• Journal of Preventive Medicine and Public Health
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• v.28 no.4 s.51
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• pp.773-782
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• 1995

The purpose of this study is to reveal how the road traffic noise influences on the response of teachers and students, which composed of conversation, studying, relaxation, and physical disturbances. The research method used in this study was self-administrated questionnaire. Samples of the survey were composed of 420 persons(114 teachers and 306 students) who are exposed to traffic noise less than 65 dB(A) from two junior high schools and 410 persons(140 teachers and 270 students) from two noisy junior high schools which the road traffic noise above 65 dB(A). In the response of both of the teachers and students in noisy(above 65 dB) schools complaints of disturbances of conversation, studying, relaxation, and physical disturbances are much higher than that of less noisy schools' teachers and students(p<0.01). On the occasion of time and season, the subjects answered the traffic noise cause high troublesome and stresses in the afternoon(12:00 - 17:00) and summer respectively. It is necessary to provide governmental comprehensive and fundamental measures to improve the noisy school environments.

• Journal of Families and Better Life
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• v.26 no.5
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• pp.405-418
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• 2008

The purpose of this study is to inspect the use possibility of DAS as a depression assessment tool for middle school students by finding out their depression tendency and DAS characteristics. For this purpose, I have found out explored the differences between depression and aggression of in middle school students in accordance with sex and grade, and also found a relationship between DAS response characteristics, and the level of depression and aggression. The subjects of this study were 600 middle school students in Pusan and Kyungnam, and the tools used in this study were Silver's Draw-a-Story and Beck's depression scale and aggression scale. The results were analyzed two-way ANOVA analysis, Duncan test, correlation analysis and crosstab analysis. The results of this study are as follows. The depression level of the 9th grade students was higher than that of 7th grade students. And the aggression level of males was higher than in females, and higher in 8th graders than in 7th graders. The emotion content scores and the self-image scores were related to depression and aggression. So when the levels of depression and aggression were high, the emotional response of DAS and the self-image response were negative. Through this study, it is suggested that DAS has the power of discrimination as a tool measuring depression state and that DAS is meaningful because it showed it can be used as a tool for estimating the level of depression state of school students in schools.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.2
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• pp.273-281
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• 2008

Purpose: This study was performed to investigate the effects of aromatherapy on headache, stress and immune response of students with tension-type headache. Method: This study employed a two-group pre-post test study design. Data was collected from 44 subjects. Twenty-two subjects were assigned to the experimental group and received aromatherapy massage every other day for 3 weeks, but the other 22 subjects were in the control group and did not receive any intervention. Experiment had been conducted from Apr. 9 through Aug. 25, 2001 and intensity of headache, stress response (serum cortisol, life stress) and immune response(T-cell and natural killer cell ratio) were measured in the course of aromatherapy for both experimental group and control group. Data were analyzed by using $X^2$-test, t-test, Paired t-test and repeated measures ANOVA. Result: Headache scores, serum cortisol levels and life stress scores were significantly decreased in the experimental group after treatment compared to the control group. Conclusion: These findings is suggested that the aromatherapy could be an effective nursing intervention in relaxing and relieving the pain caused by tension-type headache for students.

• The Korean Journal of Emergency Medical Services
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• v.27 no.3
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• pp.17-32
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• 2023

Purpose: We aimed to identify disaster preparedness, disaster response competency, and willingness to participate in disaster response among university students. Methods: Data were collected from the paramedic students after consent to this study through online. The period of data collection was from June 13 to August 3, 2023 and 207 questionnaires were analyzed using SPSS 27.0 program. Results: The subject's disaster preparedness was 7.67±3.10 out of 15, disaster response competency was 2.79±0.69 out of 5, and willingness to participate in disaster response was 6.06±4.59 out of 15. There was a significant difference in disaster preparedness depending on the disaster education experience (p<.001), in disaster response competency depending on the number of courses completed (p<.05), in willingness to participate in disaster response in cases of disaster experience (p<.05) and number of times disaster education was completed (F=3.146, p=.047). In particular, if the number of disaster training courses completed was three or more, disaster response competency and willingness to participate in disaster response were significantly high. There was a significant positive correlation between the subjects' disaster preparedness and disaster response competency (r=.655, p<.001). Conclusion: Three or more sessions of continuous disaster education is important, it will be necessary to develop educational content that matches the characteristics of the target subjects or college.

• Perspectives in Nursing Science
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• v.15 no.2
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• pp.107-114
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• 2018

Purpose: The purpose of this study was to observe the effects of biofeedback training on the perceived stress, stress response, and academic resilience of nursing students. Methods: The research used a randomly assigned control group pretest-posttest design. The study participants were 34 senior students from the College of Nursing of S University. The study was conducted from March to April 2012. The biofeedback training conducted in this study consisted of eight sessions, each divided into two stages: 15 minutes each for breathing biofeedback training and electromyography (EMG) biofeedback training. The collected data were analyzed using SPSS version 19.0. Results: We found statistically significant decreases in perceived stress and EMG levels and an increase in academic resilience in the experimental group. Conclusion: The results showed that the biofeedback training for the nursing students was extremely effective in reducing their levels of perceived stress and EMG while increasing academic resilience. To clarify the effects of biofeedback training on the biological stress response, participants with a higher level of stress response should be recruited in future studies.

• Journal of Korean Biological Nursing Science
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• v.21 no.3
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• pp.178-187
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• 2019

Purpose: The purpose of this study was to investigate how college students' perceived stress, cognitive stress, and somatization affect their heart rate variability (HRV). Methods: This study is a cross-sectional survey research on 191 university students, registered at the G University. The perceived stress scale (PSS) and cognitive stress response scale, were used to assess level of stress. The somatization symptom scale of the Symptom Check List 90 (SCL-90), was used to assess level of somatization caused by stress. To assess heart rate variability (HRV), we conducted a five-minute test using a pulse wave analyzer, to analyze short-term HRV. Results: The SCL-90 somatization score had relatively high positive correlation (p< .001) with cognitive stress, but low positive correlation (p< .001) with perceived stress. Cognitive stress response had low negative correlation (p< .001) with 1nSDNN and 1nRMSSD among HRV parameters. Perceived stress was not correlated with HRV. Multiple regression analysis showed that variables of perceived stress, cognitive stress, and somatization symptoms, could not explain HRV. By contrast, one of the HRV indicators, 1nSDNN, was affected by age, gender, and aggressive-hostile thought, the latter being a subscale of the cognitive stress response scale. Conclusion: This study suggests that stress evaluation for people in early adulthood will be more effective, if the evaluation examines cognitive stress and heart rate variability.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.63-86
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• 2013

This study aimed to explore how middle school students perceive constructed-response items and how they solve those items and the patterns of the processes. For this purpose, data were collected from middle school students through survey, written responses on those items that were developed for this particular purpose, and interviews. The survey data were analyzed by using Excel and the written responses and interview data qualitatively. The findings about the students' perceptions about the constructed-response items suggested that the middle school students perceive the items primarily as involving writing solutions logically(17%) and being capable of explaining while solving them(7%). The most difficulties they encounter when solving the items were understanding(26%), applying(12%), mathematical writing(25%), computing(23%), and reasoning(14%). The findings about the students' mathematical proficiencies showed that they made an error most in reasoning (35%), then in understanding(31%), in applying(9%), and least in computing(3%).

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.30-42
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• 2005

In this study, we developed an elementary science performance assessment material on STS theme, especially the respiration. The material is constituted with 3 components, which are performance task, students' response format and scoring system, and it also has various objective domains such as applying science knowledge, improving science attitude, using ICT, communicating and reflective thinking. It offers teachers a tool by which they can assess students' abilities on a whole. The task is made with the motivation-evoking content of 'No Smoking'. It is constructed on the activity of writing a letter to his/her father not to smoke. The students' response format is made by problem solving process, and the scoring system is matched with the steps of students' response. The material involves several theoretical backgrounds and the strengths of performance assessment. In addition, due to the detailed students' format and scoring system, it can be used practically in elementary science classroom.

• Journal of KIISE:Computing Practices and Letters
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• v.9 no.4
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• pp.431-438
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• 2003

In this study, we have developed a web-based adaptive testing system using item response theory´s computerized adaptive testing to diagnose underachievers, and to check the evaluation results immediately. Adaptive testing system simple is not the fact that it presents a question to students. It calculates information of a question and presents the question to students. It controls the response of the students under extraction conditions of the next question. It extracts the question which is the most suitable it presents. In this adaptive testing system, you can extract questions according to the level of the students, and adjust the length and the level of the difficulty according to the response of the students.

• Journal of the Korean Society of Radiology
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• v.13 no.4
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• pp.557-563
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• 2019

The objective of this study was to identify factors affecting the positive and negative responses of undergraduate students to inferiority by using a group counseling program to manage the inferiority of undergraduate students majoring in health science. This study sampled 30 undergraduate students attending the health science department of S University and divided them into a treatment group and a control group. The treatment group received an inferiority management group counseling program twice a week 120 minutes each from November 20, 2018, to January 2, 2019 eight sessions in total. The inferiority response criterion was applied before-treatment, after-treatment, and follow-up to verify the effectiveness of the program. The analysis results showed that the inferiority management group counseling program significantly decreased the negative response of undergraduate students to inferiority and significantly increased the positive response to inferiority. These results suggest that the inferiority management counseling program can lower the negative attitude and enhance the positive attitude toward the inferiority, which is caused by comparing themselves with their peers.