• Journal of Child Welfare and Development
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• v.16 no.2
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• pp.47-66
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• 2018

This study aimed to identify any possible correlations among the empathy ability, peer relationships, and smartphone addiction of upper-grade elementary school students; the effects of empathy ability and peer relationships on smartphone addiction; and to verify the mediating effect of the empathy ability between peer relationships and smartphone addiction. To this end, the empathy ability, peer relationship, and smartphone addiction tests were conducted among 154 six-grade elementary school students in Gyeonggi and Our findings were as follows; First, in terms of the correlations among empathy ability, peer relationships, and smartphone addiction, the empathy ability and peer relationships were shown to have a positive correlation while the empathy ability and smartphone addiction turned out to have a negative correlation, which was also the case between peer relationships and smartphone addiction. Second, when it came to the effects of the empathy ability and peer relationships on smartphone addiction, the emotional empathy as part of the empathy ability and the esteem out of peer relationships were shown to have a negative effect on smartphone addiction, indicating that an increase of emotional empathy and esteem resulted in less smart phone addiction. Third, in terms of the effect of peer relationships on smartphone addiction with the empathy ability as a medium, peer relationships and smartphone addiction were shown to be partially mediated by the empathy ability. These findings are meaningful in that they could serve as the basic data for the development of smartphone addiction prevention programs for elementary school students.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.579-589
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• 2020

The purpose of this study is to understand the effects of ego-resilience, empathic ability of preliminary broadcasters on communication ability and to explore what university should do. The subjects of the study analyzed the relationship between self-resilience, empathic ability and communication ability among 333 preliminary broadcasters in the journal and broadcasting, media related departments of five universities in Busan. As a result of the research analysis, first, the preliminary broadcasters had the highest empathic ability, followed by communication ability and ego-resilience. Second, ego resilience according to the general characteristics of preliminary broadcasters was significantly different according to gender, major satisfaction, and club activities. There were significant differences according to satisfaction and club activities. Third, the correlation between ego resilience, empathic ability, and communication ability of preliminary broadcasters has a significant static correlation, and the correlation between empathic ability and communication ability is the highest. Fourth, the factors influencing communication ability were empathic ability, ego resilience, and gender. It will be meaningful as a study that the factors influencing communication ability related to preliminary broadcasters are empathic and ego resilience. Therefore, it is necessary to prepare a plan such as opening a curriculum to improve the communication ability of preliminary broadcasters.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.245-259
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• 2011

In this study, the instrument of mathematical creative problem solving ability test were considered the differences between Korean and American sixth grade students in mathematical creativity ability and mathematical thinking ability. The instrument consists of 9 items. The participants for the study were 212 Korean and 148 American students. SPSS were carried out to verify the validities and reliability. Reliabilities(Cronbach ${\alpha}$) in mathematical creativity ability is 0.9047 and in mathematical thinking ability is 0.9299 which were satisfied internal validity evaluation on the test items. Internal validity were analyzed by BIGSTEPS based on Rasch's 1-parameter item response model. The results of this study can serve as a foundation for understanding the Korean and American students differences in mathematical creativity ability and mathematical thinking ability. Especially we get the some informations on mathematical creativity ability for American's fifth grade to seventh grade students.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.146-155
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• 2017

Purpose: The purpose of this study was to investigate the nursing informatics competencies, problem-solving ability, and nursing performance ability of nurses, and to determine factors that affect their nursing performance ability. Methods: Data were collected from 210 clinical nurses employed by a general hospital having more than 500 beds in Seoul. The data were collected from June to October, 2014. The questionnaires included a nursing informatics questionnaire, the Korea problem solving process inventory, and a nurse performance appraisal tool. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and stepwise multiple regression. Results: Nursing performance ability had statistically significant correlation with nursing informatics competencies (r=.49, p<.001) and problem-solving ability (r=.66, p<.001). Factors influencing nursing performance ability were problem-solving ability, nursing informatics competencies, work experience, and educational status, accounting for 54% of the variance. Conclusion: Findings indicate that nursing informatics competencies and problem-solving ability have important influences on the nursing performance ability of clinical nurses. Thus, in order to provide an improvement in nursing performance ability, educational programs towards nurses' problem-solving ability and nursing informatics competencies should be provided.

• Journal of Technologic Dentistry
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• v.35 no.1
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• pp.67-76
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• 2013

Purpose: The purpose of this study is to compare and analyze the difference in chewing ability according to the malocclusion and orthodontic treatment for the university students who are adults and consider the effect of the malocclusion and orthodontic treatment on chewing ability. Methods: This study conducted the survey for 400 students of the two universities located in Daegu, Gyeongsangbuk-do, and except for the poor or erroneous surveys among 400 survey copies of the participants, total 363(90.75%) survey copies were used for the study analysis. Results: The total result of chewing ability for the food showed that middle-class students had higher chewing ability than high-class students and the students who didn't get orthodontic treatment had higher chewing ability than the students who are getting orthodontic treatment now. In the chewing ability for various kinds foods, in case of young radish kimchi, the result showed that the students who have a little crowding or normal level of teeth or normal teeth has higher chewing ability than the students who have severe crowding level of teeth, and in case of the foods including kkakdugi or galbi, the result showed that the students who have normal teeth location or the 3rd level malocclusion have higher chewing ability statistically significantly than the students who have the 2nd malocclusion. Conclusion: For the chewing ability, the middle-class students in the home economic power showed significantly higher chewing ability than the high-class students in the home economic power, and the students who didn't get any orthodontic treatment showed higher chewing ability statistically significantly than the students who are getting orthodontic treatment now.

• Korean Journal of Child Studies
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• v.8 no.1
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• pp.83-112
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• 1987

This study examined the characteristics of the relationship of home environment variables and children's intellectual ability. Two studies were conducted: Study I examined the predictability of home environment variables for children's intellectual ability by children's age and the correlations between environment variables and children's intellectual ability. Study II investigated causal relationships among the variables which are supposed to affect children's intellectual ability. The subjects of this study were 240 children at age four, six and eight attending nursery schools, kindergartens and elementary schools and their mothers. Instruments included the Inventory of Home Stimulation (HOME), inventory of sociodemographic variables, and the K-Binet scale. The results obtained from this study were as follows: 1) Home environment variables had a significant positive correlation (.36 ~ .78) with children's intellectual ability. 2) The home environmental variables that significantly predicted children's intellectual ability differed according to children's age. That is, play materials, breadth of experience, and quality of language environment were predictive of children's intellectual ability at age four, while parent's education, developmental stimulation, and play materials were predictive at age six. Economic status of the home, need gratification, avoidance of restriction, and emotional climate were predictive at age eight. 3) The causal model of home environment affecting children's intellectual ability was formulated by exogenous variables (parent education and economic status of the home) and by endogenous variables (direct stimulation, indirect stimulation and the emotional climate of the home). 4) The results of the analysis of the causal model showed that the kind of variables that affected children's intellectual ability directly differed according to children's age. That is, direct stimulation and parent's education affected children's intellectual ability directly at age four and six, while the economic status of the home and indirect stimulation affected intellectual ability directly at age eight. The amount of variance that explained children's intellectual ability increased with increase in children's age.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.303-313
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• 2013

Spatial ability has been valued as one component of intelligence and associated with the achievements in science, technology, engineering, and mathematics (STEM) disciplines and important in STEM education. The purpose of this study is to assess elementary school students' spatial ability and analyze the relationship with mathematical achievement, gender and grade level. This study explored the spatial visualization ability of 1288 elementary school students (grade 4-6) in Seoul and Gangwon province and investigated association between spatial ability and students' mathematics achievement, the students' spatial ability according to their gender and grade level. As a result, this study showed that there were significant correlations between spatial ability and mathematical achievement. And also, boy students were better than girl students in spatial ability and higher grader were better than lower graders in spatial ability. According to these results, spatial ability should be included as one of the important components in identifying students for gifted education programs. Furthermore, more research is needed on how to effectively structure educational opportunities to students both who have high spatial ability and have low spatial ability.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.56-65
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• 2018

This research aims to explore the relationships between academic writing ability and 'thinking styles' (capable of representing individual differences and diversity) in engineering freshmen in Korea, and to draw educational implications for the development of instructional strategies. (Academic) Writing is not just about conveying an idea or content, it is also about the representation of writer's self. In this perspective, there has been some research conducted on writing (process) and personality. However, to date, little attention has been paid to writing ability of engineering students and its relationships with thinking styles. This study was conducted with 127 engineering freshmen as well as 67 non-engineering freshmen at H University, and students' writing ability as well as their thinking styles have been measured before and after writing class for 15 weeks. Our findings show that firstly, there was a significant difference of writing ability by majors. Second, there were significant differences in freshmen's thinking styles by majors. Third, there was significant differences of writing ability according to thinking styles. Freshmen's internal, legislative and hierarchical styles scored significantly higher in writing ability than the others. And as for the engineering freshmen, internal, external and global styles scored significantly higher in writing ability than the others. Finally, there was a weak but significant relationship between writing ability and thinking styles(hierarchical & internal). These findings are expected to provide an explanation for the development of instructional strategies of writing (related) courses in engineering school.

• The Korean Journal of Community Living Science
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• v.24 no.3
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• pp.289-300
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• 2013

The aims of this study are to investigate the differences of the preschoolers' executive function and verbal ability according to their age, and to identify whether the preschoolers' executive function is related to their verbal ability. The participants in this study are 151 children, ages 3-and 5-years old from five child-care centers located in a middle-income region of Seoul. Statistical methods used for the data analysis are the frequencies, means, standard deviations, an independent t-test, and Pearson correlation. The major findings are as follows. First, an age difference is found for children's executive function. The 5-year-olds are more likely to succeed on tasks of executive function than the 3-year-olds. Also, age difference is found for children's verbal ability. The 5-year-olds perform better on tests of verbal ability than the 3-year-olds. Last, the 3-year-olds' and 5-year-olds' executive function is related to their verbal ability. Inhibition and cognitive flexibility are significantly correlated with verbal ability. These results suggest that preschoolers' executive function and verbal ability develop during preschool age. These results also suggest that preschoolers' executive function is related to their verbal ability.

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.109-126
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• 2018

Objective: The purpose of the present study was to explore the moderating role of children's verbal ability in the relation between shyness and teacher-child relationships. Methods: Participants were 200 children, their mothers, and their kindergarten teachers. Children's shyness was rated by their mothers and teachers, and children's verbal ability was measured using the language problem solving ability test. And teachers completed a rating scale in order to examine the teacher-child relationship. The collected data were analyzed using correlations and hierarchical multiple regressions. Results: Children's shyness had a negative relation to close teacher-child relationships. And child's verbal ability was significantly related to teacher-child relationships. Hierachical regression analysis indicted to the interaction of child's shyness and verbal ability predicted close teacher-child relationships. Children's shyness, those who demonstrated the lowest level of child's verbal ability, was significantly associated with close teacher-child relationships. Children's shyness had no significant relation to close teacher-child relationships, especially for the highest level of children's verbal ability. Conclusion/Implications: We suggested that verbal ability training for children might be valuable for shy children in order to buffer the link between shyness and teacher-child relationships.