• Journal of Korean Academy of Nursing
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• v.28 no.3
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• pp.616-624
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• 1998

The purpose of this study was to contribute to maternal nursing in early postpartum stage and to neonatal nursing. Data were collected through self-report questionnaires which were constructed to include parental role stress scale, state-trait anxiety scale, and perception of the newborn scale. The subjects consisted of 100 mothers in the early postpartum stage at three hospitals in the Kyoung-In area, from November 8 to December 26, 1997. The data were analyzed by an SPSS program. The results are as follows ; 1. The mean of parental role stress of mothers in the early postpartum stage was 10.70$\pm$2.63. The means of state anxiety and trait anxiety of mothers were 36.29$\pm$8.45 and 38.53$\pm$8.36. The mean of perception of the newborn was 2.65$\pm$5.05, and 59% of mothers rated their newborn as better than the average newborn. 2. The level of parental role stress correlated to the level of state anxiety and trait anxiety. The level of state anxiety and trait anxiety were also related. The level of perception of the newborn was related to the level of state anxiety and trait anxiety. 3. Mothers who did not want the pregnancy, whose newborns were girls, and who already had one child had higher state anxiety than those who did not. Mothers who already had one child, and whose newborn had no specific signs had higher trait anxiety than those who did not. Mothers who professed a religions had a higher perception of the newborn than those who did not. The above findings indicate that the levels of parental role stress, state anxiety, trait anxiety and perception of the newborn of mothers in early postpartum stage were correlated. Therefore nursing intervention for reducing stress and anxiety, and improving perception of the newborn should be provided for mothers in early postpartum stage.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.521-537
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• 2022

State curiosity and state anxiety in the science learning have a great influence on academic performance and achievement. Since the levels of state curiosity and anxiety can change at any moment, it is essential to identify the levels of student's state curiosity and state anxiety throughout the course of science learning. Accordingly, we assessed the changes in state curiosity and anxiety levels sensed by 5th- and 6th-grade elementary school students depending on their exposure to the violation of expectation. To this end, we classified science learning into three situations: confronting a scientific task, checking the result, and learning science concepts. As a result, there was no significant difference in state curiosity level of the nVOE group who confronting the result consistent with their expectations in checking the result after confronting a scientific task, but the state curiosity level of the VOE group who facing violation of their expectation increased. In the VOE groups, there was no significant change in the state curiosity level of the VOE-R group who correctly inferred the reason for the result, but that of the VOE-FR group who could not correctly inferred increased. The state anxiety levels of the VOE and nVOE groups decreased after checking the result of the task. The state anxiety level also declined in the VOE-R group. In contrast, there was no significant change in state anxiety level of the VOE-FR group. In learning science concepts of the result after checking the result, the state curiosity of the VOE, nVOE, and VOE-FR group all faded. No significant change was observed in the state anxiety level of the nVOE group, whereas the VOE, VOE-R, and VOE-FR group presented a decreased state anxiety. This study discusses the educational implication of these findings and its outcomes are expected to broaden the understanding of emotional states of students in science learning.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.485-502
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• 2020

The purpose of this study was to develop an instrument for the measuring students' state curiosity and anxiety by dividing science learning context into three stages: when confronting scientific task, checking the results, learning science concepts, and verify the validity and reliability of the measurement tools developed. For this purpose, based on the theoretical background of various prior studies, science state curiosity and science state anxiety were defined in three stages of the learning context, and preliminary items were developed according to these definitions. The preliminary items were developed with the same number and the basic framework for each stage to identify changes in state curiosity and anxiety. Some preliminary items were refined during the confirming face validity and content validity. As a result of the exploratory and confirmatory factor analysis, the measurement tool consisted of five items of state curiosity and five items of state anxiety (two factors, ten items) at each stage, and confirmed the construct validity of the measurement tool. The Cronbach alpha was 0.8 or higher for each factor or for all items. This measurement tool is meaningful in that it can measure the state curiosity and anxiety applicable in three stages of science learning context and identify the changes.

• Journal of Dental Anesthesia and Pain Medicine
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• v.21 no.2
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• pp.155-165
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• 2021

Background: This study aimed to assess the course of anxiety and pain during lower third molar (LTMo) surgery and explore the role of mobile and single-channel electroencephalography under clinical and surgical conditions. Methods: The State-Trait Anxiety Inventory (STAI), Corah's Dental Anxiety Scale (DAS), and Interval Scale of Anxiety Response (ISAR) were used. The patient self-rated anxiety (PSA), the pain felt during and after surgery, EEG, heart rate (HR), and blood pressure (BP) were assessed. Results: The Attention (ATT) and Meditation (MED) algorithms and indicators evaluated in this study showed several associations. ATT showed interactions and an association with STAI-S, pain during surgery, PSA level, HR, and surgical duration. MED showed an interaction and association with DAS, STAI-S, and pain due to anesthesia. Preclinical anxiety parameters may influence clinical perceptions and biological parameters during LTMo surgeries. High STAI-Trait and PSA scores were associated with postoperative pain, whereas high STAI-State scores were associated with more pain during anesthesia and surgery, as well as DAS, which was also associated with patient interference during surgery due to anxiety. Conclusions: The findings suggest that single-channel EEG is promising for evaluating brain responses associated with systemic reactions related to anxiety, surgical stress, and pain during oral surgery.

• Journal of muscle and joint health
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• v.29 no.2
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• pp.133-140
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• 2022

Purpose: This study was to examine the effects of auricular acupressure on competitive state anxiety and the accuracy of breaking in taekwondo players. Methods: This study was a quasi-experimental study with a time-series design. Twenty-two taekwondo breaking players were assigned to the control group for the first two weeks and then assigned to the experimental group for the next two weeks. Anxiety was measured by the revised Competitive State Anxiety Inventory-2 and the accuracy of breaking was measured as a percentage of breaking the wooden board. Results: Auricular acupressure for two weeks significantly increased the accuracy of breaking from 80.83±7.99% to 90.92±7.57% (t=7.74, p<.001). Auricular acupressure for two weeks significantly increased anxiety from 35.66±10.36 to 50.64±7.45 (t=4.38, p<.001). Among three subtypes of competitive state anxiety, somatic anxiety was increased from 12.48±4.97 to 22.95±4.54 (t=2.09, p=.011). Cognitive anxiety was significantly increased from 10.11±3.96 to 14.68±3.89 (t=5.37, p<.001) but self-confidence was not changed. Conclusion: The results of this study showed that auricular acupressure was effective in increasing the accuracy of breaking in taekwondo players.

• Journal of Korean Biological Nursing Science
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• v.13 no.2
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• pp.149-155
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• 2011

Purpose: The purpose of this research is to examine types of music (relax music or preferred music that patients have chosen) can effects on anxiety, blood pressure and pulse, and whether there are differences depending on the kinds of music in order to reduce anxiety of surgical patients using spinal anesthesia. Methods: This research's design is quasi-experimental design and non-equivalent control group pretest-posttest experimental design conducted on 60 surgical patients(experimental group 1=relax music therapy group, experimental group 2=preferred music therapy group, and group 3=control group) using spinal anesthesia. The Variables were trait anxiety, state anxiety, blood pressure, and pulse. Results: 1) In the state anxiety, there was a significant difference among the experimental groups 1, group 2 and the control group. 2) There was a significant difference in systolic blood pressure among the experimental group 1, group 2, and the control group. 3) In pulse, no significant difference among the experimental group 1, group 2 and the control group was detected. Conclusion: Regardless of the types of music, music therapy is thought to be effective nursing mediation to mitigate the state anxiety of surgical patients undergoing spinal anesthesia.

• Journal of Korean Academy of Nursing
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• v.28 no.2
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• pp.490-497
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• 1998

This study was designed to investigate the effects of information by using cartoon on preoperative anxiety of children following tonsillectomy. The subjects were 30 children aged between 7 and 12 who were hospitalized at C university hospital for undergoing tonsillectomy from December 20, 1996 to August 14, 1997 Sixteen of them were assigned to the experimental group, while fourteen subjects to the control group. The data were collected through preoperative state anxiety, pulse rate, pain before and after giving information by using cartoon. The results were as follows : 1. Preoperative state anxiety increased in both groups (P=0.0348). No significant difference found between experimental and control group. But preopertive anxiety in experimental group was apt to increase less than that in the control group. 2. Pulse rate didn't make significant difference within and between groups. 3. Pain increased in both groups (P=0.0001). No significant difference found between experimental and control group. 4. Experimental group between the aged 7 and 9 decreased preoperative state anxiety, but experimental group between the aged 10 and 12 increased preoperative state anxiety after treatment(P=0.0298). These findings may indicate that the information by using cartoon is effective in children between the aged 7 and 12.

• Korean Journal of Adult Nursing
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• v.20 no.3
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• pp.500-511
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• 2008

Purpose: The purpose of this study was to examine the effects of music therapy on anxiety of patients in emergency room. Methods: The study was designed using a noneqivalent control group nonsynchronized design. For 20 minutes, the experimental group(22 patients) had listened to music and the control group(23 patients) had bed rest. A six-item state anxiety scale developed by Marteau and Bekker, which was based on Spielberger's State-Trait Anxiety Inventory, blood pressure and pulse rate were measured to all study participants before and after the intervention. The data was analyzed by the SPSS 12.0 program. Results: 1) The experimental group's state anxiety level were significantly lower than the control group's(t=2.220, p=.032). 2) There were no significant differences in both group's diastolic(t=-.495, p=.623) and systolic blood pressure(t=831, p=.411). 3) The experimental group's pulse rate was significantly lower than the control group's(t=2.363, p=.023). Conclusion: Music therapy may be applied as a nursing intervention to decrease anxiety in emergency room.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.95-104
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• 2014

The purpose of this study is to analyze the state of science teaching anxiety of elementary teachers for the scientifically gifted according to their personal variables such as gender, career in education and gifted education, training course for gifted education, participation in meeting related to gifted education. The subjects in this study were 64 elementary school teachers who were in charge of science gifted education. The instrument to assess their science teaching anxiety was Westerback's S-STAI, modified in this study to be suitable for science gifted education. The collected data were analyzed by the statistical package SPSS. The findings of the study were as follows: The teachers for gifted felt more teaching anxiety in gifted classes than in normal classes on the whole. There were statistically significant differences in their personal variables such as gender, career in education experience, experience of taking gifted education training courses, and participation in meeting related to gifted education. Implications related to reduce the gifted education teachers' teaching anxiety were discussed in depth.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.221-235
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• 2021

The purpose of this study is to investigate the learning effects according to the level of Science State Curiosity (SSC) and Science State Anxiety (SSA) in science learning situation for 5th~6th grade elementary school students. To achieve this purpose, we measured and analyzed SSC and SSA in each learning situation by dividing science learning into three situations: Confronting scientific task (I), Checking the results (II), and Learning science concepts (III). In order to identify the net effects of SSC and SSA on learning effects, science curiosity, need for cognition, science self-concept, science anxiety, and interest, which were expected to affect the learning effects, were controlled. SSC and SSA in the situation of confronting scientific tasks were defined as 'SSCI' and 'SSAI,' SSC and SSA in the situation of checking the results were defined as 'SSCII' and 'SSAII,' and SSC and SSA in the situation of learning science concepts were defined as 'SSCIII' and 'SSAIII.' In addition, the learning effects were divided into post-learning effect and delayed post-learning effect, and the degree of improvements in the post- or delayed post-test scores compared to the pre-test score were calculated and analyzed. As a result of the analysis, SSCI·SSCII had a positive effect on the post- and the delayed post-learning effect, but SSAIII had a negative effect on the post- and delayed post-learning effect, SSAI·SSAII had a negative effect on the post-learning effect. SSC had a greater effect on learning effects than SSA, and SSCII had the most influence on the post-learning effect and SSCI had the most influence on the delayed post-learning effect. As SSCIII increased, there was a tendency to do additional voluntary learning. The results of this study are expected to broaden the understanding of students' emotional states in science learning and provide a theoretical foundation for studies of state curiosity and state anxiety.