• The Journal of Korean Academic Society of Nursing Education
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• v.30 no.3
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• pp.212-221
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• 2024

Purpose: This study aimed to identify the mediating effect of social phobia between social interaction anxiety and endemic blue among university students who experienced the coronavirus disease 2019 (COVID-19) pandemic. Methods: This study employed a descriptive correlational design. The participants were 196 university students from 10 universities located in four major regions across the Republic of Korea. Data were collected from July 12 to 31, 2022, through an online self-reported questionnaire and were then analyzed using an independent t-test, one-way ANOVA with Scheffé test, Pearson's correlation coefficient, and multiple regression. The mediating effect was analyzed using PROCESS macro model 4 with a bootstrapping method using IBM SPSS 27.0. Results: There were significant positive correlations among social interaction anxiety, social phobia, and endemic blue. Social interaction anxiety had significant effects on social phobia (β=0.77, p<.001) and social interaction anxiety (β=0.33, p<.001) and social phobia had a significant effect on endemic blue (β=0.29, p=.001). Concerning the influence of social interaction anxiety on endemic blue, a significant indirect mediating effect of social phobia was confirmed, and the size of the indirect effect was 0.14 (0.04~0.24). Conclusion: In order to manage the social and psychological health of university students who experienced the COVID-19 pandemic period, it is necessary to develop strategies to overcome endemic blue that reduce social interaction anxiety and take into account the mediating effect of social phobia.

• Journal of Industrial Convergence
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• v.20 no.1
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• pp.69-76
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• 2022

This study is a descriptive survey study to identify interaction influencing factors in nursing students with experience in child nursing practice. The collected data used the SPSSwin 25.0 program, and the influencing factors on the interaction were analyzed by multiple regression analysis. As a result of the study, among the general characteristics of nursing college students, major satisfaction and play beliefs showed influence on interaction, and the explanatory power for interaction was 36.0%. Based on the results of higher major satisfaction, higher play beliefs, better interaction with children, a child nursing practice curriculum is required to improve nursing students' major satisfaction and have positive beliefs about play, and play in the theoretical curriculum before child nursing practice.It is thought that it is necessary to acquire knowledge of the law and educate on the necessity.

• 한국체육학회지인문사회과학편
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• v.55 no.3
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• pp.637-647
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• 2016

This study examined the difference of self-determinative motivations of non-handicapped students about inclusive physical activity according to the social demographic characteristics. And this study also researched the influence of self-determinative motivation of non-handicapped student about the inclusive physical activity to interaction with handicapped student. In order to achieve the object of the study, the data collected from 674 students in included the intellectually handicapped students and inclusive physical activity. As a measuring tool, Choi (2008) and Lee (2006) questionnaire. Data was used SPSS 21.0, and the exploratory factor analysis, reliability verification, difference verification, and simple regression analysis were performed. The results are as follows. First, in terms of the data analysis of self-determinative motivation based on demographic characteristics (sex, grade, friend with disabilities, experiencing duration of inclusive physical activities), sex, friend with disabilities, experiencing duration of inclusive physical activities displayed statistically significant difference self-determinative motivation. Second, in terms of the effects of students with non disabilities self-determinative motivation on towards interaction of students with disabilities, motivation, external regulation, introjected regulation, identified regulation and intrinsic motivation among the sub-factors of self-determinative motivation affected significantly on interaction with students with disabilities.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.1-15
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• 2019

This study aimed to identify the effects of students' empathy ability on group creativity, when elementary school students perform scientific activity designed to express group creativity. A total of 12 elementary students from a fifth-grade science club participated in this study. A pretest to examine the students' empathic ability was performed to classify them into three groups: A group with high, low and heterogeneous empathic members. The linguistic interaction was analyzed to determine the process of group creativity manifestation; the results were classified into 'metacognitive', 'cognitive', and 'social-communicative'. As a result, groups with high empathic ability showed more frequent interaction in monitoring, planning, and divergent thinking. On the other hand, in the case of the group with low level of empathy, it was confirmed that there are many interactions related to regulation, convergent thinking, and noncohesive prosocial interaction. Also, in the case of heterogeneous group with empathy ability, group creativity utterance on all sides was relatively higher than other groups. As a result of this study, we could confirm the influence of empathy as a strategy to help the group creativity and discuss the educational implications.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.235-247
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• 2016

The purpose of this study is to analyze elementary school students' pre-concept of electromagnet and to investigate effects of instruction through social interactions on conceptual changes of the electromagnet. For the purpose, 108 elementary school students of 3 classes were selected from the 6th grade. They were divided into the control group I, control group II and experimental group. The control group I was treated through traditional instruction on the basis of text book. The control group II was instructed with a modified version of the textbook to help them better understand the concept of electromagnet. The experimental group was treated through instruction on the basis of the above modified version of the text book and social interactions. Conceptual changes on electromagnet before and after the treatment were quantitatively and qualitatively analyzed using the identical test. The students' styles of social interaction were qualitatively analyzed with tape records of their discussions and work sheets. Effects of instruction through social interactions based on radical constructivism on the 6th-grade elementary school students' concept of electromagnet were examined here. The results were described as follows. Firstly, after the treatment, the experimental group was statistically significantly higher in mean values of conceptual understanding and academic achievement than both the control group I and II. Secondly, styles of social interaction in the three sub-groups of the experimental group were qualitatively analyzed, among the threes, high- and medium-level sub-groups were higher in the frequency of linguistic social interaction than the low-level sub-group. Those students who were excellent in communication skills actively participated in linguistic social interactions. In discussions among the three sub-groups, students of the high- and medium-level sub-groups provided explanations or information while those of the other sub-group sometimes were passive by just listening, but in large actively participated in communication. In conclusion, instruction through social interactions was effectively changed in the 6th-grade elementary school students' concept of electromagnet.

• Korean Journal of English Language and Linguistics
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• v.3 no.3
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• pp.453-497
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• 2003

The purpose of this study is to investigate social aspects of young EFL learners' interaction at the computer. Data were taken from the interactions of three pairs of fourth-grade primary school children who worked together on English learning software. Their interactions at the computer were videotaped and then all the talk produced by the students and the utterances emitted from the computer were transcribed. As for the analytical tools, the notion of ‘contextualization cues’ (Gumperz, 1982) and the concept of ‘positioning’ (Davies & Harre,1990) were employed. The analysis reveals that the roles of the students were not tied to a certain position, but rather dynamically changed during the course of interactive work according to the situation at hand. The dynamic changes in their positions were realized through various means; their capability in solving problems, their taking responsibility or assigning it to each other, or cooperation. There were also instances of peer teaching and motivated learning. In addition, the students showed autonomy in their learning activity. These findings suggest that both students in a dyad had their own place in performing task activities, contributing to solving problems and getting benefits from peer interaction. Furthermore, students' working together on English learning software may provide an environment which can promote cooperative attitude and responsibility for learning and enhance motivation and autonomy in their learning process.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.668-676
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• 2001

In order to comprehend the internal processes of heterogeneous small-group cooperative learning in science class, this study investigated verbal interaction patterns by the achievement level. Frequency of verbal behaviors was compared in respect of the achievement level, and participation patterns and characteristics were investigated. Verbal interaction patterns by the achievement level were also analyzed based on students' perceptions of interactions. It was found that there were no significant frequency differences between high- and medium-achieving students' verbal behaviors. The verbal interaction patterns showed co-construction processes between high- and medium-achieving students, which was consistent with the students' perceptions of interactions. These suggested that medium-achieving students actively participated in small-group interactions in science class.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.216-233
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• 2019

The purpose of this study was to identify the aspects of elementary school students' interactions shown conceptual changes in collaborative scientific argumentation. Fifty sixth graders of an elementary school in Jeonju were selected for this study. Ten small groups consisting of five students each were organized evenly with considerations of their gender, science achievement, scientific discussion experience and degree of communication apprehension. 'Food web and Ecosystem' and 'Change of Moon shape' were selected as the proper topics of collaborative scientific argumentation in terms of difficulty to be understanded by the $6^{th}$ graders. The small group's dialogue was recorded. The students' activity sheets, field note and interviews of the participants were collected. Based on the collected data, we analyzed the aspect of small groups' interaction shown conceptual change of each student. The result of this study was as follows: The interaction aspects of the small group of students who showed conceptual changes in the collaborative scientific discussion have a tendency of showing their discussion responses, explanation-opposition discourse, the use of rigorous criteria, their collaborative attitude and participation.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.167-176
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• 2004

Due to the development of information communication technology, educational environment has undergone much change and various types of teaching and learning methods based on information communication technology has been suggested. Recently, remote education using the internet are also spreading. However, in current classrooms, students are asked to do an teacher-centered assignment, which they are required to collect and report some information using the internet. This method does not help students use the advantages of learning using the internet, which stimulate students-students interaction and teacher-students interaction.Thus, this study focused on the problem-based learning system based on video communication technology. The researcher designed the problem-based learning system based on video communication technology and applied the system to classes at elementary school. The results were analyzed in terms of students-students interaction and teacher-students interaction in the internet. This research found that the problem-based learning system stimulates teacher and students communication and has positive effects on students' attitude and interest in learning. This research proposes that the traditional teacher-centered teaching method can be supplemented with cyber space learning, which has the merit of problem-based learning model.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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• pp.207-216
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• 2001

To understand the types of interactions between the nurses' college students and patients, this research used Spradley's Cultural Description Method to carry out his eleven- stage research conduct process : participatory observation, cultural description recording, descriptive observation, category analysis, focus observation, classification analysis, selective observation, components analysis, cultural themes, cultural discovery, and cultural description writing. The research participants were 7 nurses' college students practising at the hospital affiliated to E university, and data were collected from May 2000 through primary and secondary in-depth interviews and observations. The cultural characteristics of the subjects extracted from these results were as follows : 1. The students learned through contacts with patients. 2. The students experienced "Sharing" through interactions with patients. 3. The students showed evasive behaviors in difficult situations. 4. The students paltered when faced with difficult situations. 5. The students did not surrender to the refusals of patients. 6. The students identified their studentship. 7. The students regarded human interaction as 'contact'.