• Title/Summary/Keyword: Academic intervention

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Effects of teachers' internal-external control and leadership type on educational intervention for School-aged Attention Deficit Hyperactivity Disorder (교사의 내·외통제성과 지도성 유형이 학령기 주의력결핍 과잉행동장애 학생의 교육적 중재에 미치는 영향)

  • Cho, Young-Kyung;Park, Wan-Ju
    • The Journal of Korean Academic Society of Nursing Education
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    • v.20 no.3
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    • pp.382-391
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    • 2014
  • Purpose: The purpose of this study was to identify the predictors influencing on educational intervention for Attention Deficit Hyperactivity Disorder (ADHD) after analyzing the relationship among teachers' internal-external locus of control, leadership type and educational intervention for ADHD. Methods: A cross sectional study design was conducted with 255 teachers in three schools located in D, K and Y city. The data were analyzed by t-test, one-way ANOVA, Pearson correlation coefficients and multiple regression using SPSS 20.0. Results: Internal locus of control showed significantly positive correlations with educational intervention for ADHD. Efficient leadership type, harmony-oriented leadership type showed significant differences in inefficient leadership type on educational intervention for ADHD. Significant factors of the educational intervention were efficient leadership type, harmony-oriented leadership type, task-oriented leadership type and internal locus of control that were explained by 20.0% (F=12.5, p<.001) of educational intervention for ADHD. Conclusion: Based on the findings of this study, it is necessary to have teacher's efficient leadership type focused on ADHD symptoms. Teachers need to enhance their positive domain of internal-external locus of control towards students with ADHD to increase the effectiveness of their educational interventions for ADHD.

A Study on Working Attitude by Family Nursing Intervention (가족간호중재에 따른 근로자의 업무수행 태도)

  • Kim, Yang Ja
    • Korean Journal of Occupational Health Nursing
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    • v.4
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    • pp.39-47
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    • 1995
  • In order to investigate the effects of family nursing intervention on workers' working attitude, the questionnaire survey was carried out on 31 workers who had experienced family nursing intervention and 31 workers who did not have experienced family nursing intervention. The structured questionnaire was constituted of 3 parts of the workers' working attitude, job satisfaction, interpersonal relationship and creativeness. The results were as follows ; 1. Mean score of working attitude for post-intervention was significantly higher in the intervention group(3.48) than in the control group(3.03). However, there was no significant difference that for pre-intervention between two groups. 2. Mean scores of the job satisfaction, interpersonal relationship and creativeness were significantly higher in the intervention group(4.12, 3.58, 4.06) than in control group(3.49, 3.09, 3.34) 3. The major contributing factor to the effect of family nursing intervention was sex(18.2%) and followed by nursing intervention(13.2%) in general. The major contributing factors were sex and working evaluation records in post-intervention in job satisfaction(15.1%), and nursing intervention and sex in creativeness (39.2%).

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Incidence of interappointment emergencies in multiple-visit root canal treatments performed with or without intracanal medicament by undergraduate students

  • Annemarie Baaij;Corine Mirjam Visscher ;Manon Jansen ;Ahmet Rifat Ozok
    • Restorative Dentistry and Endodontics
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    • v.48 no.3
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    • pp.31.1-31.11
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    • 2023
  • Objectives: This retrospective cohort study examined the incidence of interappointment emergencies during multiple-visit molar root canal treatments conducted by undergraduate students. Treatments performed without the use of intracanal medicament were compared to treatments that incorporated calcium hydroxide as an intracanal medicament. Materials and Methods: Interappointment emergencies, defined as instances of pain or swelling that required the patient to make an unscheduled follow-up visit, were recorded for up to 2 months after the intervention. To avoid the influence of obturation on the observed incidence of emergency visits, only unscheduled visits occurring between the start and end of the root canal treatment were included. Results: Of the 719 patients included in this study, 77 (10.7%) were recorded as experiencing interappointment emergencies. Of these emergencies, 62% occurred within 2 weeks following the most recent intervention. In the group of patients who did not receive intracanal medicament, the incidence of interappointment emergencies was 11.9% (46 of 385 patients). In comparison, this rate was 9.3% (31 of 334 patients) among those who received calcium hydroxide as an intracanal medicament (odds ratio, 1.33; 95% confidence interval, 0.82-2.15; p = 0.249). Conclusions: Interappointment emergencies may arise at any point during root canal treatment, but they most commonly occur within the first 2 weeks following intervention. The omission of intracanal medicament in multiple-visit molar root canal treatments, performed by undergraduate students, did not significantly increase the incidence of these emergencies.

Comparing Effects of Academic Achievement on Academic Self-Concept in Adolescent Siblings: The Mediating Role of Differential Maternal Treatment (형제와 비교한 아동의 학업성취가 자신의 학업적 자아개념에 미치는 영향: 어머니의 차별적 양육행동의 매개적 역할)

  • We, Hyun-Ah;Park, Seong-Yeon
    • Journal of the Korean Home Economics Association
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    • v.49 no.1
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    • pp.17-25
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    • 2011
  • This study examined the impact of academic achievement and maternal differential treatment on academic self-concept among adolescent siblings. The sample consisted of 438 students attending middle schools in Seoul (M = 15.2 yrs.), who had a sibling. Data were analyzed using Structural Equation Modeling. Academic achievement compared with a sibling and maternal differential treatment had direct effects on academic self-concept, indicating that children with higher academic achievement scores than their sibling and with perceived maternal differential treatment reported a significantly higher academic self-concept. Also, the relationship between academic achievement as compared with a sibling and academic self-concept was mediated by maternal differential treatment. These findings could be used in educational settings as a basis for improving the academic self-concept of early adolescents.

Moderating effect of social relationship on academic stress and psychological health (청소년의 학업스트레스와 정신건강의 관계에서 사회적 관계의 조절효과)

  • Kim, Youn-Hee;Yoo, Mi-Sook
    • Journal of Families and Better Life
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    • v.28 no.5
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    • pp.225-234
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    • 2010
  • The purpose of this study is to examine moderating effect of social relationship on the relationship between academic stress and psychological health among of adolescents. This data used in this study used data was derived from the wave 2-4(2004-2006) of Korean Youth Panel Study (KYPS). The results show that social relationship(parent-child relationship and peer relationship) had a moderating effect on academic stress and psychological health of adolescents. In short, it was verified that in the case of good social relationship, academic stress could actually buffer the effect of psychological health. However, it terms of parent-child relationship, it was not confirmed to have a moderating effect on academic stress and psychological health in the 11th grade. The results from above suggest that schools and related facilities adolescent should consider the program to reinforce social relationship and the timing of the intervention.

A Meta-analysis of the effects of Academic-related Satisfaction Intervention Programs for Nursing Students in Korea (메타분석을 이용한 간호 대학생의 학업 관련 만족도 중재프로그램의 효과)

  • Kim, Mina;Kim, Young A
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.10
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    • pp.218-228
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    • 2019
  • This study was conducted to review and analyze the academic-related satisfaction intervention programs for Korean nursing students and to provide evidence-based data. The data included in the meta-analysis were 25 studies published from 2001 to July 2018, and the design of the study consisted of 1 randomized controlled trial and 24 non-randomized controlled trials. The study subjects were nursing students from 1st to 4th grade, and the intervention program was conducted in theoretical and practical classes. The sample size was 1182 (mean: 47.3) in the experimental group and 1137 in the control group (mean: 45.5). The intervention program consisted of 1~16 weeks/1~16 sessions/7~240 minutes per session. Dependent variables were as follows: major satisfaction, learning satisfaction, satisfaction with the classroom practice, and satisfaction with the clinical practice. Satisfaction with the classroom practice (Hedges' g=0.876[95% CI: 0.405, 1.346]), satisfaction with the clinical practice (Hedges' g=0.515[95% CI: 0.312, 0.718]), and overall academic-related satisfaction (Hedges' g=0.630[95% CI: 0.371, 0.889]) were statistically significant and above intermediate levels in the meta-analysis. The study results are significant in that the objective results were confirmed by integrating the previous studies dealing with the academic-related satisfaction intervention program of nursing students.

An Integrative Review of Intervention for School-bullying Perpetrators (학교폭력 가해 아동·청소년을 위한 중재의 통합적 문헌고찰)

  • Song, Yul-mai;Song, Moonju;Kim, Sunah
    • Journal of Korean Academy of Psychiatric and Mental Health Nursing
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    • v.27 no.4
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    • pp.355-369
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    • 2018
  • Purpose: This study was intended to integrate the evidence of intervention for child and adolescent perpetrators of school violence through an integrative literature review. Methods: Using combinations of the terms 'bullying', 'school violence', and 'intervention' as key words, the researchers searched eight electronic databases for relevant studies. Fifteen studies were selected through full-text screening of related research published in academic journals before June 2018. The framework was used to identify the selected studies' intervention patterns and classify the various intervention components. The extracted intervention components were grouped into potential themes to determine whether the researchers clearly showed the interventions in the studies. Results: The intervention components of 15 selected studies were categorized into five themes: 1) Utilizing intervention techniques for voluntary participation, 2) Enhancing self-awareness, 3) Strategies to improve emotional intelligence, 4) Promoting interpersonal skills, and 5) Emphasis on responsibility through future vision experience. Conclusion: As a result of analyzing interventions for children and adolescent perpetrators of school violence, five components were derived. It is suggested that these components should be considered in the field, and intervention programs development and research using them are needed.

The Effects of Self-Regulated Learning on Academic Achievement in Normally Achieving and Learning Disabled Children (자기 조절학습이 정상아와 학습장애아의 학업성취에 미치는 영향)

  • Chung, Chung Ok;Kang, Moon Hee
    • Korean Journal of Child Studies
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    • v.17 no.2
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    • pp.141-161
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    • 1996
  • The purpose of this study was to investigate the effects of self-regulated learning components, such as metacognition, motivation, and learning strategies, on academic achievement in normally achieving children and learning disabled(LD) children. The subjects were 345 normally achieving children, 12 LD children, and a group of 12 normally achieving children to match the LD children. Data was analyzed by Pearson's product moment correlation coefficient, stepwise multiple regression analysis, and t-test. Results showed that metacognition, motivation and learning strategy are important components of successful academic achievement and self-regulated learning in normally achieving children. Among the self-regulated learning components, metacognition was the most powerful predictor of academic achievement. For the LD children, the results showed that they have metacognitive deficits and motivational problems. Implications for intervention to improve academic achievement of low achievers and LD children were discussed.

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The Effect of Neurofeedback Training on Developing Creativity in Nursing Students (뉴로피드백 훈련이 간호대학생의 창의성 증진에 미치는 효과)

  • Song, Young-Sun
    • The Journal of Korean Academic Society of Nursing Education
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    • v.13 no.2
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    • pp.184-191
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    • 2007
  • Purpose : The purpose of this study was to examine the effect of a neurofeedback training on developing creativity in nursing students. Method : A nonequivalent control group pre-posttest design was used. A convenience sample of 36 students from the Department of Nursing, at D University were assigned to experimental(n=18) and control(n=18) groups. The intervention program was Neurofeedback training for 6 weeks, 3 times a week. Outcome variables were fluency, flexibility, originality, and creativity overall. Result : Neurofeedback training was effective in enhancing flexibility and creativity overall, but was not effective in enhancing fluency and originality. Conclusion : Neurofeedback training may be a useful intervention to promote creativity of nursing students.

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