• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.15-32
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• 2017

This study investigated the effectiveness of home economics class on self-esteem and stress of middle school students. Data were collected from self-reported inventory of the middle school students in Y city of Gyeonggi province and 165 data copies were used for analyses. Data were analyzed for frequency, percentage, mean, standard deviation, Cronbach's ${\alpha}$, t-test, corelation and dependent t-test using SPSS/PC 18.0 program. The results were as follows. First, the average of positive self-esteem was 2.74 and that of negative self-esteem was 1.90 on a 4 Likert scale. The range of stress level was 1.88~2.48 on a 5 Likert scale. Life satisfaction was 3.90 and helpfulness of home economics class was 3.89 on a 5 point Likert scale, which means moderately high. Second, examining differences in variables according to gender, there were statistically significant differences in stress regarding family for both pre- and post-tests. Third, helpfulness of home economics class had positive correlation with positive self-esteem and life satisfaction and had negative correlation with negative self-esteem and stress, which means that home economics class enhance life satisfaction and positive self-esteem and lessen negative self-esteem and stress of middle students. Fourth, as a result of comparison of pre and post-tests, positive self-esteem, life satisfaction, and helpfulness of home economics class increased statistically after home economics classes, while stress regarding school life decreased statistically. Even though students' growth and changes resulting from learning other subjects were not controlled, it was meaningful that effectiveness of home economics class were examined and helpful information for enhancing perception of home economics education were provided.

• Journal of the Korea Society of Computer and Information
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• v.16 no.2
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• pp.17-23
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• 2011

In this paper, daily life stress monitoring system is proposed. The proposed wireless ECG module, reducing the noise and increasing the size of signal, amplification circuit was designed for. Using HRV(Heart Rate Variability), extracted by measuring R-wave, stress diagnostic algorithms to assess the stress of human emotion were developed. For monitoring the activities, the proposed system is consist of small rectangular size for portable and by simple measurement it is possible to measure at any time. Through experiments, the proposed approach to represent user's stress level can be confirmed. Through that, it can see appropriate structure to obtain R-wave for stress assess as well as high resemblance to the clinical electrocardiogram. In this paper, performed experiments was developed nonrestraint measuring and wearable wireless biometric scanner that is able to monitor the heart's electrical activity of everyday life.Using this, the algorithm system, that is able to assess stress index through time-domain and frequency-domain analysis of the front and the rear of performing stress load protocol, was developed,

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.27-51
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• 2018

The purpose of this study was to analyze that mother's daily hassles, children's cognitive regulation and children's emotive regulation are prospectively related on children's school readiness and to investigated the mediating role of children's cognitive regulation and children's emotive regulation between mother's daily hassles and children's school readiness. Also in particular children's sex. This study used data from 273 preschooler and their mothers from kindergartens and child care centers located in Seoul and Gyeonggi-do. The data was processed by SPSS 24.0 and Mplus 6.0. Pearson's correlation, confirmatory factor analysis(CFA), structural equation modeling(SEM), multi group analysis were used to find out the relationships and mediating effect. The results of this study were as follows: First, mother's hassles had a direct effect on children's cognitive regulation and children's emotive regulation. However, mother's hassles didn't have a direct effect on physical health and motor development, cognition development and general knowledge, social-emotional development, and life habit and attitude. Second, children's cognitive regulation had a direct effect on physical health and motor development, cognition development and general knowledge. And children's emotive regulation had a direct effect on social-emotional development. Third, children's cognitive regulation fully mediated the relation between mother's hassles and physical health and motor development, cognition development and general knowledge of school readiness. Also, children's emotive regulation fully mediated the relation between mother's hassles and social-emotional development of school readiness. Forth, mother's hassles had a little effect on boy's cognitive regulation, but boy's cognitive regulation had effect on physical health and motor development of school readiness stronger than girls.

• Proceedings of the KHMA Conference
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• 2012.05a
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• pp.414-414
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• 2012

• Proceedings of the KHMA Conference
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• 2008.11a
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• pp.261-261
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• 2008

• Proceedings of the KHMA Conference
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• 2010.05a
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• pp.298-298
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• 2010

• Proceedings of the KHMA Conference
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• 2005.11a
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• pp.293-293
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• 2005

• Proceedings of the KHMA Conference
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• 2009.05a
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• pp.205-218
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• 2009

• 한국사회복지학회:학술대회논문집
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• 2007.10a
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• pp.483-489
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• 2007

• Proceedings of KHEA Conference
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• 2007.06a
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• pp.86-86
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• 2007