• International Journal of Contents
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• 제6권2호
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• pp.33-40
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• 2010

This study aims at investigating the linguistic and educational factors affecting TOEFL scores, focusing on three OECD countries, Korea, Japan, and Finland. The data comprise document analysis on curriculums, websites, and literature. The findings reveal that the number of Korean test-takers and their TOEFL scores gradually increased year by year. Finnish test-takers consistently gained greatly high scores, and Japanese examinees showed the lowest scores. The languages Korean, Japanese, and Finnish are all far distant from English and receive little support on historical grounds from the Indo-European family tree. In Finland, however, Swedish which belongs to Indo-European languages is still used as an official language with Finnish. Korea and Finland adopt English education from Year 3 in primary school, whereas English is not an official subject in primary school at present in Japan. Finnish students are taught a foreign language in addition to English from primary school. These seem to support the result of the high TOEFL scores of Finnish test-takers. This study concludes that social context which includes linguistic and educational environments are the main factors which affect TOEFL scores.

• East Asian mathematical journal
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• 제32권4호
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• pp.501-518
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• 2016

In this paper, we analyzed the correlation among scores of the mathematics B-type grade of College Scholastic Ability Test(CSAT), scores of Mathematics Level Assessment(MLA) and written test scores of Basic Mathematics Subject(BMS) made by students. Especially, we examined the relationship between CSAT grade with results of MLA and results of BMS through survey of students who changed their grades and learned about reasons. In addition, we analyzed error types for the descriptive problem solving in BMS written tests..

• 영재교육연구
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• 제7권1호
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• pp.51-76
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• 1997

The purpose of this study was to investigate the effects of Structure of Intellect( SOI) program for children. To achieve this purpose, 81 second grade children were sampled in a elementary school located In Seoul-city and randomly assigned to the experimental group and control group The SO1 training program were treated to the experimental group for 10 weeks, and the 'Thinking Abilities Test developed by Korea Creativity Research Institute were administered to them for pre-test and post-test. The collected data were analyzed by t-test for comparing the group means of experimental group and control group 'I'he results of this study were as follows : Firstly ere were statistically significant differences between experimental group and control group on the post-test scores of arithmetic[t(79)=2.73p,< .01] and visual memory[t(79)-3.68,p <.001]. The mean scores of experimental group(M=8.63) u ere higher than that of control group(Mz7.34) on arithmetic, and the mean scores to experimental group(M=16.68) were higher than that of control group(M=15 32) on visual memory Secondly there were no statistically significant differences between experimental group and control group on the post-test scores of logistic thinking abilities[t(79)=0.22, p>.05] and abstract thinking abilities[t(79)-0.22, p>.051. Thirdly, the post-test scores of visual memory and logical thinking abilities were more increased in the low intelligence group than the high intelligence group. This result showed that the SO1 program were more effective for the low intelligence group. Fourthly, the post-test scores of visual memory and logical thinking abilities were more increased in the low achievement group than the high achievement group. This result showed that the SO1 program were more effective for the low achievement group.

• 한국보건간호학회지
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• 제14권2호
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• pp.304-317
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• 2000

The purpose of this study is to identify the effect of the voluntary program experience with curriculum on self-esteem and depression in nursing college students. The research design utilized in this study was one group pre test-post test design. The data were gathered two times with questionnaire. First data were gathered before voluntary activity. And second data were gathered after instruction and five times voluntary activity. The data were analized by frequency, paired t-test. t-test. and ANOVA using the SAS program. The results were as follows 1. After the activity the scores of self-esteem were significantly higher than before the activity. 2. After the activity the scores of depression were significantly lower than before the activity. 3. The relationship between self-esteem and depression were negatives in both before and after the activity. 4. Before voluntary activity the scores of self-esteem in the class choosing the Culture Exploration were significantly high. but after the activity the scores of self-esteem were not significantly different. 5. As opinion on attendance of lecture class of voluntary activity program. before voluntary activity the scores of depression were not significantly different. but after the activity the scores of depression were significantly different.

• Journal of Nutrition and Health
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• 제31권1호
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• pp.102-107
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• 1998

This study was conducted to investigate the relationship of serum calcium and magnesium levels to depression and anxiety symptoms in 80 homemarker. Fasting blood samples were collected and serum calcium and magnesium concentrations were measured. At the same time, psychological conditions of subjects were estimated by questionnaire. As the result of psychological test, eighty homemarkers were divided into two groups according to psychologicaltest scores. The subjects in one group got high pssycholgoical test scores as high score group (HSG) and the others got low physchological test scores as low score group(LSG). Serum calcium and magnesium concentrations were significantly(p<0.05) lower in HSG than in HSG than in LSG. Many a subject who belonged to HSG appeared to have depression and anxiety symptoms. Drepression and anxiety scores of the subjects with calcium supplementation were significantly (p<0.05) lower than those without calcium supplementation . After calcium supplementation, depressiion and anxiety scores were significantly (p<0.05) decreased in HSG and serum calcium and magnesium concentrations in HSG were significantly increased to normal ranges . This results suggested that psychological conditions of homemarkers might be affected by serum calcium and magnesium levels.

• 영어어문교육
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• 제12권3호
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• pp.147-166
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• 2006

This study investigates the effect of misplacement in a written Computer-delivered ESL Placement Test (CEPT) context. The study aims to address the following two research questions: a) which scoring rubric features cause the misplacement of ESL learner's writing scores? and b) which scoring rubric features improve ESL learner's writing scores? Thirty-four international examinees took the test and participated in surveys at the University of Illinois. Twelve examinees of them attended the CEPT workshop test. In the workshop test, they carried out self-evaluation on their first essays using a scoring rubric and compared with expert raters' results. After the workshop, the examinees responded to a survey and interview. For the first research question, the results of the survey and interview addressed that the majority disagreed with the raters' rating results. The self-evaluation results also indicated that their misunderstanding of organization feature caused the misplacement. For the second question, the CEPT workshop scores were improved due to the score improvement in the organization feature while the contribution of other features to the total scores was little. Most of the examinees pointed out that a lesson on the scoring rubric enhanced their understanding of the writing features of the rubric so that their placement scores were generally improved.

• Food Quality and Culture
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• 제1권1호
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• pp.34-39
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• 2007

The effects of pressure cooker brand awareness, in terms of rice cooking performance, were evaluated using consumer acceptability tests. A blind test was performed using rice samples cooked by 3 different pressure cookers without any brand information, and a brand awareness test followed with the same informed consumer panel. Overall acceptability, glossiness, stickiness, hardness, flavor, and color were evaluated and compared to determine whether or not there were changes on consumer choice for acceptability. Brand A and brand B were not significantly different in their overall acceptability, moisture content, flavor, or color (p > 0.05), but they were significantly different for glossiness, stickiness, and hardness. Brands A and C were significantly different for all the attributes (p < 0.05). In the brand awareness test, brands A and B were not significantly different in their liking scores for all the attributes (p > 0.05). Brand C had significantly lower liking scores for overall acceptability, glossiness, stickiness, hardness, and moisture content than the other brands (p < 0.05). When comparing the liking scores for all the attributes with those of the blind test, the scores of the brand awareness test were slightly higher. For brand A, there were changes in its liking scores for overall acceptability, flavor, and glossiness (p < 0.05). However, brands B and C had brand awareness effects for all the attributes (p < 0.05).

• 영어어문교육
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• 제9권2호
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• pp.213-241
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• 2003

As an attempt to characterize the English test section of CSAT (College Scholastic Ability Test) and to get some suggestions, this study raised the research questions, as 'What are the main factors that affect students' English test scores in CSAT, and how big influences do they have?' It has been hypothesized that among main factors are the L1 competence, represented by the Korean test scores in CSAT, background knowledge or intelligence, represented by the "total" scores in CSAT, and the two types of L2 knowledge (vocabulary and grammar on one hand and prosody m the other hand), measured by the test devised specially for this study. The individual effect of the L2 vocabulary and grammar (one kind of L2 knowledge) was 70%, that of background knowledge or intelligence 61%, that of the L1 competence 50%, and that of the L2 prosody knowledge (the other kind of L2 knowledge) 32%. According to the stepwise regression, the whole effect of these four factors was 74%. The findings suggest that first, although CSAT is based on the top-down model of comprehension, the bottom-up model of learning should be more emphasized in our English class. Also, since background knowledge or intelligence is the second most influential factor, the top-down model of learning that helps students learn to understand by activating their various schemata must also be very effective.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제11권1호
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• pp.16-26
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• 2000

연구목적：청소년의 시험불안에 영향을 미치는 개인 및 사회환경적 변인 연구의 후속 연구로서 시험 불안의 인지적요소, 감정적 요소와 가정환경 요소간의 상관 관계를 알아보고자 학생청소년들을 대상으로 본 연구를 실시하였다. 방 법：서울 시내 8개 남녀 중고등학교 총 880명을 대상으로 하였다. 시험불안의 정도를 측정하기 위해 Spielberger의 시험불안 목록(Test Anxiety Inventory)을 사용하였고, 가정환경적 요소를 측정하기 위해서는 Moos와 Moos의 가정환경척도(Family Environmental Scale)를 사용하였다. 기타 사항은 저자들이 작성한 설문지를 사용하였다. 결 과：1) 시험 불안의 총정 및 인지적 요소는 응집력 척도, 독립성 척도와는 부적 상관관계를 보였고, 시험불안의 총점 및 인지, 감정적 요소 모두는 성취 지향성 척도, 조절성 척도와는 정적인 상관관계를 보였다. 2) 시험 불안이 높은 군은 낮은 군에 비해 성취 지향성 척도, 조절성 척도는 높고 응집력 척도는 낮았다. 3) 시험불안과 밀접히 연관된 상기 4가지 척도 중 조절성 척도를 제외한 세가지 척도(성취 지향성, 독립성 응집력)는 부모의 학력, 경제력이 높을수록 높은점수를 보였다. 결 론：따라서 부모는 아이의 능력에 맞는 성취지향성 목표를 설정하여야 하며, 자녀에 대한 과도한 통제나 조절보다는 독립성을 고취시켜야하며, 가정내 구성원간의 갈등이 없는 응집력을 보여야 하겠다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제10권2호
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• pp.186-194
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• 1999

목 적：본 연구에서는 인물화 검사가 아동들의 구체적/추상적 사고를 평가하는 비언어적 도구로서 유용하게 사용될 수 있는지를 살펴보았다. 방 법：임상 집단으로 서울대학 병원 소아 정신과를 방문한 아동 30명과 정상 아동 27명을 대상으로 KEDI-WISC와 인물화 검사를 실시하고 추상적 사고 능력을 평가하는 언어적 검사로써 공통성 소검사 점수와 인물화 점수들을 비교하였다 결 과：정상 아동 집단에는 유의미한 상관을 보이지 않았으나, 임상 집단에서 공통성 소검사 점수와 인물화 점수간에 높은 상관을 보였으며, 특히 이들의 인물화 추상 점수와 공통성 소검사간에 매우 높은 상관을 나타낸 것을 볼 때, 인물화 검사 결과가 임상 집단에서 추상적 사고 특성들을 보다 잘 평가하는데 사용될 수 있음을 시사하였다.