• Anxiety and mood
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• v.10 no.1
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• pp.37-43
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• 2014

Objective : Social Phobia is associated with extensive disability and reduced quality of life. The concept of 'social self' is a representation of the self-reflected in the eyes of others, and is recruited during self-face recognition, which is closely related to self-esteem. The aim of this study was to identify the relationship of face recognition for self and others using measures of social anxiety and self-esteem in patients with social phobia. Methods : Twenty-seven patients with social phobia and twenty-three normal controls were evaluated with scales of self-esteem, depression, anxiety and other psychiatric symptoms. All participants completed the self-face recognition task. Nine self-faces, nine other faces and eighty-one morphed faces were presented randomly for each trial. The participants were instructed to make a decision as to whether the stimuli were self-face or not. The responses and reaction times were recorded during the task. Results : There were no group differences of the morphing composition at the recognition start point as self-face. In patients with social phobia, the mean reaction time at the start point of recognizing as a self-face was 1,037.6 ms, which was significantly longer than that of normal controls (911.3 ms, p<0.05). Patients with social phobia showed a significant negative correlation between the mean reaction time and the severity of depression when the stimuli were recognized as a self-face (r=-0.421, p<0.05). Conclusion : A difficulty in attention rather than avoidance may be an important factor of face recognition in patients with social phobia. When considering self-face recognition in such patients, many factors, such as anxiety, depression, working memory and theory of mind, need to be considered.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.5
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• pp.205-216
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• 2020

This study seeks to empirically analyze the effects of core self-evaluation and adaptive selling behavior on sales performance for female salespersons engaged in door-to-door sales through the face-to-face channel in the wellness industry. This study seeks to examine the importance of adaptive selling, through, salespeople derive appropriate strategies in response to market changes. For female salespeople who use face-to-face channels, this study empirically investigated the relationship between core self-evaluation and adaptive selling, and effects on sales performance. A 31-item survey was constructed, based on prior research. We selected six door-to-door sales companies in South Korea and conducted one-to-one interviews with female salespeople in the Seoul metropolitan area and analyzed 208 pieces of significant data. Results demonstrated that among the core self-evaluation factors for female salespeople, self-esteem, self-efficacy, and neuroticism had an effect on adaptive selling factors, while locus of control did not. These factors were found to affect sales performance through the mediating role of adaptive selling. Improvements in the adaptive selling capabilities of female salespeople in charge of face-to-face channels positively affected sales performance. Management efforts are required to enhance self-esteem, self-efficacy, or neuroticism. These results suggest that companies should support enhancing individual adaptive selling capabilities of their salespeople.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.453-461
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• 2020

This is a study to investigate the factors affecting the Self-control in COVID-19 non-face-to-face online learning participate and to present a strategy for effective program development. The subjects of this study were 105 participants of COVID-19 non-face-to-face online learning participate in J-do area and collected data by self-reported questionnaire. Data were analyzed by t-test, ANOVA, correlation analysis and stepwise multiple regression analysis. The results of this study were the explanatory power was 50.7% with self-control, self-regulation efficacy, self-confidence. As a result of the above, in order to improve the self-control of participants in Multiple disaster situations non-face-to-face online offline learning, it is necessary to develop a fundamental and continuous educational program that improves the self-regulation efficacy and confidence of learning participants.

• Journal of Korean Academy of Nursing
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• v.42 no.7
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• pp.1070-1078
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• 2012

Purpose: The purpose of this study was to examine the effects of a face-to-face self-management educational program on knowledge, self-care practice and kidney function in patients with chronic kidney disease (CKD) before kidney replacement therapy. Methods: This study employed a nonequivalent control group, non-synchronized design. Data were collected from 61 patients with CKD visiting an outpatient department of nephrology in a university hospital in Seoul, South Korea. The experimental group (n=31) took the pre-test, then after 3 weeks, face-to-face education and individualized consultation (1st intervention), after a week of self-practice, the 1st post-test, followed by re-enforcement education and consultation (2nd intervention), and 4 weeks later, the 2nd post-test. The control group (n=30) took the pre-test and post-tests at 4 and 8 weeks. Results: Scores for knowledge of CKD and self-care practice over time improved significantly in the experimental group compared to the control group. Kidney function did not improve significantly in the experimental group. Conclusion: Health care providers can identify various and individualized needs, and provide effective education and consultation through face to face self-management for patients with chronic irreversible illnesses. Nurses can coordinate for these program by designing and providing systematic and effective education.

• Journal of muscle and joint health
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• v.25 no.3
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• pp.218-229
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• 2018

Purpose: The purpose of this study is to investigate relationships among workplace face to face bullying, cyber bullying, self-esteem, and turnover intention of hospital nurses, and to identify affecting factors for turnover intention through their relationships. Methods: Data were collected from 178 hospital nurses by self-reported questionnaire. The relationship among variables were analyzed with Pearson's coefficient correlation and affecting factors for turnover intention were identified by using multiple linear regression. Results: The mean score of turnover intention was $3.55{\pm}0.94$. Turnover intention was significantly different by age, marriage status, educational background, total experience as a nurse, designation, health status, bullying experience, and bullied experience. Turnover intention had positive relationships with workplace face to face bullying and hospital size, but negative relationships with self-esteem and health status. Workplace face to face bullying, health status and hospital size were identified as influencing factors in turnover intention. Conclusion: It is necessary to nursing community's efforts to decrease face to face bullying in order to lower the turnover intention of nurses. In this regard workplace bullying among nurses should be addressed using a comprehensive strategy that considers both individual and organizational factors. It is also necessary to nurse 's efforts to increase self-esteem.

• Journal of Korean Physical Therapy Science
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• v.30 no.4
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• pp.63-70
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• 2023

Background: The purpose of this study was to comparison of learning attitude, class satisfaction, and self-regulated learning ability of face-to-face and non-face-to-face classes in college physical therapy students to improve the educational effect and quality of non-face-to-face classes when face-to-face classes such as COVID-19 become inevitable in the future. Design: Cross-section study. Methods: This study was conducted with 91 college students, 3rd year students of physical therapy department at a community college in 'A' region, Gyeongsangbuk-do, who took face-to-face classes in the first semester of 2022 and non-face-to-face classes in 2021 of the previous semester. Results: Class attitude was higher in face-to-face classes than in non-face-to-face classes. There was a significant difference in class satisfaction between face-to-face and non-face-to-face classes, In self-regulated learning ability, face-to-face classes had a more positive effect on self-regulated learning ability than non-face-to-face classes. Conclusion: This study serves as empirical basic data on the actual condition of non-face-to-face classes compared to face-to-face classes for college physical therapy students, suggests the direction of future research, and improves the quality of non-face-to-face classes in the field of physical therapy, which requires a lot of practice. and hope it will be used for development.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.511-517
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• 2021

This study is a descriptive investigative study to correlate of learning flow, self-directedness, self-regulated learning ability and learning achievement of nursing students who in non-face-to-face learning environment. The subjects of the study were 179 nursing college students based in B, G city, who collected data from September to October 2021. The data analysis used the SPSS 24.0 program and performed descriptive statistics and correlation analysis. As a result of the study, the average learning flow was 38.54±7.87 points, self-directedness was 134.83±19.81 points, self-regulated learning ability was 42.93±5.98 points and learning achievement was 15.03±2.56 points. The relationships among learning flow, self-directedness, self-regulated learning ability, and learning achievement showed significant positive correlations. Therefore, strategies to increase the learning achievement of nursing college students in a non-face-to-face environment, and environmental improvement and institutional support to increase learning flow are needed.

• Journal of the Korea Society of Computer and Information
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• v.27 no.5
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• pp.165-172
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• 2022

This study was attempted to investigate the effect of non-face-to-face online classes on class satisfaction of nursing students after COVID-19. The research method was a structured self-report questionnaire targeting 3rd graders(n=133) of the Department of Nursing at K University, and the collected data were analyzed using the SPSS/WIN 25.0 program. The results of the study were achievement motivation, interaction, self-regulated learning, and achievement motivation showed a statistically significant positive correlation with class satisfaction, and self-regulated learning showed a significant positive correlation with achievement motivation. Accordingly, in order to increase class satisfaction, the development and application of non-face-to-face online teaching methods to increase self-regulated learning, achievement motivation, and interaction are required.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.587-595
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• 2021

This study investigates the relationships among empathy, career decision-making self-efficacy and learning flow of nursing students in non-face-to-face classes caused by a Pandemics. The subjects were 165 nursing students, analyzed the collected data using SPSS WIN 21.0. According to the study, empathy, career decision-making self-efficacy, and learning flow were a significant static correlation. The variables that significantly affect learning flow are major satisfaction and career decision-making self-efficacy, and explanatory ability is 22.7%. Based on this results, it is proposed to prepare a plan to advance major satisfaction and career decision-making self-efficacy in a non-face-to-face classes.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.111-119
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• 2022

This study examined the relationship of self-directed learning ability, teaching presence, learning flow and academic achievement of nursing students in non-face-to-face class. Data were collected through self reported structured questionnaire in 146 nursing students from June 19 to 20, 2021. Data were analyzed using SPSS/WIN 23.0. As a result this study, academic achievement was positively correlated with self-directed learning ability, teaching presence and learning flow. As result regression analysis, learning flow, self-directed learning ability and teaching presence explained 67% of the academic achievement in nursing students. Therefore, based on this study it will be more effective to improve academic achievement of instructional design and customized instructional methods that can improve self-directed learning ability, teaching reality and learning commitment are applied together in non-face-to-face classes.