• Nutrition Research and Practice
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• v.11 no.1
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• pp.25-32
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• 2017

BACKGROUND/OBJECTIVES: Stress-induced cognitive impairment is related to the suppression of hippocampal neurogenesis that results from an increase of oxidative stress. Therefore, the aim of this study was to investigate the effects of administration of a blueberry drink, having a high antioxidant power, on the cognitive performance of adult rats exposed to chronic mild stress. MATERIALS/METHODS: Twelve-week-old male Sprague-Dawley rats (n = 48) were randomly divided into four groups: control (CO), stress (ST), control + 5% blueberry drink (CO + B), and stress + 5% blueberry drink (ST + B). After eight weeks, the cognitive performance was assessed using a multiple T-maze water test. Levels of superoxide dismutase (SOD), catalase (CAT), glutathione peroxidase (GPx), and ascorbic acid were measured in the brain, and catecholamine concentrations were measured in plasma. RESULTS: The brain weights of the rats from the ST and ST + B groups were significantly lower than those of the rats from the CO and CO + B groups. The cognitive performance of the ST group was impaired when compared to that of the CO group. This impairment was significantly improved by the blueberry drink supplementation (P < 0.05). The brain SOD and CAT concentrations were not influenced by the stress or by the blueberry drink. However, the brain levels of GPx and ascorbic acid were significantly lower in the ST group than those in the CO group and were increased by the blueberry drink supplementation. The plasma catecholamine concentrations were affected by chronic mild stress and by the blueberry drink. The plasma norepinephrine and dopamine concentrations were decreased by the chronic stress and improved by the blueberry drink supplementation. The plasma epinephrine level was only influenced by the stress. CONCLUSION: These findings suggest that the blueberry drink may protect against the cognitive impairment induced by chronic mild stress.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.185-196
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• 2018

Current study was conducted to examine the mediating effect of maladaptive cognitive emotion regulation strategies and negative affect on the relationship between perceived stress and smartphone addiction of adults and to explore suggestions for counseling adults with smartphone addiction symptoms. Three hundred adults(146 males, 154 females) were administered perceived stress scale, maladaptive cognitive emotion regulation strategy scale, negative affect scale, and smartphone addiction scale. The main results are summarized as follows: First, perceived stress had positive influence on smartphone addiction. Second, negative affect showed mediating effect on the relationship between perceived stress and smartphone addiction. Third, maladaptive cognitive emotion regulation strategies did not show mediating effect on the relationship between perceived stress and smartphone addiction. Forth, maladaptive cognitive emotion regulation strategies and negative affect showed double mediating effect on the relationship between perceived stress and smartphone addiction. Based on the above results, it was suggested to include stress management and relief of negative affect through modification of maladaptive cognitive emotion regulation strategies in the treatment program for adults at high risk of smartphone addiction.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.349-360
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• 2018

This study analyzed variations of learning stress by comparing the salivary cortisol levels of students who participated in Earth Science inquiry activities. The cortisol concentrations between the pre- and post-inquiries of the sample of 34 university students, who had taken the course of 'Basic Earth Science and Experiments', were analyzed. The Earth Science inquiries consisted of geology and astronomy activities. The observational geology activities consisted of a session of 'structure contours and map patterns' and the cognitive astronomy activities consisted of a session of 'representations of horizontal and equatorial coordinates'. These Earth Science inquiry activities were found to cause students to have anxiety, and the thought processes that these activities involved were found to cause learning stress. The variations in cortisol concentrations of students increased by $1.6{\pm}5.9ng\;mL^{-1}$ after conducting observational activities in geology compared with $2.1{\pm}6.2ng\;mL^{-1}$ after doing cognitive activities in astronomy. The analysis of the observational activities in the geology inquiry activities indicated that they were consistent with low levels of learning stress. Conversely, the analysis of the cognitive activities in the astronomy inquiry activities showed significant individual variations in cortisol concentrations. Furthermore, individual differences in cognitive ability were reflected in the astronomy inquiry activities. While students, who received high scores, exhibited low levels of stress in the geology inquiry activities, they showed high levels of stress in the astronomy inquiry activities. It was concluded that, in the case of students with high scores in the study, the level of learning stress increased due to the raised anxiety in cognitive inquiry activities. In contrast, students, who received low scores in the study, exhibited high levels of stress in the geology inquiry activities, and low levels of stress in the astronomy inquiry activities.

• Journal of Korean Physical Therapy Science
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• v.27 no.2
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• pp.48-62
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• 2020

Purpose: The purpose of the study was to identify the mediating effects of social support and self-efficacy between academic stress and college adjustment in physical therapy students. Design: Survey. Methods: 75 subjects were surveyed about the level of academic, Academic Stress, College Adjustment, Social Support, Self-Efficacy, and self-control. To confirm the cognitive function on brain activity were evaluated. Results: First, College students have higher academic stress and lower college adjustment. Higher social support and self-efficacy have lower academic stress and better college adjustment. Second, students with high academic stress need constant attention to increase their social support and programs to reduce academic stress. Third, students with high academic stress, low social support, and low self-efficacy can increase their cognitive strength through the brain wave thereby reducing the academic stress they are currently feeling. Conclusion: In order to improve the College Adjustment, it is considered that it is important to increase the cognitive function through brain train along with the development of a student management program that can reduce academic stress and increase social support and self-efficacy.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.1-9
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• 2024

The purpose of this study was to identify the degree of academic stress, subjective happiness, and cognitive flexibility of nursing students, and to identify the mediating effect of cognitive flexibility between learning stress and subjective happiness. The subject of the study was 186 nursing students from a university in J City. The data collection period was from October 4 to October 23, 2023, and the data were analyzed using SPSS 23.0. The results of the study showed a significant correlation between academic stress, cognitive flexibility, and subjective happiness among nursing students, and it was found that cognitive flexibility partially mediated the relationship between academic stress and subjective happiness. Therefore, in order to improve the subjective well-being of nursing students, it is necessary to develop and apply programs that can reduce academic stress and increase cognitive flexibility.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.15 no.1
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• pp.26-37
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• 2007

This study examines how the cognitive-behavioral group counseling influence on the career stress, the self-efficacy and the optimism for the coping of the career stress of students in department of aeronautical science and flight operation of H Aerospace University. The subjects of this research were 27 freshmen in the department of aeronautical science and flight operations of H Aerospace University. They were divided into 2 groups: experimental group and control group. The experimental group got the group counseling program 7 times for 3 weeks. The results show that the cognitive-behavioral group counseling program can be a very useful tool to reduce career stress and to enhance self-efficacy and optimism of students.

• Journal of Korean Biological Nursing Science
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• v.12 no.1
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• pp.8-15
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• 2010

Purpose: The purpose of this study is to investigate the effects of relaxation on stress and blood pressure of the college students induced by a cognitive distress game. Methods: The subjects for this research were 18 individuals whose stress index scores were below 4.0 (Asan city). The 18 subjects were divided into two, 9 students were assigned to the experimental group and the other 9 students to the control group randomly. Survey was used to gather data to recognize general characteristics and the level of stress and blood pressure were measured before and after cognitive distress game and relaxation. The gathered data were analyzed with frequency, $X^2$-test, Wilcoxon signed ranks test and Mann Whitney U test using SPSS 14.0 program. Results: Both level of stress and blood pressure displayed a statistically significant difference pre and post cognitive distress game. Relaxation had a statistically significant effect on level of stress. Relaxation, however, did not have statistically significant effect on blood pressure. Conclusion: The above results suggest that while relaxation was effective in reducing level of stress for college students, and therefore recommendable as a means to deal with stress. However, to investigate the effects on physiological index such as blood pressure, further research is needed.

• The Korean Journal of Elementary Counseling
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• v.10 no.1
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• pp.19-38
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• 2011

The purpose of this study was to develop a cognitive-behavioral academic stress coping training for reduction of elementary school children's academic stress and improvement the ability to handle academically stressful situation with effective way, to examine its effects. For this, we assigned students of Y elementary school in Gyeongnam Province to two groups at random. From a group of 12 each, one group became the experimental group and the other the control group. And the program was applied twice a week to the experimental group who had totally six 40 minutes sessions of the research own making. Moreover, students evaluated the effects of the program via questionnaire regarding to academic stress and strategy for it. From 120 students of Y elementary school in Gyeongnam province for 3weeks, the study gathered data through the questionnaire for academic stressful situation to know this which students of elementary school often experience. From this, the results are reflected in the program. Also cognitive behavioral group counselling program for teenagers in crisis and existing programs used to adjust academic stress was redeveloped as available form for students in elementary school to compose the cognitive-behavioral Academic stress coping training. In short, the results of the study is as follows. In the study, first, It was showed that cognitive-behavioral academic stress coping training decreased stress which can be caused in situation causing academic stress with a school record, lesson, study and task. Second, The cognitive-behavioral academic stress coping training showed the effect to improve coping strategy for academic stress. In detail, a passive-aversive coping strategy and a helpful coping strategy of coping strategy was enhanced meaningfully but the effect getting to an active coping strategy was limited.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.15 no.3
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• pp.291-300
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• 2008

Purpose: The purpose of this study was to identify the effects of a cognitive behavioral stress management program on perceived stress, coping strategies, and cortisol in people with Diabetes Mellitus Type 2. Method: Patients with type 2 diabetes were recruited from of a public health center in an urban area. Thirty-five participants (experimental group=17, and control group=18) enrolled. The experimental group received small group-based cognitive behavioral stress management training for eighty minutes per session, once a week for eight weeks. Data were collected at baseline and ninth week for perceived stress, affect-oriented coping, problem-oriented coping, and cortisol. The data were analyzed using SPSS 12.0. Results: The experimental group had significantly less perceived stress (t=-9.82, P<.001) and cortisol (t=-2.14, p=.040) than the control group. No significant group differences were found in affect-oriented coping (t=-.43, p=.673) or problem-oriented coping (t=1.40, P<.170). Conclusion: These results suggest that a cognitive behavioral stress management program can have positive effects on perceived stress and cortisol in patients with diabetes mellitus type 2. Further research with a larger sample and for a longer period is needed to expand our understanding of the effects of the program for patients with diabetes mellitus type 2.

• Mood & Emotion
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• v.9 no.2
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• pp.78-86
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• 2011

Objectives : The aim of this study was to investigate relationship between perceived stress level, cognitive emotion regulation (CER) strategy and hope in group with high depressive symptom and higher-level perceived stress (H-H) and group with high depressive symptom and lower-level perceived stress (H-L) in patients with depression. Method : A total of 85 patients (over score of 16 by Beck depression Inventory; BDI) were surveyed with Cognitive emotion regulation questionnaire (CERQ), Perceived stress scale (PSS), and The state hope scale (SHS). Mean scores of CERQ and SHS were compared between relatively higher perceived stress and lower perceived stress groups. Correlation analysis and multiple linear regression analyses were performed to identify the effect of BDI, PSS and CER strategy on SHS in two groups. Results : In ANOVA, the level of hope and maladaptive CERQ score proved to be significantly lower among the H-H group than among the H-L group, while adaptive CERQ scores were not. In Regression analysis, the effective CER strategy in SHS were 'Refocus on planning' in H-H group, while it was 'Acceptance' CER strategy in H-L group. The final regression model explained 36% of the variance of SHS in H-H group and explained 21% of SHS in H-L group. Conclusion : These findings suggest that 'Refocus on planning' and 'Acceptance' cognitive emotion strategy are helpful in promotion of state hope on depression. Especially, 'Refocus on planning' strategy is more effective in high depressive symptom and high-perceived stress level, while 'Acceptance' strategy help to promote hope in high depressive symptom and low-perceived stress level in patients with depression.