• Journal of the Korean Society of School Health
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• v.9 no.2
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• pp.171-184
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• 1996

The purpose of this study was to investigate how much students stress have, how they cope with this stress, differences between problem behaviors and personality changes based on stress, and stress differing levels when coping with the situation either actively or passively The hypotheses were stated as follows. 1. There will be differences between problem behaviors and personality problems based on sex. 2 There will be differences between problem behaviors and personality problems based on grade. 3. There will be differences between problem behaviors and personality problems based on stress level. 4. There will be differences between problem behaviors and personality problems based on a student's ability to cope with stress. 5. Upper level students under lower stress and lower level students under higher stress will have more problems behaviors and more personality problems. 300 male/female high school students throughout the Seoul area were randomly selected. Of the 300 subjects that were sampled, 294 (Male=145, Female=149) actually participated in this study. The Stress Scale developed by Lazarus & Folkman (1984) Problem Behavior Scale, Personality Problem Scale, and Checklist were used and the conclusions are stated as follows. First, male students have more anti-social behavior and higher anti-social tendencies than female students and female students have more self-depreciation than male students. Second, upper level students have more anti-social behavior, self-ego, fabrication, and higher personality problems than lower level students. Third, students having too much stress have more anti-social behavior, self-ego, and fabrication and personality problems than students having less stress. Fourth, students coping with stress actively showed less self-ego and fabrication and less thought disturbance, anti-social tendencies, and self-depreciation than students coping with stress passively. Finally, upper level students under lower stress and lower level students under higher stress have more fabrication behaviors and more thought disturbance and self-depreciation.

• School Mathematics
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• v.5 no.2
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• pp.191-208
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• 2003

The purpose of this paper is to find the differences of personality types and learning styles of general students(69) and the gifted in mathematics(66) and sciences(66). 132 subjects, whose academic achievements are in top 1 % level in elementary schools, were selected from the gifted center of the university in Busan. MMTIC(Murphy-Meisgeir Type Indicator for Children) was used to classify personal style inventory(E-I, S-N, T-F and J-P). Adapted form of Grasha & Reichmann's learning style was used to classify 3 pairs: dependent-independent, competitive-collaborative, avoidant-participant. In this paper, we were mainly concerned with the differences of learning styles, and personal types of three groups according to as indices, functions and temperament. One of our results was that there were differences of personality types between general students and the gifted in mathematics and sciences according to as indices, functions and temperament. And there were differences of learning style between three groups according to as dependent-independent, and avoidant-participant.. The gifted in mathematics and sciences prefer to independent and participant learning style in comparison with general students. Finally, there were relation of personality types and learning styles. According to functions and temperament of MMTIC, SF (sensation-feeling) and NF(intuition-feeling) type students prefer to collaborative and participant styles in comparison with ST (sensation-thought) and NT(intuition-thought) type students. And NT(intuition-thought) type students prefer to avoidant styles in comparison with SF(sensation-feeling) and NF(intuition-feeling) type students.

• 중국학논총
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• no.66
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• pp.127-144
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• 2020

本論文以《晉書·張華傳》爲中心, 探討他的政治行跡, 人格精神, 人生價值觀。一般認爲張華兼有老莊思想與儒家思想。但根據《晉書》的記錄來看, 他的政治生涯主導思想是儒家。他每在人生關鍵時刻, 堅持忠孝價值觀, 按照自己的信念而謹慎行事, 表現剛正不阿的儒者之風。因此他經歷了許多政治危機, 最後遭到不幸的終局。王夫之批評張華由於老莊消極的生存哲學, 追求"舍義求安"的道路。但本論文不同意這種觀點, 卻認爲他徹底堅持保守儒家思想而如此慎重。《晉書》評他論到"忠於亂世, 自古爲難"。這意味著"忠"的價值觀是最能夠代表張華人生的概念。

• Journal of the Ergonomics Society of Korea
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• v.33 no.5
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• pp.323-335
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• 2014

Objective: The aim of this study is to identify the relationship between personality and psychological responses induced by emotional stimuli (happiness, sadness, anger, boring and stress) for children. Background: Many researches are interested in assertion that there is close correlation between personality and emotion. The relationship between personality and emotion needs to be studied in view of the extended integration, not in view of respective property, because personality is deeply ingrained, and the relatively enduring patterns of thought, feeling and behavior and emotion can take advantage of individual differences in sensitivities to situational cues and predispositions to emotional state. In particular, studies on the personality and emotion for children are necessary in that childhood is an important period for formation of their personality and emotion expression and regulation. Method: Prior to the experiment, we made parents of 94 children rate personalities of their children, based on Korean Personality Inventory for Children (K-PIC). Results of 64 children without missing answers to all questions were analyzed. 64 children were exposed to five emotional stimuli and were asked to report the classification and intensity of their experienced emotion. Results: Children were classified into two groups of the lower 25% and higher 25% scores in twenty sub-scales of K-PIC, and psychological responses to five emotional stimuli between two groups were compared. Accuracy of emotion experienced by emotional stimuli showed a significant difference between the two groups, the lower and higher scores in Hyperactivity and Adjustment. Also, there was a significant difference in the intensity of experienced emotions between the two groups in Intellectual Screening and Psychosis. Conclusion: Our result has shown that hyperactivity, adjustment, intellectual screening and psychosis influence the accuracy and intensity of emotional responses. Application: This study can offer a guideline to overcome methodological limitation of emotion studies for children and help researcher basically understand and recognize human emotion in HCI.

• The Journal of the Korea Contents Association
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• v.12 no.2
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• pp.127-141
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• 2012

With the help of information technology for a film, characteris both the composition of the story and one of the most important elements that lead the story. Character has a close relationship with personality description, and the character's age, background, education, and occupation help decide his or her personality. Charades are important in that by describing a character's psychology using charade techniques, it gives a stronger impression than by describing with merely lines or narration. When a man's thought changes, their behavior changes; when a behavior is repeated, it becomes habit; when a habit is repeated, it becomes nature. The nature is the person's personality, otherwise called character. Therefore, charade techniques describe a character's psychology well, and consequently, it has maintained its importance. Because human nature and in-depth psychological description have a connection with a character's personality development, I would like to discuss the topic through this research. By using Director Shunji Iwai's "April Story" as the text, the effects of charade techniques on a character's personality development in film will be analyzed by seeking and presenting the methodology shown within the work through charade-acting techniques used by the characters for the development of character's personality.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1704-1716
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• 2015

The purpose of this study was to investigate effects of creative personality education on elementary school students' science-related attitudes and science process skills. The experimental group was composed of 301 students Y Elementary school managing Creativity Personality Model School and the comparative group was composed of 231 students G elementary school in G city, Gyungsangnamdo. Before carrying out the study, both groups took the preliminary examination about their science-related attitudes and science process skills. After three months, the experiment group and the comparison group took the post examinations to compare and analyze the results. The results were as follows. Firstly, the averages of science-related attitudes for whole students, and boy students in experimental group statistically meaningfully higher than that of comparative groups, but made no difference for girl students. Secondary, in the case of science process skills, the averages of science-related attitudes for whole students including boy and girl students in experimental group statistically meaningfully higher than that of comparative groups. In light of these, it was thought that creative personality education positively effected on science-related attitude and science process skills.

• Sleep Medicine and Psychophysiology
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• v.1 no.2
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• pp.156-162
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• 1994

Objectives: Eyeblinking varied depending on individual cognitive abilities or personality traits thought to related to brain mechanisms of sensory modulation. This study explored whether personality traits are related to the rate of eye blinks and how eyeblink and evoked potential augumenting-reducing(EPAR) interact Methods: Forty four students were studied with EPAR topography to explore how eyeblinks, personality and EPAR interact The Zuckerman Sensation Seeking Scale(SSS) and Eysenck Personality Questionnaire(EPQ) were used as personality measured by a stimulus response program during EP study. Results: Rate of blink increased as intensity of light increased. The General(GEN), Thrill and Adventure Seeking(TAS), Experience Seeking(ES) and Disinhibition(DS) subscales in SSS and Extraversion-Introversion(E) subscale in EPQ showed significant negative correlations with number of eyeblinks in the hightest intensity of light, whereas Neuroticism(N) subscales in EPQ showed a positive correlation. Correlation between number of eyeblinks with the brightest light and EPAR slope varied topographically. The strongest positive correlation was noted in right posterior temporal area. Conclusion: High sensation seekers blinked significantly fewer times than lower sensation seeker did. Higher personality correlations with eyeblink than with EP may imply that the eyeblink works as a primary filter since it is more directly related to central mechanisms of sensory modulation than EP. The right posterior temporal area may play an important role in modulation of visual stimuli.

• Korean Journal of Psychosomatic Medicine
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• v.1 no.1
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• pp.101-108
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• 1993

A case of a 38 year-old woman with histrionic personality who had chronic epigastric pain, dyspepsia and alternating bowel habit for more than 10 years was presented in detail on its course of two times of admission and follow-up. The diagnosis was thought as psychophy-siological disorder or gastrointestinal motility disorder of undefined etiology rather than hypo-chondriasis or Briquet's syndrome. She was characterized by sustained illness behavior and combined several physical illnesses. i.e. tuberculosis. anemia and hepatic stone. These physical diseases led to a blurring of psychological and physical boundaries regarding symptom formation. The points on consultation from medical part to psychiatric department were discussed and the supposed causal mechanisms in non-organic functional gastrointestinal disturbances were also reviewed. Physical and psychological modalities for the treatment and the abnormal illness behavior were mainly emphasized in this case.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.606-608
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• 2018

Recently, in each university, the fourth industry era has begun, and a lot of programming lectures have been added to liberal arts classes in order to nurture the convergence talents needed in society. However, learners often encounter difficulties or negative responses to programming. In this study, we analyzed the personality type of learners in order to analyze the motivation of learning disengagement in programming learning. Through the pre - test, learners with emotional and thought personality types were identified and analyzed. As a result of this study, it was confirmed that learners with a solid personality type of BS can have a negative gaze in programming learning. Future research is expected to contribute to learning motivation through lecture learning in post test.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.4
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• pp.255-274
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• 2013

This study aims to set the criteria that can analyze and investigate the characteristics of books preferred by children and adolescents according to their personality types. To achieve this goal, the Enneagram personality test were conducted for 394 students of Year 5 from 8 primary schools and 374 students of Years 7 and 8 from 7 middle schools, which are located in Seoul and Gyunggi-do in Korea. The result of loan book was collected and analyzed. The analysis result showed that preferred books were different according to the personality types. The results of the specific values among the results of the preferred books were different depending on the central center where energy was used: brain-centered types (thought-focused), and heart-centered types (emotion-focused), and body centered-types (act-focused). This result is expected to be utilized for customized reading education according to personality types in the future.