• Korea Trade Review
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• v.45 no.3
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• pp.91-117
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• 2020

This study aimed to understand the relationships among the institutional pressure and the level of compliance and corporate value. The research focuses on four main variables, which are regulatory pressure, normative pressure, and cultural-cognitive pressure as the institutional pressure, and the CSR score as the level of the firm's compliance. We examined the impact of the institutional pressure on the firm's compliance-level, together with the effect of compliance level on the corporate value. We analyzed the 3,792 CSR data listed in China's A market and 31 province and city-level data from China. Results showed that institutional pressure had a positive influence on the firm's compliance level. The corporate value was greater with a high compliance level when the institutional pressure was high. The firm's compliance level negatively influenced corporate value when the institutional pressure was low. This study took into account a level of institutional pressures in three dimensions when investigating the effect of CSR compliance level on the corporate value. Thus, this study has a unique academic contribution by demonstrating that CSR activities can have a positive or negative effect depending on the institutional environment for each firm. The findings of this study also provide valuable insights to industry practitioners by suggesting the importance of considering the institution-specific condition when deciding to comply with the institutional pressure.

• Journal of Industrial Convergence
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• v.21 no.12
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• pp.131-139
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• 2023

This study aimed to identify the impact of major variables such as self-esteem, empathy, and depression on major satisfaction among nursing students, construct a hypothesis model, and identify direct and indirect effects through path analysis. Data were collected from 200 nursing students between 2 March and 30 March, 2023 from two universities in C-Do, data were analyzed with SPSS 26.0 and AMOS 23.0. In the final model, self-esteem (𝛽=.29, p=.001), empathy (𝛽=.49, p=.001), and depression (𝛽=-.21, p=.032) had a direct effect on major satisfaction. Additionally, self-esteem (𝛽=.12, p=.031) had an indirect effect on major satisfaction through depression. The explanatory power of empathy, self-esteem, and depression for major satisfaction was confirmed to be 36%. Increasing self-esteem and empathy will not only directly increase major satisfaction, but indirectly lowering depression and increasing self-esteem will also increase major satisfaction. Therefore, when developing a nursing education program that increases nursing students satisfaction with their major, it is necessary to develop cognitive behavioral strategies that can increase self-esteem and empathy and reduce depression.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.232-238
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• 2006

This study examined how motivational climate, achievement goals, and learning strategies jointly contributed to science achievement through path analysis of 260 middle school students. The results showed that only deep learning strategy had a significant direct effect on science achievement. The promotion of learning by science teachers and the pursuit of progress by peers had the mediational pathways linking task goal and deep learning strategy on science achievement. The pursuit of progress and the promotion of the comparison by peers influenced science achievement via deep learning strategy. The promotion of the comparison by peers also influenced deep learning strategy via performance-goal, which in turn influenced science achievement. These results indicated that the learning strategies had a direct effect and motivational climate or achievement goals had an indirect effect on science achievement. Our findings lead us to expect that the effective instructional method to improve students' science achievement is the one that impact both cognitive and motivational functioning.

• The Journal of Korean Physical Therapy
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• v.36 no.2
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• pp.61-66
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• 2024

Purpose: The purpose of this study was to investigate the impact of action observation training (AOT) on the balance and cognition of the elderly with dementia. Methods: Twenty-four participants were randomly assigned to experimental and control groups (12 participants each). The 5-week intervention involved 45 minutes sessions, three times a week. Both groups did 30 minutes of general physical exercises, followed by the experimental group watching a 5 minutes video featuring functional movements and imitating them for 10 minutes. The control group watched a scenic video and did functional training for 10 minutes, mimicking the experimental group. All participants were evaluated using the Timed Up and Go (TUG) test, Functional Reaching Test (FRT), Berg's Balance Scale (BBS), and Korean version of Mini-Mental State Examination (K-MMSE) before and after the intervention. A paired t-test was conducted to compare the within-group change before and after the intervention. Two-way repeated measures ANOVA was performed to compare the between-group difference. The statistical significance level was set to p=0.05 for all variables. Results: The experimental group showed significant within-group changes in the TUG test, FRT, BBS, and K-MMSE (p<0.05). The control group showed a significant change in FRT and K-MMSE (p<0.05). A significant difference was observed between the experimental group and the control group regarding the change in the TUG test, BBS, and K-MMSE after the interventions (p<0.05). Conclusion: The findings of this study suggest that the AOT and repetition of actual movements, led to more significant improvements in balance and cognitive abilities compared to the control group that observed scenic landscapes.

• Journal of Preventive Medicine and Public Health
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• v.57 no.2
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• pp.128-137
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• 2024

Objectives: This study was conducted to characterize the symptoms, mental health, quality of life (QoL), and associated factors following the coronavirus disease 2019 (COVID-19) infection. Methods: This cross-sectional study included 394 participants previously infected with COVID-19 in Ho Chi Minh City, Vietnam. Mental health was assessed using the 21-item Depression, Anxiety, and Stress Scale (DASS-21). Participants self-reported health-related QoL was measured with the EuroQol 5-Dimension 5-Level (EQ-5D-5L) scale. Results: Among the participants, 76.4% reported experiencing at least one symptom following COVID-19 infection. The most common symptoms were fatigue (42.1%), cognitive dysfunction (42.9%), and hair loss (27.9%). According to the DASS-21 results, the proportions of depression, anxiety, and stress were 28.7%, 26.4%, and 20.6%, respectively. The mean scores on the EQ-5D-5L and the EuroQol Visual Analog Scale were 0.94±0.11 and 84.20±13.11, respectively. Regarding QoL issues, the highest proportion of participants (32.7%) reported experiencing anxiety or depression, followed by pain or discomfort (25.4%). Multivariable logistic regression analysis revealed that factors associated with the presence of symptoms following COVID-19 infection included female (odds ratio [OR], 2.84; 95% confidence interval [CI], 1.65 to 4.91) and having QoL issues (OR, 3.25; 95% CI, 1.71 to 6.19). Conclusions: The study investigated the prevalence rates of various symptoms following COVID-19 infection. These findings underscore the need to prioritize comprehensive care for individuals recovering from COVID-19 and to implement strategies to mitigate the long-term impact of the disease on mental health and QoL.

• Journal of Information Technology Applications and Management
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• v.31 no.1
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• pp.177-188
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• 2024

In this research, a cohort of two children, aged 7-8 years, was selected to participate in a specialized three-week training program aimed at enhancing their working memory. The program consisted of three sessions, each lasting approximately 30 minutes. The primary goal was to investigate the impact and developmental trajectory of working memory in school-aged children. Working memory plays a significant role in young children's learning and daily activities. To address the needs of this demographic, products should offer both educational and enjoyable activities that engage working memory. Digital educational tools, known for their flexibility, are suitable for both older individuals and young children. By updating software or modifying content, these tools can be effectively repurposed for young learners without extensive hardware changes, making them both cost-effective and practical. For example, memory training games initially designed for older adults can be adapted for young children by altering images, music, or storylines. Furthermore, incorporating elements familiar to children, like animals, toys, or fairy tales, can increase their engagement in these activities. Historically, working memory capabilities have been assessed predominantly through traditional intelligence tests. However, recent research questions the adequacy of these behavioral measures in accurately detecting changes in working memory. To bridge this gap, the current study utilized electroencephalography (EEG) as a more sophisticated and precise tool for monitoring potential changes in working memory after the training. The research findings were revealing. Participants showed marked improvement in their performance on n-back tasks, a standard measure for evaluating working memory. This improvement post-training strongly supports the effectiveness of the training program. The results indicate that such targeted and structured training programs can significantly enhance the working memory abilities of children in this age group, providing promising implications for educational strategies and cognitive development interventions.

• Informatization Policy
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• v.31 no.1
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• pp.32-52
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• 2024

This study investigates the effectiveness of virtual reality agents as foreign language instructors with focus on the impact of different native language backgrounds and instructional roles. The agents were first distinguished as native or non-native speakers treated as a between-subject factor, and then assigned roles as either teachers or salespersons considered within-subject factors. An immersive virtual environment was developed for this experiment, and a 2×2 mixed factorial design was carried out. In an experimental group of 72 university students, statistically significant interactions were found in learning satisfaction, memory, and recall between the native/non-native status of the agents and their roles. With regard to learning confidence and presence, however, no statistically significant differences were observed in both interaction effects and main effects. Contextual learning in a virtual environment was found to enhance learning effectiveness and satisfaction, with the nativeness and the role of agents influencing learners' memory; thus highlighting the effectiveness of using virtual reality agents in foreign language learning. This suggests that varied approaches can have positive cognitive and emotional impacts on learners, thereby providing valuable theoretical and empirical implications.

• International Journal of Computer Science & Network Security
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• v.24 no.5
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• pp.165-171
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• 2024

The processes of society's informatization and digitalization necessitate the widespread use of new pedagogical technologies. Through these technologies, comprehensive disclosure of didactic functions of new methods of educational activity and the realization of the potential and creative potential. The use of information and computer multimedia technologies in teaching music art is especially relevant in the intensification of the development of interactive technologies, the transition to mixed forms of learning, and a period of socio-economic and sociopolitical upheavals. The study aims to substantiate the theoretical and applied principles of the analysis of multimedia technology learning musical art in modern conditions and assess the status and trends in their use in conducting educational activities. The study uses general scientific and unique methods of economic analysis, in particular, analysis and synthesis, analogy and comparison, generalization and systematization, and graphic ways. Regarding the results of the study of multimedia technologies for teaching musical art in current conditions, it was found that they contribute to the development of the seeker's creative, creative, and cognitive activity, have a positive impact on learning material, and diversify the educational process. Multimedia technologies such as presentations, programs for watching a video, listening to audio, music and singing karaoke, electronic encyclopedias, and Internet resources are proven to be the most used in music education. They have several qualitative and quantitative advantages, manifested in the possibilities of audio-visual presentation of educational material and significantly higher information density. It is suggested to strengthen the use of such computer programs as Microsoft Word, Ahead Nero, Finale, Adobe Audition, Sound Forge, and Microsoft PowerPoint for musical art classes.

• Dementia and Neurocognitive Disorders
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• v.21 no.2
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• pp.71-78
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• 2022

Background and Purpose: The expression of the 18-kDA mitochondrial translocator protein (TSPO) in the brain is an attractive target to study neuroinflammation. However, the binding properties of TSPO ligands are reportedly dependent on genetic polymorphism of the TSPO gene (rs6971). The objective of this study is to investigate the rs6971 gene polymorphism in the Korean population. Methods: We performed genetic testing on 109 subjects including patients with mild cognitive impairment, Alzheimer's disease (AD) dementia, non-AD dementia, and cognitively unimpaired participants. Magnetic resonance imaging scans and detailed neuropsychological tests were also performed, and 29 participants underwent ¹⁸F-DPA714 PET scans. Exon 4 of the TSPO gene containing the polymorphism rs6971 (Ala or Thr at position 147) was polymerase chain reaction amplified and sequenced using the Sanger method. The identified rs6971 genotype codes (C/C, C/T, or T/T) of the TSPO protein generated high-, mixed-, or low-affinity binding phenotypes (HABs, MABs, and LABs), respectively. Results: We found that 96.3% of the study subjects were HAB (105 out of 109 subjects), and 3.7% of the subjects were MAB (4 out of 109 subjects). ¹⁸F-DPA-714 PET scans showed nonspecific binding to the thalamus and brainstem, and increased tracer uptake throughout the cortex in cognitively impaired patients. The participant with the MAB polymorphism had a higher DPA714 signal throughout the cortex. Conclusions: The majority of Koreans are HAB (aprox. 96%). Therefore, the polymorphism of the rs6971 gene would have a smaller impact on the availability of second-generation TSPO PET tracers.

• Journal of Korean Academy of Nursing
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• v.54 no.3
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• pp.459-474
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• 2024

Purpose: The purpose of this study was to conduct a concept analysis of social intelligence in nurses so that applying social intelligence to the nursing field. Methods: In this study, we followed the hybrid model procedure, involving the following steps: First, in the theoretical stage, the attributes and definitions of the concept of social intelligence were determined through literature review. Second, the concepts' reality was confirmed during fieldwork. In the final analysis stage, the results confirmed in the theoretical and fieldwork stages were compared and analyzed to confirm the properties and definition of the concept. Results: Nurses' social intelligence consists of three dimensions: social cognitive nursing competency, human-centered social evolution, and skills for solving complex nursing situations. Nurses' social intelligence is a professional nursing competency that flexibly coordinates complex nursing situations, developed through accumulating experiences of continuous reflection and relationship expansion based on receptive listening and social sensitivity in clinical interpersonal relationships. Conclusion: Nurses' social intelligence is widely used in clinical practice and is shown to have a significant direct and indirect impact on clinical nursing. To effectively apply social intelligence in the clinical context, individual and organizational efforts are required to share and transfer knowledge and capacity-building methods through collective intelligence and education.