• Korean Journal of Adult Nursing
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• v.25 no.4
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• pp.389-399
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• 2013

Purpose: The purpose of the study was to examine the relationships between cognitive coping, hope, depression, and life satisfaction of hemodialysis patients based on the stress-coping model. Methods: For this cross-sectional survey, 142 participants were recruited from 10 local clinics in Seoul and Daegu during 2012-2013. The data collection instruments included the Cognitive Emotion Regulation Questionnaire, the Herth Hope Index, the Hospital Anxiety and Depression Scale, and the Satisfaction with Life Scale. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation analysis, and stepwise multiple regression. Results: The cognitive coping scores were significantly related to hope, depression, and life satisfaction. The coping strategies explained 80%, 37%, and 38% of the variances in hope, depression, and life satisfaction, respectively. The most powerful coping strategy was positive refocusing, explaining 73% in hope, 25% in depression, and 25% in life satisfaction. Conclusion: The results of the study indicate that cognitive coping plays an essential role for psychological adaptation of hemodialysis patients. Thus, interventions integrating positive refocusing would help instilling hope of hemodialysis patients in Korea.

• Food Science of Animal Resources
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• v.44 no.3
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• pp.607-619
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• 2024

Probiotics are functional microorganisms that exhibit various biological activities, such as allergic reactions, inflammation, and aging. The aim of this study is to evaluate the effects of Bifidobacterium lactis CBT BL3 (BL) on the amyloid beta (Aβ)-mediated cognitive impairments. Oral administration of live BL to intracerebroventricularly Aβ-injected mice significantly attenuated short- and long-term memory loss estimated using the Y-maze and Morris water maze tests. We found that expression of apoptosisrelated proteins such as caspase-9, caspase-3, and cleaved poly (ADP-ribose) polymerase was significantly elevated in the brain tissues of Aβ-injected mouse brains when compared to that of the control mouse group. Interestingly, these expression levels were significantly decreased in the brain tissue of mice fed BL for 6 wk. In addition, the abnormal over-phosphorylation of mitogen-activated protein kinases (MAPKs) such as ERK1/2, p38 MAPK, and JNK in the brain tissue of intracerebroventricularly Aβ-injected mice was significantly attenuated by oral administration of BL. Taken together, the results indicate that Aβ-induced cognitive impairment may be ameliorated by the oral administration of BL by controlling the activation of MAPKs/apoptosis in the brain. This study strongly suggests that BL can be developed as a functional probiotic to attenuate Aβ-mediated cognitive deficits.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.21-39
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• 2016

The purpose of this study was to investigate the differences in the school life satisfaction of middle school students according to self-directed learning capability and emotion regulation strategy. The subject of this study were 499 middle school students in Daegu. In order to analyze the data, two way ANOVA were employed for analysis and $Scheff{\acute{e}}$ test for post-hoc analysis. The main finding of this study were as follows; First, there were significant differences in the school life satisfaction of middle school students according to self-directed learning capability and behavioral emotion regulation strategy. Second, there were significant differences in the school life satisfaction of middle school students by cognitive emotion regulation strategy. But there were no significant differences in the school life satisfaction according to self-directed learning capability and cognitive emotion regulation strategy. Third, there were significant differences in the school life satisfaction of middle school students according to negative avoidant and emotion regulation strategy. However there were no significant differences in the school life satisfaction according to self-directed learning capability and negative avoidant emotion regulation strategy.

• Korean Journal of Cognitive Science
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• v.30 no.1
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• pp.1-30
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• 2019

The main goal of this paper is to understand the underlying cognitive mechanisms of collaborative learning and how it can be supported by technology. The paper first overviews changes in conceptions of learning and distinguishes different types of joint works including collaborative learning. Cognitive mechanisms of collaborative learning are examined in terms of resource pooling, facilitation of constructive activities, knowledge co-construction, and supports for monitoring and regulation. Socio-emotional mechanisms of collaborative learning moderate the directions and strengths of these cognitive mechanisms. Technology supports these mechanisms in a number of different ways. Seven major supports technology provides for collaborative learning are discussed. A deeper understanding of the cognitive mechanisms of collaborative learning can help us to harness the benefits of collaborative learning better and also to develop more sophisticated tools supporting collaborative learning.

• Korean Journal of Childcare and Education
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• v.15 no.3
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• pp.61-81
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• 2019

Objective: This study aimed to examine the effects of collaborative activities by utilizing picture books in order to improve the self-regulation and perspectivetaking abilities among four-year-olds. Methods: A total of 52 four-year-olds(control group 26, experimental group 26) attending two classes at D kindergarten located in B city participated in this study. Before and after the activities, all participants individually took a social perspective taking ability instrument and rated their self-regulation with a teacher. Data were analyzed by conducting ANCOVA in the way of setting pre-test scores as the covariate and post-test scores as the dependent variable. Results: First, the total and subarea of self-regulation in the experimental group was higher than the control group. Second, the cognitive and emotional perspective taking abilities in the experimental group were higher than the control group in all cares. Conclusion/Implications: The results of this study suggest that collaborative activities using picture books are effective in improving young children's selfregulation and perspective-taking abilities.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.229-244
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• 2007

A comprehensive program for children's leadership improvement by enhancing their self-esteem, empathy, communication competence and emotion regulation utilized core concepts and techniques or the Solution-Focused Model of Chung et al. (2005), Satir's Experiential Model(Chung, 2003), Cognitive-Behavioral Model (Kim, 2002) and problem-solving games (Chung & Kim, 2005). Twenty-six $3^{rd}$, $4^{th}$, and $5^{th}$ graders from public schools in Seoul participated in six 2.5 hour sessions and their mothers participated in two 2.5 hour sessions. All subjects received pre-, post- and follow-up tests. The results showed that children's self-esteem, empathy, communication competence, and emotion regulation increased as a result of this program and the effects lasted for at least three months after the termination of the program.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.87-101
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• 2011

This study employed a child-centered approach in the examination of patterns of preschooler's learning behaviors. A hierarchical cluster analysis was employed in order to discern a meaningful typology of such behavior. The subjects consisted of 232 children (117 boys, 106 girls) and their mothers from 6 kindergartens and 6 day care centers. The results of this study were as follows. The cluster analysis yielded five types of learning behaviors; the competent type, the average type, the low attention/persistence type, the low motivation -attitude type, and the deficient type. The most consistent level differences among these types appeared to lie in distinctions among the average Attention/Persistence scores. The composition of the cluster types, including both the age and gender of the children, was ascertained. Our results indicated that preschool learning behavior types could be seen to differentially relate to children's self-regulation, cognitive styles, problem behaviors, and the level of maternal involvement. It was revealed that a child's characteristics was more important than maternal involvement and beliefs. As there were more girls and older children in the learning type, this type was seen to be more competent.

• Journal of the Korean Home Economics Association
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• v.50 no.7
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• pp.49-58
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• 2012

The main aim of the current study is to examine the effects of mothers' parental beliefs and mother-child attachment on school-aged children's time management and life management skills through the mediation effects of children's self-regulation. Study participants included a total of 317 fifth- and sixth-grade children at elementary schools located in Seoul and Gyeong-gi area, and their 317 mothers. Children and mothers completed questionnaires and Structural Equation Modeling was adapted as the main analysis technique. The findings were the following: First, mothers' parental beliefs that emphasize the child's independence were significantly related to greater self-regulation ability in children, indicated by cognitive, motivational, and behavior regulation. Second, better quality of mother-child attachment perceived by children was also found to predict greater self-regulation in children. Third, children's self-regulation was strongly related to time and life management skills. When the child is better at self control, the child showed greater management skills, both in time and everyday life. Finally, as hypnotized, the test yielded a significant mediation effect of self-regulation in the association from mothers' parental beliefs and mother-child attachment to children's time and life management skills. The findings suggested the important role of parental beliefs about child rearing and attachment between mother and child in developing self-regulation and management skills of school-aged children.

• Research in Community and Public Health Nursing
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• v.32 no.4
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• pp.457-466
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• 2021

Purpose: The purpose of this study was to examine the correlations among emotional perception clarity, emotion regulation, family relationship, non-suicidal self-injury, and depression, and to determine associated factors of non-suicidal self-injury and depression for senior elementary school students. Methods: Data were collected from 150 early adolescences in K region, Korea. A self-report questionnaire consisted of Trait Meta-Mood Scale, Cognitive Emotion Regulation Questionnaire, Family Relationship Assessment Scale, Functional Assessment of Self-Mutilation, and Children's Depression Inventory. The data were analyzed using t-test, Pearson's correlation coefficient, logistic regression, and multiple regression analysis. Results: Non-suicidal self-injury and depression were positively associated with maladaptive emotion regulation strategy and family conflict, but negatively related to emotional perception clarity and family support. Adaptive emotion regulation strategy and family togetherness were only significantly correlated with depression. In logistic regression analysis, significant predictors of non-suicidal self-injury were emotional perception clarity, maladaptive emotion regulation strategy, and family support. Multiple regression analysis found that significant factors of depression were adaptive and maladaptive emotion regulation strategies, which explained 38.0% of the variance. Conclusion: Our study findings suggest that targeted intervention to reinforce the adaptive emotion regulation strategy and family relationship may prevent non-suicidal self-injury, and depression for senior elementary school students.

• Molecules and Cells
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• v.42 no.11
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• pp.739-746
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• 2019

Significant knowledge about the pathophysiology of Alzheimer's disease (AD) has been gained in the last century; however, the understanding of its causes of onset remains limited. Late-onset AD is observed in about 95% of patients, and APOE4-encoding apolipoprotein E4 (ApoE4) is strongly associated with these cases. As an apolipoprotein, the function of ApoE in brain cholesterol transport has been extensively studied and widely appreciated. Development of new technologies such as human-induced pluripotent stem cells (hiPSCs) and CRISPR-Cas9 genome editing tools have enabled us to develop human brain model systems in vitro and readily manipulate genomic information. In the context of these advances, recent studies provide strong evidence that abnormal cholesterol metabolism by ApoE4 could be linked to AD-associated pathology. In this review, we discuss novel discoveries in brain cholesterol dysregulation by ApoE4. We further elaborate cell type-specific roles in cholesterol regulation of four major brain cell types, neurons, astrocytes, microglia, and oligodendrocytes, and how its dysregulation can be linked to AD pathology.