• Dementia and Neurocognitive Disorders
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• v.22 no.2
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• pp.69-77
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• 2023

Background and Purpose: The Montreal Cognitive Assessment (MoCA) has been known as a screening test for detecting mild cognitive impairment (MCI) better than Mini-Mental State Examination (MMSE). However, in previous domestic studies, no significant difference was found in the discriminability between MoCA and MMSE. Researchers have suggested that this might be because older Koreans are less educated than older Westerners. This study was conducted to examine the effect of education on the discriminability of MoCA compared to the MMSE. Methods: Participants were 123 cognitively normal elderly, 118 with vascular MCI, 108 with amnestic MCI, 121 with vascular dementia, and 113 with dementia of the Alzheimer's type. The Korean-MoCA (K-MoCA) and Korean-MMSE (K-MMSE) were administered. Multiple regression analyses and receiver operating characteristic (ROC) curve analyses were performed. Results: In all participants, education significantly affected both K-MoCA and K-MMSE scores along with age. The effect of education was re-examined by subgroup analysis after dividing subjects according to the level of education. Effect of education on K-MoCA and K-MMSE was only shown in the group with <9 years of education. ROC curve analyses revealed that the discriminability of K-MoCA to differentiate between vascular MCI and normal elderly was significantly higher than that of K-MMSE. When re-examining subgroups divided by education level, however, this higher discriminability of K-MoCA disappeared in the group with <9 years of education. Conclusions: These results indicate no difference in discriminating cognitive deficits between K-MoCA and K-MMSE in Korean elderly with <9 years of education.

• Anxiety and mood
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• v.19 no.1
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• pp.1-9
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• 2023

Objective : To translate and adapt the Social Appearance Anxiety Scale into Korean and validate the Korean version of the social appearance anxiety scale, which measures the fear and anxiety about being negatively evaluated by others based on one's overall appearance, including body shape. Methods : For item translation and adaptation, six bilingual translators participated in the process of forward-adaptation and back-adaptation. Data were collected from undergraduate students. The sample size is 105 for Study 1 and 212 for Study 2. Classical item discrimination and difficulty analyses, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability analysis were performed. Results : A unidimensional structure was found with a high internal consistency (Cronbach's α=0.95) and a high test-retest reliability (r=0.918). In addition, the concurrent validity was examined by correlations of the scale and several other scales measuring constructs related to social appearance anxiety. Conclusion : K-SAAS appears to be a reliable and valid scale for screening and assessing social appearance anxiety.

• Management & Information Systems Review
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• v.17
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• pp.45-65
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• 2005

The purpose of this study is to contribute to a fundamental prevention of tax avoidance behaviors by individual businesses. For the purpose, this researcher surveyed factors surveyed individual business managers' disposition(type) of tax avoidance to determine factors influencing the avoidance, and proposed direction for further studies. Several hypotheses suggested here were verified to find that factors such as tax system, tax psychology, tax knowledge, social culture and the expectation of tax avoidance had effects on individual businesses' disposition of such avoidance. The multiple regression analysis made here showed that such factors as tax psychology, tax system and the expectation of tax avoidance affected the disposition of such avoidance and that the disposition was most influenced by tax system, followed by the expectation of tax avoidance and tax psychology in order. In conclusion, factors that have positive relations with tax avoidance, or tax burden and tax administration and those that have negative relations, or tax ethics and sanction are not helpful to preventing the avoidance. This is not consistent with previous results. Now behaviors of tax avoidance by individual businesses are prevailing and becoming more serious. In this sense, objective measurement devices should be developed to make possible further scientific studies about such behaviors. For the development, support by appropriate policies is needed.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.179-195
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• 2010

미국의 한국계 이민가정이 해마다 증가하고 있으나 부모의 문화적응과 자녀양육에 관한 연구는 미흡한 실정이다. 본 연구는 미국 동부지역의 88명의 한인 이민어머니와(M=35.9세 SD=3.77) 2-6세 유아를(M=4.29세 SD=1.06; 49.4% 여아) 대상으로 실시되었다. 어머니의 문화적응 유형에 따라 1) 양육실제에 어떠한 차이가 있는지, 2) 유아의 사회 정서적 행동에는 어떠한 차이가 있는지, 3) 양육실제와 아동의 사회 정서적 행동간에 어떠한 상관이 있는지를 살펴보았다. 연구결과, 한국과 미국문화를 균형지게 통합한 어머니들이 미국문화에서 고립되거나, 두 문화에서 모두 소외된 어머니들보다 자녀에게 더욱 긍정적인(애정표현, 합리적 문제해결, 자율성 격려) 양육실제를 사용하였으며 자녀들 또한 정서적 문제행동은 적은 반면 친사회적 행동은 높은 것으로 나타났다.

• 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.

• Korean Journal of Culture and Social Issue
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• v.9 no.spc
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• pp.123-147
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• 2003

This paper provides a comparative analysis of the probabilistic versus deterministic view of accident and safety using the indigenous and cultural perspectives. Death and injury due to accidents is the leading cause of preventable death in most countries, including Korea. The first part of this paper delineates the limitation of the linear, deterministic model that has been adopted in social and applied sciences. The transactional model, advocated by indigenous psychology, is provided to understand the probabilistic nature of accident and safety at home, in the workplace and in society. Second, factors related to accidents and safety are reviewed. Third, application of the probabilistic model for preventing accidents and promoting safety in Korea is outlined.

• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.269-279
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• 2018

This study aimed to investigate the relationship among positive psychology capital, social support and emotion regulation ability of nursing college students and to examine the effect of social support and emotion regulation ability on positive psychology capital. 157 nursing college students were participated in the study. Data were collected by structured questionnaire and analyzed by SPSS / Win 21.0 program. The results showed that the level of positive psychology capital among nursing college students was above middle level(3.68/5), and there was a significant positive correlation among positive psychology capital and social support and emotional regulation ability. The results showed that factors affecting positive psychological capital were gender (${\beta}=-.11$), teaching relationship (${\beta}=.16$), evaluation support (${\beta}=.40$) and self emotion regulation (${\beta}=.39$). The overall explanatory power of the model was 68%, and by emotional self control of the emotion regulation ability explanatory power of the positive psychological capital was 9%. In order to enhance positive psychology capital of nursing college students, it is an effective strategy to develop and provide an emotional regulation program.

• Korean Journal of Culture and Social Issue
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• v.16 no.2
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• pp.197-219
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• 2010

This study examines the influence of parental social support and resiliency of efficacy on stress, depression and stress management behavior. A total of 799 participants (male=386, female=413), consisting of 184 elementary school, 354 middle school, 274 university students completed a questionnaire that included Rhode Island Stress Scale (Horiuchi, Tsuda, Tanaka, Yajima & Tsuda, in press), Stress Management Behavior Scale (Evers, Prochaska, Johnson, Mauriello, Padula & Prochaska, 2006), Becks' Depression Inventory (BDI-II, Beck, Steer & Brown, 1996; CES-D, Radloff, 1977), Resiliency of Efficacy (Bandura, 1995), and Parental Social Support (Kim & Park, 1999). The results of path analysis are as follows. First, resiliency of Efficacy had a direct and negative effect on stress and depression and direct positive effect on stress management. Second, stress management behavior did not have any influence on stress. Third, parental social support had a direct and positive effect on resiliency of efficacy. This pattern of results were found for elementary school, middle school and university students. When depression was measured by CES-D Scale (Center for Epidemiological Study of Depression) parental social support and resiliency of efficacy had a different parental of influence on stress, depression and stress management behavior, pointing out the importance of conducting comparative analysis of various measures of depression.

• Korean Journal of Culture and Social Issue
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• v.8 no.2
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• pp.105-135
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• 2002

The purpose of this study is to examine the experience of stress, coping and social support among students and their parents after Korea recovered from the recent economic crisis. A total of 634 students(primary school=135, junior high school=118, senior high school=168, and university=213) and 842 parents (fathers=421, mothers= 421), for a total of 1,476 participants, completed an open-ended questionnaire developed by the present researchers. For students, the most painful experience was related to problems in academic life, followed by problems in relationship. For father, the most painful experience was financial problems and for mothers, it was conflicts in the family. In stress situations, self-regulation was the most frequently adopted coping style by both students and adults. The second most frequently reported coping style was avoidance. In terms of social support, students reported receiving most support from friends, and the importance of friends became greater for the older students. Parents reported receiving most social support from their spouse. As for the type of social support, around half of students and parents reported receiving emotional support. Emotional support was viewed as being very important in reducing the stress experience related to academic life, problems in relationships, family conflict, and financial difficulties. The results of the present study will be compared to similar studies conducted before and during the economic crisis and the implications of these studies, as well as the importance of the indigenous Korean psychology, will be discussed.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.17-34
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• 2010

This study was aimed to at examining whether the effects of cooperative learning on children's social competence and self-esteem would be different in terms of young children's intellectual ability. To this end, a total of 64 five-year-old children attending two kindergartens in Kyunggi-Do were selected to participated in this study. Each child was tested on the short form of K-WPPSI and fell into one of two levels (high or low). The children in the experimental group took part in thirty-five 30~40 minute sessions of cooperative learning, while the control group engaged in individual learning. The results were as follows : First, children who participated in cooperative learning achieved higher improvements in social competence and self-esteem than children engaged solely in individual learning. Second, there were no any significant differences in improvement in terms of social competence and self-esteem between the high and the low intelligence levels. On the basis of these results, it could be concluded that cooperative learning had a number positive effects upon the levels of young children's social competence and self-esteem.