• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.352-361
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• 2019

The purpose of this research is to verify the mediation effect of emotional regulation on the relationship between social anxiety and relational aggression in higher-grade elementary school girls. The research was conducted with 177 female students in grades 4, 5, and 6 attending an elementary school in Inchon, South Korea, and the results were used as a social anxiety scale, an emotional regulation ability scale, and a relational aggression scale. From using the data for multiple regression analysis, the results of this study are as follows. First, social anxiety showed a significant negative correlation with emotional regulation, and showed a significant positive correlation with relational aggression. Emotional regulation and social anxiety showed a significant negative correlation with relational aggression. Second, emotional regulation was fully mediated from the effect of social anxiety on relational aggression. Third, as a result of verifying the mediating effects from subordinate factors of emotional regulation on the relationship between social anxiety and relational aggression, positive emotional regulation, such as problem-centered coping support seeking was found to be partially mediated, whereas negative emotional regulation, such as emotional divergence, aggressive expression, and avoidance, was found to be fully mediated. Finally, the implications and limitations of this study are discussed.

• 한국디지털정책학회:학술대회논문집
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• 2004.05a
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• pp.277-288
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• 2004

컴퓨터를 통한 원격교육의 등장은 학습자에게 다양한 능력을 요구하고 이러한 것들이 성공적인 학업을 이루는 중요한 열쇠가 된다. 이런 시대적 흐름에 따라 학습자에게 요구되는 능력 중 하나가 자기조절 학습 (Self - Regulated Learning)이다. 이에 본 연구는 자기조절학습 (Self - Regulated Learning)을 지원하는 웹기반 학습 (WBI) 시스템에 대하여 연구하였다. 자기조절학습은 매우 긍정적인 학습효과를 제공할 뿐 아니라, 세분화된 학습절차에 의한 학습 구조를 가지며 절차마다 구분된 공간이 필요하므로 웹에 적용하기에 적절하다. 따라서, 본 연구에서는 자기조절학습 모형을 웹에 접목시킨 학습시스템을 개발한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.586-594
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• 2020

This study examined the effect of self-esteem of pre-infant teachers on self-elasticity, emotional regulation, and empathy. The subjects of this study were 230 university students from W University's Early Childhood Education Department in location I. The data were analyzed using SPSS 24.0. In addition, in each sub-variable, self-elasticity was found to have the greatest positive correlation with positivity, emotional regulation ability with self-emotional regulation ability, and empathy ability with cognitive empathy ability. Second, self-esteem had a significant positive effect on self-elasticity, and among the sub-variables, this study found that general self-concept, self-responsibility, and personal integrity in order were important determinants. Third, self-esteem has an influence on personal integrity in emotional regulation ability. Fourth, as for the effect of self-esteem on empathy ability, it was found that self-assertion had a significant and positive effect on empathy ability. These research results have led to re-awareness of the importance of pre-service early childhood teachers' self-esteem, suggesting that research on various educational activities that can improve self-esteem in the curriculum is needed.

• 건강소식
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• v.36 no.12
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• pp.36-37
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• 2012

영국 런던 근교의 한 감옥에서 죄수들이 수감 생활의 무료함을 달래기 위해 야자열매로 교도소 벽을 친 것에서 유래한 스포츠 스쿼시(Squash). 속도감, 지구력, 민첩성, 신체 조절능력, 공간 활용능력 등을 기를 수 있는 팔방미인 운동, 스쿼시에 대해 알아보자.

• Proceedings of the Korea Water Resources Association Conference
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• 2018.05a
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• pp.404-404
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• 2018

본 연구는 홍수조절을 위한 댐의 역할과 홍수조절의 크기가 하류에 미치는 영향범위에 대해 조사하였다. 연구지역으로 낙동강을 중심으로 연구를 진행하였고 기존연구(남한강 유역)와의 비교를 통해 댐의 홍수조절 능력의 공간적 영향 범위에 대한 분석을 실시하였다. 낙동강 유역과 남한강 유역의 홍수사상은 각각 1997년부터 2010년까지의 31개의 홍수사상과 2000년부터 2010년까지의 18개의 홍수사상을 활용하였다. 남한강 유역은 횡성댐(2000년 완공)의 영향을 포함하여 분석하기 위해 2000년부터의 홍수사상을 선정하였다. 낙동강 유역은 안동댐과 임하댐의 영향을 남한강 유역은 충주댐과 횡성댐의 영향을 분석하였다. 홍수조절의 양을 분석하기 위해 홍수최대 유출치 (Peak Discharge)와 홍수유출량(Volume)을 분석하였다. 댐 자체의 홍수조절 능력을 보면 댐의 상시방류량을 넘어 조절하는 하는 경우는 남한강 댐의 경우는 종종 발생하나 낙동강내의 댐의 경우는 자주 발생하지 않는 것으로 파악됐다. 댐의 홍수조절 능력의 경우 댐의 크기와 유역의 크기를 비교분석하여 댐이 영향이 미치는 범위를 추정하였다. 댐의 영향(홍수저감율)이 10 %미만으로 조정되는 거리는 한강유역의 경우는 댐 상류의 면적의 7배에 해당하는 유역이었으나 낙동강 유역의 경우는 8.5배에 해당하는 유역면적에서 같은 영향을 나타냈다. 이는 자료의 양과 조건의 영향으로 파악된다.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.65-80
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• 2003

The purpose of this study was to investigate the Asynchronous development of young gifted children by parents' perception. Total 3 groups of 145 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows: (1) The mean developmental characteristics was at a high average level. The developmental subscales tended to be high. The level of verbal understanding/expression tended to be high. It reared as followed; intellectual capacity, emotional maturity, visual-motor coordination, morality, self-behavior control, emotion control, physical development, social development, peer relationship, leadership ability. (2) There were significant differences between intellectual capacity, verbal understanding /expression and physical, social development, self-behavior control, emotion control. There were significant differences between physical development, self-behavior control and emotion control as children got lower. There were significant differences between verbal understanding/expression and visual-motor coordination as children got older. There were significant differences between social development, peer relationship and self-behavior control, emotion control as children got older. Also, there were significant differences between leadership ability and self-behavior control, emotion control as children got older. There were significant differences between morality and self-behavior control as children got older. These findings suggested that young gifted children were in the special needs because of the developmental differences.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.487-494
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• 2013

The purpose of this study was to determine the effect of mechanical horseback riding training on trunk control, balance function in stroke patients. 15 stroke patients were recruited for this study. The subjects were randomly assigned to two groups: experimental(n=7) and control(n=8). All subjects received a routine physical therapy. The mechanical horseback riding training was for 30 min in the case of the EG subjects. This study was carried out approximately 8 weeks from March 4 to May 3. The assessment tools of this study involved the trunk control test, postural assessment scale for stroke, Berg balance scale and timed up and go test. The measurements were recorded before the intervention and after the intervention. In the cases of the EG subjects and CG subjects, the variables measured after the intervention significantly differed from trunk control test, postural assessment scale for stroke, Berg balance scale and timed up and go test before the intervention (p<.05). Also, there were significant differences in trunk control test, postural assessment scale for stroke, Berg balance scale and timed up and go test at post test between the 2 groups (p<.05). The findings indicate that mechanical horseback riding training exerts a positive effect on trunk control, balance function in stroke patients. Further studies are required to generalize the result of this study.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.69-83
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• 2013

This study aims towards developing design guidelines for teachers' professional development programs (PDP) that help to improve self-regulated learning skills through OER (Open Educational Resources). To achieve the research objective, first, literature review and case studies about famous OER collections were conducted, and from these reviews, twenty-six guidelines according to ten categories suggested by Zimmerman & Martinez-Pons were derived and finalized into fifteen items in nine categories through review of five experts. Based on the guidelines, a prototype of a teacher's PDP was implemented and evaluated by seven teachers. Results of the usability evaluation proved that the design strategies implemented in the prototype might contribute to improving teacher's self-regulated learning skills and helped to find the teacher's needs based on their PDP.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.645-660
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• 2011

The purpose of this study is to identify the causal relationship among perceived instrumentality, mastery goal orientation, self-regulated learning and academic achievement in cyber education. 317 current students of the W cyber university participated in the study. The results of structural equation modeling analysis are as follows: First, endogenous instrumentality affects mastery goal orientation. Second, mastery goal orientation affects self-regulated learning. Third, while exogenous instrumentality had negative effect on academic achievement, self-regulated learning was the only variable that had positive effect on academic achievement. In addition, the result indicated that endogenous instrumentality had indirect effect on academic achievement and self-regulated learning mediated between mastery goal orientation and academic achievement.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.529-546
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• 2015

The purpose of the present study was to verify the structural relationship among task commitment, self regulation learning ability, parent support, satisfaction and achievement in gifted education. In this study, factors affecting the performance of gifted education are based on Differentiated Model of Gifted and Talent($Gagn{\acute{e}}$, 2004). Participants attended a 182 student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of task commitment, self regulation learning ability and parent support as exogenous variables; and satisfaction and achievement as endogenous variables. The results of this study are as follows: First, task commitment, self regulation learning ability and parent support had significant effects on gifted education's satisfaction. Second, task commitment and parent support had significant effects on gifted education's achievement.