• The Korean Journal of Community Living Science
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• v.28 no.2
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• pp.273-287
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• 2017

This study was conducted to explore the effects of novelty seeking temperament and harm avoidance temperament on school adjustment in middle school students and to investigate the mediating effects of emotional regulation on the relationship between temperament and school adjustment. A survey was conducted on a random sample of 672 middle school students. Data were analyzed using PASW ver. 18.0 and AMOS ver. 18.0 to carry out descriptive statistics, correlation analysis, and the structural equation model. The main results of analysis could be summarized as follows. First, novelty seeking temperament and harm avoidance temperament had a negative influence upon school adjustment in middle school students. Second, emotional regulation had a positive influence upon school adjustment in middle school students. Third, temperament acted as a partial mediator for emotional regulation affecting school adjustment in middle school students. The study contributes to the literature by providing fundamental insights into school adjustment in middle school students.

• Journal of Korea Game Society
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• v.19 no.1
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• pp.135-146
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• 2019

World Health Organization reveals its plan for listing 'Gaming Disorder' on the 11th International Disease Codes (ICD-11) in 2018 and it opens hot debate among scholars on its validity and timeliness. Korea, however, seems to have avoided the issue without appropriate academic refutation. In this paper, we review past academic studies related to game addiction or disorder focused on their validity of disorder measurement tools, research designs and the effect of neuroimaging studies. This analysis reveals that excessive use of gaming is not sufficient to register it as a disease and there is a risk of stigmatizing healthy gamers.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.339-348
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• 2017

This study was conducted to examine the differences of anger expression style and cognitive characteristics among adolescents depending on the level of game addiction and game engagement. 420 high school boys were administered the Game Addiction/Engagement Scale, Behavioral Anger Response Questionnaire to measure anger expression style, and Irrational Belief Scale to measure cognitive characteristics. The results of correlation analyses showed that addiction had positive correlations with all the irrational belief factors and behavior anger factors except for assertion and avoidance. Engagement was positively correlated with all the variables except for direct anger-out, avoidance, and self-downing. Participants were divided into three groups depending on the level of addiction and engagement. Addiction high risk-low engagement group showed the lowest scores on support-seeking and the highest scores on diffusion and self-downing. Addiction high risk-high engagement group showed the highest scores on direct anger-out. Based on these findings, it was suggested that counselling strategies for adolescents at high risk of game addiction need to be varied depending on the level of game engagement.

• The Journal of Korean society of community based occupational therapy
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• v.1 no.1
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• pp.49-57
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• 2011

This study investigated the relationship between learning strategies and achievements of the students in the department of health science, and differences between higher academic achievers and lower academic achievers in the use of the learning strategies. The results were as follows. First, there was a correlation between academic achievements and self-efficacy and power of execution in the personality area. Second, there was a positive correlation between academic achievements and academic motivation, a negative correlation between academic achievements and avoidnat motivation, in the motivation area. Third. there was a correlation between academic achievements and all 8 factors in the behavior area. In the use of learning strategies, there was a difference found in self-efficacy and the power of execution between the higher academic achievers and the lower academic achievers. It also was found that the lower academic achievers perceived more depression, showed remarkably lower motivation and higher avoidance motivation, than the higher academic achievers. Lastly, the lower academic achievers was lagged behind noticeably compared to the higher academic achievers in the ability of using all factors of the behavior area.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.169-189
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• 2014

The purpose of this study was to compare elementary gifted student's academic stress, stress coping and academic burnout with those of general students and investigate the relationships between academic stress, stress coping and academic burnout. There is a significant meaning in promoting healthy growth and development by reducing academic stress and academic burnouts, as well as providing fundamental data to understand and mentor elementary gifted student and general students emotionally. The results obtained in this study were as follows. First, the results showed that the gifted students' academic stress, school stress, and after school academic stress were significantly lower than general students'. Second, the results showed that the elementary gifted students used more of active and socially supported ways to cope with stress while the general students use more of passive/evasive and aggressive ways to cope with stress. Third, the results showed that the score of gifted students' academic burnouts was significantly lower than that of regular students', and among general students, the students who spent more time than average time in the private education per week had significantly higher academic burnouts compared to the students who didn't. Fourth, the results showed that the elementary gifted students with high academic stress used more passive/evasive and aggressive ways to cope with stress. As a result of correlation analysis, it appeared a positive correlation between academic stress and academic burnout. Hierarchical multiple regression showed that academic stress and stress coping affected on academic burnout significantly.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 1999.11a
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• pp.362-367
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• 1999

본 연구에서는 정신분열증 환자들이 정서상태를 개념화하고 얼굴표정을 통하여 타인의 정서 상태를 판단하는 과정을 정상인과 비교하였다. 연구1에서는 만 19세-46세의 정신분열병 환자 19명에게 정서 관련 형용사 15개로 구성된 105개의 형용사 쌍에 대하여 유사성을 평정하도록 하여 MDS로 분석한 결과, 쾌/불쾌와 각성의 두 차원이 일관되게 보고되고 있는 정상집단과는 달리 정신분열병 집단의 자료에서는 쾌/불쾌 차원만이 뚜렷하게 나타나고 각성 차원은 얻어지지 않았다. 연구 2에서는 다양한 정서를 표현한 얼굴 사진 28개를 정신분열병 환자 30명과 대학생 31명에게 제시하고 각 사진의 인물이 경험하고 있는 내적 상태를 쾌/불쾌와 각성의 두 차원에 대하여 각각 7점 척도로 평정하도록 한 결과 정신분열병 집단은 대학생 집단에 비하여 쾌/불쾌 차원에서는 보다 긍정적으로 평정하는 경향이, 각성 차원에서는 상대적으로 낮게 평가하는 경향을 나타냈다. 특히 부정적이고 각성 수준이 높은 내적 상태를 표현하는 사진 자극에 대하여 정신분열병 환자 집단이 각성수준을 과소평가하는 경향이 두드러지게 나타났다. 이와 같은 결과를 종합하여 볼 때, 정신분열병 환자들은 정서상태의 개념화 과정에서 각성 차원에 대하여 상대적으로 낮은 민감도를 보이고 있으며, 특히 부정적인 정서상태를 표현하는 얼굴들에 대란 판단에서는 각성 차원을 과소평가하여 높은 각성수준을 나타내는 표정과 낮은 각성수준을 변별하는데 어려움을 보이는 것으로 해석될 수 있다. 본 연구의 결과는 정신분열병 환자들은 자율신경계의 높은 각성 수준으로 인하여 각성 수준을 더 높일 가능성이 있는 자극을 회피하는 경향이 있다는 Mednick의 가설과 일관되는 결과로 이들의 각성 수준에 대한 낮은 민감도는 방어적인 회피성향의 지속에 따른 둔감화의 결과로 해석될 수 있다. 효과는 GSR를 비롯한 자율신경계지표에서 잘 반영되었다.^2$=.792가 되었다. 설명되는 누적분산값은 67.18%였다.주관적 평가의 결과와 객관적 평가 결과를 이용해 마직물의 태를 평가하는 산출식을 제시하였다. 태 평가치의 경우 16가지 특성치를 모두 넣는 방법과 stepwise 방법, 또 Kawabatark 사용한 순차적 군 회귀법의 세가지 방법의 회귀식 중 16가지 특성치를 모두 넣는 방법의 결정계수가 가장 높았다.tosterone농도는 107.7$\pm$12.0 pmol／l이었고, 남성의 타액내 농도는 274.2$\pm$22.1 pmol／l이었다. 이상의 결과로 보아 본 연구에서 정립된 EIA 방법은 RIA를 대신하여 소규모의 실험실에서도 활용할 수 있을 것으로 사려된다.또한 상실기 이후 배아에서 합성되며, 발생시기에 따라 그 영향이 다르고 팽창과 부화에 관여하는 것으로 사료된다. 더욱이, 조선의 ${\ulcorner}$구성교육${\lrcorner}$이 조선총독부의 관리하에서 실행되었다는 것을, 당시의 사범학교를 중심으로 한 교육조직을 기술한 문헌에 의해 규명시켰다.nd of letter design which represents -natural objects and was popular at the time of Yukjo Dynasty, and there are some documents of that period left both in Japan and Korea. "Hyojedo" in Korea is supposed to have been influenced by the letter design. Asite- is also considered to have been "Japanese Lett

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.59-68
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• 2015

The purpose of this study is to analyze the learner's characteristics, and relationship between learning styles and achievements in online programming learning environment. For the analysis, after performing the inspection of learning styles of Grasha-Reichmann for 104 middle and high school students, online programming learning were performed for 12 weeks. First, according to learner's variable, boy was higher than girls in dependent learning style. Middle school student higher than high school student in competitive and avoid learning styles. Independent and participant learning styles show a significant difference in achievement level. Analysis of the relationship between learning styles and achievements show that independent(r=.253, p<.01) and participant(r=.303, p<.01) have the positive correlations. As a result, independent and participant learning styles are confirmed to be related with achievements. In addition, we analyzed each learning style characteristics by writing survey of the impression of the learners by main learning styles, through which we could derive teaching and learning strategies for the online programming by learning styles.

• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.506-516
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• 2014

The purpose of this study is to investigate the influence of perceived parental attachment and self-differentiation on the adjustment to college life For this study, we used research data about the adjustment to college life, perceived parental attachment and self-differentiation which were collected from 271 university students live in Busan. We carried out correlation analysis to see the relationship between perceived parental attachment, self-differentiation and the adjustment to college life. Also, we carried out stepwise multiple regression to predict the most influential variable in college life. Results of this study were as follows. First, perceived parental attachment, and self-differentiation have a meaningful positive relationship with college life. Second, attachment anxiety, attachment avoidance, family projection, and cognitive and emotional functioning have more effects on the adjustment to college. Especially attachment avoidance affects college life more than others. These results show the importance of a wide variety of policy research to develope peer support program and counseling for a better school life on schools, classes, counseling centers.

• Convergence Security Journal
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• v.18 no.3
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• pp.69-76
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• 2018

One of the most remarkable technologies in the era of the 4th industrial revolution is the interest in the field of smart cars. In the near future, it will not only be possible to move to a place where you want to ride a smart car, but smart cars, including artificial intelligence elements, can avoid sudden car accidents. However, as the field of smart automobiles develops, the risks are expected to increase. Therefore, based on the understanding of security vulnerabilities that may occur in smart car networks, we can apply safe information security technology using FIDO and attribute-based authorization delegation technique to provide smart car control technology that is safe and secure. I want to. In this paper, we show that the proposed method can solve security vulnerabilities by using secure smart car control technology. We will further study various proposals to solve security vulnerabilities in the field of smart car networks through future research.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.909-927
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• 2009

Inquiry became an essential methodology in science education. Recently, argumentation becomes more important in inquiry, but inquiry-based teaching in school science would not provide enough opportunities for students to have voluntary and active interactions during inquiry activities. Informal science learning can be an alternative for authentic inquiry. Accordingly, this study aims to find interaction patterns in dialogic inquiry of junior high school students in small groups in the natural history gallery. Inquiry elements and interaction patterns are analyzed with 42 dialogues of 13 small groups. As a result, seven interaction patterns are identified. First, five major interaction patterns were drawn as follows; Sharing questions, asking questions and simple response, asking questions and simple explanation, asking questions-simple explanation-(collecting data)-data based explanation, and asking questions-collecting data-data based explanation. Second, pattern 2, 'asking questions and simple response', is subdivided into three categories; passive and/or evasive response, inaccurate response, and repeated patterns of asking questions-simple response. The results of the study provide different patterns of dialogic interactions in a small group inquiry in informal contexts from formal contexts, and provide foundations to understand middle school students' interactive dialogues of inquiry occurred in the natural history gallery.