• Communications of Mathematical Education
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• v.31 no.1
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• pp.17-48
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• 2017

This case study examined mathematics anxiety of a public high school sophomore who was unable to perform well in mathematics but later overcame his fear of mathematics. In this study, he showed high levels of mathematics anxiety in the assessment tools that evaluate mathematical anxiety factors. Cognitive and behavior treatments were carried out to alleviate his anxiety. First, cognitive treatments that were implemented include: understanding his own problems, writing down his thoughts on a record sheet, and changing intermediate and core beliefs. This paper explored cognitive and affective changes and reactions during the treatment process. Second, behavioral treatments that were conducted include: the divided-page method and peer tutoring. The divided-page technique involves the test subject to write down and solve his problems on a note to see what kind of cognitive and affective changes occur during the process. This paper also explored how Su-chul, an overly competitive student, changed and reacted cognitively and affectively through peer tutoring. The results revealed that Su-chul's exam anxiety, as well as other factors, has decreased. Moreover, he regained his self-confidence by solving math problems that he had felt difficult. His competitive attitude also has turned into a cooperative and thoughtful one.

• Journal of Nutrition and Health
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• v.46 no.2
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• pp.166-176
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• 2013

The purpose of this study was to investigate consumption of health functional food (HFF) and dietary habits, nutrient intake, and dietary quality by HFF consumption in college students. The subjects of this study included 283 college students (179 males and 104 females) in Incheon metropolitan city. The cross-sectional study was conducted using self-reported questionnaires, including kinds of HFF consumed, motivation for purchase, reason for consumption, effect after consumption, reason for no consumption, and dietary habits. A three-day recall method was used for dietary assessment. Dietary qualities were assessed using nutrient adequacy ratio (NAR), mean adequacy ratio (MAR), and nutrient density (ND) values. The percentage of HFF consumption was 40.2% in males and 50.0% in females. The main kinds of HFF consumed by males were vitamins and minerals, red ginseng, protein, and omega-3 fatty acid, in that order. HFF consumed by females were vitamins and minerals, red ginseng, omega-3 fatty acid, and individually approved functional ingredients, in that order. The main motivation for purchase of HFF was recommendation of family and relatives (males 76.4% and females 78.8%). The main reason for consumption of HFF was health promotion (males 67.7% and females 63.5%) and the main reason for no consumption of HFF was not having a health problem (males 49.5% and females 46.2%). The dietary habit score for 'eat the milk or dairy product everyday' (p < 0.05) in females was significantly higher in HFF consumers, compared to HFF non-consumers. In males, the ND of vitamin B1 (p < 0.05) in HFF consumers was significantly higher compared to HFF non-consumers. In females, HFF consumers showed a significantly higher ND of vitamin B2 (p < 0.05) and Ca (p < 0.01), compared to HFF non-consumers. Regardless of HFF consumption, the NAR of vitamin C, folic acid, and Ca was less than 0.7. These results suggest the need for nutrition education for college students in order to improve dietary habits and for balanced nutritional status, and to provide correct information on HFF.

• Anxiety and mood
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• v.15 no.2
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• pp.115-121
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• 2019

Objective : The purpose of this study was to investigate prevalence of psychiatric symptoms and determine predictors of emotional distress of military hospital surgical patients. Methods : This study examined 104 orthopedic patients admitted to the Armed Forces Military Hospital September-November 2018. For the study, every subject completed self-assessment inventories regarding depressive and anxiety symptoms (Hospital Anxiety and Depression Scale), sleep problems (Pittsburgh Sleep Quality Index), problematic alcohol and tobacco use (Cut off, Annoyed, Guilty, Eye-opener screening), and psychiatric history. We performed the Student's t-test and the chi-square test for the collected data to investigate the prevalence of psychiatric symptoms, including emotional distress. Logistic regression analysis was used to examine the risk factors related to emotional distress of hospitalized military personnel. Results : There were no significant differences in socio-demographic and psychiatric symptoms between soldiers and officers. The prevalence of depressive and/or anxiety symptoms (emotional distress) was 21.2% (n=21). In the logistic regression analysis, psychiatric history [Adjusted Odds Ratio (AOR)=18.99 ; 95% Confidence Interval (CI)=1.42-253.57 ; p=0.026] and low military life satisfaction (AOR=15.67; 95% CI=1.46-168.11 ; p=0.023) correlated with emotional distress. Conclusion : Soldiers admitted to the military hospital showed similar prevalence of emotional distress as those at general hospitals. Considering military circumstances, it is necessary to detect and intervene regarding soldiers with a psychiatric history and low military life satisfaction to promote mental health at military hospitals.

• Journal of Engineering Education Research
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• v.10 no.3
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• pp.64-78
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• 2007

For Korean researchers, English is essential. In fact, this is the case for any researcher who is a non-native English speaker, as recognition and success is predicated on being published, while publications that reach the broadest audiences are in English. Unfortunately, university science and engineering programs in Korea often do not provide formal coursework to help students attain greater competence in English composition. Aggravating this situation is the general lack of literature covering this specific pedagogical issue. While there is plenty of information to help native speakers with technical writing and much covering general English composition for EFL learners, there is very little information available to help EFL learners become better technical writers. Thus, the purpose of this report is twofold. First, as most Korean educators in science and engineering are not well acquainted with pedagogical issues of EFL writing, this report provides a general introduction to some relevant issues. It reviews the importance of contrastive rhetoric as well as some considerations for choosing the appropriate teaching approach, class arrangement, and use of computer assisted learning tools. Secondly, a course proposal is discussed. Based on a review of student writing samples as well as student responses to a self-assessment questionnaire, the proposed course is intended to balance the needs of Korean EFL learners to develop grammar, process, and genre skills involved in technical writing. Although, the scope of this report is very modest, by sharing the considerations made towards the development of an EFL technical writing course it seeks to provide a small example to a field that is perhaps lacking examples.

• Journal of radiological science and technology
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• v.38 no.3
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• pp.295-304
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• 2015

This study intended to examine the correlation of career self-regulation (plan and check-up, positive thinking, career feedback, environment formation for career) and career identity (career decision, indecisiveness, career indecision) caused by parental career support (informative, emotional, financial, and empirical) among freshmen, sophomores, and juniors in the radiotechnology department. For assessment, a survey was conducted and according to the results, there existed correlation as follows. Regarding parental career support, emotional support is plan and check-up (r=.25, p<.001), Career feedback (r=.54, p<.001), and positive thinking (r=.46, p<.001) showed high positive correlation while informative support showed correlation in all factors showing high correlation with environment formation for career (r=.22, p<.001), plan and check-up (r=.20, p<.001), career feedback (r=.24, p<.001), and positive thinking (r=.26, p<.001). Financial support career feedback (r=.33, p<.001) and positive thinking (r=.34, p<.001) showed somewhat higher correlation. All factors of environment formation for career (r=.18, p<.001), plan and check-up (r=.25, p<.001), career feedback (r=.37, p<.001), and positive thinking (r=.30, p<.001) showed high correlation. Informative support showed high correlation only with career decision (r=.27, p<.001) and financial support also showed high correlation only with career decision (r=.18, p<.001). Also, empirical support was somewhat highly correlated only with career decision (r=.23, p<.001). Regarding school-year difference depending on parental career support, there was significant difference between emotional support (F=8.52, p<.001), financial support (F=8.97, p<.001), and empirical support (F=5.36, p<.05) while informative support was dismissed. Regarding school-year difference depending on career self-regulation, there was significant difference between career feedback (F=8.48, p<.001) and positive thinking (F=16.29, p<.001) while environment formation for career and plan and check-up were dismissed. Regarding school-year difference depending on career identity, there was significant difference between career indecision (F=4.01, p<.05) and career decision (F=11.72, p<.001) while indecisiveness was dismissed. According to the analysis results, parents' active support to their child like respecting and listening to their opinion on career, provision of career related experience or information, and provision of necessary financial aid for their study or academic preparation made the students plan and exploring their career, examine accomplishment progress, have positive idea to realize their objectives. In addition, the students were able to establish the objective of their career by forming the environment that helped them realize their objectives by seeking advices and encouragement from surroundings. Meanwhile, the parents' attitude to respect and listen to their child's career related opinion affected their career decision and indecision. Although informative support helped the students' career decision, financial and empirical support caused effect only to career decision.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.91-117
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• 2007

This study was to compare the contents and practical problems addressed, the process of teaching-learning method, and evaluation method of Korean Home Economics curriculum and of the Oregon and Ohio's Practical Problem Focused Family & Consumer Sciences Curricula. The results are as follows. First, contents of Korean curriculum are organized by major sub-concepts of Home Economics academic discipline whereas curricular of both Oregon and Ohio states are organized by practical problems. Oregon uses the practical problems which integrate multi-subjects and Ohio uses ones which are good for the contents of the module by integrating concerns or interests which are lower or detailed level (related interests). Since it differentiates interest and module and used them based on the basic concept of Family and Consumer Science, Ohio's approach could be easier for Korean teachers and students to adopt. Second, the teaching-learning process in Korean home economics classroom is mostly teacher-centered which hinders students to develop higher order thinking skills. It is recommended to use student-centered learning activities. State of Oregon and Ohio's teaching-learning process brings up the ability of problem-solving by letting students clearly analyze practical problems proposed, solve problems by themselves through group discussions and various activities, and apply what they learn to other problems. Third, Korean evaluation system is heavily rely on summative evaluation such as written tests. It is highly recommended to facilitate various performance assessment tools. Since state of Oregon and Ohio both use practical problems, they evaluate students mainly based on their activity rather than written tests. The tools for evaluation include project documents, reports of learning activity, self-evaluation, evaluation of discussion activity, peer evaluation in a group for each students for their performance, assessment about module, and written tests as well.

• Sleep Medicine and Psychophysiology
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• v.9 no.1
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• pp.48-55
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• 2002

Objective: Stress is known to be a common cause of short-term insomnia and insomniacs often complain that stress induces sleep problems. However, previous studies on the correlation between stress and sleep do not show consistent results. We aimed to investigate the effects of minor stressful events on sleep among college students. Method: Physically and mentally healthy college student volunteers filled out a self-assessment questionnaire to evaluate their stress and sleep. To find out the status of average stress and sleep, the volunteers filled out K-DSI and daily sleep assessments on three consecutive days. In addition, we surveyed the amount of caffeine beverage intake and assessed the degree of depression and anxiety. Results: The total number of students participating in this study was 202, 101 men and 101 women. Minor stress turned out to significantly affect non-restorative sleep and secondary symptoms of insomnia (awakening difficulty, displeasure, feeling of dissatisfaction with sleep, physical uneasiness or pain at awakening, daytime sleepiness, depressive moods, tiredness and concentration difficulty). However, global PSQI score, self-reported sleeping hours, sleep latency, awakening frequency, frequency and duration of napping, were not explained by stress scores. Conclusion: In this study, minor stresses seemed to affect sleep, especially secondary symptoms caused by non-restorative sleep. We can thus infer that minor stresses impair the restorative effects of sleep by inducing arousal, and the direct relationship the two can be confirmed by polysomnogram.

• 대한공업교육학회지
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• v.31 no.2
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• pp.203-232
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• 2006

The purposes of this study are to examine the effects of learning, which was applied TRIZ's 40 inventive principles, on the improvement of learners' creativity and to offer basic information that would be necessary to study on Inventive Education in Technology Education. In order to achieve the purposes, objects were divided into two groups, experiment group(74 students) and control group(67 students), who were from B Middle school in Daejeon. Creativity Self-Assessment and Student Inventive Rating Scale were used as tools for research so that we could find the homogeneity in two groups. An applied design method was nonequivalent control group pretest-posttest design. This study was performed for 2 hours on the 1st and the 3rd Saturday in every month from the 3rd week of March, 2006 to the 3rd of July of 2006, and total researching period was 9 weeks. In that time, the students were required to learn 40 inventive principles. The results from this study are as below. (1) Applying TRIZ's 40 inventive principles had a positive effect on students' CQ(creative quotient), as influencing on the subordinate factors of creativity, such as, originality, germinal, trasformational, value, attraction, expressive power and organic systemicity. However it didn't have any effect on adequateness, properness, merit, complex and elegance. (2) Applying TRIZ's 40 inventive principles had a significant effect neither on CQ by sex, nor on the subordinate factors of creativity, except for originality and expressive power. Based on the results of the experiment, below suggestions were made to promote the application of TRIZ's 40 inventive principles to Technology Education. (1) Although this study was performed by using development activities, it is necessary to study more systemically to apply 40 inventive principles to regular subject in Technology Education. (2) As creativity was very important in Technology Education, there should be studies on the various types of inventive principles and techniques for Inventive Education in Technology Education.

• Journal of the Korean Society of Food Science and Nutrition
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• v.44 no.12
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• pp.1856-1864
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• 2015

The purpose of this study was to investigate the nutrient intake status of university students in Chuncheon area (175 males and 131 females). This study was conducted by employing a self-administered questionnaire. Dietary assessment was measured by a 24-h recall method. The average height and weight of male students were $175.2{\pm}6.2cm$ and $68.2{\pm}9.9kg$, respectively. For female students, average values were $161.7{\pm}5.2cm$ and $55.1{\pm}6.5kg$, respectively. The mean BMIs for both male and female students were 22.2 and 21.1, respectively. In both male and female students, the rate of skipping breakfast was high. Daily averages for energy, carbohydrates, protein, and fat intakes in male students were significantly higher than those of female students (P<0.001). For male students, protein, vitamin B1, P, Fe, and Na were above recommended nutrient intake and adequate intake, whereas for female students, they were protein, vitamin A, P, and Na. For male students, nutrient intakes for Ca, vitamin $B_2$, vitamin C, and vitamin $B_6$ were below the estimated average requirement (EAR) by at least 50% or more, whereas for female students, they were vitamin C, Fe, vitamin $B_6$, vitamin $B_2$, niacin, folate, and Ca. Ca was alarmingly low, with more than 75% of both male and female students showing levels below the EAR. Therefore, it is important that nutritional education be facilitated for college students to take responsibility of their own health through learning about nutrient intake as well as developing positive eating habits.