• Journal of Families and Better Life
• /
• v.34 no.6
• /
• pp.27-40
• /
• 2016

This study examined the mediating effects of irrational beliefs on the relationships of middle school students' autonomy of psychological growth environment and behavioral anger responses(impulsive reaction, verbal aggression, physical confrontation and indirect expression). A sample of 346 first and second year students of middle school participated in the autonomy of psychological growth environment scale, the irrational beliefs scale and behavioral anger responses scale. Pearson's correlation analysis and regression analysis were performed. The results showed that: ⑴ The relations among autonomy of psychological growth environment, irrational beliefs and behavioral anger responses were significant. The autonomy of psychological growth environment had negative correlations with irrational beliefs and behavioral anger responses. Irrational beliefs produced positive correlations with behavioral anger responses. There were positive correlations among the subtypes of behavioral anger responses. ⑵ There were mediating effects of irrational beliefs between autonomy of psychological growth environment and behavioral anger responses. The effects of autonomy of psychological growth environment on impulsive reaction, physical confrontation and indirect expression were fully mediated by irrational beliefs. However, the effect of autonomy of psychological growth environment on verbal aggression was partially mediated by irrational beliefs. This study demonstrated that irrational beliefs mediate the relationship between autonomy of psychological growth environment and behavioral anger responses.

• The Mathematical Education
• /
• v.56 no.2
• /
• pp.131-145
• /
• 2017

The representation of irrational numbers has a key role in the learning of irrational numbers. However, transparent and finite representation of irrational numbers does not exist in school mathematics context. Therefore, many students have difficulties in understanding irrational numbers as an 'Object'. For this reason, this research explored how mathematics textbooks affected to students' understanding of irrational numbers in the view of process and object. Specifically we analyzed eight textbooks based on current curriculum and used framework based on previous research. In order to supplement the result derived from textbook analysis, we conducted questionnaires on 42 middle school students. The questions in the questionnaires were related to the representation and calculation of irrational numbers. As a result of this study, we found that mathematics textbooks develop contents in order of process-object, and using 'non repeating decimal', 'numbers cannot be represented as a quotient', 'numbers with the radical sign', 'number line' representation for irrational numbers. Students usually used a representation of non-repeating decimal, although, they used a representation of numbers with the radical sign when they operate irrational numbers. Consequently, we found that mathematics textbooks affect students to understand irrational numbers as a non-repeating irrational numbers, but mathematics textbooks have a limitation to conduce understanding of irrational numbers as an object.

• Journal of Fisheries and Marine Sciences Education
• /
• v.23 no.3
• /
• pp.400-409
• /
• 2011

The purpose of this study was to investigate the influence of irrational beliefs on parenting stress of mothers with early children. For achieving this purpose, Irrational Belief Test and Parenting Stress Index were administered to 300 mothers with early children in Busan and data from 234 mothers were used for statistical analysis. Collected data were analyzed using Pearson correlation coefficient and stepwise multiple regression analysis. The results of correlational analysis showed that irrational beliefs were positively related to parenting stress. Anxious over-concern factor was related to all parenting stress variables. The results of stepwise regression analysis revealed that 2~4 irrational beliefs significantly influenced parenting stress; sub-factors of parenting stress variable that irrational beliefs had the most effect on was competence factor. Based upon these results, it can be concluded that irrational belief is an important variable which predicts parenting stress of mothers with early children.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.3
• /
• pp.499-518
• /
• 2013

The purpose of this study is to examine the preservice secondary mathematics teachers understanding and dimensions of knowledge about definition of irrational numbers and irrational numbers and operations. I adopted a framework consisting of formal dimensions, intuitive numbers, algorithmic dimentions suggested by Tirosh et al.(1998) by adding instrumental dimension for his study. I surveyed 65 preservice secondary mathematics teachers who are in bachelor program and post-bachelor program for teacher certificate by using a questionnaire suggested by Sirotic and Zazkis(2007). The results of this study suggest that 83.1% of the participants gave correct answers in definitions of irrational numbers. 43% of the preservice secondary teachers gave correct answers in adding with irrational numbers. Also 91% of the preservice teachers gave correct answers in multiplying irrational numbers. The preservice teachers appeared to understand irrational numbers and operations at formal dimension. More than half of the preservice teachers gave incorrect answers in adding irrational numbers and a few participants gave incorrect in multiplying irrational numbers. The preservice teachers seemed to understand irrational numbers and operations at intuitive or instrumental dimension. The results also suggest that the preservice secondary mathematics teachers have incorrect understanding about irrational numbers.

• Journal of Families and Better Life
• /
• v.26 no.2
• /
• pp.103-114
• /
• 2008

The purpose of the study is to examine the influences of irrational belief and social support on adolescents' social anxiety. Questionnaires regarding irrational belief, social support, and social anxiety were administered to 566 2nd and 3rd grade middle-school students in Gyeonggi Province. Finally 523 questionnaires were collected and statistically analyzed through t-test, Pearson's correlation analysis, hierarchical and stepwise multiple regression analysis. The results of the study were as follows: 1) While there were gender differences in social anxiety, irrational belief, and social support sources, no differences in social support types were observed. 2) While social anxiety and irrational belief showed a positive correlation, social anxiety and social support revealed a negative correlation. Additionally, irrational belief and social support showed a negative correlation. 3) Irrational belief(catastrophizing, extreme anxiety and fear, personal perfection, and helplessness), emotional social support, and social support from friends were significant predictors of social anxiety. 4) Irrational belief which predicted each social anxiety subtype was varied.

• Korean Journal of Psychosomatic Medicine
• /
• v.3 no.1
• /
• pp.28-38
• /
• 1995

The purpose of this study is to investigate the relationship between irrational belief and psychopathology. The Korean version of Symptom Check List-90-R and Irrational Belief Test were administered to 621 high school students in group. The author used Pearson correlation coefficiency and multiple regression analysis to seek the regression patterns of the irrational belief. The results were as follows. 1) Most of the subscales of the SCL-90-R and Irrational Belief Test were correlated significantly. 2) In multiple regression analysis, the irrational belief associated with anxious overconcern was the most predictable variable for psychopathology.

• Journal for History of Mathematics
• /
• v.21 no.1
• /
• pp.139-156
• /
• 2008

We investigate the inducing method of irrational numbers in junior high school, under algebraic as well as geometric point of view. Also we study the treatment of irrational numbers in the 7th national curriculum. In fact, we discover that i) incommensurability as essential factor of concept of irrational numbers is not treated, and ii) the concept of irrational numbers is not smoothly interconnected to that of rational numbers. In order to understand relationally the incommensurability, we suggest the method for inducing irrational numbers using construction in junior high school.

• Journal of the Korean School Mathematics Society
• /
• v.10 no.2
• /
• pp.237-246
• /
• 2007

According to 7-th curriculum, irrational number should be introduced using non-repeating infinite decimals. A rational number is defined by a number determined by the ratio of some integer p to some non-zero integer q in 7-th grade. In 8-th grade, A number is rational number if and only if it can be expressed as finite decimal or repeating decimal. A irrational number is defined by non-repeating infinite decimal in 9-th grade. There are misconceptions about a non-repeating infinite decimal. Although 1.4532954$\cdots$ is neither a rational number nor a irrational number, many high school students determine 1.4532954$\cdots$ is a irrational number and 0.101001001$\cdots$ is a rational number. The cause of misconceptions is the definition of a irrational number defined by non-repeating infinite decimals. It is a cause of misconception about a irrational number that a irrational number is defined by a non-repeating infinite decimals and the method of using symbol dots in infinite decimal is not defined in text books.

• Korean Journal of Child Studies
• /
• v.33 no.5
• /
• pp.37-52
• /
• 2012

The purpose of this study was to investigate the moderating effect of parent's neglectful behavior on children's irrational beliefs and their style of expressing anger. The subjects consisted of 354 5th and 6th grade elementary school children. The instruments used were the Multidimensional Neglectful Behavior Scale (Straus et al., 1995), the Irrational Belief Scales (Lee, 2004), and the Anger Expression Scale (Spielberger, Krasner, & Solomon, 1988). Data were analyzed by means of both descriptive statistics and hierarchical regression analysis using the SPSS 18.0. The result of this study indicated that there were significant correlations between parent's neglectful behavior and the irrational beliefs and style of anger expression exhibited by the children concerned. Hierarchical regression analysis indicated that, the effects of children's irrational beliefs on their anger was moderated by parent's neglectful behavior. The effects of children's irrational beliefs on their anger control was also moderated by parent's neglectful behavior. In conclusion, parent's neglectful behavior has a moderating effect upon a child's irrational beliefs as it relates to the style of anger expression as exhibited by their children.

• Women's Health Nursing
• /
• v.25 no.1
• /
• pp.60-72
• /
• 2019

Purpose: To determine effects of irrational parenthood cognition, family support, and resilience on depression in infertile women. Methods: Subjects were 118 infertile women who agreed to participate in this study. Data were collected from April 16 to July 31, 2018. Collected data were analyzed using descriptive statistics, t-test, analysis of variance (ANOVA), Pearson's correlation and multiple regression with SPSS WIN 23.0 program. Results: Depression significantly differed according to the burden of treatment cost and presence of people giving stress. Depression showed significantly positive correlation with irrational parenthood cognition and significantly negative correlations with family support and resilience. Factors affecting depression were irrational parenthood cognition, family support, and resilience. Irrational parenthood cognition had the greatest effect on depression. These three variables explained 35.8% of total variance. Conclusion: Irrational parenthood cognition, family support, and resilience affected depression of infertile women, with irrational parenthood cognition having the greatest effect. Therefore, it is important to develop and implement programs that can reduce irrational parenthood cognition and increase family support and resilience in order to lower depression of infertile women. The authors declared no conflict of interest.