록 요구되고 있다. 복잡한 자극은 동일시간에 여러 가지 자극이 존재하는 공간적 복잡성과, 각기 다른 시간에 자극이 연속적으로 배열된 시간적 복잡성을 가진다. 기존의 로봇은 복잡한 자극에 대한 대처능력이 취약하다. 이러한 환경에서 적응할 수 있도록 여러 방면의 연구가 진행되어 왔으며, 그 중에서 동물이 환경의 변화에 대처하는 방법에 관한 많은 연구들이 진행되고 있다. 본 논문에서는 시간적 복잡성을 가진 자극에 반응하고 이를 학습하기 위해 HMM(Hidden Markov Model)을 이용한 시계열 학습구조를 제안한다. 또한 기본적인 행동선택 및 학습을 위해 동물의 행동선택을 모델링한 구조를 구현하였다.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.183-190
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• 2018

This study was conducted to investigate experiences, convergent responses and expected negative impacts of verbal abuse of 253 paramedic students when they were doing clinical training practice. The results were as follows. First, 34%(86 people) experienced verbal abuse, the most frequently verbal abuse was done by Patients and Patient's family. Second, the most frequently contents of verbal abuse by Patient and Patient's family, Paramedic, Doctor and Nurse was 'Talking down or rude talk to me'. Third, the most frequently emotional responses of the students was 'Angry' and coping was 'Tolerate'. Fourth, the most frequently expected negative impacts was 'Practice productivity will be compromised'. Fifth, when experiencing verbal abuse by Paramedic was correlated with emotional responses(r=.458 p=.000), emotional responses was correlated with stress and expected negative impacts(r=.553 p=.000, r=.540 p=.000). In conclusion, it will be necessary to provide preventive education on verbal abuse before clinical training practice and to take active measures that have been protocolized.

• Journal of Families and Better Life
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• v.30 no.3
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• pp.179-192
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• 2012

The purpose of this study is to investigate the variable factors influencing children's interpersonal relationship skills and analyze the effects of marital perspective-taking ability, managing responses of young children and emotional intelligence on the interpersonal relationship skills of children. The study subjects were young children aged from four to seven attending private kindergartens or public day care centers in Seoul or Kyeongki-do and their mothers. The results are as follows : 1) First, marital perspective-taking abilities were indicated higher on boys than girls, children in a full-day program than those in a half-day program, university graduates or higher degree holders than collage graduates, single-income families than double-income families. In case of managing responses of young children, boys showed high avoidance of offensive disposition and girls showed high emotions dissipation. Also, young children in a full-day program showed non-responses on managing responses but high responses on emotions dissipation, and children of mothers with bachelor's degree or higher education showed support and children from double-income family showed no responses in high. Moreover, emotional intelligence of young children in a full-day program was higher than that of children in a half-day program, interpersonal relationship skills were showed higher on girls than boys, half-day children than full-day ones, children from single-income family than those from double-income family. 2) Meaningful relationships were indicated between these variables; managing responses of young children, emotional intelligence and interpersonal relationship skills by partly showing correlations. 3) Children in a half-day program with low in emotions dissipation, non-responses, offensive dispositional managing responses but high on Avoid, emotional intelligence showed high interpersonal relationship skills.

• Korean Journal of Culture and Social Issue
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• v.18 no.2
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• pp.215-234
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• 2012

The purpose of this study was to explore linkages between stress and a range of individual difference factors on children's memory for a potentially stressful event. Children (N=63) aged from 4 to 10 years, who undergone a minor dental operative procedure were evaluated. Overall, the results of this study replicated and extended previous findings of the related literature, providing some further evidence for a negative relation between stress and children's recall. More considerable variation in individual difference variables, in particular, children 's stress coping strategies, quality of previous experiences, amount of the advanced parental preparation were existed among the children, influencing the relation between the level of stress and children's remembering of a stressful event. Future inquiries for understanding theoretical, clinical, and forensic issues in children's remembering of a stressful event were discussed.

• Science of Emotion and Sensibility
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• v.2 no.1
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• pp.137-145
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• 1999

열 두 명의 피험자가 안정상태 일 때, 백색 소음에 노출되었을 때, 백색 소음 하에서 기억과제에 주의를 기울일 때, 백색 소음 하에서 기억 검사를 받을 때, 기록된 뇌파에 대해 relative power spectrum 분석을 하였다. 뇌파는 전두, 측두, 후두 영역에서 단극 유도법으로 기록되었다. 분석 결과, 백색 소음에만 노출되었을 때나, 백색 소음 하에서 기억과제에 주의를 기울일 때나 비슷한 전기피질(electrocortical) 반응이 나타났다. 즉, delta power의 증가, 알파 blocking, fast beta power의 증가, 스트레스를 일으킨다고 피험자들이 평정한 배색 소음 하에서 기억검사를 받을 때에도 동일한 뇌파 패턴이 나타났지만 그 크기가 유의하게 컸다. 정보를 지각할 때 전형적으로 나타나는 반응을 유발하는 스트레스원에 수동적으로 노출되었을 때("intaki"상황)의 생리 반응과 스트레스 상황에 적극적으로 대처할 때("rejection")의 생리 반응을 구분하는 이론 틀 아래서 데이터를 해석하였다. 스트레스 후 기간에 대부분의 뇌파 변수들이 기저선 수준으로 회복된 것으로 보아 사용한 스트레스 유발 모델은 단기적 스트레스 반응만을 유발한 것으로 보인다. 이는, 더 장기적으로 지속되는 스트레스원을 사용하게 되면, tonic상태의 전기피질 반응이 나타날 것을 시사한다.기피질 반응이 나타날 것을 시사한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.8
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• pp.501-512
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• 2018

The aims of this study were to investigate the effects of verbal violence experienced during clinical practice, emotional responses, academic stress coping, and depression on professional self-concepts of nursing students. Data were collected through a self-reported structured questionnaire form given to nursing students in grades 3-4 using convenient sampling methods from October 25 to November 1, 2017. As a result, 41.9% of the subjects experienced verbal violence during clinical practice. The frequency of experiences for verbal violence was '1 time' at 16.9%, '2 times' at 15.5%, and '3 times' at 4.7%. The verbal violence attackers were patients (42.9%), nurses (37.7%), and protector (15.5%). Emotional response was positively correlated with depression and frequency of verbal violence. Academic stress coping had a negative correlation with depression and a positive correlation with professional self-concept. Depression was negatively correlated with professional self-concept. Multiple regression analysis showed that academic stress coping and depression were statistically significant variables in the professional self-concept, and these variables had a 28% explanatory power. Therefore, in order to improve the professional self-concept of nursing students, it is necessary to develop a strategy to raise the level of academic stress coping and to reduce depression.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.10
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• pp.652-662
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• 2017

This study was conducted to evaluate nursing students' experiences with violence, as well as their responses and behaviors subsequent to being subjected to violence. A descriptive survey was conducted and data were collected from April 30 to July 6, 2012. Responses were obtained from the 290 nursing students studying at six universities in four cities using self-administered questionnaires. About 91% of the students were subjected to violence. Verbal violence (85.2%) was the most frequently encountered type of violence, followed by physical threats (74.8%), sexual violence (41.0%), and physical violence (26.2%). Participants were abused by patients or patients' family members, as well as clinical staff, such as nurses and doctors. After the nursing students were exposed to violence, they responded more negatively to psychological aspects than to biophysical or social aspects. Most students did "not react to the person inflicting violence and continued clinical practice" (51.7%), and this response was cited by students as their most frequently used method of coping (79.5%) after violent confrontations. Strategies should be taken to prevent the violence inflicted upon nursing students in clinical settings, and nursing students should be provided with information related to communication and methods to cope with violence during their education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.179-182
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• 2021

게임의 운영과 관련하여 부정 사건은 유저들의 이탈을 부르며 매출에 중요한 영향을 미친다. 이러한 사건 사고는 여러 가지 게임에서 발생하고 있으며 사건에 따라서 대처도 다르고 유저의 반응도 다르다. 본 논문에서는 온라인 게임에서 일어나는 사건 사고를 분석하고 유저의 동향을 파악하여 게임 운영과 관련하여 사건 사고가 발생했을 때 잘 대처하여 유저들에게 좋은 평가를 받고 사건의 피해를 최소화하며 유저들이 다시 게임에 돌아오도록 하기 위해 중요한 점이 무엇인지 제시하고자 한다.