• Journal of Convergence for Information Technology
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• v.9 no.9
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• pp.201-209
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• 2019

A convergence study of oral health beliefs and subjective oral health awareness-knowledge factors of some university students was conducted on 216 students agreed from April 1 to June 14, 2019. Satistical analysis was performed with the mean and standard deviation, t-test, one-way ANOVA, and Pearson's correlation test. The oral health beliefs were 3.87 and oral health knowledge, oral health importance measured by 5-point, oral health interest and oral health status are 11.9, 1.50, 2.36, 2.67 respectively. The need for constant oral health education so that changes in oral health beliefs of university students and subjective oral health awareness-perception ability can be improved. Oral health education programs should be developed to suit the characteristics of university students.

• Journal of Convergence for Information Technology
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• v.9 no.3
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• pp.120-127
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• 2019

A study on the factors affecting oral health beliefs of some high school third graders on oral health promotion behavior After the oral health education on November 21, 2017, 160 students who explained and agreed on the study purpose and method were final analyzed. Oral health belief and oral health promotion behavior according to general characteristics were analyzed with t-test, one-way ANOVA, and the correlation with Pearson's correlation test. The convergence factors affecting oral health promotion were performed multiple regression analysis. The convergence factors affecting oral health promotion were performed multiple regression analysis. Oral health belief was the highest with 3.61 points, with 4.06 points of benefit, while oral health promotion with 3.25 points. Convergence factors affecting oral health improvement were shown as susceptibility (${\beta}=-0.210$), salienece(${\beta}=0.396$), seriousness(${\beta}=0.306$), and barrier(${\beta}=-0.170$). To explore ways to change the oral health beliefs of high school students, the school district health education is very important, and various oral health education programs to promote oral health promotion should be developed.

• Journal of Oral Medicine and Pain
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• v.46 no.1
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• pp.1-8
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• 2021

Purpose: The purpose of this study was to assess the relationship between psychological factors and symptoms of oral mucosal diseases by means of the revised version of the Minnesota Multiphasic Personality Inventory (MMPI-2). Methods: Three hundred and eighteen college students in Gyeonggi-do completed the MMPI-2 and a questionnaire related to symptoms of oral mucosal diseases and collected data were analyzed by Student's t-test and one way ANOVA. Results: Subjects who have experienced herpetic stomatitis revealed significantly higher mean values of T-scores than subjects who have not on hypochondriasis (Hs) and hysteria (Hy) clinical scales of the MMPI-2 (p<0.05). In comparison with subjects who have had recurrent aphthous ulceration, subjects who have not had it manifested significantly higher elevations on the schizophrenia (Sc) clinical scale (p<0.05). Subjects who have suffered oral lichen planus (OLP) showed significantly higher mean values of T-scores than subjects who have not on paranoia (Pa) (p<0.05) and hypomania (Ma) (p<0.01) clinical scales. Mean values of T-scores on Ma clinical scale were significantly higher in subjects having experienced glossodynia than in subjects having not experienced (p<0.05). Subjects having felt taste disturbance exhibited significantly higher elevations on Hs (p<0.0001) and Hy (p<0.01) clinical scales compared to subjects having not. Conclusions: Symptoms of oral mucosal diseases such as herpetic stomatitis, taste disturbance, OLP, and glossodynia were found to be related to Hs, Hy, Pa, Ma clinical scales of the MMPI-2. Therefore, comprehensive psychological evaluations of those oral mucosal diseases may be beneficial in a therapeutic approach.

• Journal of Industrial Convergence
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• v.19 no.6
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• pp.123-129
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• 2021

This Study is to identify factors that affect the interaction between professors and university students and their satisfaction with non-face-to-face lectures. The subjects were 348 university student who attended from October 5 to October 23, 2020. The statistics program was SPSS win 22.o. Among the expected benefits of non-face-to-face classes, the temporal benefit was 3.69 points, the expected benefit of the learning effect was 3.46 points, and the technical familiarity was 3.47 points. Satisfaction with non-face-to-face classes was found to be 3.58 points. Factors affecting the satisfaction of lectures in non-face-to-face classes were expected benefits of learning effect, university satisfaction, technical familiarity, expected benefits over time, and the number of non-face-to-face classes desired for the next semester. Learning effect The higher the expected benefit, the higher the university satisfaction, the higher the technical familiarity, the higher the expected temporal benefit, the higher the number of non-face-to-face classes desired for the next semester, the higher the satisfaction with the non-face-to-face class lectures. Therefore, it was confirmed that the role of the instructor was important in the interaction between the instructor and university students in the non-face-to-face class and the satisfaction of the lecture.