• Asian Pacific Journal of Cancer Prevention
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• v.17 no.1
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• pp.109-115
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• 2016

Background: P53 has been reported to be involved with tumorigenesis and has also been implicated as a significant biomarker in oral squamous cell carcinoma(OSCC). However, the diagnostic value of p53 antibodies remains controversial; hence, we comprehensively and quantitatively assessed the potential in the present systematic review. Materials and Methods: A comprehensive search was performed using PubMed and Embase, up to October 31, 2014, without language restriction. Studies were assessed for quality using QUADAS (quality assessment of studies of diagnostic accuracy). The positive likelihood ratio (PLR) and negative likelihood ratio (NLR) were pooled separately and compared with overall accuracy measures using diagnostic odds ratios (DORs) and symmetric summary receiver operating characteristic (SROC) curves. Results: Of 150 studies initially identified, 7 eligible regarding serum p53 antibodies met the inclusion criteria. Some 85.7% (6/7) were of relatively high quality (QUADAS $score{\geq}7$). The summary estimates for quantitative analysis of serum p53 antibody in the diagnosis of squamous cell carcinoma were: PLR 2.06 [95% confidence interval (CI) : 1.35-3.15], NLR 0.85 (95%CI: 0.80-0.90) and DOR 2.47 (95%CI: 1.49-4.12). Conclusions: This meta-analysis suggests that the use of s-p53-antibodies has potential diagnostic value with relatively high sensitivity and specificity for OSCC particularly with serum specimens for discrimination of OSCCs from healthy controls. However, its discrimination power is not perfect because of low sensitivity.

• Journal of Korean society of Dental Hygiene
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• v.20 no.5
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• pp.697-706
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• 2020

Objectives: The purpose of this study was to analyze the factors that affect the test anxiety among dental hygiene students, including mental health and academic self-efficacy. Methods: A self-administered questionnaire survey was conducted among dental hygiene students in a metropolitan area from July 21 to July 31, 2020, and finally, 196 copies were statistically analyzed using SPSS 21.0. Results: The mean values of mental health, academic self-efficacy, and test anxiety among the dental hygiene students were 1.47±0.41, 2.99±0.46, and 2.76±0.74, respectively. Mental health was negatively correlated with self-efficacy (r=-0.346, p<0.01) and positively correlated with test anxiety (r=0.405, p<0.01), while academic self-efficacy was negatively correlated with test anxiety (r=-0.424, p<0.001). The factors that affect test anxiety were somatization (p<0.05), anxiety (p<0.05), paranoia (p<0.05), task preference (p<0.05), and confidence (p<0.001), which are the detailed items of academic self-efficacy. Conclusions: It is necessary to develop and apply customized health programs suitable for individual students to improve their mental health, as well as develop teaching and learning methods that can improve academic selfefficacy, as mental health and academic self-efficacy are influential factors in test anxiety among dental hygiene students.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.25 no.4
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• pp.312-320
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• 2022

Purpose: Screening serologic tests are important tools for the diagnosis of celiac disease (CD). Immunoglobulin (Ig)G anti-deamidated gliadin peptide (anti-DGP) is a relatively new autoantibody thought to have good diagnostic accuracy, comparable to that of anti-tissue transglutaminase (anti-tTG) antibody. Methods: Pediatric patients (n=86) with a clinical suspicion of CD were included. Duodenal biopsy, anti-tTG, and IgG anti-DGP antibody tests were performed. The patients were divided into CD and control groups based on the pathological evaluation of duodenal biopsies. The diagnostic accuracy of serological tests was determined. Results: IgA anti-tTG and IgG anti-DGP antibodies were positive in 86.3% and 95.4% of patients, respectively. The sensitivity, specificity, and diagnostic accuracy of the IgA anti-tTG test were 86.3%, 50.0%, and 68.6%, respectively, and those of the IgG anti-DGP test were 95.4%, 85.7%, and 90.7%, respectively. The area under the receiver operating characteristic (ROC) curve was 0.84 (95% confidence interval [CI], 0.74-0.91) for IgA anti-tTG test and 0.93 (95% CI, 0.86-0.97) for IgG anti-DGP test. The comparison of IgA anti-tTG and IgG anti-DGP ROC curves showed a higher sensitivity and specificity of the IgG anti-DGP test. Conclusion: IgG anti-DGP is a reliable serological test for CD diagnosis in children. High tTG and DGP titers in the serum are suggestive of severe duodenal atrophy. The combined use of IgA anti-tTG and IgG anti-DGP tests for the initial screening of CD can improve diagnostic sensitivity.

• Journal of Korean Academy of Nursing Administration
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• v.13 no.4
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• pp.516-525
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• 2007

Purpose: This study was to explore the relationship between personality type and learning attitude and academic achievement of nursing students. Method: 91 students were sampled from freshman in nursing school. Data were collected from April 2 to October 5 2007. Analysis of the results were carried out using SPSS win 12.0 for frequency, mean and standard deviation, t-test, ANOVA, Pearson correlation. Result: The result of MBTI test was that nursing students in this study showed extraversion(52.7%), sensing(82.4%), thinking(56.0%), judging(57.1%). Academic achievement according to personality was that only feeling(F) type students had significantly higher score of English than thinking(T) type students(p=.013). Learning attitudes according to personality were that sensing(S) type students had significantly positive attitude toward their college than intuition(N) type students (p=.016). And think(T) type students had significantly higher confidence of learning than feeling(F) type students. There was significant positive correlations between learning method and score of English, Fundamental Nursing, Anatomy(p<..05). Conclusions: Diagnosing personality can differentiate student's learning attitude. It is important to develop teaching-learning strategies according to their personality, which can help them to improve their academic achievement.

• Journal of Korean Library and Information Science Society
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• v.49 no.3
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• pp.263-282
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• 2018

This study analyzed nineteen best-practices (161 sub-programs) regarding school library media program. The authors conducted content analysis based on The Library Media Specialist's Taxonomy and the CIPP Model. In the analysis of taxonomy showing the degree of involvement of librarian teachers, Level Seven indicating a concerted effort to promote school library program was the most important (37.6%). Among the ten levels of taxonomy, the highest level (levels 6 to 10, high involvement of librarians) accounted for 65.9%. According to the analysis of the CIPP Model, (Context) most of the excellent programs were aimed at reading education (41.5%) and library use education (11.3%), and more than half (53.8%) cases were initiated by learners' needs. (Input) excellence programs employed various teaching materials and were operated at fixed time. (Process) the programs were run in a variety of ways, mainly with reading instruction (30.4%) and cultural activities (17.3%). (Product) As a fruit of programs, students and parents' satisfaction, students' achievement, self-confidence, and self-improvement were reported.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.73-82
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• 2018

The purpose of this study was to apply Keller's ARCS motivational model to the business culture lessons and to examine the effects on cultural knowledge, interest, awareness and attitude of university students. To accomplish this purpose, the teaching-learning method applying ARCS model for business culture was designed, aiming to improve all elements of learning motivation such as attention, relevance, confidence and satisfaction. The experiment was conducted with two groups as follows; one experimental group that received instruction using ARCS model and the other comparison group that received traditional lecture instruction. Both the instruction using the ARCS model and the traditional lecture instruction was effective in increasing knowledge of culture. The instruction using the ARCS model was verified to improve interest in culture, understanding of others from other cultures, motivation to create culture, perception of importance of culture, and perception of necessity of culture education. But the traditional lecture instruction did not show statistically meaningful effects on cultural interest, awareness and attitude.

• School Mathematics
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• v.16 no.1
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• pp.111-133
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• 2014

This study aims to explore mathematical belief system and core belief factors to be found. The mathematical belief system becomes an auto regulation device for students' using mathematical knowledge in mathematical situations and provides them with the context to perceive and understand mathematics. They have individual mathematical beliefs for each of mathematics subject, mathematical problem solving, mathematical teaching and learning and self-concept, and these beliefs of students construct mathematical belief system according to mutual relationships among the mathematical beliefs. Using correlation analysis and multiple regression, mathematical belief system was structuralized and core belief factors were found. Mathematical belief system is structuralized and, as a result the core belief factors that are psychological centrality of high school students' mathematical belief system are found to be persistence, challenge, confidence and enjoyment. These core belief factors are formed on the basis of personal experiences and they are personal primitive beliefs that cannot be changed with ease and cannot be shared with other people but they are related with many other beliefs influencing them.

• Journal of Engineering Education Research
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• v.7 no.1
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• pp.87-96
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• 2004

The number of schools that implement English medium instruction (EMI) to improve students' English proficiency has been increasing. Despite the increasing popularity of EMI, little attention has been paid to evaluating the effectiveness of EMI and its impact on students and instructors. This study explores these issues, focused on the case of the College of Engineering at Y University. A survey questionnaire was administered to 19 engineering professors who offered EMI courses in the Fall of 2003. The survey results show that: 1) the professors perceive that students' low English proficiency is a large obstacle to successful implementation of EMI, and that pre-EMI language courses are needed to prepare students for EMI. 2)Though the professors expressed confidence in their English proficiency, they indicated that they felt quite a lot stressed at teaching EMI courses; hence, support of the school administration is needed to help faculty offering EMI courses. 3)To improve students' English proficiency, native-speaking language instructors are needed to provide feedback on students' written and spoken English.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.37-42
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• 2020

The purpose of this study is to investigate whether the undergraduate nursing students have developed their critical thinking disposition, and problem solving ability after they have completed the course. Data were analyzed using repeated measure ANOVA and paired t-test test with SPSS Statistics version 16.0. The study has shown that the students have developed their critical thinking disposition, especially in sub items as prudence, self-confidence, intellectual fairness, healthy skepticism after completing the undergraduate course, but they have failed to mature their problem solving ability except personal control ability. Therefore, it is critical to continuously apply the various teaching methods that will successfully help students enhance their critical thinking disposition and problem solving ability through the whole nursing curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.9
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• pp.3959-3966
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• 2011

The purpose of this study was to investigate the effect of self-regulated learning ability on English learning achievement. A survey was conducted to the students majoring different fields of study in order to measure their self-regulated learning ability from March 10, 2010 to June 10, 2010. The result indicates a strong correlation between students' English achievement and self-regulated learning factors such as cognitive, affective, and behavior regulation. The results revealed that instructional, and training interventions should be needed to have significant goal-orientation, to maintain motivation, and to have self confidence from On-line and Off-line blended teaching for the successful English learning.