• Journal of Nutrition and Health
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• 제56권3호
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• pp.300-314
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• 2023

Purpose: This study sought to predict the reasons for skipping breakfast by adolescents aged 13-18 years using the 7^th Korea National Health and Nutrition Examination Survey (KNHANES). Methods: The participants included 1,024 adolescents. The data were analyzed using a complex-sample t-test, the Rao Scott χ²-test, and the classification and regression tree (CART) algorithm for decision tree analysis with SPSS v. 27.0. The participants were divided into two groups, one regularly eating breakfast and the other skipping it. Results: A total of 579 and 445 study participants were found to be breakfast consumers and breakfast skippers respectively. Breakfast consumers were significantly younger than those who skipped breakfast. In addition, breakfast consumers had a significantly higher frequency of eating dinner, had been taught about nutrition, and had a lower frequency of eating out. The breakfast skippers did so to lose weight. Children who skipped breakfast consumed less energy, carbohydrates, proteins, fats, fiber, cholesterol, vitamin C, vitamin A, calcium, vitamin B1, vitamin B2, phosphorus, sodium, iron, potassium, and niacin than those who consumed breakfast. The best predictor of skipping breakfast was identifying adolescents who sought to control their weight by not eating meals. Other participants who had low and middle-low household incomes, ate dinner 3-4 times a week, were more than 14.5 years old, and ate out once a day showed a higher frequency of skipping breakfast. Conclusion: Based on these results, nutrition education targeted at losing weight correctly and emphasizing the importance of breakfast, especially for adolescents, is required. Moreover, nutrition educators should consider designing and implementing specific action plans to encourage adolescents to improve their breakfast-eating practices by also eating dinner regularly and reducing eating out.

• Sleep Medicine and Psychophysiology
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• 제9권1호
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• pp.48-55
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• 2002

Objective: Stress is known to be a common cause of short-term insomnia and insomniacs often complain that stress induces sleep problems. However, previous studies on the correlation between stress and sleep do not show consistent results. We aimed to investigate the effects of minor stressful events on sleep among college students. Method: Physically and mentally healthy college student volunteers filled out a self-assessment questionnaire to evaluate their stress and sleep. To find out the status of average stress and sleep, the volunteers filled out K-DSI and daily sleep assessments on three consecutive days. In addition, we surveyed the amount of caffeine beverage intake and assessed the degree of depression and anxiety. Results: The total number of students participating in this study was 202, 101 men and 101 women. Minor stress turned out to significantly affect non-restorative sleep and secondary symptoms of insomnia (awakening difficulty, displeasure, feeling of dissatisfaction with sleep, physical uneasiness or pain at awakening, daytime sleepiness, depressive moods, tiredness and concentration difficulty). However, global PSQI score, self-reported sleeping hours, sleep latency, awakening frequency, frequency and duration of napping, were not explained by stress scores. Conclusion: In this study, minor stresses seemed to affect sleep, especially secondary symptoms caused by non-restorative sleep. We can thus infer that minor stresses impair the restorative effects of sleep by inducing arousal, and the direct relationship the two can be confirmed by polysomnogram.

• Journal of Music and Human Behavior
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• 제4권2호
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• pp.1-17
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• 2007

Huge growth in developmental level, new accomplishment, and The period of adolescents is not only the transition stage but also improvement of academic level. In this level of stage, adolescents have difficulties in development, so they show psychological abnormality such as stress and depression. They could develop mental disorder such as depression or anxiety if they do not overcome the abnormality. According to the situation of the insufficiency of the decent program for adolescents' mental health in the current society, we are strongly requested to develop the psycho-therapeutic program for them. Therefore, in this study, we examined the effect of the musical activities as blues music structure on the improvement of the Self-Efficacy in the female middle school students who have depressive tendencies as well as what they experienced through the activities. The 3 participants were selected out of 70 students in the first year at the "D" middle school in Seoul by being tested with Child Depression Inventory(CDI) and Self-Efficacy Scale(SES). The musical activities were built with 3 steps. Of which, the first one was the introduction to each other, the formation of rapport, and induction of their interests to the musical activities through blues. The second one was letting participants learn the blues music structure by practice and play assigned music(including improvisation) during later 5 sessions with different difficulties at each session. The third one was giving them opportunities to play a music out of the acquired ones during the session or creative music by their own, which results in maximizing musical activities and an acquired experience. As a result, first of all, the scores of CDI test of 3 participants in 10 time sessions showed slight changes, suggesting the negative correlation between CDI and SES even though changes were not big differences. Secondly, the scores of SES test of 3 subjects in 10 time sessions were all changed and especially preference for tasking was significant. Thirdly, the scores of SES for musical playing test of 3 participants in 10 time sessions were all changed and especially preference for musical tasking was significant shown. Finally, according to answers of 3 participants in 10 time sessions for the after questionnaire on musical activities, participants experienced affirmative self-confidence and positive emotion. Taken together, it was suggested that musical activities using blues music structure could be promising therapeutic intervention method.

• Journal of Korea Society of Industrial Information Systems
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• 제20권3호
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• pp.11-18
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• 2015

Stress is one of the major causes threatening the mental and physical health of human today. In this paper, we analyzed the heart rate variability(HRV), galvanic skin response(GSR), and skin temperature data measured from the university subjects before and after the class to examine the influence on bio-signal in stress environment. Thirty subjects from university students (aged between 21 and 27 years; mean=22.31, STD=1.45) took part in this study. From the experiment results, RMSSD(p=0.033), LF peak(p=0.003), VLF(p=0.045) were statistically significant from those of the control group(p<0.05) of HRV both in time and frequency domain. We observed that mean skin conductivity after the class(mean=5.993(uS), SD=3.406) is higher than that before the class(mean=3.039(uS), SD=2.628) by 97.2% on average and the skin temperature after the class($34.835{\pm}0.305$) is slightly higher than that before the class($34.471{\pm}0.281$) by 1.055% on average. The results in this research could be used to examine the autonomic response in clinical stress related research.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제16권12호
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• pp.8596-8607
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• 2015

This study was aimed to compare and investigate the difference of academic self-concept and social self-concept between multicultural children and general children. The data were collected from a total of 285 multicultural children and 223 general children in elementary school, during three months from February 20, 2014 to May 20, 2014. Collected data were analyzed using t-test, Pearson correlation coefficients, and enter multiple regression with the SPSS 23.0 program. Multicultural children showed lower scores in academic and social self-concept, parents attachment, social support, and school life adaptation than general children. And their mental health level was lower than the general children. The study results were that academic self-concept of multicultural children was influenced by learning activity (${\beta}$=.298), social maladaptation (${\beta}$=-.218), communication (${\beta}$=-.196), and confidence (${\beta}$=.167), which explained for 42.4% of academic self-concept. Social self-concept of multicultural children was influenced by support from friend (${\beta}$=.285), peer relation(${\beta}$=.187), social maladaptation (${\beta}$=-.172), and depression (${\beta}$=-.139). which explained for 46.3% of social self-concept. Since the influence factors of academic and social self-concept of general children and multicultural children have a great power of explanation, they can be used for the intervention program enhancing self-concept for school aged children.

• Korean Journal of Community Nutrition
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• 제15권1호
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• pp.94-107
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• 2010

The purpose of this study was to examine the interrelations among current status of nutrition education, satisfaction with school lunch, school lunch leftovers and self-rated mental or physical health in order to find out the effective method of nutrition education. For this, a questionnaire survey of 623 primary school 5th and 6th-graders in Daejeon area was carried out. The eating places were classrooms (41.1%) and restaurants (58.9%). A 59.2% of students have received nutrition education and the opportunity of receiving nutrition education was more in 5th-graders than in 6thgraders (p < 0.001). The score of nutrition knowledge was $9.4\;{\pm}\;2.8$ out of 15. When the score of nutrition knowledge was higher, the practical use of nutrition knowledge was higher (r = 0.134, p < 0.01); the score of school lunch leftovers were less (r = -0.116, p < 0.01); and the score of self-rated mental health was more positive (r = 0.198, p < 0.01). The practical use of nutrition knowledge was $2.9\;{\pm}\;1.1$ out of 5. When the practical use of nutrition knowledge was higher, satisfaction with school lunch was higher (r = 0.105, p < 0.01); school lunch leftovers were less (r = -0.103, p < 0.01); the score of self-rated positive mental health was higher (r = 0.293, p < 0.01); and the scores of self-rated negative mental health (r = -0.119, p < 0.05) and physical health (r = -0.126, p < 0.01) were lower, thus rating their health more positively. The score of satisfaction with school lunch was $3.4\;{\pm}\;1.0$ out of 5. When the satisfaction with school lunch was higher, the score of school lunch leftovers was less (r = -0.216, p < 0.01); the score of self-rated positive mental health was higher (r = 0.147, p < 0.01); and the score of self-rated negative health was lower (r = -0.121, p < 0.01). The score of school lunch leftovers was $2.9\;{\pm}\;1.4$ out of 5. When the school lunch leftovers were less, self-rated positive mental health was significantly higher (r = -0.146, p < 0.01); and the scores of self-rated negative mental health (r = 0.135, p < 0.01) and physical health (r = 0.223, p < 0.01) were significantly lower, thus presenting positive health. Therefore, in order to maintain positive health condition, it is necessary to carry out nutrition education, which is able to raise the nutrition knowledge and practical use of nutrition knowledge, school lunch satisfaction and to reduce the school lunch leftovers.

• Korean Journal of Community Nutrition
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• 제15권2호
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• pp.206-226
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• 2010

The purpose of this study was to examine the effect of eating with family or alone on the self-rated mental or physical health and then work out strategies of making people recognize the importance of eating with family and its practice. Study subjects were 610 primary school 5th- and 6th-grade students in Daejeon Area. A questionnaire survey was carried out. 57.9% of students had working mothers. The frequency of meal in a day was $2.90{\pm}0.42$ and this frequency was lower in students who had working mothers (p < 0.05). The frequency of skipping breakfast (times/week) was $1.02{\pm}1.77$. The frequencies of eating alone (times/week) were $1.04{\pm}1.65$ for breakfast and $0.97{\pm}1.52$ for dinner. Also, the frequency of eating alone for dinner was higher in students who had working mothers (p < 0.001). When the frequency of eating alone for breakfast or dinner was higher, the frequencies of skipping breakfast and dinner were also higher (for all, p <0.01). When the frequency of eating alone for breakfast or dinner was higher, the self-rated positive mental health were lower (p < 0.05 and p < 0.01 respectively) and the self-rated negative mental health (for dinner, p < 0.05) and the self-rated negative physical health was higher (p < 0.05 and p < 0.01 respectively), thus presenting negative health. The frequencies of eating with family (times/week) were $3.37{\pm}2.50$ for breakfast and $4.14{\pm}2.19$ for dinner. Also, the frequency of eating with family for dinner was lower in students who had working mothers (p < 0.01). When the frequency of eating with family for breakfast was higher, the frequency of skipping breakfast was lower (p < 0.01). When the frequency of eating with family for dinner was higher, the frequency of skipping dinner was lower (p <0.01). In addition, when the frequency of eating with family for breakfast or dinner was higher, the self-rated positive mental health were higher (for both, p <0.01) and the self-rated negative mental health was lower (for breakfast, p < 0.01) and self-rated negative physical health were lower (for both, p <0.01), thus presenting positive health. Therefore, in order to maintain positive health, it is necessary to recognize the importance of eating with family at home and educate people to carry out a systematic and continuous dietary life, thus increasing eating with family and reducing eating alone and skipping a meal.

• The Journal of the Korea Contents Association
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• 제17권10호
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• pp.307-321
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• 2017

This study examined the developmental changes of adolescent personality regarding personality traits of Big 5 model in 2,260 middle and high school students. We found that there was a difference in the developmental change of personality 5 factor according to sex and grade. In addition, we investigated the timing and characteristics of adolescent problem behavior by analyzing the sub - factors of neurosis. Analysis was used for One-Way ANOVA. if there is significant differences we proceeded post hoc tests. The results of this study are as follows; first, The five personality traits of the adolescents showed differences according to gender. The girls were higher than boys in the Openness, Conscientiousness and Extraversion. In contrast, the boys were higher than girls in the Neuroticism. Second, There was a difference in the characteristics of five personality traits of adolescents according to grade. Third, Gender-specific developmental grade tendency characteristics of adolescent personality trait shows a different pattern in gender. Especially, in the analysis by gender and grade boys showed that personality traits prominent in the middle school Grade 2. likewise, girls showed that personality traits prominent in the high school Grade 3. Then, associated with Neuroticism the Externalizing behavior problems was found to be expressed in the middle school Grade 1 and 2. likewise, the Internalizing behavior problems was found to be expressed in high school Grade 3. Therefore, this study was able to determine the current developmental change in personality traits adolescence of our country. Also it found that mental health problems can be a different expression depending on gender and grade.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제17권4호
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• pp.160-171
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• 2016

The purpose of this study is to understand the way university students appreciate the meaning of life. The subjects were 1, 2, 3, and 4 grade students from four universities located in Gyeonggido and Gangwondo Provinces; This study was a descriptive research project conducted from March to June 2015 for the purpose of understanding how university students appreciate the meaning of life. The data, gathered from interviews with a number of university students, who are at the last stage of adolescence, were classified into 102 statements and 30 categories through a series of content analyses of certain subjects, such as the definition and importance of the meaning of life, the endeavor to make life meaningful, the moments they feel the meaning of life, and the methods they adopt to feel the meaning of life. We analyzed the ways in which university students appreciate the meaning of life. We hope this study will provide a small guide for them so that the meaning of their lives can be enriched and their feeling of well-being enhanced. In addition, it is necessary to develop appropriate measures for college students to deal with crises in their life and, thus, the results of this study could be used as an important material for the systematic development of support programs for college students. Finally, this study will provide the basis for multifaceted interventions designed to improve the physical and mental health of college students and help them to adapt to college life.

• Journal of Korean Home Economics Education Association
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• 제25권4호
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• pp.79-98
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• 2013

The purpose of this study was to develop practical problem based teaching-learning plans and to verify its effect on middle school students' self efficacy, ego resilience, and happiness by focusing on the unit of 'Youth's Self Management' in Technology Home Economics. For this study, the contents of twelve different Technology Home Economics middle school textbooks currently in use and a 2007 curriculum guide were analyzed. Based on the problem based question "What do I need to do to control myself better, be mentally healthier, and live a more independent lifestyle?", seven practical problem based teaching-learning plans on 'Youth's Self Management' unit were developed. 7th grade students of "K" middle school living in Gyeonggi province participated in this study. Three control groups were taught through the traditional lecture-based teaching-learning plans while four experimental groups were taught through the practical problem based teaching-learning lesson plans. The effects of lessons on self efficacy, ego resilience and happiness were analyzed using Analysis of Covariance. Significant positive effects on self efficacy, ego resilience and happiness were found in the experimental group of students.