• Journal of the Semiconductor & Display Technology
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• v.22 no.3
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• pp.136-141
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• 2023

Artificial intelligence is becoming a global hot topic and is being actively applied in various industrial fields. Not only is artificial intelligence being applied to industrial sites in an on-premises method, but cloud-based artificial intelligence platforms are expanding into "as a service" type. The purpose of this study is to develop and verify a measurement tool for an evaluation framework for the adoption of a cloud-based artificial intelligence platform and test the interrelationships of evaluation variables. To achieve this purpose, empirical testing was conducted to verify the hypothesis using an expanded technology acceptance model, and factors affecting the intention to adopt a cloud-based artificial intelligence platform were analyzed. The results of this study are intended to increase user awareness of cloud-based artificial intelligence platforms and help various industries adopt them through the evaluation framework.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.213-241
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• 2003

As an attempt to characterize the English test section of CSAT (College Scholastic Ability Test) and to get some suggestions, this study raised the research questions, as 'What are the main factors that affect students' English test scores in CSAT, and how big influences do they have?' It has been hypothesized that among main factors are the L1 competence, represented by the Korean test scores in CSAT, background knowledge or intelligence, represented by the "total" scores in CSAT, and the two types of L2 knowledge (vocabulary and grammar on one hand and prosody m the other hand), measured by the test devised specially for this study. The individual effect of the L2 vocabulary and grammar (one kind of L2 knowledge) was 70%, that of background knowledge or intelligence 61%, that of the L1 competence 50%, and that of the L2 prosody knowledge (the other kind of L2 knowledge) 32%. According to the stepwise regression, the whole effect of these four factors was 74%. The findings suggest that first, although CSAT is based on the top-down model of comprehension, the bottom-up model of learning should be more emphasized in our English class. Also, since background knowledge or intelligence is the second most influential factor, the top-down model of learning that helps students learn to understand by activating their various schemata must also be very effective.

• Journal of Korean Academy of Nursing Administration
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• v.18 no.3
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• pp.271-280
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• 2012

Purpose: The purpose of this study was to identify the effects of social support and emotional intelligence in the relationship between emotional labor and burnout among clinical nurses. Methods: The sample for this study consisted of 382 nurses from four hospitals located in Seoul or Gyunggi Province. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, ANOVA, Scheff$\acute{e}$ test, Pearson Correlation, Hierarchical Multiple Regression, and Path Analysis. Results: It was found that: (a) emotional labor had a positive effect on burnout, while social support and emotional intelligence had negative effects on burnout; (b) social support and emotional intelligence moderated the relationship between emotional labor and burnout, and (c) social support mediated the relationship between emotional labor and burnout, whereas emotional intelligence did not. Conclusion: The results of the study indicate that high levels of support had a buffering effect and mitigated the negative effects of the emotional labor on burnout. Therefore, strategies to enhance social support for nurses are needed and further research needs to be done to refine this study.

• The Korean Journal of Community Living Science
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• v.25 no.1
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• pp.75-87
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• 2014

This study examines the relationships between elementary school students' multiple intelligences, prosocial behaviors, and school adjustments. The sample included 367 students from two elementary schools, and data were collected using the multiple-intelligence index, the prosocial behavior inventory, and the school adjustment index. A statistical analysis was conducted using t-test, a one-way ANOVA (Duncan's test), and a multiple regression analysis. According to the results, there were significant differences in the students' prosocial behaviors according to their multiple intelligences in terms of their sharing, kindness, cooperation, help, sympathy, and protection. In addition, there were significant differences in their school adjustments according to their multiple intelligence in terms of their adjustments to their teachers, friends, studies, and rules and events. The students' multiple intelligence was a significant predictors of their prosocial behaviors and school adjustments. In particular, their interpersonal intelligences, intrapersonal intelligences, and linguistic intelligences were significant predictors of their prosocial behaviors and school adjustments. These results suggest that elementary school students should be encouraged to develop their multiple intelligence to facilitate their prosocial behaviors and school adjustments.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.1-15
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• 1995

The latest researchs show that students have their own preconceptions about scientific phenomena or theory before they learn about it in school. The preconceptions exert a great influence on the teaching and learning science. The purpose of this study is to find out the effect of intelligence and attitude to science on elementary school students were sampled from 4th and 6th grade. Data were obtained by IQ test and the questionnaires on scientific conception and attitude toward science. The result was analyzed by t-test, Correlation and ANOVA in the statistical packages SPSS/PC+. The major findings of this study are as follows : 1. The mean score of scientific conception of elementary school students was 12.89. The mean score of attitude to science was 247.29. The mean score of intelligence was 109.93. 2. The correlation coefficient between scientific conception and intelligence (r=.5098)was relatively high(p<.001). The correlation coefficient between attitude to science and scientific conception(r=.2364) was low(p<.001). 3. Significant difference on science conception was found among grade levels(p<.001). Significant difference on science conception was not found between sex (p>.05). 4. The subjects were divided into 4 groups by intelligence and attitude toward science. These 4 groups show the significant difference (p<.01) in the scientific conception. The groups of high of high intelligence showed high scientific conception.

• Journal of the Korean Society of Industry Convergence
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• v.27 no.1
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• pp.213-228
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• 2024

Purpose: The purpose of this study was to investigate the relationship between emotional intelligence, nursing professionalism, and resilience of nursing students and to identify the factors affecting resilience of nursing students. Methods: Data were collected from 205 nursing students in the 1st, 2nd, and 3rd grades of nursing colleges located in J province, and a survey was conducted from November 20th to November 30th, 2023. The collected data were analyzed through descriptive statistics, t-test, one-way ANOVA, Scheffe test, Pearson's correlation coefficient, and stepwise multiple regression analysis using SPSS/WIN 29.0 program. Result: The emotional intelligence of the subjects showed a significant positive correlation with nursing professionalism(r=.56 p<.001) and resilience(r=.75, p<.001), and nursing professionalism showed a significant positive correlation with resilience(r=.55, p<.001). The major factors influencing the resilience of nursing students were emotional intelligence, nursing professionalism, academic performance, and personality in order, and their explanatory power was 62% (F=83.05 p<.001). Conclusion: Based on the results of this study, it is necessary to develop an educational program that improves emotional intelligence and nursing professionalism in order to strengthen the resilience of nursing students.

• Journal of Industrial Convergence
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• v.21 no.11
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• pp.97-105
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• 2023

The purpose of this study is to confirm the relationship between emotional intelligence, self-leadership, and organizational socialization of nursing students who have experienced clinical practice, and to identify factors that affect organizational socialization. From May 4, 2023 to June 10, 2023, 226 3rd year nursing students attending two universities located in G city were enrolled. Data were analyzed by t-test, ANOVA, Scheffé test, Games-Howell test, Pearson's correlation, and Stepwise multiple regression. Statistically, organizational socialization showed a significantly positive correlation with emotional intelligence (r=.61, p<.001) and self-leadership (r=.64, p<.001). The factors influencing organizational socialization were self-leadership (β=.407, p<.001), emotional intelligence (β=.320, p<.001), and better interpersonal relationships (β=.139, p=.004). followed by religion (β=.103, p=.030), explaining 51.1% of the total variation. Based on the results of this study, self-leadership, emotional intelligence, and interpersonal relationship improvement programs are needed to improve organizational socialization of nursing students.

• Journal of Gifted/Talented Education
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• v.7 no.1
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• pp.51-76
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• 1997

The purpose of this study was to investigate the effects of Structure of Intellect( SOI) program for children. To achieve this purpose, 81 second grade children were sampled in a elementary school located In Seoul-city and randomly assigned to the experimental group and control group The SO1 training program were treated to the experimental group for 10 weeks, and the 'Thinking Abilities Test developed by Korea Creativity Research Institute were administered to them for pre-test and post-test. The collected data were analyzed by t-test for comparing the group means of experimental group and control group 'I'he results of this study were as follows : Firstly ere were statistically significant differences between experimental group and control group on the post-test scores of arithmetic[t(79)=2.73p,< .01] and visual memory[t(79)-3.68,p <.001]. The mean scores of experimental group(M=8.63) u ere higher than that of control group(Mz7.34) on arithmetic, and the mean scores to experimental group(M=16.68) were higher than that of control group(M=15 32) on visual memory Secondly there were no statistically significant differences between experimental group and control group on the post-test scores of logistic thinking abilities[t(79)=0.22, p>.05] and abstract thinking abilities[t(79)-0.22, p>.051. Thirdly, the post-test scores of visual memory and logical thinking abilities were more increased in the low intelligence group than the high intelligence group. This result showed that the SO1 program were more effective for the low intelligence group. Fourthly, the post-test scores of visual memory and logical thinking abilities were more increased in the low achievement group than the high achievement group. This result showed that the SO1 program were more effective for the low achievement group.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.195-209
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• 2009

This study analyzed aspects of multiple intelligences related to rhythm, melody, understanding and representation of traditional Korean music. Subjects were 60 4-to 6-years-old children. Instruments were the Children's Korean Traditional Music (KTM) Ability Test (Park 2006)and Korean Multiple Intelligence Development Assessment Scale-My Young Child (MIDAS-MYC, Shearer, 1996). Data were analyzed by correlations and t-test. Findings were that (1) average scores on KTM rhythm and understandings were higher than melody and representation. (2) Traditional rhythm ability correlated most with linguistic intelligence. (3) Multiple intelligences by representation ability for KTM differed significantly in Linguistic intelligence and relationships to Naturalist, Musical, Logical-mathematical, Interpersonal, and Bodily-Kinesthetic intelligences.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.127-144
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• 2007

Mothers of 101 5- to 6-year-old children were administered the Parenting Efficacy Test (Shin & Jung, 1998; Ann & Park 2002) and the Parenting Stress Index (Lee, Yeom, & Shin, 2000). Children's emotional intelligence (EI) was measured by the Emotional Intelligence Test for Children (Lee & Lee, 2004b). Data were analyzed by correlation and multivariate analysis of variance (MANOVA). Correlation analysis demonstrated a relationship of parenting efficacy and stress with child's EI. MANOVA revealed that children, whose maternal parenting efficacy was in the upper thirty percent, showed higher EI than parenting efficacy in the lower thirty percent : children whose maternal parenting stress was in the upper thirty percent, showed lower EI than those with stress in the lower thirty percent.