• Korean Journal of Culture and Social Issue
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• v.22 no.3
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• pp.313-342
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• 2016

The purpose of the present study was to examine the relationship between individual values, nature-relatedness, and happiness in a sample of Korean university students(N=224). Specially, we used Schwartz's PVQ, life satisfaction, positive affect, psychological well-being, social well-being, and Korean Happiness scale to measure values and happiness. According to the bivariate correlational analysis, generally, there were positive correlation between benevolence, self-direction, universalism, stimulation and one of 5 happiness measurements and there was negative correlation between achievement and life satisfaction. Nature-relatedness were positively related with five types of happiness measurements. According to the hierarchical regression, demographic variables(sex, religion, economic levels), value types, and nature-relatedness explained 25%~36% of variance in happiness. Value was more related with psychological well-being than life satisfaction, positive affect, social well being, Korean happiness scale. This results emphasize the importance of healthy value(benevolence, self-direction) and provision of opportunities contact with nature to promote human happiness.

• Journal of Digital Convergence
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• v.18 no.6
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• pp.345-352
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• 2020

This purpose of this study was to examine relationships among empowerment, academic resilience and positive psychological capital and identify the factors that influence on positive psychological capital in the nursing students. The data were collected from 200 nursing students in the three colleges located Y and S city and 20 April 2019 to 10 May 2019. Data were analyzed by descriptive statistics, T-test, one-way ANOVA, Scheffe test, Pearson's correlation coefficient, and multiple regression using SPSS/WIN 20.0. program. Positive psychological capital in nursing students was significantly correlated with empowerment(r=.610, p<.001) and academic resilience(r=669, p<.001). The result of the multiple regression indicates the academic resilience predict 58.7%(F=19.47, p<.001) of positive psychological capital. Therefore, it is necessary to develop academic resilience increase education program for strategy positive psychological capital in nursing students.

• Journal of the Korea Convergence Society
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• v.13 no.2
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• pp.321-329
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• 2022

The purpose of this study was to identify the effects of positive psychological capital and resilience on adjustment of college life and to suggest strategies for improving the adjustment of college life of nursing students. Data were collected from September 10 to September 30, 2020 using a structural questionnaire, which was completed by 197 nursing students in G city. The data was analyzed using SPSS/WIN (Version 22.0). The factors affecting the adjustment of college life of nursing students included positive psychological capital (ß=.36, p<.001), subjective health status (ß=.22, p<.001), resilience (ß=.21, p=.024), and major satisfaction (ß=.11, p=.047). These factors accounted for 47.0% of the adjustment of college life (p<.001). It is important to find ways to improve the level of positive psychological capital of nursing students and there is a need to include education programs or practical interventions to strengthen positive psychological capital.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.641-652
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• 2021

Drivers have willing to do secondary tasks in situations deemed safe autonomous driving. I studied that positive notifications for secure areas could improve situation awareness and driving performance after TOR(Take over request) in autonomous driving. Comparing TOR alert only and monitoring alert conditions, participants in the positive notification condition showed higher situation awareness and driving performance. Also, in emotional assessment, the positive notification condition showed higher positive evaluation than other conditions. Due to Covid-19, I designed experiments separate online with driving videos in experiment 1 and offline using a driving simulator in experiment 2. This study has implications that presented a different perspective on autonomous driving notification design.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.90-102
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• 2017

Recently, the number of out-of-school adolescents has been increasing, and problems associated with their careers have become an important issue. This study was conducted to identify the relationship between the career barriers and perceived social support type/support source and to examine whether a sense of alienation mediates the relationship between perceived social support and career barriers among out-of-school adolescents preparing for the qualification examination for their high school degree. To accomplish this, a survey of 207 students from the Youth Support Center for out-of-school adolescents-K-Dream-and Qualification Examination Institute located in five regions (Seoul, Busan, Jeju, Gangwon, and Jeonla province) was conducted. Correlation analysis, regression analysis and the Sobel test were used to verify the relationships between variables and mediation effects. The results showed a significant negative correlation between social support and career barriers and a significant positive correlation between alienation and career barriers. Carrier barriers and alienation were highly correlated with parent support and evaluation support. Moreover, a sense of alienation was found to fully mediate the relationship between parental support/teacher support and career barriers, as well as to partially mediate the relationship between peer support and career barriers. A sense of alienation was found to fully mediate the relationship between information support/evaluation support/emotional support/material support and career barriers. These findings imply that, in out-of-school adolescents, career barriers can be reduced through various kinds of social support provided by peers, parents and teachers as it decreases the sense of alienation.

• Science of Emotion and Sensibility
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• v.10 no.3
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• pp.463-470
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• 2007

There have been many studies on patients who suffer from anxiety disorders. However, there is been not enough attention on the difference in the level of between the two populations with and without anxiety disorders. This study was performed to investigate the difference in the ANS responses induced by fear in children. Experimental procedures were as follow: All subjects were in upper grade levels in elementary school. ANX(anxiety) scales of PIC(Personality Inventory for Children) were used to measure fear anxiety. Audio-visual clips were used as stimulus to provoke fear emotion. Baseline of physiological signals, ECG, PPG, EDA, and SKT, were measured for 30 seconds before the fear stimulus. Physiological signals were then recorded for 2 minutes while fear is evoked. Psychological and physiological responses were analyzed. All the children reacted to the fear stimulus with high intensity of fear. Physiological responses showed that SKT, SCR, NSCR, HR, RSA, RESP, HF were increased, while R-R was significantly decreased, respectively, during the period of fear induction. Analysis of the level of anxiety and the physiological responses produced by the experience of fear revealed a statistically significant positive correlation in SKT, HR, and RSA. In other words, the higher the level of anxiety, the higher the levels of SKT, HR, and RSA when children experienced fear in conclusion, it is confirmed through this research that physiological responses to fear is associated with the level of anxiety each individual.

• Journal of Oriental Neuropsychiatry
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• v.32 no.3
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• pp.167-184
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• 2021

Objectives: Operational definition and its validated measure of traditional Korean medicine (TKM) are pivotal for research studies and reliable clinics. There have been ten years of clinical studies on Eum-Yang (Yin-Yang) and Sasang typology using Sasang Personality Questionnaire (SPQ) of integrative biopsychology. The objective of this study was to perform a systematic review on the use of SPQ to provide insights and foundation for its further studies and clinical application. Methods: Clinical studies on SPQ were searched using five domestic and foreign research databases. Attained research articles were then subjected to predefined systematic reviews. Demographic characteristics of participants and research topics of articles were described. Psychological and physical features of SPQ and its subscales were reviewed and compiled to reveal biopsychological characteristics. Results: There were 33 articles with 15,085 participants on Eum-Yang (n=19) and Sasang typology (n=14). The SPQ-total score was in an increasing order of So-Eum, Tae-Eum, and So-Yang. Eum-Yang groups were categorized at a 3:4:3 ratio using %ile score of SPQ-total. The SPQ-total showed a significant positive correlation with Novelty-Seeking and a negative correlation with Harm-Avoidance in psychological perspective, while it was not significantly correlated with Body Mass Index or Ponderal Index in physical perspective. The SPQ-total and subscales explained psychopathological characteristics of stress recognition, negative emotion, problem behavior, and depression. Conclusions: The SPQ was found to be an objective biopsychological measure of TKM for Sasang typology and psychopathology. It would provide foundation for 'Korean Psychology' and multidisciplinary studies.

• Korean Journal of School Psychology
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• v.18 no.2
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• pp.175-195
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• 2021

Intimate friendships and a sense of belonging have positive effects on adolescent's psychological adaptation. Belongingness orientation is the motivation to belong. It is divided into growth orientation and deficit-reduction orientation, both of which have different effects on psychological adaptation and interpersonal characteristics. This study was conducted to determine how adolescents' belongingness orientation affected their psychological adaptation and friend networks. Students in their second year of middle school were surveyed both at the beginning and end of the spring semester. Friend networks were measured through network centrality analysis. Multilevel regression analysis produced three major results. The first major result was that the correlations between growth orientation and loneliness and between growth orientation and stress at the beginning of the spring semester was statistically significant even when friend network centrality was included in the analysis model, but the correlation between deficit-reduction orientation and loneliness and between deficit-reduction orientation and stress were not statistically significant. The second major result was that growth orientation significantly predicted friend network centrality at the end of the spring semester. This effect was significant even when friend network centrality at the beginning of the semester and psychological adaptation level at the end of the spring semester were added to the analysis model. The third major result was that the correlation between friend network centrality at the end of the semester and psychological adaptation level was statistically significant even when psychological adaptation levels at the beginning and the end of the semester were included in the analysis model. This study is meaningful in that it had a short-term longitudinal design and empirically demonstrated the relationship between belongingness orientation and psychological adaptation level of adolescents and between belongingness orientation and the development of friend networks. Lastly, we discussed limitations of this study and provided suggestions for future research.

• The Korean Journal of Coaching Psychology
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• v.6 no.2
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• pp.75-92
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• 2022

There are many studies that intrinsic learning motivation and social support play an important role in the study of children and adolescents. However, studies examining the effects of intrinsic learning motivation and social support by measuring the actual academic performance of elementary school students are rare. This study attempted to verify the effect of intrinsic learning motivation on Korean language performance and moderating effect of social support in 5th and 6th graders in elementary school. 122 elementary school students in local county-level areas participated in this study. The Korean language test was conducted about 5 months after intrinsic learning motivation and social support of families and teachers were measured. The results revealed that Korean language performance showed a significant positive correlation with intrinsic learning motivation and social support, and also showed a significant correlation between learning motivation and social support. In the regression analysis with control variables, it was found that intrinsic learning motivation had a significant effect on Korean language performance. The moderating effect of social support was analyzed by dividing it into family support and teacher support. The interaction effect of learning motivation and social support was significant only in teacher support, not in family support. In specific, when teacher support was high, Korean language performance was high regardless of the student's learning motivation level, but when teacher support was low, the student's learning motivation mattered in the performance. Based on the results of this study, implications and limitations were discussed.

• The Korean Journal of Coaching Psychology
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• v.6 no.2
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• pp.1-26
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• 2022

This study investigated the effect of student-perceived teacher's calling on student's well-being and the mediating effects of student-perceived emotional support and adaptive cognitive emotion regulation strategies. We analyzed data from 494 high school students in South Korea by using structural equation modeling. The results showed that student-perceived emotional support from the teachers mediated the relationship between student-perceived teacher's calling and adaptive cognitive emotion regulation strategies. Also, adaptive cognitive emotion regulation strategies mediated the relationship between student-perceived emotional support and student's well-being. Furthermore, student-perceived emotional support and adaptive cognitive emotion regulation strategies sequentially mediated the indirect positive relationship between student-perceived teacher's calling and student's well-being. Based on these results, implications and recommendations for future research are discussed.