• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.101-125
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• 2005

We applied functional magnetic resonance imaging (fMRI) techniques to examine whether general intelligence (g) could be assessed using a neurobiological signal of the brain. Participants were students in a national science academy and several local high schools. They were administered diverse intelligence (RAPM and WAIS) and creativity tests (TTCT-figural and TTCT-verbal). Forty of them were scanned using fMRI while performing complex and simple g tasks. In brain regions of greater blood flow in complex compared with simple g tasks, the gifted group with an exceptional g level was not significantly different from the average group with an ordinary g level: both of them activated the lateral prefrontal, anterior cingulate, posterior parietal cortices. However, the activation levels of the gifted group were greater than those of the average group, particularly in the posterior parietal cortex. Correlation analysis showed that the activity of the posterior parietal cortex has the highest correlation ($(r=0.73{\sim}0.74)$) with individual g levels and other regions also have moderate correlation ($(r=0.53{\sim}0.66)$). On the other hand, two-sample t test showed a striking contrast in intelligence tests scores between the gifted and the average group, whereas it did not show in creativity tests scores. These results suggest that it is within the bounds of possibility that a neurobiological signal of the brain is used in the assessment of the gifted and also suggest that creativity has to be given a great deal of weight on the assessment of the gifted.

• Journal of Yeungnam Medical Science
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• v.12 no.2
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• pp.292-305
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• 1995

This study was carried out to develop a Korean language version of Zung's self-rating depression scale (SDS). The subjects consisted of 173 males and 161 females drawn from various groups of the general population by a cluster of sampling methods. In order to analyze the data on depression scores, Pearson's product moment correlation coefficient method was carried out, as well as reliability and factor analysis, by the SPSS/PC+ program. The results obtained were as follows: The mean average of the total depression scores were $40.60{\pm}8.66$ for the subjects. Thirty-seven subjects (11.1%) showed high depression scores of 50 or over. Test-retest reliability(coefficient r=0.82, p <0.001), internal consistency(coefficient r=0.84, p <0.001) were satisfactory. Factor analysis using oblique technique rotation yielded five factors. The items of confusion, indecisiveness, decreased libido, diurnal variation, and psychomotor retardation were scored higher by the subjects. The items of suicidal rumination, psychomotor agitation, constipation, irritability, and weight loss were scored lower.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.247-255
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• 2019

This study was conducted to explore the correlation between the personality types and learning styles and academic achievement in first year nursing students. 144 students were sampled in first year nursing sstudents. Data were collected from March 6 to May 18 2018. Results analysis was performed using SPSS win version of frequency, mean and standard deviation, t-test, ANOVA, Chi-square test, Pearson correlation. The personality types of nursing students in this study were 58.3% of Extrovert type, 41.7% of Introvert type, 33.3% of Sensing, 66.7% of Intuition type, 22.2% of Thinking, 77.8% of Feeling, 50.7% of Judging type, and 49.3% of Perceiving type. The average academic achievement of female students was 3.51 points, higher than the average of 3.17 for male students (t=-3.277, p<.001). The average academic achievement of Introvert type was found to be higher than the average of Extrovert type (t=3.541, p<.001). Learning styles by personality type showed a statistically significant difference between the judging type and the other personality types (${\chi}^2=18.409$, p<.001). There was a significant amount of correlation between gender and TF index (r=.209, p<.05), gender and academic achievement (r=.265, p<.01), JP index and learning styles (r=.262, p<.01, EI index and academic achievement (r=.285, p<.01). The development and utilization of teaching-learning methods suitable for individuals will be required based on the results of personality types, learning styles and academic achievement in first year nursing students identified through this study.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.8 no.1
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• pp.3-21
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• 1997

We examined the developmental characteristics of dream, daydream, and hope of elementary school students in their 1st, 3rd, and 5th grades, and studied the correlation between three variables. We summarized the results of this study as follows. 1) The contents of dream developed with the cognitive development and socialization process. In detail, appearance of animals, family members, and known persons gradually decreased, and appearance of self, same-sex peers, and strangers gradually increased. These results are comparable with the previous studies of dream. 2) Daydream, hope, and current state also developed with age. In detail, frequency of daydream increased, and the contents of daydream and hope changed toward more self-centered and more realistic. The changes of current state are thought to reflect the specific situation of Korea. 3) There are some correlation among dream, daydream, and hope. Especially happy mood and fearful mood had positive correlation with the relevant contents of dream, daydream, and hope. Also the contents of dream showed positive correlation with the same contents of daydream. This study is the first trial which investigate the developmental characteristics of dream, daydream, and hope of normal children in Korea. We verified that dream and daydream are on the continuous line of ‘reality-imitation-play-daydream-dream’ Finally, considering the facts that dream developed with age；responded to meaningful emotional experiences；and had the correlation with daydream, hope, and current state, the results of this study support the psychological meaning of dream.

• Journal of the Korean Home Economics Association
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• v.37 no.6
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• pp.11-22
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• 1999

This study focused on the relationship of social skills and social support from family and friends to adjustment between children and adolescents. Subjects were enrolled in the fifth, sixth, 1st, & 2nd grades of elementary and junior high schools. The instruments were Teenage Inventory of Social Skills, Perceived Social Support from Family & Friends, Child Depression Inventory, and Antisocial Behavior Scale. Results indicated that there were positive relations between social skills and social support from family and friends. The more social support from family children and adolescents had, the less depression and antisocial behavior they reported. For depression, children and adolescents showed a significant sex difference. In the case of antisocial behavior, only adolescents revealed a significant sex difference. Depression was explained by social support from family most for both children and adolescents. Antisocial behavior was explained by social skills most especially for children. The results discussed in the context of the effects of social skills and social support on emotional and behavioral adjustments.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.1-21
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• 2012

The objective of this study is to suggest improvement plan for invention gifted education based on the awareness of teachers and professionals who related to the invention gifted education for the expansion and development of invention gifted education through improvement of relevant problems. To this end, invention gifted education system and its operational status were analyzed, and questionnaire survey on the awareness of the development plan and satisfaction level was conducted, targeting professionals related to the invention gifted education and teachers in charge of invention gifted education classes or gifted education center. The research results are as follows. First, the level of satisfaction on the invention gifted education was greater than normal (M=3.0) in general, but in the field of 'educational materials', 'teacher training programs' and 'human and material support system of support agencies', the level of satisfaction was relatively low, which requires expansion of the support. Second, it is necessary for Korean Intellectual Property Office and Korea Invention Promotion Association to designate and establish specialized research institution to play a key role in enhancing development and efficiency of invention gifted education. As a result of the questionnaire survey, it turned out that expectation and necessity of the specialized research agency was highly recognized. In particular, demand for 'research and development of gifted education method and materials' and 'research and development of teacher training materials and implementation of teacher training' was high among the key areas of the specialized research institution. Third, teachers and professionals related to the invention gifted education responded that 'invention knowledge' in the areas of invention knowledge and thinking and 'entrepreneurship' in the area of invention attitude was somewhat low toward the question on the level of the 9 characteristics of gifted students with invention talents which current beneficiaries of invention gifted education have, which leads to conclusion that review on the model for the selection of gifted children with invention talents as well as research and development of invention gifted education program to enhance characteristics with low levels is required. If long-term development plans and initiatives are deduced based on this, an effective framework for the invention gifted education will be established in the near future. In addition, it is expected that the differentiated political visions and goals will be established in connection with master plan for the promotion of gifted education.

• Journal of the Korean Society of Food Science and Nutrition
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• v.34 no.1
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• pp.66-74
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• 2005

This survey was conducted to assess the consumer perceptions of food-related hazard in 500 housewives from all over Korea. The subjects were selected by stratified random sampling method. The survey was performed using structured questionnaire through telephone interview by skilled interviewers. The results showed that 34.6% of the respondents felt secure and were not concerned about food safety, and 65.4% were concerned about food safety. Logistic regression analysis showed that the increasing concern on food brands, food additives (such as food preservatives and artificial color), and imported foodstuffs indicated the current increasing concern on food safety. Other related factors indicating the increasing concern on food safety were education level and care for children's health. The respondents who cared about food safety expressed a high degree of concern on processed foodstuffs such as commercial boxed lunch (93.3%), imported foods (92.7%), fastfoods (89.9%), processed meat products (88.7%), dining out (85.6%), cannery and frozen foods (83.5%), and instant foods (82.0%). The lowest degree of concern was on rice. All the respondents perceived that residues of chemical substances such as pesticides and food additives, and endocrine disrupters were the most potential food risk factors, followed by food-borne pathogens, and GMOs (Genetically Modified Organisms). However, these results were not consistent with scientific judgment. Therefore, more education and information were needed for consumers' awareness of facts and myths about food safety. In addition, the results showed that consumers put lower trust in food products information such as food labels, cultivation methods (organic or not), quality labels, and the place of origin. Nevertheless, the respondents expressed their desire to overcome alienation, and recognized the importance of knowing of the origin or the producers of food. They identified that people who need to take extreme precautions on food contamination were the producers, government officials, food companies, consumers, the consumer's association, and marketers, arranged in the order of highest to lowest. They also believed that the production stage of agriculture was the most important step for improving the level of food safety Therefore, the results indicated that there is a need to introduce safety systems in the production of agricultural products, as follows: Good Agricultural Practice (GAP), Hazard Analysis and Critical Control Point (HACCP), and Traceability System (75).

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.11 no.1
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• pp.124-143
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• 2000

Objectives：The primary purpose of this study is to understand the psychopathology of the victims of school violence in terms of early psychosis. By doing this, the early detection of psychosis among the victims is possible, and early detection may lead to early intervention. Methods：Two-thousand and nine-hundred seventy two students from 16 middle schools in Seoul were asked to fill out questionnaire comprised of popularity and intellectual and school status of Piers-Harris Children's Self Concept Inventory, Symptom Check List-90-Revised, and Ostracism Scale. The subjects whose scores upon Ostracism Scale were higher than average by two standard deviation were labeled as ‘Repelled and Isolated group', and subjects whose scores on popularity were significantly lower than average and whose scores on psychoticism of SCL-90-R were higher than average were defined as 'tentative early psychosis group'. Odds ratios were calculated from the numbers of subjects with and without high psychoticism scores and high ostracism scores. On the subjects of 'tentative early psychotic group', we examined every clinical characteristic and conducted correlation analysis and regression analysis in order to find out the risk factors and to construct theoretical model that explains the psychoticism scores. Results：The results were as follows：1) Total 157(5.3%) subjects were rated significantly higher on ostracism scale, and among them, 47 subjects(29.9%) were rated significantly higher than average on psychoticism scale, while only 50 subjects among 2,135 students who were rated within normal range showed significantly higher score on psychoticism scale. Odds ratio for psychotic group of isolated group were 17.82 and it was statistically significant. 2) Forty-seven subjects(31 boys, 16 girls) who were rated as they were unpopular and rejected from peers had significantly higher psychoticism scores. They were not significantly different from simply high psychoticism subjects in anxiety, social anhedonia scale, magical thinking, obsessivecompulsive symptoms, phobic anxiety, psychoticism, somatization, but showed higher ostracism scores and paranoid tendencies. Among school violence victims, who rated themselves unpopular and showed higher psychoticism scores, the psychoticism scores were mainly explained by anxiety, depression, hostility, interpersonal sensitivity, obsessive-compulsive symptoms, paranoid tendency, somatization scales($r^2=0.93$). Conclusion：Thus, it can be concluded that the subjects with higher ostracism score have the substantially high risk for psychosis development. By these results, we propose that school violence victims with anxiety, depression, hostility, interpersonal sensitivity, obsessive-compulsive symptoms, paranoid tendency, somatization should be tested individually considering school adjustment, attentional deficit, concept formation problems.

• Korean Journal of Psychosomatic Medicine
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• v.8 no.1
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• pp.20-30
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• 2000

Objective : This study was designed to investigate the frequencies and the relation of stressful life events and health problems and evaluate the influence of stressful life events on the physical symptoms and anxiety in adolescents. Method : Newcomb's 39-item life-event questionnaire and Newcomb's 19-item health problems questionnaire were administered to 475 adolescents. The frequencies of stressful life events and health problems which had actually occurred to them during the previous 12 months were investigated. Items of stressful life events were classified in 8 dimensional scaling factors(Family/parents, Accident/Illness, Sexuality, Autonomy, Deviance, Relocation, Distress, Items not in scales) and items of health problems were classified in 5 health problems(General, Heart and Lung, Nervous system, Anxiety, Psychosomatic symptoms) and the correlation between them was analyzed. Result : 1) The average number of events occurring during the past year for the 475 adolescents is 3(7.7%). The most frequent item of stressful life events was 'Thought about suicide' and dimensional factors of "Distress" and "Autonomy" were the most frequent life events in multidimensional sacling analysis. There were more factors of "Family/Illness" and " Autonomy" in male, while there was more factor of "Distress" in female. There were more factors of "School violence" and "Deviance" in younger students, while there were more factors of "Sexuality" and "Autonomy" in older students. 2) The most frequent item of health problem was 'excessive fatigue' and "anxiety" was most frequent health problem in multidimensional scaling analysis. There were more health problems in female than those in male. The higher grades the students became, the more health problems they have reported. 3) There was significant relationship between 7 factors of stressful life events except one factor of "Relocation" and 5 health problems. Conclusions : These findings suggest that as adolescents grow older, they are engaging in more controllable behaviors related to autonomy and sexuality and at the same time are experiencing increased difficulty with distressful or discomforting events, and their stressful life events are significantly related to decreased health and psychological functiong.