• Journal of the Korean earth science society
• /
• v.25 no.8
• /
• pp.708-718
• /
• 2004

On the basis of Sternberg's theory of mental self-government, this examined the difference in thinking style between gifted science students and non-gifted students, and their earth science concepts by the different types of thinking styles. The subjects were consisted of 120 students from the Busan Science Academy and 122 students from two general high schools in Busan, Korea. All participants responded to the Thinking Styles Inventory which is a self-report test consisting of 65 items, and essay questions for examining the students' earth science concepts. The results are as follows. First, the gifted science students prefer legislative, judical, anarchic, global, and liberal styles, where non-gifted students prefer executive, oligarchic, and conservative styles. Second, Type I thinking style group prove to have more complex concepts in relation to the geological and astronomical areas than those of the Type II thinking style group in both of the gifted and non-gifted students. This indicates that Type I thinking style students use a deep learning approach where Type II thinking style students use a surface learning approach.

• Journal of Korean Academy of Nursing
• /
• v.53 no.6
• /
• pp.571-583
• /
• 2023

Purpose: This study used a self-deterministic approach to explore the relationship between emotional intelligence (EI), academic motivation (AM), and achievement among health science students. Methods: A descriptive cross-sectional study was conducted in three cities of Saudi Arabia (Dammam, Riyadh, and Jeddah). A convenience sample of 450 students was incorporated using the multistage cluster sampling technique. The online survey contained three sections: students' basic data and academic achievement level, the modified Schutte self-report inventory, and the Academic Motivation Scale lowercase. Results: This study revealed moderate overall scores for EI (57.1%), AM (55.6%), and grade point average (GPA) (57.6%). The overall EI score, its domains, and GPA had significant positive correlations with overall AM and intrinsic and extrinsic motivation (p < .01). Amotivation had an insignificant correlation with GPA (p < .05), but it was negatively correlated with EI and its domains (p < .01). Multiple regression analysis proved that EI domains predicted 5.0% of GPA variance; emotions appraisal and expression (β = .02, p = .024), regulation (β = .11, p = .032), and utilization (β = .24, p < .01). EI domains also predicted 26.0% of AM variance; emotions appraisal and expression (β = .11, p = .04), regulation (β = .33, p < .01), and utilization (β = .23, p < .01). Moreover, AM predicted 4.0% of the variance in GPA; intrinsic (β = .25, p = .004) and extrinsic (β = .11, p = .022) motivation. AM also predicted 25.0% of the variance in EI: intrinsic (β = .34, p < .01) and extrinsic motivation (β = .26, p = .026). Conclusion: EI and AM have a bidirectional influence on each other, significantly shaping the GPA of health sciences students in Saudi Arabia, where intrinsic motivation has a predominant role. Thus, promoting students' AM and EI is recommended to foster their academic achievement.

• Korean Journal of Child Studies
• /
• v.26 no.5
• /
• pp.263-279
• /
• 2005

This study explored the participant roles and the cross-sectional and longitudinal relationships between interpersonal behavior characteristics and bullying/victimization. The subjects were 4th and 5th grade children and instruments were the Participant Roles Scale, Self-Report Coping Scale, Teenage Inventory of Social Skills, and Social Anxiety/Avoidance. They were contacted again one year later. In the distribution of participant roles at Time 1, defender of the victim was highest, then outsider; at Time 2 outsider was the highest and then defender. There was a tendency of gender difference in distribution of participant roles only at Time 1. Males were more in the group of reinforcer; females were more in the group of defender and victim. There were high positive correlations among bully/reinforcer/assistant scores. In the concurrent view, children who used approach coping strategies and showed higher social skills were more likely to be defender. Children who had lower social skills and higher social anxiety and social avoidance were more likely to be victim. In the longitudinal view, children who had developed higher social skills were more likely to be defender. Children who had employed less approach coping strategies and had showed lower social skills and higher social avoidance were more likely to be victim.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.22 no.3
• /
• pp.156-161
• /
• 2011

Objectives: Externalized behavioral problems are prevalent in adolescents, due to the difficulties associated with this developmental stage. Conduct Disorder (CD) and Oppositional Defiant Disorder (ODD), as well as other psychiatric disorders, such as major depressive disorder, result in the manifestation of many behavioral problems during adolescence. Methods: For this report, we analyzed a sample of 31 adolescents, each of whom had presented with CD or ODD at Chosun University Hospital between 2002 and 2010. We separated subjects into depressed and non-depressed groups according to their Beck Depression Inventory scores (BDI<10, non-depressed ; BDI${\geq}$10, depressed). Then we analyzed for neuropsychological differences between the depressed and non-depressed groups. Results: In our sample, adolescents in the depressed group showed less of a stealing (deceitfulness and/or theft) behavioral pattern and presented with more anxiety symptoms, lower self-esteem, and greater sensitivity in interpersonal relationships, as compared to the non-depressed group. Conclusion: When adolescents exhibit disruptive behavior, clinicians should consider the underlying causes of the behavior.

• Journal of Gifted/Talented Education
• /
• v.3_4 no.1
• /
• pp.158-166
• /
• 1994

The nature of the classroom environment is an important variable to understand when fostering creativity for elementary children. Studies of the classroom climate, structure or interaction commonly depend on behavioral observations or reports from the teacher or other adult-observer. Recent studies have used self-report instruments completed by students regarding their perceptions of various aspects of their class (see Fraser, 1991). The purpose of this study was to determine the developmental differences in the ratings of classroom environment between Korean students who are gifted and their American peers. The My Class Inventory was administered to 141 elementary students in grades three, four, and five. There were 65 Korean students and 76 American students who were identified as gifted by their schools. Reliability coefficients were calculated for all scales (satisfaction = .68: friction, .67; competition = .57; cohesion = .73; difficulty = .22). Results of a multivariate analysis illustrated significant differences between students from Korea and students from America on the MCI. Univariate analysis of variance of cultural group by grade level were conducted for four of the five scales. Significant differences were found by country for the cohesion scale and by country at grade levels for the satisfaction scale. American children expressed greater satisfaction than their Korean counterparts at all grade level, but particularly at grade five. Implications for further research are discussed.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.19 no.4
• /
• pp.425-433
• /
• 2012

Purpose: The purpose of this study was to investigate sleep patterns and predictors of excessive daytime sleepiness (EDS) in university students. Methods: Participants were 120 university students who were attending two universities in S-city and C-city. Data were collected from May 20 to June 15, 2012 using self-report questionnaires which included Johns' Epworth Sleepiness Scale, Yi's Sleep Quality Scale, and Beck Depression Inventory. Data were digitalized and analyzed using frequency, percentages, means and standard deviations, Wilcoxon rank sum test, Chi-square test, Fisher's exact test, and multiple logistic regression with SAS 9.0. Results: Mean total sleep time was 6.6 hours on weekdays, 8.1 hours on weekends. Mean sleep latency was 19.1 minutes and the score for mean sleep quality was 22.6. Prevalence of EDS was 12.5%. Depression was significantly different between EDS and Non-EDS students (t=2.17, p=.030). Multiple logistic regression showed that the only factor associated with EDS was depression (adjusted odds ratio of depression=5.33, 95% Confidence Interval=1.49-19.04). Conclusion: Results of this study indicate that university students experience short sleep time, low sleep quality, and common EDS with depression, suggesting that students with complaints of EDS should be completely assessed for depression as well as sleep problems.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.29 no.2
• /
• pp.54-61
• /
• 2018

Objectives: This study was conducted to investigate the effectiveness of a class-based school violence prevention program for elementary school student. Methods: 29 students were assigned to the school violence prevention program of 8 sessions, 28 students have been assigned to the control group. We assessed participants at baseline and post-intervention, through their self-report questionnaires such as Children's Depression Inventory (CDI), Strengths and Difficulties Questionnaire and school violence experience, awareness about school violence, and coping ability to school violence. We compared the baseline and post-intervention result of each group and compared the post-test scores between the intervention group and the control group. Results: Comparing the intervention group and the control group, the post-intervention CDI total score and the awareness about school violence showed significant improvement in the intervention group. When compared according to gender, male students' perception of school violence was improved, and female students showed significant differences in CDI scores. Conclusion: The CDI total scores and the perception of school violence were improved in the intervention group compared to the control group. And there are differential pattern of intervention effects according to gender. These findings have important implications to develop effective violence prevention programs.

• Child Health Nursing Research
• /
• v.16 no.3
• /
• pp.220-229
• /
• 2010

Purpose: The purpose of this study was to describe quality of life in school age children and the relationship between quality of life and parenting attitude as perceived by children and parent-child communication pattern. Methods: Data were collected between May 26 and June 3, 2009 using self-report questionnaires from 148 pairs of children and their parents. The children were enrolled in 4th to 6th grades. The questionnaires included the Parental Bonding Instrument (PBI), Parent-Child Communication (PCC) Scale, and Pediatric Quality of Life Inventory (PedsQL). The data were analyzed using the SPSS WIN 17.0 program. Results: The Quality of Life (QOL) score for the children was significantly higher among children reporting higher parental bonding attitude (mother r=.38, father r=.34) and parent-child communication (mother r=.43, father r=.36). Results of multiple regression showed that factors significantly associated with QOL were academic achievement, caregiver available after school, parent-child communication, school satisfaction, relationship with peers, and birth order among siblings. Conclusion: Positive relationships and good communication with parents and satisfaction with school life were important factors associated with quality of life in school age children.

• Korean Journal of Adult Nursing
• /
• v.17 no.1
• /
• pp.119-127
• /
• 2005

Purpose: The purpose of this study was to describe the degree of perceived health status, depression and quality of life(QOL) and to examine the relationships among these factors in breast cancer survivors. Methods: The subjects were 105 women with mastectomy after breast cancer diagnosis who were in the out-patient department of surgery at SNUH in Seoul. Data was collected using self-report instruments. The instruments included 1-item for perceived health status, Chae and Choe's QOL scale for Korean breast cancer survivors, and Beck Depression Inventory(BDI) as well as socio-demographic and medical information. Data were analyzed with SPSS WIN 10.0 program. Results: The levels of perceived health status and QOL were moderate. Mild depression was found on the BDI. QOL and depression showed a negative correlation(r= -.598), whereas QOL and perceived health status was correlated positively(r=.370). Depression, perceived health status, and time since diagnosis accounted for 47.4% of variance of the QOL. Depression was the most significant predictor of QOL in breast cancer survivors. Conclusion: Breast cancer survivors may experience depression and alteration in QOL. Future nursing research should be directed toward the implementation and evaluation of interventions that promote QOL and decrease depression in breast cancer survivors.

• Journal of Families and Better Life
• /
• v.24 no.6 s.84
• /
• pp.161-176
• /
• 2006

The purpose of this study was to conduct a family impact analysis to examine the effects of policies to lower fertility in families in Korea. Data were collected from a purposive sample of three groups of government officials, family scholars, and staff at family-related organizations and associations. 105 family policy professionals responded to the self-report questionnaire. The family impact analysis scale was formulated by the researcher based on Ooms'(1995)'A checklist for assessing the impact of policies on families' and Lawson & Lawson's(2001)'An example on family impact analysis checklist or inventory.' The results showed there were eight factors in the family impact analysis on the policies to low fertility in Korea; strengthening family membership and stability; providing various convenient public services; recognizing family interdependence; recognizing the efficiency of implementing policies and support of vulnerable families; strengthening the family function of childbirth; recognizing family relationships; preventing family problems and empowering families; and recognizing family diversity. The conclusions and implications of these findings were also discussed.