• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.681-683
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• 2022

본 연구는 수면의 질, 우울, 불안, 인지기능을 확인하고 이들의 상관관계를 알아보는 서술적 상관관계연구 연구이다. K도 G시, D시에 위치한 10곳의 경로당에서 65세 이상 일반노인 130명을 대상으로 설문조사를 통해 자료를 수집하였다. 수집된 자료는 SPSS WIN 20.0 프로그램을 이용하여 대상자의 일반적 특성의 빈도, 백분율을 산출하였고 대상자의 수면의 질, 불안, 우울, 인지정도의 평균, 표준 편차을 산출하였으며, 대상자의 일반적 특성에 따른 수면의 질, 불안, 우울, 인지정도를 t-test와 one-way ANOVA로 분석하였으며, 대상자의 수면의 질, 불안, 우울, 인지정도의 상관관계 검정은 Pearson's correlation coefficient를 실시하였다. 연구결과는 수면의 질, 불안, 우울, 인지기능의 상관관계는 불안과 수면의 질(p=-.422), 우울과 수면의 질(p=-.552)간에 유의한 음의 상관관계가 있는 것으로 나타났고, 불안과 우울은 유의한 양의 상관관계가 있는 것으로 나타났다. 노인이 지각하는 수면의 질과 우울, 불안, 인지기능의 정도를 파악하고 노인수면증진을 위한 간호중재 개발에 기초자료가 될 수 있을 것이다.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.513-522
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• 2023

There is a lack of empirical research on the level of students' state anxiety according to their perceived task difficulty when confronting science questions. This study seeks to investigate whether perceived task difficulty moderates the process of arousing students' state anxiety in science learning. In pursuit of this objective, we engaged 410 fifth- and sixth-grade elementary school students (186 fifth graders; 194 females) in solving two science questions. We then verified the moderating effect of perceived task difficulty on the relationship between science anxiety and state anxiety arousal when confronting science questions using the PROCESS Macro Model 1. Results confirmed that science anxiety and perceived task difficulty significantly and positively predicted state anxiety. Notably, perceived task difficulty had a significant moderating effect on the process of arousing state anxiety, where lower perceived task difficulty led to a greater increase in state anxiety after confronting the science questions. We discuss the implications of the findings for science education and propose potential directions for future research.

• Journal of the Korean Society for Library and Information Science
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• v.45 no.4
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• pp.123-137
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• 2011

The study analyzed the relationship between self-cognition level of information literacy(SCLIL) and library anxiety(LA). SCLIL was 3.72 point, LA was 2.47 point, and these results are similar to previous studies. SCLIL and LA are correlated each other significantly(r=r=-0.493, p<0.05). Higher SCLIL leads to lower LA. Also, the study found the main factors of LA was lack of methods to access information', 'lack of confidence in evaluating the information's relevance.' For those who are going to major in Library and Information Science, it is found that they have less LA and lower SCLIL compared to those who are not willing to major in Library and Information Science, and this shows a tendency to downplay their own abilities, while tending a more positive image of libraries. Based on the results, recommendations were made to use social and psychological standard tests in order to elaborately and diversely reflect individual information user's psychological aspect.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.56-64
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• 2007

This study examined the influences of cognitive conflict and anxiety induced by a discrepant event and an alternative hypothesis, attention, and effort on conceptual change. Two hundred three students having misconceptions about density were selected from 462 seventh graders based on the results of a preconception test. Tests of cognitive responses and anxiety to a discrepant event were administered before and after presenting an alternative hypothesis. Computer-assisted instruction (CAI) was then provided to students as a conceptual change intervention. Tests assessing attention and effort allocated to the CAI, and conceptual understanding were administered as posttests. Cognitive conflict induced by a discrepant event was found to increase after presenting an alternative hypothesis. Pre-cognitive conflict induced by only a discrepant event exerted a direct effect on post-cognitive conflict induced by a discrepant event and an alternative hypothesis. Post-cognitive conflict had a direct effect on conceptual change. Pre-anxiety decreased after presenting an alternative hypothesis. Pre-anxiety influenced post-anxiety, and this influenced on conceptual change via effort negatively. Attention had a direct effect as well as an indirect effect on conceptual change via effort. These results suggest that the strategy presenting both a discrepant event and an alternative hypothesis to students in concept learning could facilitate conceptual change by inducing more cognitive conflict or active participation of students through the decrease of anxiety than that presenting a discrepant event only.

• Journal of Digital Policy
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• v.1 no.1
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• pp.1-5
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• 2022

The objective of this study was to examine the effectiveness of newly developed program for the recovery and relapse prevention in patients with anxiety disorder. Twenty-four patients with anxiety disorder received Mindfulness-Based Cognitive Therapy (MBCT) session weekly for a period of overall 8 weeks-program. Changes of depression, anxiety, negative and positive automatic thought were compared before and after the program. Depression and anxiety were improved significantly after the MBCT program(Z=-1.9, p=.06, Z=-2.9, p<.001). Conclusions: MBCT may be effective at reducing negative automatic thought and relieving anxiety and depressive symptoms in patients with anxiety disorder. However, large-sample, randomized controlled trials will be needed for generalization.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.596-611
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• 2004

Based on conceptual change theory, cognitive conflict is known as an important factor for conceptual change even though there are still questions about its positive and negative effects on science learning. However there are little research which propose types of meaningful(constructive) cognitive conflict in learning science. The purpose of this study is to find out how are the anxiety types of cognitive conflict to which high school students respond in the action-reaction task, and to reveal what's the characteristic of the explanatory hypothesis according to the anxiety types. The result of this study indicated that first, the characteristics of the anxiety types of the cognitive conflict were classified as eight types. Especially the students who belong to the types of conviction of logical misconception and reasonable modification suggested explanatory hypothesis close to physical nature. On the other hand, the students who showed other types of anxiety except the two types of anxiety suggested temporary supported hypothesis or simple explanatory hypothesis based on students' observation and intuition. Finally we discussed the importance and the implication of the types of anxiety in applying the cognitive conflict strategy to science instruction.

• Anxiety and mood
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• v.12 no.1
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• pp.42-46
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• 2016

The therapeutic effect of cognitive behavioral therapy (CBT) for patients with Social Anxiety Disorder (SAD) is supported by evidence from numerous studies. This article provides an overview of cognitive models and major techniques (i.e., cognitive restructuring and exposure) of CBT for SAD, developed by the study group of SAD in the Korean Academy of Anxiety Disorder. Korean-culture specific factors and new trends such as a third wave of CBT are also described.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.791-818
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• 2016

This case study is performed to check the validity of cognitive behavioral therapy for high school students with mathematics anxiety. In order to find out whether it is effective or not, one female high school student who suffers physically and mentally from mathematics anxiety was selected and cognitive behavioral therapy was applied. The therapy is applied to her for 30 to 40 minutes, once a week, and for eight weeks. The main themes were: To understand my problem, To write down thinking log, To set up a plan for actions, To experiment actions, To change intermediate confidence, To change core belief. To check the validity, before and after the experiment, revised version of Heo(1996)'s assessment tools for mathematics anxiety was applied. The subject was interviewed and the results of the therapy were compared and analyzed. According to the research, the worst mathematics anxiety of the subject was test anxiety. After the procedure, the anxiety related to mathematics and teachers was lessened. Especially, the subject had changed her mind and become more positive and optimistic on solving difficult mathematics problems. Therefore, the effectiveness of cognitive behavioral therapy on mathematics anxiety was confirmed. It is required to construct special program - about cognitive behavioral therapy, interactions of cognitive-affective causes, and group therapy - and check the validity of it.

• Korean Journal of Psychosomatic Medicine
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• v.25 no.1
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• pp.19-26
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• 2017

Objectives : The aim of this meta-analysis study was to examine the relationship between cognitive anxiety and performance in closed loop skill sports. Methods : A comprehensive literature search was conducted using databases including Korean Information Service System, DBpia, Research Information Sharing Service, and National Assembly Library from 1980 to 2015. Search terms included 'Golf', 'Shooting', 'Archery', 'Anxiety', and 'Performance'. Standardized mean difference and 95% CI(confidence intervals) were calculated, and the heterogeneity of the studies was estimated using Q statistic. Results : Ten studies have satisfied the inclusion criteria. The main findings indicate that cognitive anxiety was significantly reverse correlated with performance in closed loop skill sports(r=-.198). The mean effect size for men(r=-.31) was significantly greater than that for women(r=-.05). Conclusions : Our results suggest that cognitive anxiety in closed loop skill sports is correlated with performance of athletes. Future study related to psychological aspects on athletes in sports is required in order to understand the specific evidence of relationship between anxiety and performance.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.7 no.4
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• pp.79-88
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• 2004

본 연구는 실내 환경의 경로탐색을 위한 실내녹화 효과의 적용 및 그로 인한 실내녹화의 환경 분석을 위해 수행되었다. 이 환경 분석은 실내공간 이용자들의 공간 인지의 어려움을 개선하고자 하는데 그 기초를 두고 있으며, 이 공간 인지의 불편함을 일으키는 인자인 환경적 설계 특징을 개선하고자 한다. 이러한 환경적 인자의 설정을 통해 실내 환경 개선 및 환경적 설계기준이 마련되어진다. 본 연구에는 4학년 학부생 57명이 선정되었고, Spielberger 상태 특성 불안 검사를 통해 불안정도가 높은 피험자와 불안정도가 낮은 피험자 두 그룹으로 범주화하였다. 실험 참여자들은 건물 실내 환경의 지정된 공간을 찾아가는 두개의 다른 경로탐색 환경을 인지하도록 하였다. 원래의 건물 실내 환경공간과 시뮬레이션 작업에 의한 실내녹화 공간이 설치된 새로운 건물 실내 환경공간의 두개의 경로탐색 환경이 본 실험에 이용되었다. 실험 참여자들은 실내녹화 공간이 설치된 경로탐색이 용이한 공간을 인지함으로써 the STAI, the Hospital Anxiety and Depression Scale, the Positive and Negative Affect Scale이 개선되었고, 불안정도가 낮은 피험자들이 불안정도가 높은 피험자에 비해 실내녹화 공간이 설치된 경로탐색이 용이한 공간을 좀더 적극적으로 인지하는 것으로 나타났다. 본 연구의 의의는 실내녹화 공간의 경로탐색 효과를 규명하고, 실내 환경의 미학적 환경계획을 시행하여 실내공간 이용자들의 미학적 관점 및 공간 인지를 높이는데 기여하였다는 점이다.