• Journal of Korean Academy of Nursing
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• v.8 no.1
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• pp.163-180
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• 1978

Much of a person's energy is spent in the effort of becoming a productive member of to-day's complex society. This activity may cause tension, and chronic unrelieved tension is an influential factor in blood pressure elevation. The problem of this study was to identify manifest needs and self-actualization of patients with essential hypertension, and to analyse and compare their manifest needs and selt-actualization with the selected general characteristics of We, sex, religion, occupation and level of education with a control group of patients with normal blood pressure readings. The purpose was to contribute to the planning of nursing interventions toward reducing the impact of complex psycho-somatic factors on the anxiety of patients with essential hypertension. The instruments used included selected items from the Edwards (1959) Personal Preference Schedule (EPPS) as adapted by Hwang (1965) and from the Personal Orientation Inventory (POI) (Shostrom 1964, 1974) adapted by Kim and Lee (1977) to measure manifest needs and self-actualization. The convenience sample was chosen from 149 persons who presented themselves for general physical examinations at Ewha University Medical Centre and 41 patients diagnosed with essential hypertension at three general hospitals in Seoul during June 1 and August 31, 1977. Forty-nine persons from the Ewha group with blood-pressure readings exceeding 150/90 were added to the experimental group. Data were analysed by the S.P.S.S. computer programme using t-test and tests for statistical significance. Statistically significant findings were as follows: A. Blood Pressure and Manifest Needs. 1. with the exception of Autonomy, patients with hypertension had significantly high scores on all variables Abasement, Achievement, Affiliation, Aggression, Dominance, Emotionality, Exhibitionism and Sex. 2. When mean scores of normal persons were compared by age groups, normal persons had higher scores in the following order on Abasement (50's, 40's, 20's, 30's), Achievement (50's, 30's, 40's, 20's), Affiliation (50's, 40's, 30's, 20's), Dominance (50's, 40's, 40's, 20's) and Exhibitionism (30's, 50's, 40's, 20's). In each case, there was a significant difference between the first and last age group scores. 3. When the mean scores of normal persons were compared by sex, normal men had higher scores than women on Achievement, Affiliation, Aggression, Dominance, Exhibitionism and Sex. Male patients had higher scores than female patients on Achievement, Dominance, Exhibitionism and Sex, but female patients scored higher in Emotionality. 4. Normal persons had higher scores related to religion in the following order on Achievement (Buddhism, no religion, Christianity). Hyper tensive patients had higher scores on. Exhibitionism (no religion, Christianity, Buddhism). 5. Normal persons had higher scores related to occupation in the following order on Achievement and Exhibitionism (unemployed, office workers, teachless, businessmen), Emotionality (office workers, unemployed, businessmen, teacher) and Sex (office workers, unemployed, teachers, businessmen). Hypertensive patients had higher scores on Achievement and Aggression (teachers, businessmen, office worker, unemployed), Dominance and Exhibitionism (businessmen, teacher, of ace workers, unemployed) and Sex (teachers, office worker, businessmen, unemployed). 6. Normal persons had higher scores related to level of edification in the following order on Abasement, Emotionality and Autonomy (secondary school graduation, university). Hypertensive patients had higher scores on Abasement (no education, primary, university, secondary), Achievement (no education, secondary, university, primary) , Dominance (university, no education, secondary, primary), Exhibitionism (university, secondary, no education, primary), and Sex (university, secondary, primary, no education). B. Blood Pressure and Self_Actualization 1, Patients with hypertension had significantly lower scores on all variables. 2. Normal persons had higher scores related to age groups in the following order on Existentiality (20's, 30's, 40's, 50's). Hypertensive patients showed no significantly different scores. 3. Normal women had higher scores than men on Time Competence. Normal men had higher scores on Feeling Reactivity. Male patients had higher scores than women on Self-Actualizing Value and Self-Regard. 4. Normal persons ha 1 higher scores related to religion on spontaneity (Buddhism, no religion, Christianity). Hypertensive patients had higher scores on Time Competence and Nature of Man (Buddhism, Christianity, no religion). 5. Normal persons had higher scores related to occupation in the following order on Existentiality (teachers, office workers, businessmen, unemployed) and Self-Regard (unemployed, office workers, teachers, businessmen). Hypertensive patients showed no significantly different scores. 6. Normal persons had higher scores related to level of education in the following order on Existentiality and Self-Acceptance (university, secondary). Hypertensive patients had higher scores on inner-Director (university, secondary, no education, primary) and Existentiality (university, secondary, primary, no education). Recommendations for nursing interventions with hypertensive patients with emotional problems or low self-actualization were made. 1. The nurse should encourage the patient through her interactions with other members of the medical team to accept counselling and health education. 2. Through her therapeutic interpersonal relationships with the patient, the nurse should help him discover the causes of his emotional tension. 3. Through her health teaching with the family, the nurse should encourage them to participate with the medical team in the patient's therapeutic plan and in providing him with the minimum possible emotional support. 4. Through frequent counselling with the obsessive-thinking and inflexible patient, the nurse should reevaluate the patient's behaviour and her interventions. 5. Seriously ill patients should be given needed reeducation by members of the professional medical team.

• Journal of Science Education
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• v.47 no.3
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• pp.251-262
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• 2023

In this study, we examine other factors that may contribute to the decline in students' academic performance and educational attainment. Many media reports, as well as previous studies, have suggested that virtual learning is the main reason for the decline in students' academic performance. However, the 2020 National Student Achievement Survey, which was conducted in conjunction with the COVID-19 Distance Learning Environment Student Survey, showed that students were highly satisfied with distance learning (70-80%), and the analysis of the National Assessment of Educational Achievement showed that students' academic performance had already been declining year by year since 2017, with a general downward curve. For further confirmation, we analyzed the performance of high school students on mock exams and found that their performance was not normally distributed, but rather a right-skewed U-shaped distribution with a shrinking number of medians and severe polarization. We found that this phenomenon is not simply because of the mode or quality of the virtual classroom, but to a variety of factors, including environmental influences such as care and management at home, changes in investment in private education, increased time spent on online devices while taking virtual classes at the bottom, and increased time spent watching online content, games, and videos that are not related to learning.

• Health Policy and Management
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• v.26 no.4
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• pp.373-381
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• 2016

Background: The purpose of this study is to evaluate the outcomes of clinical education program for nurses in regional public hospital, utilizing the Kirkpatrick's model. Methods: Kirkpatrik's 4-level model was applied to this study. Trainees were asked to fill out questionnaires in the middle and at the end of the program. Also administrators of excellent trainees were asked to fill out the questionnaires regarding nursing management performance after 1-2 months from the end of the training course. Results: All trainees had positive reactions to the clinical education program. Not only the results of individual level (satisfaction and achievement scores, academic achievement scores, practical application rate, and educational transition factors) but also the scores of organization level (nursing management performance scores) are improved. Conclusion: By showing a correlation between the effectiveness factors we need to verify the relationship between these factors in a future study. In addition, development of quantitative and qualitative performance indicators are needed. To establish a long-term education system, it is required to applying the excellent trainee's successful experiences.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.297-306
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• 2000

The purpose of this study was to examine the relationship among an achievement, a meaningful learning orientation and a reasoning ability. 149 third grade middle school students were tested. The achievement test was designed to measure students' interrelated understanding of genetics. A modified LPQ(Learning Process Questionnaires) was used to measure students' meaningful learning orientation. Students' reasoning ability were identified by the short version GALT(Group Assessment of Logical Thinking). Correlations between different variables were examined. Regression analyses were conducted to examine the predictive influence of meaningful learning orientation and reasoning ability on the achievement of students. And ANCOVA was used to identify the interaction of these variables on students' achievement. Students did not understand well enough the concepts of genetics. Meaningful learning orientation indicated a significant gender difference. Girls tend to do more meaningful learning than boys(p<.05). Many students(48.76%) were at the transitional cognitive level. Results of correlations indicated that students' attainment of meaningful understanding was significantly and positively related with a meaningful learning orientation and a reasoning ability. But there was no significant correlation between students' meaningful learning orientation and reasoning ability. Regression analyses indicated that learning orientation and reasoning ability were able to predict the achievement of students. They predicted better on solving genetics problem than understanding genetics problem. Results of ANCOVA showed that the test scores of genetics were significantly different according to not only learning orientation levels but also cognitive levels. But, there was no interaction between learning orientation and cognitive levels. Within the transitional and formal cognitive level, the meaningful learners performed significantly better than the rote learners on the test of genetics.

• Journal of the Health Care and Life Science
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• v.11 no.1
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• pp.33-48
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• 2023

This study used the data from the 10th, 13th, and 16th child supplementary surveys of the Korea Welfare Panel to confirm the causal changes between social relationships, academic achievement, and school adjustment from elementary school to middle school and high school. Elementary school, which is childhood, and middle school, and high school, which is adolescence, are when relationships with parents, school teachers, and friends at home change very sensitively. is to check whether As a result of the analysis, the effect of the relationship between parents, teachers, and friends, who are important others, on academic achievement and school adjustment shows relatively different results according to each school level and gender group. The results of this study can confirm the effect of social relationships in childhood and adolescence on academic achievement and school adaptation, and furthermore, it is judged that it can be used as information to help healthy development of children and adolescents.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.581-592
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• 2013

Various data and methods are necessary to help students understand the science subject, and have interest in it. Most students like cartoons, and more easily memorize their contents. The purpose of this study was to verify the effects of science cartoon reading on the academic achiements, the levels of interests in science and scientific attitudes of elementary students The study subjects were four classes of the 6th grade of G elementary school in U city. Two classes were experimental group and the others were comparison group. The students of the experimental classes were encouraged to read science cartoon related to class contents at the beginning and ending for 5 minutes respectively in instructional time. And those of the comparison classes received general science lesson. The results of this study were as follows. First, the experimental classes encouraged to read science cartoon marked higher average score than comparison classes in post-test and the difference was meaningful (p<.05). This meant science cartoon reading treatment had the effect of improvement of the levels of interest in science of student. Second, the experimental classes marked higher average score than comparison classes in post-test but didn't show meaningful difference. This meant science cartoon reading treatment didn't have the effect of improvement of academic achievement of students in our study. Third, the experimental classes marked higher average score than comparison classes in post-test and showed the meaningful difference(p<.05). This meant science cartoon reading treatment had the effect of improvement of scientific attitudes of students. From the results thus far, we could tell that science cartoon reading had positive effects on the levels of interest in science and scientific attitudes of students in our study.

• Korean Journal of Clinical Laboratory Science
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• v.53 no.1
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• pp.96-104
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• 2021

There will be many changes in job consciousness and job satisfaction due to changes in various job fields and social interests, and it is necessary to manage them efficiently for the organization to continue to grow. By analyzing factors influencing job satisfaction by occupation, the study intended to provide the necessary data for an efficient management plan. 400 Employees working at S tertiary hospital in Seoul from April 1st to April 15th, 2015 were targeted. An analysis of the validity and reliability of the influencing factors was conducted, and the allied health profession which showed the highest level of satisfaction in overall job satisfaction and influencing factors were identified. It was found that achievement, compensation and working environment in the medical doctor profession, achievement, compensation and job stability in the nursing profession, achievement and working environment in the allied health profession, achievement, interpersonal relationships, working environment, and job stability in the administrative profession, were the main influencing factors for job satisfaction. It can be seen that not only motivation factors but also hygiene factors affect job satisfaction. To increase the level of satisfaction, it is judged that systematic management of hygiene factors as well as motivation factors is necessary.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.77-94
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• 1990

The Inquiry Activities the newly developed Korean High Schol Biology Textbooks were evaluated using SIEI(Seientific Inquiry Evaluation Inventory). The textbook evaluated are five Introductory Biology books and five Advanced Biology books developed in 1990. The instrument, SIEI, was developed by Myung Hur in his doctoral study at Columbia University in 1984. The major findings of the study are summarized below. 1. The inquiry activities in the textbooks are focusing on the low level science process skills 2. Students are rarely asked to formulate a hypothesis or to design an experiment. 3. The structure of the Inguiry Activities are mostly competitive, thus inhibiting the inquiry achievement of students. 4. The Inquiry Indices of the textbooks are between 14 and 16, meaning only 14 to 16 percent of the total instructional time are to be devoted to inquiry activities.

• The Korean Journal of Community Living Science
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• v.28 no.2
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• pp.289-300
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• 2017

This study was performed to investigate the effects of academic stress and academic burnout on smartphone addiction in junior high school students. A survey was conducted using a convenient sample drawn from 306 students at six junior high schools in Seoul. Data were analyzed using the SPSS 23.0 program. The results show that 21.6% of students were at risk of smartphone addiction. The high risk of smartphone addiction group used smartphone longer during weekdays and weekends. In addition, the high level of academic stress and academic burnout groups showed higher smartphone addiction scores compared to the lower level of academic stress and academic burnout groups. Smartphone addiction was positively correlated with academic stress and academic burnout. Furthermore, the results show that academic achievement and attending class, academic stress and disengagement, and academic burnout affected smartphone addiction. Therefore, to prevent smartphone addiction in adolescents, academic stress should be reduced in adolescents as well as develop educational programs to help students release or control their academic stress.

• Hwankyungkyoyuk
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• v.24 no.3
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• pp.44-55
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• 2011

This study examined the effects of RSM (Regional Science education resource Map), developed and provided by Busan metropolitan city Office of Education, at high schools in Busan. Two group of students, who were in the same level of achievement as well as other environmental conditions, participated in this study. Twenty nine of students as an experimental group experienced outdoor activities utilizing RSM, while thirty of students as a control group did not participate in any outdoor activities. The results indicated that compared to the control group of students, the experimental group of students represented a significant improvement in students' environmental attitudes, local ecological interest and eco-friendly behavior. The teachers who guided outdoor activities utilizing RSM suggested that RSM needs to be further subdivided by seasons as well as local districts. They also suggested that RSM needs to be linked with a school curriculum.