• 아동학회지
• /
• 제27권6호
• /
• pp.249-261
• /
• 2006

This study investigated the influence of socio-environmental variables and cognitive variables on adolescent depression. Subjects were 494 middle and high school students of Deagu. The instrument was a self-report questionnaire; data were analyzed by t-test, stepwise multiple regression and path analysis. Among Socio-environmental variables, social support variables had a stronger effect on depression than stress. Among cognitive variables, automatic thought had a stronger effect on depression than cognitive distortion and socio-environmental variables. In path analysis, social support had a direct effect on cognitive distortion and automatic thought. Automatic thought served as a mediater of the relation between social support and depression. Although adolescent stress resulted in high depression, its effect on depression varied with the level of perceived social support.

• 한국초등과학교육학회지:초등과학교육
• /
• 제20권1호
• /
• pp.1-7
• /
• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• 한국정보시스템학회지:정보시스템연구
• /
• 제22권4호
• /
• pp.85-115
• /
• 2013

Digital knowledge and information goods as experience goods have some unique characteristics such as close to zero reproduction and distribution cost, high price volatility, and low price acceptability. For the reasons, the pricing policies of digital knowledge goods are very difficult and complicate. Also, most consumers of digital goods have experienced cognitive dissonance after buying decision. The purpose of this paper is to investigate what factors affect the price acceptability level and cognitive dissonance of digital knowledge goods buyers. This paper suggest a structural model that was established by the cognitive dissonance theory and S-O-R(Stimulus-Organization-Response) model. The model is consisted of four exogenous variables and three endogenous variables. The empirical test and statistical analysis suggest following results and practical implications. The variables such as product involvement and perception of price fairness that have positive roles to price acceptability have strong influence on the all the three endogenous variables. But the variables such as sale proneness and price mavenism that have negative roles to price acceptability have little influence on the all the three endogenous variables. In the model, the payment intention was very important mediating variable between exogenous variables and two dependent variables, ie. price acceptability and cognitive dissonance. These results imply that the digital knowledge portals must have some differentiated pricing policies to the customers who have price consciousness and price mavenism. Also, they need some special promotions to whom have positive attitude to the value of digital goods.

• 한국과학교육학회지
• /
• 제19권3호
• /
• pp.471-478
• /
• 1999

In this study, the relationships among learners' cognitive variables, motivational variables, and conceptual understandings in learning with analogy were investigated. The instruments regarding analogical reasoning ability, field dependence-independence, mental capacity, and logical thinking ability were administered. Some subtests (self-efficacy, expectancy, self-concept of ability, and value) of the Patterns of Adaptive Learning Survey were administered. After students learned with a worksheet that included analogy, a conception test regarding 'stoichiometry that included limiting reagent' was also administered. It was found that learners' conceptual understandings were significantly correlated with the logical thinking ability and the field dependence-independence among the cognitive variables, and the self-efficacy and the self-concept of ability among the motivational variables. The multiple regression analysis of the cognitive variables on conceptual understandings revealed that the logical thinking ability was the most significant predictor. The field dependence-independence also had predictive power. In the analysis of the motivational variables, the self concept of ability was the only significant predictor.

• Physical Therapy Rehabilitation Science
• /
• 제11권1호
• /
• pp.32-42
• /
• 2022

Objective: This study was conducted to verify the effectiveness of a cognitive rehabilitation program consisting of physical exercises and mental activities for patients with chronic stroke with mild cognitive impairment (MCI). We aimed to investigate how this cognitive rehabilitation program affects patients' cognitive ability, depression, and sleep quality. Design: One group pretest-posttest design Methods: The study was conductedon 12 patients who participated in thecognitive rehabilitation complex exercise program for 16 weeks. The Korean version of the Montreal Cognitive Assessment (MoCA-K), Hamilton Depression Rating Scale (K-HDRS), and Pittsburgh Sleep Quality Index (PSQI) were used to evaluate the measured variables before and after study participation. The cognitive rehabilitation complex exercise program included 30 minutes of cognitive exercise and 30 minutes of Brill Exercise. The Wilcoxon signed-rank test was used to compare the variables before and after program participation. Cronbach's ɑ was used to assess the reliability of the test variables. Results: The post-program assessment showed a statistically significant increase in the MoCA-K score, which measures cognitive function (Z=-2.628, P=0.009). For depression ratings, there was a statistically significant decrease in the K-HDRS score (Z=-2.041, P=0.041). For sleep quality, although there was a numerical increase in the PSQI score, the difference was not statistically significant (Z=-0.702, P=0.483). The reliability test confirmed that all the individual test variables exhibited high reliability (cognitive function, 0.859; depression, 0.872; sleep, 0.822). Conclusions: We found that cognitive rehabilitation program used in this study had a positive effect on the cognitive function and depression in patients with chronic stroke with MCI.

• 공학교육연구
• /
• 제16권3호
• /
• pp.10-19
• /
• 2013

Recently, Korean universities have increased the number of English Medium Instruction (EMI) lectures in order to allow students to gain both specialized knowledge and enhanced English ability. Previous researches on effective EMI lectures have focused on exploring the effects of learners' cognitive and affective characteristics on learning outcomes. Whereas the input variables of learning have been investigated as predicting variables of effects in EMI lectures, there has been a few research for investigating process variables to yield learning outcomes. The purpose of this study is to analyze the structural relationships among variables affecting on learner satisfaction and effects. The participants are 209 engineering students from various majors. Independent variables are defined as English motivation, English competency, and English confidence, a mediated variable is Cognitive engagement, and dependent variables are Learning satisfaction and Educational effect perception. The results show that the relationships are statistically significant: learners' English competency & English confidence ${\rightarrow}$ Cognitive engagement ${\rightarrow}$ Learning satisfaction ${\rightarrow}$ Educational effect perception. Especially, the structural model confirms that the effect of learners' English confidence on Learning satisfaction and Educational effect perception is mediated by the level of learners' Cognitive engagement. Further, the implication for effective EMI lectures is discussed based on the observed research results.

• 한국과학교육학회지
• /
• 제13권2호
• /
• pp.163-171
• /
• 1993

The purpose of this study was to evaluation of science curriculum by the cognitive preference construct, the instrument of emotional domain. The effects of students' variables on the cognitive preference were also examined. Samples of 216 boys and 166 girls for this study were selected from the secondary school students. he data were analyzed by ANOVA, Pearson correlation, factor analysis, etc. The results of this study are as follows: (1) The students prefer the Principles of science than any other kind of cognitive preference. (2) Sex has influence on the tendency of students' cognitive preference among the studnets' variables. (3) It is not significantly different the tendency of student's cognitive preference according to IQ among the studnets' variables. (4) Most of the students avoid Critical Questions and Applications of cognitive preference in spite of the difference of sex, grade, and department of the students.

• Journal of Preventive Medicine and Public Health
• /
• 제26권3호
• /
• pp.412-429
• /
• 1993

For the purpose of promotion of mental health in the rural elderly, the author surveyed 558 elderlies aged 60 years or more, and assessed the prevalence rates of depression and cognitive impairment by using self-rating depression scale of Zung (SDS) and the Korean version of mini-mental state examination (MMSEK). Also the association between depression or cognitive function and socio-environmental factors were investigated. The major findings were as follows ; 1. The prevalence rates of severe depression and cognitive impairment were 20.9% and 14.9% in all the elderly of both sexes, respectively. 2. The rates of depression and cognitive impairment increased with increasing age in both sex groups. The mean scores of SDS increased and the mean scores of MMSEK decreased significantly among them (p<0.01). 3. Those being female, widows or widowers, and those having low levels of physical activity, showed significantly high the mean scores of depression and had significantly low the mean scores of cognitive impairment (p<0.01). 4. The depression scores relating to decreased libido, confusion, psychomotor retardation, hopelessness and indecisiveness were relatively high in both sexes. 5. All the items of mini-mental state examination were significantly correlated with depression. 6. In stepwise multiple regression analysis on depression, MMSEK, level of physical activity, chronic disease, marital status and family income were selected as highly correlated variables, and the $R^2$-value for these variables was 33.7%. 7. In stepwise multiple regression analysis on cognitive function, level of physical activity, age, depression, sex and marital status were selected as highly correlated variables, and the $R^2$-value for these variables was 62.6%. The depression and cognitive impairment of the elderly were positively correlated with nearly all sociodemographic variables.

• 아동학회지
• /
• 제9권1호
• /
• pp.63-80
• /
• 1988

The main purpose of this study was to investigate the relationships of children's creativity to field independence-dependence cognitive style and demographic variables at age 5. The subjects for the present study were 86 five-year-old boys and girls selected from two kindergartens in Seoul and their parents, who replied to the questionnaire about demographic variables. Children were tested in groups, with the Torrance tests of Creative Thinking-Figural, and individually with the Preschool Embedded Figures Test. The data were analyzed by one way ANOVA, t-test, and Pearson's product-moment correlations. Children's fluency and originality in creativity showed significant positive correlations with field dependent-independent cognitive style. There were no significant differences in creativity according to sex. There were significant differences in field dependent-independent cognitive style according to sex. The score of field independent cognitive style of boys were significantly higher than those of girls. Children's creativity showed low correlations with demographic variables.

• 한국의류산업학회지
• /
• 제14권1호
• /
• pp.48-55
• /
• 2012

The purpose of this study was to review the results of previous researches related to cognitive age and to verify variables related to cognitive age. Using the key words of cognitive age, subjective age, self-perceived age and age difference from major academic databases in Korea (KISS), the related research articles were collected and analyzed. The results of this study were as follows: First, educational level and marital status were related to cognitive age but its relationship to the other demographic variables were inconsistent. Second, self-esteem and life satisfaction were associated with cognitive age. Third, consumer behavior such as information-seeking behavior, impulsive buying orientation and brand sensitivity and clothing behavior such as apparel shopping orientation and fashion leadership were related to cognitive age.