• Journal of Digital Convergence
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• v.18 no.9
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• pp.423-431
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• 2020

The purpose of this study is to examine how the level of participation in dance classes affects the development of social skills and peer relationship. The results are as follows: First, in terms of social skill development and peer relationship based on demographic characteristics, competition-a sub-factor of peer relationship-was higher in male students. In terms of grade level, confidence-a sub-factor of peer relationship-was high in second year students. Second, in terms of the effect of dance class participation on social skill development, autonomy, achievement, and cooperation-sub-factors of social skill-were significantly influenced by the period of participation in dance classes. Participation frequency, on the other hand, was found to significantly impact accountability and activity. Such results indicate that longer dance class participation periods more significantly influences social skill development. Third, in terms of the influence of dance class participation in peer relationship, students who participated in dance classes longer experienced positive impacts regarding sub-factors of peer relationship. Longer participation periods were correlated with lower hostilities. That is, longer participation period and time, as well as, higher participation frequency, have impact on peer relationship.

• Journal of Korean Dental Science
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• v.7 no.2
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• pp.49-57
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• 2014

Purpose: To evaluate the effect of different surface treatment methods (yttria-tetragonal zirconia polycrystal [Y-TZP] primers, air-abrasion, and tribochemical surface treatment) on the shear bond strength between (Y-TZP) ceramics and etch-and-rinse non-10-methacryloyloxydecyl dihydrogen phosphate (MDP)-containing resin cements. Materials and Methods: Y-TZP ceramic surfaces were ground flat with 600-grit silicone carbide abrasives paper and then divided into seven groups of ten. They were treated as the following: untreated (control), Monobond Plus (IvoclarVivadent), Z-PRIME Plus (Bisco Inc.), ESPE Sil with CoJet (3M ESPE), air-abrasion, Monobond Plus with air-abrasion, and Z-PRIME Plus with air-abrasion. The surface of Y-TZP specimens was analyzed under a scanning electron microscope (SEM). Non-MDP-containing cements were placed on the surface-treated Y-TZP specimens. After thermocycling, shear bond strength test was performed. Bond strength values were statistically analyzed using one-way analysis of variance and Student-Newman-Keuls multiple comparison test (P<0.05). Result: The Z-PRIME Plus treatment in combination with air-abrasion produced the highest bond strength ($14.94{\pm}1.70MPa$) followed by Monobond Plus combined with air-abrasion ($10.70{\pm}1.71MPa$), air-abrasion ($10.47{\pm}1.60MPa$), ESPE Sil after CoJet treatment ($10.38{\pm}0.87MPa$), Z-PRIME Plus application ($10.00{\pm}1.70MPa$), and then Monobond Plus application ($9.25{\pm}0.86MPa$). The control ($6.70{\pm}1.49MPa$) indicated the lowest results (P<0.05). The SEM results showed different surface morphologies according to surface treatment methods compared with the Y-TZP control. Conclusion: The shear bond strength between the Y-TZP ceramic and the non-MDP-containing resin cement was the greatest when the surface was treated with air-abrasion and MDP-containing Z-PRIME Plus primer.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.8 no.1
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• pp.51-68
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• 2001

The purpose of this study was to explain the relationship between smoking status, smoking behavior and hardiness in university students in Gangnung City. The subjects were a convenience sample of 315 students. The data were collected by a questionnaire given to the students between May 22 to June 2, 2000. An instrument developed by Akers & Gang(1996) and translated by Sohn, Jung-Nam(1999) was used in this study to measure definition of smoking, differential reinforcement of smoking and smoking behavior. The differential peer association scale developed Krohn et al.(1982) and translated by Sohn, Jung-Nam(1999), and the hardiness scale developed by Pollock(1984) and translated by Suh, Mun-Sa(1988) were also used. The data were analyzed using the SAS/PC+ Program and included descriptive statistics, t-test, ANOVA, and Spearman correlation coefficients. The results of this study are as follows : 1. The smoking rate for university students was 50.5% of which 44.7% started smoking in high school. 2. The mean score for level of hardiness was $3.14{\pm}0.43$ 3. The mean score for smoking behavior was as follows : 1) The mean score for the neutralizing definition was $2.16{\pm}0.57$ 2) The mean score for the negative definition was $2.37{\pm}0.71$ 3) The mean score for the positive differential reinforcement was $1.89{\pm}0.63$ 4) The mean score for the negative differential reinforcement was $2.96{\pm}0.64$ 5) The mean score for the differential peer association was $2.67{\pm}1.05$ 4. The data showed positive correlations between hardiness and the neutralizing definition(r=.1951, P<.001), between hardiness and the positive differential reinforcement(r=.1128, P<.05), between hardiness and the amount of smoking per day(r=.1452, P<.05) between the neutralizing definition and positive differential reinforcement(r=.4212, P<.0001), between the neutralizing definition and differential peer association(r=.1856, P<.001), between the neutralizing definition and age at smoking initiation(r=.1582, P<.05), between the negative definition and negative differential reinforcement(r=.2985, P<.0001), between the positive differential reinforcement and differential peer association(r=.3451, P<.0001), between positive differential reinforcement and the amount of smoking per day(r=.4431, P<.0001), between differential peer association and the duration of smoking(r=.2789, P<.0001), between differential peer association and the amount of smoking per day(r=.5410, P<.0001), between the duration of smoking and the amount of smoking per day(r=.4245, P<.0001). The data showed negative correlations between the neutralizing definition and the negative definition(r=-.2065, P<.001) between the neutralizing definition and negative differential reinforcement(r=-.3943, P<.0001) between the neutralizing definition and duration of smoking(r=-.1957, P<.05), between the negative definition and positive differential reinforcement(r=-.2093, P<.001), between the negative definition and the amount of smoking per day(r=-.2282, P<.001), between positive differential reinforcement and negative differential reinforcement(r=-.5555, P<.0001) between negative differential reinforcement and differential peer association(r=-.3653, P<.0001), between negative differential reinforcement and the amount of smoking per day(r=-.4570, P<.0001), between the age at smoking initiation and the duration of smoking(r=-.4594, P<.0001).

• East Asian mathematical journal
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• v.28 no.4
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• pp.383-401
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• 2012

The purpose of mathematics education includes two important areas; cognitive area that emphasizes mathematical knowledge and understanding and affective area that stresses mathematical interest and attitude. The purpose of mathematics education is not only in acquiring the contents and knowledge but also rousing up interest and attention toward mathematics. Therefore, effort to accomplish this affective purpose has to be made. Introducing history of mathematics to teaching can be a important method for the students to arouse interest and attention toward mathematics. History of mathematics can help the students who are familiar to only manipulation of the symbols to develop a new way of thinking and mathematical thoughts arousing reflective thinking. According to the survey, although the effect of using mathematics history has been recognized, the mathematics history has neither been developed as teaching materials nor reflected in the courses of study. The purpose of this research is to develop the reading materials into suit for the mathematics curriculum to extract contents of the mathematics valuable in using in elementary mathematics teaching, and to investigate the effect of reading materials using the history of mathematics on learning attitude in elementary school. The way of developing materials in this study is as follows. First, to select the interesting and instructive subject for the elementary students such as the story and life of a mathematician, developmental stages of mathematical theory and calculation currently used and finding the patterns of the rules that requires mathematical thoughts. Second, to classify the selected items according to mathematics curriculum. Third, to reorganize the classified items of the appropriate grade with the reading materials of dialogue pattern in order to draw attention and interest from the students I developed 18 kinds materials in accordance with the above procedure and applied 5 materials among them to one class in 4th grade. Analysing the student's responses, First, using history of mathematics helps the students to arouse interest and confidence on mathematical learning attitude. And the students became better attitude of studying by oneself and attention on class. Second, as know by opinions after lesson, most students have a chance refresh one's thinking of mathematics, want to know the other content of history of mathematics and responded to study hard in mathematics. As a result, the reading materials on the basis of the history of mathematics motivates students for mathematics and helps them become confident in mathematics. If the materials are complemented properly, they will be useful and effective for students and teachers.

• Journal of the Korean Data and Information Science Society
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• v.22 no.4
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• pp.785-794
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• 2011

The population of internet users are rapidly increasing and the interest of the internet survey is also increasing. Recent years has seen a transition from traditional modes of data collection into internet survey. Some surveys are administered with mixed modes of traditional data collection methods and internet survey, and some surveys are conducted through internet only instead of traditional modes, such as telephone survey, postal survey, face-to-face interviews and so on. However, one of most crucial parts of a survey is the reliability of the collected data and internet survey is no exemption. Changwon National University has been annually conducting a survey of new students and transfer students with almost same contents of questionnaire. The survey is a longitudinal survey and it had been administered by paper-pencil surveys until 2009. In 2010 the survey was administered through internet. Every students has to login with student ID number and the last 7-digit of national identity registration number, and complete the 2010 survey before registration their courses. If they leave any question without being answered, then could not move to the registration site for courses. This study explores the distortion of responses using the new students survey of Changwon National University, which could occur when the survey responses are not confidential. We find that the distortion of responses occurs from the questions with social desirability pressure, pressure of winning favor with the researcher, and pressure of explaining their situations. There are no distortion of responses from the questions which are describing simple opinions or simple facts, for example, the place they plan to live while in school.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.328-344
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• 2013

This study investigated the types of elementary science-gifted students' coping strategies and teachers' desired teaching strategies in anomalous situations. Their epistemological beliefs about science were then analyzed on the bases of the types. To do this, 5th and 6th year science-gifted students (N=72) were asked to respond to an open-ended question with some of them being interviewed deeply. The analyses of the results indicated seven types of coping strategies in anomalous situations and were identified as follows: Abandoning, asking a teacher for help, trying the experiment again with same methods, trying the experiments again with different methods, trying the experiment again after actively analyzing the causes, recognizing the experimental results, and explaining the experimental results. Seven types of teachers' desired teaching strategies emerged and were also identified as follows: Encouraging, providing successful experimental results, explaining, providing the opportunity for trying the experiment again with same methods, providing the opportunity for trying the experiments again with different methods, providing the opportunity and help for trying the experiment again after actively analyzing the causes, and providing the opportunity and help for explaining the experimental results. The fourteen types were grouped again into four categories such as 'transferring facts', 'constructing facts', 'transferring meanings', and 'constructing meanings' on the bases of the epistemological beliefs toward knowledge and the epistemological beliefs toward relation. Educational implications of these findings are discussed.

• Child Health Nursing Research
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• v.5 no.2
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• pp.211-234
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• 1999

The purpose of this article was to get hold of adolescent's needs for sex knowledge and to reveal their understanding of sex. These results may be applied to the sex education and counselling for adolescent. The participants of study were 267 students (females, 144 ; males, 123) who were the first and second grade form 1 middle and 2 high schools. They were asked to describe 3 questions that they wanted to know or to learn about sex. Their questions about sex were total 779(girls, subtotal 456, mean 3.2, boys, subtotal 323, mean, 2.6). These questions categorized to 9 items by content analysis. The items were ‘sexual drive, behavior and tendency(229, 29.4%)’ , ‘anatomy and physiology of reproductive system(140, 18.0%)’, ‘reproduction(131, 16.8%)’, ‘concept of sex(31, 4.0%)’, ‘acquaintance between the other sexes(17, 2.2%)’, and ‘the others(9, 1.2%)’ in order of frequency. The most frequent item that the student want to know or team about sex was ‘sexual drive, behavior and tendency’ except girls of sophomore in middle school. There were several features in participants' needs for sex knowledge as respects of the understanding of sex- biological sex, gender, and sexuality. The prominent feature in knowledge need of bio logical sex was that the participants had the interests according to their biological sex. They had the negative attitude to the phenomenons (ex, menstruation and pregnancy, phimosiectomy, etc) that they experienced or would experience due to their biological sex. A part of them asked the questions based the misconceptions and used the slangs or ‘××’, ect. to name the male or female genitalia. The male students wanted to know the female genitalia. The participants' understanding of gender reflected the sexism of our society, but they didn't accept and had doubts about the dual, hierarchical structure of that. The students, especially female seemed to be powerless to the harms of the sexual violence. Girls had much interest in their appearances and complained to our sexual culture that women comforted and served men. The participants had the dual perspective that the sexuality as respects of physiologic phenomenon was considered as natural but that as related to heterosexuals was as negative. And they deemed that men's sexual drive was stronger than women's and was difficult or was not able to be inhibited. They had much interests in homosexuality but reflected the negative attitude to that in our society. Adolescent felt wonder why the expressions of sexuality of adult were permitted but theirs were not. Lastly, a part of boys substituted querying the sexuality of animals for asking that of human. Maybe it was because of the embarrassment to talk about human's sexuality directly. The teenaged participants understood that the sex had not only the biological meanings but also the sociocultural meanings. They regarded the sex as natural and wanted to know it, but they had conceptions that it was difficult and embarrass to talk about it openly and directly.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.1
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• pp.33-45
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• 2017

Objective : This study was to investigate the relationship between sensory processing patterns and sleep quality for poor sleepers enrolled in universities. Methods : The participants are 191 students, aged 18 to 25, at the 6 universities located in Busan, Daegu, and other Gyeongsang Provinces. These participants completed the Korean version of Adolescent/Adults Sensory Profile (AASP) and the Pittsburgh Sleep Quality Index (PSQI). Results : The group with lower sleep quality of this study participants suggested low but positive correlation with sleep disturbance which is one of sleep quality components of the PSQI. Low sensory registration suggested high positive correlation and Sensory sensitivity suggested low positive correlation with daytime dysfunction. Conclusion : We identified that sensory processing patterns and sleep quality may influence each other and sleep quality can be more significantly influenced by specific sensory processing pattern. More studies requires on sleep quality and sensory processing patterns in children, adults, and elders.

• Sleep Medicine and Psychophysiology
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• v.19 no.2
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• pp.89-96
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• 2012

Objectives: Individuals differ in their biological rhythms. This study investigated the association between the morningness-eveningness and sleep patterns, daytime sleepiness and fatigue in Korean male adolescents. Methods: Participants were 501 eleventh grade male students ($16.9{\pm}0.2$ years of age) in one male high school in Seoul. Each student completed the Korean translation of composite scale (KtCS), Epworth sleepiness scale (ESS), Fatigue Severity Scale (FSS) and a questionnaire about their sleep schedule. Results: The evening group had shorter weekday sleep time than the intermediate (p<0.001) or morning group (p=0.029). The evening group had more daytime napping (16.8%, p<0.001), high rate of caffeine use (58.8%, p<0.001) and snoring (18.5%, p=0.037). The evening group showed more daytime sleepiness (8.7, SD=3.2, p<0.001) and severe fatigue (4.4, SD=1.2, p<0.001) than the intermediate or morning group. Conclusion: Adolescents with eveningness have higher problems in weekday sleep, daytime sleepiness and fatigue. An intervention program for sleep problem in these adolescents should be considered.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.893-914
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• 2016

This paper describes the development of an inquiry-based fieldwork program based on Yangdong village where students explore the ways that it can develop in a sustainable way. Important considerations in an inquiry-based fieldwork design include what the key inquiry questions should be, the geographical issues of fieldwork location, the potential roles of mobile technologies, design of learning activities and a final product, and the roles of a teacher. Student fieldwork activities, including mapping land-use changes at the building level, detecting what should be changed or remain the same, and conducting interview with residents to examine their perceptions of overall tourism impacts, are supported by mobile technologies (i.e., the Collector for ArcGIS and the Google Forms). Twenty one high school students participated in a field test of the program in February 2016, which allowed authors to evaluate the program. Students' pre-, in-, and post-fieldwork activities were observed and the data and final products which they gathered and producted were analyzed. The post-program survey indicated that the students deepened and expanded their understanding of Yangdong village and expressed their satisfaction with the program in general. Incorporating mobile technologies into inquiry-based geographical fieldwork can help students involved in collaborative problem solving and creative activities in real world settings and create a shareable multimodal product combining maps, photo, and text.