• Journal of Nutrition and Health
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• v.53 no.3
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• pp.303-318
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• 2020

Purpose: This study examined the effects of nutritional education related to sugar in elementary school children on nutritional knowledge, attitude, and dietary behavior. Methods: A questionnaire survey on the knowledge, attitudes, and intake related to sugar was conducted on 572 students in grades 4-5, who were attending five elementary schools in Seoul and Gyeonggi-do. Results: Among the survey subjects, 270 (49.8%) were cognitive in education, and 302 (50.2%) were non-cognitive. The sugar-related knowledge score was 3.67 points in the cognitive education group, which was significantly higher than the 3.55 points in the non-cognitive group. The rate of checking the sugar content in the nutrition label was 31.2% in the cognitive education group, which was significantly higher than in the non-cognitive group, 15.4%. The cognitive education group had a higher intake frequency of unsweetened candy, jelly, and raw fruits, and higher sugar intake of unsweetened bread, white milk, and raw fruits than the non-cognitive group. In the case of the cognitive education group, the total knowledge score showed a positive correlation with the food behavior scores, and a negative correlation with the frequency of purchasing snacks after school, and the average sugar intake per day. In the cognitive education group only, the education of nutrition teachers was analyzed as a factor to reduce the total sugar intake. The cognitive group of sugar education tried to eat foods with a lower sugar content than the non-cognitive group, and nutrition education was an important factor affecting the sugar intake. Conclusion: To reduce the sugar intake of elementary school students, it will be necessary to practice oriented-nutrition education by nutrition teachers continuously. In addition, it is important to develop and disseminate various types of nutrition education materials related to sugar that can be utilized easily by nutrition teachers.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.535-555
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• 2007

The framework for mathematics assessments traditionally has been organized around two dimensions, a content dimension specifying the subject matter to be assessed within mathematics, and a cognitive dimension specifying the domains or thinking processes to be assessed. The cognitive dimensions describe the sets of behaviors expected of students as they engage with the mathematics content. The purpose of this paper is an attempt to make diversify and concrete the sets of behaviors by reviewing the current strands suggested by CAST(College Scholastic Ability Test), assessment framework developed by KEDI, and NAEA(National Assessment of Educational Achievement), and as famous foreign tests PISA, TIMSS, NAEP and NCTM.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.11-19
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• 2014

Presently the instructional model for internet ethics education is modeled after the integrated morality. The model is based on the assumption that ethical awareness will lead to ethical activities which is based on the theory that cognition is correlated to the behavioral domains. But the side effects of the information society in the cyber space increased even when the education for the awareness of ethics in the cyber space has been taught more aggressively than before. In this study, the relation of the cognition for information ethics and the ethical behavior in the cyber space was analyzed in order to find out the implications for the effective internet ethics education model. The tools used are the 'DIT (Defining Issues Test)' to measure the behavioral ability in the physical world, the Information Ethics Judgment to measure the behavioral ability in the cyber space, and the self diagnostic tool of 'Internet ethics awareness' to measure the level of cognitive knowledge for internet ethics. The correlation of three measures was analyzed. The results were college students' levels of ethics from three tools from are considerably low. Moral judgement and information ethics judgement were not correlated which means that the behavior in the physical world was not necessarily correlated to the behavior in the cyber space. The three measurements were not statistically significantly correlated. Therefore the cognitive awareness for the information ethics were not necessarily correlated to the ethical behavior in the cyber space. Ethical cognition and the moral behavior need to be taught with equal emphasis as they do not have strong correlation.

• Journal of Korean Library and Information Science Society
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• v.54 no.4
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• pp.25-54
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• 2023

The purpose of this study is to investigated the impact of reading therapy programs(classes) on the cognitive, emotional, behavioral, and peer relationships of children in the lower grades of elementary school. The study was conducted at the B Public Library in A Metropolitan City, Korea. Eight elementary school students participated in the REBT reading therapy program for 12 sessions, each lasting 120 minutes, every Saturday. The research method was qualitative, and an observer was appointed to verify the qualitative research. The observer and the researcher qualitatively analyzed the participant's cognitive, emotional, and behavioral observation diaries and pre- and post-person-picture tests for each session. As a result of the study, the REBT reading therapy program was found to have a positive impact on the cognitive, emotional, and behavioral changes and formation of peer relationships of the children. The results of the study show the need for children and youth institutions, including public libraries, to develop and operate reading therapy programs for various groups.

• Korean Journal of Culture and Social Issue
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• v.17 no.4
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• pp.485-503
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• 2011

This study was to develope a structural model for risk perception and individual response against terrorism, including several psychological factors - cognitive, social and emotional factors. In this model we measured perceived probability of terrorism, perceived seriousness of the aftermath, and perceived coping(cognitive factors), trust in authorities, in expert group and in preparedness of institutions(social factors), fear and worry(emotional factors), individual preparedness, information seeking, information analysis, and checking relational network(individual behavior responses). Major finding was that cognitive and social factors influenced on emotional factors and then emotional factors influenced on the individual responses. The perceived coping, which one of cognitive factors was linked with individual responses directly and indirectly via emotion factors. We discussed the importance of perceived coping in preparing for terrorism.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.11a
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• pp.542-545
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• 2010

모바일은 사용자의 여섯 번째 감각의 도구로써 신체의 일부가 되고 있으며 사용자의 감정이나 행동패턴 등의 상황 정보를 분석하여 사용자의 의도나 요구사항을 예측할 수가 있다. 본 논문에서는 안드로이드를 기반으로 사용자의 감정을 포함한 다양한 상황을 인지하고 감정과 상황에 따른 사용자의 행동을 추론할 수 있는 상황인지 스마트 폰을 제안한다. 상황인지 스마트폰은 카메라에서 입력된 사용자의 얼굴 영상을 통해 감정을 인지하고 감정에 따른 행동과 그 때의 상황정보를 조합하여 히스토리 DB에 축적된다. 또한 현재의 감정과 상황 정보에 따라 과거의 히스토리DB를 비교 분석하고 현재의 행동을 추론한다. 이것은 사용자에게 고차원적인 서비스를 제공해줄 수 있다. 상황인지 스마트폰은 감정을 인지하는 감정인지 매니저와 상황 정보를 수집하고 관리하는 컨텍스트 매니저, 행동을 추론하는 추론 매니저로 구성된다.

• Industry Promotion Research
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• v.9 no.3
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• pp.229-240
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• 2024

The purpose of this study was to develop a program to prevent recurrence, focusing on cognitive and behavioral factors to reduce gambling game behavior in children, and to verify the effectiveness to analyze basic data necessary for prevention education. Eight children in the 4th to 6th grades of male students were selected, an experiment and control group were formed, and the effectiveness was verified only after 3 months after the experimental group was conducted once a week. First, irrational gambling beliefs, the level of gambling problems, automatic thinking for children, and the level of gambling problems were reduced through cognitive behavior therapy programs to reduce gambling game behavior in children. Changes in maladaptive thinking that directly affect gambling game behavior instilled awareness of gambling game behavior. Second, self-control and impulsiveness, the behavioral variables, did not show any significant difference, but decreased in the overall average. Changes in cognitive variables influenced behavioral variables. Third, it was found to continue even 3 months after the end of the program. Changes in cognitive and behavioral variables later reduced children's gambling game behavior and helped school life and peer relationships through adaptive thinking.

• International Area Studies Review
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• v.21 no.1
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• pp.3-24
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• 2017

The effects of strategic partnership can be positive or negative. This paper intends to explain why the partnership produces opposite results. This paper incorporates strategic behavioral direction and perceived values for relational performance. The conceptual model as well as empirical analysis was made and the results are as follows. First, this study uses bi-directional decomposition of two research constructs. The first construct of perceived values is classified into benefits and risks. Also, the behavioral directions are either active or passive behaviors. The critical path is found that the perceived benefits make significant effects on active behavioral direction which does on commitment. Another path is that the perceived risks make passive behavioral direction which results in opportunistic behaviors between strategically partnered firms.

• Journal of Digital Convergence
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• v.18 no.1
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• pp.45-52
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• 2020

Online rumor creates psychological stress and image loss for victims. Prior studies related to online rumor did not consider the online environmental factor, despite the fact that online rumor occurs in the online space. Therefore, this study tried to investigate the influence of online characteristics on online rumor. This study considered perceived anonymity, lack of social presence, and perceived dissemination as online characteristics. We established and demonstrated a research model in which online characteristics affect online rumor behavior through attitude toward online rumor. This study obtained the sample of 201 social network users based on the survey and verified the research model using PLS tool. The results provided that perceived anonymity and perceived dissemination influenced online rumor behavior through attitude toward online rumor. On the other hand, lack of social presence was not significant. The findings of this study provide the fact that an individual's online rumor behavior can be caused by online characteristics. This study suggests that we pay attention to the role of perceived anonymity and perceived dissemination for online rumor behavior.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.791-818
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• 2016

This case study is performed to check the validity of cognitive behavioral therapy for high school students with mathematics anxiety. In order to find out whether it is effective or not, one female high school student who suffers physically and mentally from mathematics anxiety was selected and cognitive behavioral therapy was applied. The therapy is applied to her for 30 to 40 minutes, once a week, and for eight weeks. The main themes were: To understand my problem, To write down thinking log, To set up a plan for actions, To experiment actions, To change intermediate confidence, To change core belief. To check the validity, before and after the experiment, revised version of Heo(1996)'s assessment tools for mathematics anxiety was applied. The subject was interviewed and the results of the therapy were compared and analyzed. According to the research, the worst mathematics anxiety of the subject was test anxiety. After the procedure, the anxiety related to mathematics and teachers was lessened. Especially, the subject had changed her mind and become more positive and optimistic on solving difficult mathematics problems. Therefore, the effectiveness of cognitive behavioral therapy on mathematics anxiety was confirmed. It is required to construct special program - about cognitive behavioral therapy, interactions of cognitive-affective causes, and group therapy - and check the validity of it.