• Nutrition Research and Practice
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• v.17 no.2
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• pp.356-370
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• 2023

BACKGROUND/OBJECTIVES: School food service has played an important role in promoting the health and physical condition of students by providing students with a balanced and nutritious diet. Therefore, boosting the quality of school food service and improving the students' satisfaction is critical. For this purpose, this study examined the structural causal relationship among the quality of school food service factors, emotional responses, and satisfaction in China. SUBJECTS/METHODS: This study was conducted with 4th-6th-grade students from 6 junior high schools in Henan province of China, with 590 questionnaire responses (87.3%) collected and statistically analyzed. RESULTS: The school food service quality factors (including menu management, dietary education, facilities management, price and food distribution management, and personal hygiene during meals) must be enhanced to boost the students' satisfaction. In addition, the study used questionnaire survey data to validate the full mediation of students' emotional responses between school food service quality factors and student satisfaction. CONCLUSIONS: Students' emotions also play an important role in influencing the quality of school food service, all of which affect the emotional responses of students. Therefore, students' positive emotions are an important indicator for improving the quality of school food service. A national support policy is necessary for the ongoing maintenance and development of various programs that drive students' satisfaction and promote the adoption of education guidelines for school food service in China.

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

• Journal of Korean Public Health Nursing
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• v.19 no.1
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• pp.64-73
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• 2005

The purpose of this study was to discuss the difference of stress by the grade, examine the relationship between characteristics and main stress, and to investigate the effect of the National Examination of Registered Nurses on stress by using the stress self-rating scale targeting university nursing students (n=314), The stress self-rating scale consists of three subscales: stress responses, stressors and coping parts, such as perceived social support and a sense of humor. The data were analyzed by descriptive statistics, t-test, Pearson's correlation coefficient and regression analysis. The results showed that passing the National Examination of Registered Nurses was the first problem among the stressors. Stressors of the living factors and nursing factors, and subjective stressors of the surveyed nursing students were the highest among the senior students, but stressors of nursing factors increased according to the grade of the nursing students. Perceived stress responses were high in psychological responses of other aspects, and perceived stress responses increased according to the grade (p<.001). Senior students had a high weight of perceived stress responses (problem-focused, emotion-focused). and active and negative coping modes. Significant factors that explained the stressors were coping mode(r=.62-82. p<.01) and cognition(r=.19. p<.01). including the social support. These findings suggest that social support was very important for seniors. and that we have to develop approaches to decrease stress according to the student grade for nursing education process.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.75-87
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• 1998

The problem solving processes of elementary school children who are talented in science have been seldom studied. Researchers often resort to thinking aloud method to collect data of problem solving processes. The major purpose of the study is investigating high ability elementary school students' problem solving processes through the analysis of written responses to science problems in everyday context. 67 elementary students were participated Chungcheongbuk-do Elementary Science Contest held on October, 1997. The written responses of the contest participants to science problems in everyday context were analyzed in terms of problem solving processes. The findings of the research are as follows. (1) High ability elementary students use various concepts about air and water in the process of problem solving. (2) High ability elementary students use content specific problem solving strategies. (3) The problem solving processes of the high ability elementary students consist of problem representation, problem solution, and answer stages. Problem representation stage is further divided into translation and integration phases. Problem solving stage is composed of deciding relevant knowledge, strategy, and info..ins phases. (4) High ability elementary students' problem solving processes could be categorized into 11 qualitatively different groups. (5) Students failures in problem solving are explained by many phases of problem solving processes. Deciding relevant knowledge and inferring phases play major roles in problem solving. (6) The analysis of students' written responses, although has some limitations, could provide plenty of information about high ability elementary students' problem solving precesses.

• The Mathematical Education
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• v.38 no.1
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• pp.37-48
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• 1999

The purpose of this study is to examine the mathematical creativity problem-solving ability of middle school students gifted in mathematics. For this research, we examined and analyzed the responses to two multiple solution problems of the gifted students with classifying the four categories; fluency, flexibility, originality, and elaboration which are the factors of the creativity, and comparing with responses of usual students.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.161-175
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• 2011

This paper examines Korean EFL high school students' reader responses on an expository text and a narrative text with the same topic. The purpose of the study is to investigate whether they have different reading models depending on the two genres and whether there are any differences depending on the learners' proficiency levels. The analysis focuses on textual, critical, and aesthetic reading models in the reader responses written in English by science-gifted high school students (N=30). The results show that the participants have different reading models in reading an expository text and a narrative text. They tend to read the expository text in a more critical way while reading the narrative text in a more personal and emotional way. Moreover, regardless of the proficiency levels, they wrote longer responses on the narrative text than the expository text. However, the proficiency level of English does not support any significant differences in the types of reading models. The findings provide Korean EFL high school students' characteristics in L2 reading and suggest the pedagogical implication to pursue linguistic development as well as reading for pleasure.

• Research in Mathematical Education
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• v.12 no.1
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• pp.49-66
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• 2008

In this paper we present a cognitive developmental analysis of the arithmetic mean concept. This analysis leads us to a hierarchical classification at different levels of understanding of the responses of 227 students to a questionnaire which combines open-ended and multiple-choice questions. The SOLO theoretical framework is used for this analysis and we find five levels of students' responses. These responses confirm different types of difficulties encountered by students regarding their conceptualization of the arithmetic mean. Also we have observed that there are no significant differences between secondary school and university students' responses.

• Research in Mathematical Education
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• v.11 no.1
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• pp.75-85
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• 2007

This paper analyzes the difficulties with the learning of sequence and series of the second-year students who participated in a year long whole class at the university level. The research was carried out at the end of students' third semester. These students were randomly selected. They were applied to one paper and pencil test containing eight task items on sequence and series. In this study, qualitative method (case study design) was used to explore students' difficulties and misunderstandings in learning sequence and series. Students' responses to the questions were divided into three categories: These were "correct", "partial correct" and "false or no responses". Students' responses to the paper and pencil test were evaluated. The results show that students had difficulties and misunderstandings in series and sequence.

• The Mathematical Education
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• v.46 no.2 s.117
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• pp.227-237
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• 2007

This research analyzes students' response types in the creativity assessment by using pattern block, geoboard, and pantomino. 74 students from third grade to sixth grade participated in this research. 15 minutes were given to pattern block and geoboard questions. 74 students showed 393 answers in pattern block question and 590 answers in geoboard question. In pantomino, 20 minutes were given and 54 students showed 443 types of answers. The results are as follows: First, in the students' responses, tendency of using particular piece or figure, which presents conjoining in a piece selection and positioning, showed strongly. For example, usage of hexagon and trapezoid pieces were higer in pattern block and usage of L, P, and I pieces were higer in pentomino. Second, it is confirmed that creativity's subordinate factors, fluency, flexibility, and originality, are separate from each other. To illustrate, in pattern block, three students', who showed 11 types of responses in fluency, flexibility responses were each 5, 6, and 8 types. Specially, among those studenys, only one could achieve a point in originality. Third, students' response types categorized in this research could be used for a bae-data to mark grades on originality.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.516-527
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• 1999

The purpose of this study was to find out the responses of students confronted with discrepant situation about inertia concept. We had developed two discrepant situation patterns according to conceptual change model(Kwon, 1989). And we examined the students' responses to the discrepant situations of the 3 inertia problems by interview method. In the result of this study. many students in discrepant situation 1 failed to explain the situation Some students gave up their preconception and showed new conception that was different from preconception. But most of their new conceptions were not scientific conception. In discrepant situation 2. the major characteristics of students responses were the assimilation strategies. Many students modified their preconception in some part but didn't change it. After discrepant situation. students' conceptions were changed more diverse conceptions than preconceptions.