• Perspectives in Nursing Science
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• v.18 no.1
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• pp.1-9
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• 2021

Purpose: This study was undertaken for developing a cognitive behavioral therapy (CBT) program for adolescents with eating disorders. Methods: The specific process for the development of this program involved establishing a program goal, analyzing existing CBT programs, and constructing a CBT program. Results: The program consisted of 12 sessions, which is shorter than typical programs conducted for people with eating disorders, in order to reduce the dropout rate. Each session was 40~60 minutes long, and included the use of the psychoeducation, Dysfunctional Thought Record, and activity planning. The participants attended 5 sessions individually and 7 with their family members. Conclusion: This study presented a 12-session CBT program for adolescents with eating disorders. These results will provide valuable data for developing effective programs to improve the quality of life of these adolescents.

• International Journal of Contents
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• v.16 no.4
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• pp.39-49
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• 2020

The goal of this research was to understand the patterns of multidimensional engagement in MOOCs. An email with an online survey link was sent to enrollees in an MOOC course. The survey included 35 questions asking about engagement, teaching presence, and learning persistence. The items were validated in the literature, revised for the MOOC setting, reviewed by four professionals in the field of educational technology, and used in the study. A heterogeneous group of 170 individuals gathered through convenience sampling participated in the study. With cluster analysis of the engagement data, three groups were identified: Cluster1, 2, and 3. Cluster 1 scored high on behavioral, emotional, and cognitive engagement. Cluster 2 scored high on behavioral aspects but low on emotional and cognitive engagement. Cluster 3 scored low on behavioral and cognitive engagement but high on emotional aspects. The study addressed cluster-specific learner characteristics and differences in perceived teaching presence and learning persistence. Design strategies pertaining to each cluster were further discussed. These strategies may guide instructors and practitioners in the design and management of MOOCs and should be further validated through future studies.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.162-173
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• 2022

In non-face-to-face teaching-learning, a survey was conducted on 55 students in the department of chemistry education at university A on the variables (behavioral control, instructor-learner interaction, cognitive learning) affecting learning satisfaction and academic achievement. There were relatively large positive correlations between variables. The positive correlation between them was found to be the factors that influenced learning satisfaction and academic achievement in non-face-to-face teaching-learning. The average values of non-face-to-face teaching-learning for each variable were lower than the corresponding values of face-to-face teaching-learning, respectively. As a result of the perception survey on the detailed factors of each variable, negative responses were relatively high in factors such as 'concentration of behavior' in behavioral control, 'level-considered explanation' in instructor-learner interaction, and 'knowledge understanding' in cognitive learning.

• Journal of Engineering Education Research
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• v.18 no.5
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• pp.59-66
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• 2015

In the on-line pre-learning which is applied in this study, on line pre-learning, in-class, post-learning are circulated together in the same experiments. The on-line pre-learning has been tried to 136 students in A junior college in Seoul for 3 years. The effects of their self-regulated learning are as follows. First, the self-regulated learning ability has increased by 0.42 point. The point after the self-regulated learning and before it is 3.24 and 3.66 respectively. Second, cognitive regulation, motivational regulation and behavioral regulation have also increased. Out of them, cognitive control has increased the most. Metacognitive strategy is higher than cognitive strategy. In conclusion, the result shows that the on-line pre-learning is helpful to develop the self-regulated learning ability and it is also suitable to teaching-learning method for junior college.

• The Research Journal of the Costume Culture
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• v.17 no.3
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• pp.459-471
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• 2009

The purpose of the study is to examine the effect of VMD image appropriateness in apparel shopping contexts. Two competing models are utilized. The first model is developed from the emotion-cognition theory which explains that environmental cues(i.e., VMD image appropriateness) generate consumers' emotion, and in turn, consumers' behaviors. The second model is developed based on the cognitive theory of emotions and posits that environmental cues stimulates consumers' cognitive perceptions of retail environments, subsequently influencing consumers' emotional and behavioral response. A 2(VMD image appropriateness: high vs. low) between-subjects factorial design experiment was conducted. Female college students(n=592) participated in the experiment. Using structural equation modeling the study found that the emotion-cognition model better explains the effect of VMD image appropriateness on consumers' emotional, cognitive, and behavioral responses.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.2
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• pp.1328-1338
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• 2015

The purpose of the study was to examine the relationships between cognitive coping, sick role behavioral compliance, depression, and life satisfaction of hemodialysis patients based on the stress-coping model. The research is cross-sectional survey, 150 participants were recruited from 4 local clinics in Chungcheongbuk-do. As a results, the cognitive coping scores were significantly related to sick role behavioral compliance, depression, and life satisfaction. The coping strategies explained 20.5%, 10.5%, and 24.6% of the variances in sick role behavioral compliance, depression, and life satisfaction, respectively. The most powerful coping strategy was positive refocusing in sick role behavioral compliance, depression, and life satisfaction. The results of the study indicate that cognitive coping plays an essential role for psychological adaptation of hemodialysis patients. Therefore, the development and application of intervention program to improve adaption of hemodialysis patients are required.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.19 no.1
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• pp.3-12
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• 2008

Objectives : Child sexual abuse is a highly prevalent societal problem that cuts across all ethnic, racial, educational, and socioeconomic groups. There has been mounting empirical evidence for the efficacy of manual-based, cognitive behavioral treatment(CBT) for sexually abused children. Therefore, the aim of this review was to address the rationale and efficacy of CBT for sexually abused children, and to introduce a broad outline of a typical CBT program for young people suffering the emotional and behavioral consequences of sexual abuse. Methods : A selective literature review was undertaken. Results : To date, trauma-focused CBT is the most effective treatment for the sexually abused child. The rationale and efficacy of CBT was reviewed and a typical CBT program was outlined session by session. Conclusion : Based on trauma-focused CBT for sexually abused children, the results demonstrate the need for future development of a standard CBT program for the Korean population.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.22 no.1
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• pp.38-43
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• 2011

Chronic tic disorder or Tourette syndrome is known to be a chronic neuro-behavioral disease for which cognitive behavioral therapy (CBT) strategies have recently been introduced. Here, we report the effectiveness of CBT in a case of childhood chronic tic disorder, which is very common in clinical settings. The DSM-IV clinical diagnosis was applied by a child psychiatrist. The Yale Global Tic Severity Scale, Kovac's children's depression inventory, Spielberger State-Trait Anxiety Inventory, Abbreviated Conners' Rating Scales, and the Dupaul ADHD Rating Scales were used. This case involved a pharmacological treatment-refractory patient over the previous year. Thus, psychiatric consultation was undertaken. Subsequently, we administered five sessions of CBT for four weeks, consisting of symptom evaluation and planning, habit reversal training, and ventilation training. Following four weeks of CBT administration, there were improvements in the scores of the Yale Global Tic Severity Scale and the Clinical Global Improvement scale. Our observations indicate that CBT may be effective in the treatment of childhood tic disorder.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.3
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• pp.168-173
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• 2017

Objectives: Adolescent depression is a complex disorder influenced by a variety of personal and familial factors. In this study, we compared the familial, cognitive, and behavioral characteristics of adolescents with and without diagnosed depression. Methods: Forty adolescents with depressive disorder were recruited from two psychiatric clinics, along with 46 healthy adolescents from a middle school and a high school. We then compared the participants' cognitive and behavioral characteristics and the child-rearing attitudes of their parents. Results: Compared to the healthy adolescents, the adolescents with depression exhibited lower self-esteem, higher emotional reappraisal, greater disruptive behavior, and lower attention. Furthermore, compared to the mothers of the healthy adolescents, the mothers of those with depression reported less affective, less autonomic, and more rejecting parenting attitudes towards their children. Conclusion: We found that attentional problems, negative parenting attitudes, negative self-cognition, and expressive suppression are all associated with adolescent depression. Parenting education and interventions appear to be needed to correct the negative cognitions of adolescents with depression.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.3
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• pp.1231-1240
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• 2021

A shift in perspective from standard finance to behavioral finance has taken place in the past two decades that explains how cognition and emotions are associated with financial decision making. This study aims to investigate the influence of various psychological factors on investment decision-making. The psychological factors that are investigated are differentiated into two aspects, cognitive and emotional aspects. From the cognitive aspect, we examine the influence of anchoring, representativeness, loss aversion, overconfidence, and optimism biases on investor decisions. Meanwhile, from the emotional aspect, the influence of herding behavior on investment decisions is analyzed. A quantitative approach is used based on a survey method and a snowball sampling that result in 165 questionnaires from individual investors in Yogyakarta. Further, we use the One-Sample t-test in testing all hypotheses. The research findings show that all of the variables, anchoring bias, representativeness bias, loss aversion bias, overconfidence bias, optimism bias, and herding behavior have a significant effect on investment decisions. This result emphasizes the influence of behavioral factors on investor's decisions. It contributes to the existing literature in understanding the dynamics of investor's behaviors and enhance the ability of investors in making more informed decision by reducing all potential biases.