• Journal of Korean Home Economics Education Association
• /
• v.21 no.2
• /
• pp.159-169
• /
• 2009

After analyzing data of 797 Middle and High School students, the results show that those using cognitive reappraisal strategies adjusted better in school life than those using expressive suppression strategies in regards to application of emotional regulation strategies. In gender differences of the application, male students adjusted better when they used cognitive reappraisal strategies in relationship with their teachers and their peers. Female students, on the other hand, adjusted better in relationship with their teachers their peers, and in academics, when using cognitive reappraisal strategies. In school year differences, middle school students who used less of emotional regulation strategies in academics, friendship and student-teacher relations adjusted better in relationship with their peers.

• Human Ecology Research
• /
• v.58 no.1
• /
• pp.1-12
• /
• 2020

This study examined if the effect of family functioning on preschoolers' school readiness can be mediated by mothers' affective parenting and preschoolers' self-regulation in the year before children enter elementary school. This study analyzed the 7^th year data of panel study of Korean children collected by the Korean Institute of Child Care and Education. Statistical analysis included 1,513 pairs of 6-year-old children and mothers. Descriptive statistics analysis, correlation analysis, structural equation modeling, and bootstrapping analysis were conducted using SPSS 22 and Amos 20. The primary findings were as follows. First, the sub-factors of preschoolers' school readiness composed of children's social and emotional development, approach to learning, cognitive development and general knowledge, and communication were positively correlated with family functioning, mothers' affective parenting, and preschoolers' self-regulation. Second, the result of structural equation modeling showed that the indirect paths from family functioning to preschoolers' school readiness through mothers' affective parenting and preschoolers' self-regulation were significant, while the direct path was insignificant. Third, bootstrapping analysis showed that mothers' affective parenting and preschoolers' self-regulation fully mediated the relationship between family functioning and preschoolers' self-regulation. The findings provide the grounds for families and parents with preschool aged children to implement effective support practices to maintain a functional family system that can promote preschoolers' school readiness.

• Journal of Korean Home Economics Education Association
• /
• v.28 no.2
• /
• pp.21-39
• /
• 2016

The purpose of this study was to investigate the differences in the school life satisfaction of middle school students according to self-directed learning capability and emotion regulation strategy. The subject of this study were 499 middle school students in Daegu. In order to analyze the data, two way ANOVA were employed for analysis and $Scheff{\acute{e}}$ test for post-hoc analysis. The main finding of this study were as follows; First, there were significant differences in the school life satisfaction of middle school students according to self-directed learning capability and behavioral emotion regulation strategy. Second, there were significant differences in the school life satisfaction of middle school students by cognitive emotion regulation strategy. But there were no significant differences in the school life satisfaction according to self-directed learning capability and cognitive emotion regulation strategy. Third, there were significant differences in the school life satisfaction of middle school students according to negative avoidant and emotion regulation strategy. However there were no significant differences in the school life satisfaction according to self-directed learning capability and negative avoidant emotion regulation strategy.

• BMB Reports
• /
• v.50 no.5
• /
• pp.263-268
• /
• 2017

${\beta}$-Agarase cleaves the ${\beta}$-1,4 linkages of agar to produce neoagarooligosaccharides (NAO), which are associated with various physiological functions. However, the immunological functions of NAO are still unclear. In this study, we demonstrated that ${\beta}$-agarase DagA-produced neoagarohexaose (DP6), an NAO product, promoted the maturation of dendritic cells (DCs) by Toll-like receptor 4 (TLR4). DP6 directly and indirectly enhanced the activation of natural killer (NK) cells in a TLR4-dependent manner in vitro and in vivo. Finally, the antitumor activity of DP6 against B16F1 melanoma cells was inhibited in NK cell-depletion systems by using NK-cell depleting antibodies in vivo. Collectively, the results indicated that DP6 augments antitumor immunity against B16F1 melanoma cells via the activation of DC-mediated NK cells in a TLR4-dependent manner. Thus, DP6 is a potential candidate adjuvant that acts as an immune cell modulator for the treatment of melanoma.

• Journal of Korean Public Health Nursing
• /
• v.29 no.3
• /
• pp.441-451
• /
• 2015

Purpose: This study was conducted in order to examine the multiple mediated effects of self-regulation and hopelessness between self efficacy and internet game addiction in middle school students. Methods: The participants were 458 middle school students in G City, South Korea. Multiple mediation was analyzed using Indirect SPSS macro and the bootstrapping method. Results: Significant negative correlations were observed for internet game addiction, self-efficacy, and self-regulation. Self-efficacy and self-regulation were positively correlated. Self-efficacy showed a direct effect on Internet game addiction. The results of the indirect effects of all mediators showed the mediated effect of self-regulation (estimated effect=-.11, 95% CI[-.20, -.03]) and hopelessness(estimated effect=-.06, 95% CI[-.12, -.01]). Conclusion: Based on these study results, we suggest that self-efficacy should be examined to prevent development of Internet game addiction in middle school students. It is necessary to provide Internet game addiction preventive programs focusing on changing the self-regulation and relieving the feelings of hopelessness.

• Molecules and Cells
• /
• v.28 no.3
• /
• pp.201-207
• /
• 2009

Silibinin is a polyphenolic flavonoid compound isolated from milk thistle (Silybum marianum), with known hepatoprotective, anticarcinogenic, and antioxidant effects. Herein, we show that silibinin inhibits receptor activator of $NF-{\kappa}B$ ligand (RANKL)-induced osteoclastogenesis from RAW264.7 cells as well as from bone marrow-derived monocyte/macrophage cells in a dose-dependent manner. Silibinin has no effect on the expression of RANKL or the soluble RANKL decoy receptor osteoprotegerin (OPG) in osteoblasts. However, we demonstrate that silibinin can block the activation of $NF-{\kappa}B$, c-Jun N-terminal kinase (JNK), p38 mitogen-activated protein (MAP) kinase, and extracellular signal-regulated kinase (ERK) in osteoclast precursors in response to RANKL. Furthermore, silibinin attenuates the induction of nuclear factor of activated T cells (NFAT) c1 and osteoclast-associated receptor (OSCAR) expression during RANKL-induced osteoclastogenesis. We demonstrate that silibinin can inhibit $TNF-{\alpha}$-induced osteoclastogenesis as well as the expression of NFATc1 and OSCAR. Taken together, our results indicate that silibinin has the potential to inhibit osteoclast formation by attenuating the downstream signaling cascades associated with RANKL and $TNF-{\alpha}$.

• Research in Community and Public Health Nursing
• /
• v.32 no.4
• /
• pp.457-466
• /
• 2021

Purpose: The purpose of this study was to examine the correlations among emotional perception clarity, emotion regulation, family relationship, non-suicidal self-injury, and depression, and to determine associated factors of non-suicidal self-injury and depression for senior elementary school students. Methods: Data were collected from 150 early adolescences in K region, Korea. A self-report questionnaire consisted of Trait Meta-Mood Scale, Cognitive Emotion Regulation Questionnaire, Family Relationship Assessment Scale, Functional Assessment of Self-Mutilation, and Children's Depression Inventory. The data were analyzed using t-test, Pearson's correlation coefficient, logistic regression, and multiple regression analysis. Results: Non-suicidal self-injury and depression were positively associated with maladaptive emotion regulation strategy and family conflict, but negatively related to emotional perception clarity and family support. Adaptive emotion regulation strategy and family togetherness were only significantly correlated with depression. In logistic regression analysis, significant predictors of non-suicidal self-injury were emotional perception clarity, maladaptive emotion regulation strategy, and family support. Multiple regression analysis found that significant factors of depression were adaptive and maladaptive emotion regulation strategies, which explained 38.0% of the variance. Conclusion: Our study findings suggest that targeted intervention to reinforce the adaptive emotion regulation strategy and family relationship may prevent non-suicidal self-injury, and depression for senior elementary school students.

• Journal of the Korean Home Economics Association
• /
• v.45 no.7
• /
• pp.93-103
• /
• 2007

The purpose of the study was to examine the relationships between children's emotional regulation, perceived self-competence and behavior problem. The subjects were 357 elementary school students in Busan. The questionnaires on children's emotional regulation, perceived self-competence and behavior problem were used. The results were as follows: (1) According to sex, there were significant differences in children's emotional regulation scores(venting and support pursuit), and according to birth order, there were significant differences in children's perceived self-competence scores and behavior problem scores. (2) There were significant correlations between children's emotional regulation scores and behavior problem scores, and also there were significant correlations between children's perceived self-competence scores and behavior problem scores. (3) Children's perceived self-competence and emotional regulation explained children's anxiety behavior, withdrawal behavior, aggressive behavior, distracted behavior and regressive behavior.

• Asia Marketing Journal
• /
• v.21 no.1
• /
• pp.89-112
• /
• 2019

To investigate the interplay between individual and collective self-regulations, the authors propose a dialectic process that describes the changes in the locus of self-regulations between individual self and collective self. The results from three studies display a strong support for the two sets of hypotheses drawn from the proposed process. Our findings demonstrate that consumers can move the locus of self-regulation from individual-self to collective-self when a social identity is activated (preliminary study and study1). Further examination of regulatory swing between individual and collective regulatory orientations revealed group identification as a key variable in determining the locus of self-regulation (study2). While a consumer with a high level of group identification changes her locus of self-regulation from an individual to a collective (a regulatory shift) and evaluated messages and products framed consistent with their group orientation, a consumer with low level of group identification maintains her locus of self-regulation in her personal level of self (a regulatory preservation) and evaluated messages and products framed consistent with their personal regulatory focus.

• Korean Journal of Human Ecology
• /
• v.22 no.1
• /
• pp.29-41
• /
• 2013

The aim of the current study is to examine the effects of mothers' home management ability on school-aged children's time and life management skills through the mediation effect of children's self-regulation. Study subjects were 317 5- and 6-grade children at elementary schools located in Seoul and Gyeonggi area and their 317 mothers. The findings were as follows. First, in the SEM model of predicting children's time management skill, greater mothers' home management ability significantly predicted better time management skills among their children. Second, mothers' home management ability also indirectly affected children's time management skill through its significant effects on children's self-regulation. The test yielded a significantly mediation effect of self-regulation. Children's self-regualtion was strongly related to time management skills. Third, in the SEM model predicting children's life management skills, maternal ability of home management again directly predicted greater life management skills of their children. However, mediation of self-regulation was not statistically significant. The findings suggested the important role of mothers' home management ability in instilling and modeling self-regulation and self-management skills of school-aged children.