• Journal of Korean Academy of Fundamentals of Nursing
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• v.26 no.2
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• pp.127-135
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• 2019

Purpose: The purpose of this study was to develop an informational leaflet on emergency care and to explore effects of facilitative nurse-patient interaction behavior using an informational leaflet on patient satisfaction with nurse-patient interaction behavior, patient anxiety, and patient satisfaction with use of emergency care. Methods: This study was a quasi-experimental study that applied a nonequivalent control-group posttest-only design. The participants were 81 patients who visited the emergency department of a hospital in Korea; the experimental group (n=40) received facilitative nurse-patient interaction behavior using an informational leaflet, and the control group (n=41) received care under routine protocols without an information leaflet. The effects of the two groups were analyzed using an independent t-test with SPSS computer program. Results: Patient satisfaction with nurse-patient interaction behavior and use of emergency care in the experimental group were significantly higher than in the control group. Patient anxiety related to using emergency care in the experimental group was significantly lower than the control group. Conclusion: Therefore, facilitative nurse-patient interaction behavior using an informational leaflet to the patient may be useful interventions that are easily implemented by nurses in emergency settings.

• Korean Journal of Child Studies
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• v.37 no.6
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• pp.145-155
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• 2016

Objective: The purpose of this study was to investigate trajectories of child peer interaction and to compare the causal effects of their predictors, including child individual variables (i.e., gender, language ability, and cognitive ability) and teacher variables (i.e., teacher efficacy and teacher-child interaction). Methods: The participants of this study were 263 children and their teachers from the forth to sixth waves of longitudinal data from the Korean Children and Youth Panel Survey by the Korea Institute of Child Care and Education. The data was analyzed using Pearson's correlation and latent growth modeling. Results and Conclusion: The findings of this study are as follows: First, there was a linear decrease in child negative peer interaction over the course of 3 years, and significant individual differences were found in the trajectories (intercept and slope). Second, the predictors had significant casual effects on the trajectories of child negative peer interaction. The trajectories of child negative peer interaction involving girls, higher cognitive ability, and greater teacher-child interaction showed lower degree of intercept and a quicker decrease. Finally, the implications of findings are discussed.

• Korean Journal of Childcare and Education
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• v.12 no.4
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• pp.93-110
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• 2016

The purpose of this study was to analyze the effects of toddler's temperament and toddler-teacher relationship on their peer interaction, focusing on gender differences. A total of 221 toddlers(122 boys and 99 girls) attending 16 child care centers in South Korea participated in this study. Each toddler was observed during a free-play period in the classroom over 4 sessions of 5 minutes, so a total of 20 minutes was measured. Two observers scored recorded observation scenes with two peer interaction criteria, including interaction initiation and interaction participation level. The main results of this study are as follows: First, there was a signigicant gender difference in peer interaction and toddler's temperament and toddler-teacher relationship. Second, the factor of toddler-teacher relationship significantly predicted the boys' peer interaction, while for the girls, the significant predictor was intentional control of temperamental factors. Further, implications for different approaches according to the gender difference of the affecting factor on toddlers' peer interaction have been discussed.

• Korean Journal of Childcare and Education
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• v.15 no.2
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• pp.59-76
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• 2019

Objective: The purpose of this study was to analyze the structural relationship and influence of parents' family interaction, parenting efficacy, and child internalizing and externalizing problem behaviors. Methods: 1,418 children and their parents, and survey data from a panel study on Korean children (2014), were used to analyze the structural equation model. Results: First, the mother's family interaction had direct influence on their parenting efficacy, as well as their child's internalization and externalization. Second, the father's family interaction had a direct influence only on the internal problem behaviors of the child, and child external problem behaviors were influenced through the father's parenting efficacy. Third, parenting efficacy mediated the effects of family interaction on the problem behavior of children. Especially, the father's family interaction was found to affect child variables through the mother's parenting efficacy. Finally, the internalizing problem behaviors of the child mediated the effects of the parents' family interaction and parenting efficacy on child externalizing problem behaviors. Conclusion/Implications: The results of this study are significant in that the factors of father, mother, and child are interrelated, and that parent interaction has varying influence on the problems of their children.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.465-476
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• 2021

This study considers both causal and control factors for explaining both contact and distribution of sexually explicit material and tests their interaction effects for examining buffering effects of control factors in causal process. This study examines the effect of low self-control, differential association with peers and patriarchy family environmental factor as causal factors. It also considers three control factors such as morality. legal punishment, and lack of opportunity and test interaction effect between causal and control factors in both contact and distribution cases. Using data from college students in Seoul, results show that the effects of all causal factors are significant in both contact and distribution of sexually explicit material and the effect of differential association is the most significant. However, their interaction effects between causal and control factors are different across contact and distribution cases. In the contact case, all interaction effects are not significant. It means that causal factors have independent effects and control factors have no buffering effects. However, in the distribution case, the interaction effects between low self-control and morality, between differential association and morality, between patriarchy family and punishment, and between patriarchy family and lack of opportunity are significant. Empirical implications are discussed.

• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.137-157
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• 2016

This study examines the effects of teacher's emotional intelligence on teacher-child interaction through the sequential mediation effects of efficacy belief about play and professional recognition. Participants were 268 teachers working at kindergartens in Gyeonggi area. Data were analyzed by descriptive statistic, Pearson's product-moment correlation, and the structural equation model using the SPSS 21.0 and Mplus 6.12 program. The main findings of this study are as follows: First, in regards to the relationship between emotional intelligence and teacher-child interaction, a single mediation effect of efficacy belief about play is significant. But there is no significant mediation effect of the professional recognition. Second, in regards to the pathway from emotional intelligence to teacher-child interaction, the professional recognition precedent mediation model is statistically significant, but efficacy belief about the play precedent mediation model is not significant. Based on the results, a concluding discussion was made regarding methods toward enhancing interaction between teacher and child.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.32 no.3
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• pp.124-136
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• 2024

The purpose of this study is to analyze the effects of professor-student interaction experienced by college students majoring in aviation service on academic self-efficacy and learning immersion. Considering the special nature of aviation service majors and the social changes in university education, we examined how emotional, academic, and career interactions between professors and students affect students' academic achievement and learning immersion. As a result of the study, it is confirmed that academic interaction among professor-student interactions has a positive effect on academic self-efficacy. On the other hand, emotional and career interactions among professor-student interactions do not have a significant effect on academic self-efficacy. In addition, it is analyzed that academic interaction had a positive effect on cognitive, emotional, and behavioral immersion, which are sub-factors of learning immersion. This study suggests that strengthening academic interaction with professors plays an important role in increasing academic self-efficacy and promoting learning immersion among aviation service major college students. In addition, we hope to provide basic data for establishing practical educational plans.

• Journal of the Korean Society of Safety
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• v.14 no.3
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• pp.25-32
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• 1999

This study has been performed to investigate the stress distribution around defects that behave as stress concentrators. Besides, the effect of stress interaction effects on the initiation of primary cracks were also investigated by rotary bending fatigue tests which were performed with specimens drilled micro surface defects and the stress distribution was analyzed using Finite Element Method. In addition, the stress interaction effects around defects and cracks were investigated by comparing the results of experiments and F.E.M. The results obtained are summarized as follows ; 1) Area which slip and micro cracks initiated at micro surface defects is between the maximum shear stress points and this area is over than ${\pm}30^{\circ}$ from the maximum stress point along the defect edge. 2) The stress interaction effect for the small size defect is larger than that of large size defect when the interval between them is near 3) Interval which there is no shear stress interaction effect analyzed by F.E.M. is larger than that of experimental results.

• Journal of the Korean Data and Information Science Society
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• v.19 no.4
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• pp.1059-1071
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• 2008

In a balanced factorial design with a nested factor where crossed factors as well as a nested factor exist simultaneously, powers of the rank transformed FR statistic for testing the main, nested and interaction effects are superior to those of the parametric F statistic. In heavy tailed distributions such as exponential and double exponential distributions, powers of the FR statistic show much higher level than those of the F statistic. Further powers of the F and FR statistic for testing the main effect show the highest level in an absolute size as compared with powers of the F and FR statistic for testing the nested and interaction effects. However powers of the FR statistic for testing the nested and interaction effects rather than the main effect are greater in a relative size than powers of F statistic for the all population distributions.

• Human Ecology Research
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• v.56 no.2
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• pp.133-144
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• 2018

The study examined the longitudinal relations of preschool children's peer interaction, linguistic and cognitive abilities, and self-control, while taking into account gender differences. The study was conducted with 671 preschoolers from the $5^{th}$, $6^{th}$, and $7^{th}$ wave of the Korean Children and Youth Panel Study (KCYPS). Data were analyzed by means of basic descriptive statistics, Pearson's correlations, and structural equation modeling analysis. Bootstrapping method was also used to determine the significance of indirect effects. The analysis were conducted to find the longitudinal effects of peer interaction at the age of 4 on their self-control at the age of 6, and the mediating effects of linguistics and cognitive abilities at the age of 5 on its associations. The results indicated gender differences among the variables. According to multi-group analysis, there was a significant influence of 4 years' peer interaction on subsequent 5 years' linguistic and cognitive abilities but also on 6 years' self-control across time for boys; however, no significant direct effect of peer interaction on self-control was found for girls. Based on the findings of this study, it can be implied that it is necessary to apply different methods for boys and girls to promote self-control from the influence of peer interaction and linguistic and cognitive abilities.