• Journal of the Korea Safety Management & Science
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• v.25 no.2
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• pp.49-57
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• 2023

The purpose of this study is to explore how adolescents' psychological characteristics affect their sense of life safety according to gender. To this end, a survey was conducted on male and female high school students in six schools in the C area, and a total of 1,048 data were used for analysis. Differences in major variables according to gender were verified, and the effect of psychological characteristics on living safety awareness was analyzed through hierarchical multiple regression analysis. As a result of the analysis, depression, anxiety, type A characteristics, and the presence or absence of experience in accidents did not significantly affect life safety awareness in the male student group. On the other hand, in the female student group, anxiety and type A characteristics had a significant effect on life safety awareness. Anxiety negatively affects living safety awareness, and type A characteristics have been shown to have a positive effect on living safety awareness. The presence or absence of depression and accident experience did not significantly affect life safety awareness. The results of these studies suggest that gender differences should be considered in education to prevent life safety awareness and that education that reflects the psychological characteristics of adolescents is necessary.

• Iberoamérica
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• v.23 no.2
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• pp.135-178
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• 2021

A teacher's talk does not make a simple delivery of information. It reflects the role of the teacher, since the language used by a teacher intervenes in a crucial way in the complex mechanisms that underlie teaching and learning of foreign languages. In this sense, the ways in which teachers give feedback have an impact on the process, not only of learning, but also of teaching. The important role of emotional factors in learning has resonated strongly in the intuition of many second and foreign language teachers. As a result, over the past three decades, research on foreign language acquisition has confirmed the hypothesis that language learning is enhanced by rapport between teacher and student. This study analyses the positive feedback given by native Spanish teachers in the context of university classes in Korea. The positive words from a language teacher are related to forming emotional factors such as motivation, attitude, interest, self-confidence, self-esteem, anxiety, and empathy, which directly influence in the acquisition of Spanish. 35 hours of oral practical classes taught by three native teachers of Colombian, Spanish and Mexican nationality were examined. According to the result, almost all the correct answers from students were corresponded with some type of positive feedback. The most frequent strategies are making a compliment, an approval, a repetition, and laughter or non-verbal cues. It is interesting to observe that teachers don't use only a single strategy to provide positive feedback, but instead combine multiple ways to enrich the positiveness of the feedback.

• Journal of Industrial Convergence
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• v.19 no.6
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• pp.177-186
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• 2021

This review aims to propose a model that can reinterpret the abnormal and functional connections between cognitive processes and emotional regulations based on the neurocognitive networks for a comprehensive understanding of pathologic processes and treatment approach of depression and anxiety disorder. Through the processes of rebuilding the network model for depression and anxiety disorder, it was confirmed that depression can be said to be 'over-immersion in self-referencing' due to hyper-activation of default mode network (DMN), and anxiety disorders to be 'disconnection with self-referencing' due to hypo-activation of DMN. The attempts to link up between abnormal activation and pathological function of DMN which is thought to be involved in self-referential processing associated with self-consciousness and projection among neurocognitive networks may be another starting point that can afford to be suggestive in integrated interpretation and therapeutic approach to depression and anxiety disorder.

• The Journal of Korean Society for School & Community Health Education
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• v.15 no.2
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• pp.63-76
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• 2014

Objectives: The purpose of this study was to explore the effects of 'affirmative language' experiment upon freshmen nursing students' negative affect, self-efficacy and stress coping style. Methods: A nonequivalent control quasi-experiment was conducted on the subjects of 55 freshmen nursing students for 26(experimental group) and 29(control group). Data were analyzed using x2-test and t-test for participants' homogeneity test and conducted content analysis of process diary record and personal impressions. Results: As for negative affect, in case of the experimental group, depression(t=-2.384, p=.022) and anxiety(t=-2.243, p=.025) were significantly low with no difference for the control group. As for self-efficacy, both experimental and control groups showed significance and as for stress coping style, the control group used sub-categorized strategies better than the experimental group. There were 4 topics and subsequent 15 topics derived from the content analysis. 'Affirmative language' experiment showed alleviation of depression and anxiety helpful for study participants in self-reporting measurement, and helpful for stress self-management competence. Conclusion: It is necessary to connect the curriculum operation with interest of competence and practice of students stress self-management through the participating experiment experience.

• Journal of Yeungnam Medical Science
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• v.13 no.2
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• pp.279-294
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• 1996

This study was carried out to develop a Korean language version of Zung's self-rating anxiety scale(SAS) from august, 1994 to September, 1996. The subjects consisted of 205 normal control subjects from the general population group, and 97 subjects with anxiety disorders. These 97 subjects were chosen from a group by the structured clinical interview for DSM-IV of in patients and out patients. Both normal control subjects and anxiety disorder subjects were drawn utilizing a cluster of sampling methods. In order to analyze the data on anxiety scores, Pearson's product moment correlation coefficient method was carried out, as well as reliability, factor analysis and discriminant function analysis, utilizing the SPSS/PC+ program. The results obtained were as follows: The mean average of the total anxiety scores were 32.36 + 6.35 for the normal control subjects and 50.53 + 7.67 for anxiety disorder subjects. Test-retest reliability(coefficient r=0.98, p < 0.001), and internal consistency(coefficient r=0.96, p < 0.001) were satisfactory. Factor analysis using oblique technique rotation yielded four factors. The normal control subjects scored higher concerning the symptoms such as sweating, restlessness, apprehension, insomnia and dyspnea, and lower for faintness, mental disintegration, paresthesia, dizziness and tremor. On the other hand, for the anxiety disorders, apprehension, restlessness, sweating, dyspnea and insomnia scored higher, and lower for faintness, paresthesia, nightmare, dizziness and tremor.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.211-231
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• 2007

Communication anxiety (CA) in L2 has been identified as one of the important predictors of determining success in the attainment of L2 communication competence. L2 professionals have attempted to explicate its nature in L2, but seemingly failed to achieve the goal. This is probably because they have tended to rely on studies dependent on the use of surveys, which are usually constructed on the basis of their own perspectives rather than L2 students' on CA. To solve this problem, some L2 professionals have utilized diverse research methods that can gather opinions directly from L2 students who are the main constituent in L2 learning; regretfully, they have barely listened to L2 students' voices about controlling CA in L2. This descriptive study explored the nature of CA and the way of controlling it by analyzing data from 57 Korean EFL undergraduates who voluntarily responded to the oral interview questions. The findings of this study pointed out that CA in L2 negatively influenced L2 performance. However, it seemed to have the potential to promote L2 learning. Provided are some important implications that can assist L2 teachers to help their students control CA by maximizing the positive nature of CA.

• The Journal of Asian Finance, Economics and Business
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• v.6 no.2
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• pp.239-246
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• 2019

Teenagers in multicultural families are more prone to depression and problem behaviors caused by violence such as bullying in schools due to their appearance, language presentation skills, and poor learning abilities compared to teenagers in general families. This study is meaningful in that it provides basic information for prevention measures in intervening with damage caused by school violence such as depression, anxiety, suicidal impulses and emotional and social. For this purpose, a survey of 300 elementary school students from 4 to 6 grade, junior high school, and high school students was conducted. A total of 400 questionnaires were distributed and of thos e 385 were used for the final analysis. The results of the study are as follows. First, the psychological factors of suicidal ideation were higher in the victimized group than school violence. Second, there was a significant difference in the relationship between emotional - social isolation and school violence experience. Third, there was a significant difference in the relationship between experience of suicide ideation and depression as well as anxiety of emotional - social isolation with psychological maladjustment. In conclusion, we plan to find ways to stabilize the multicultural society by providing prevention and protection measures against school violence.

• English Language & Literature Teaching
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• no.4
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• pp.85-116
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• 1998

Since the 1980's language teachers have been urged to take more communicatively oriented practice instead of traditional audio-lingual and grammar-translation instruction. However, there are many reasons why communication-centered teaching approaches haven't been easily adopted in Korea. First of all many English teachers haven't been prepared for communicative language teaching. And class size is very large. Another reason is that students' reading and writing skills are more important than their speaking and listening skills to enter colleges. But the world has been changing rapidly. We have many chances to meet foreigners and to talk to them. So many students want to improve their communicative proficiency. The purpose of this study is how to improve their communicative proficiency by performing games in English classes. There are many advantages of using games and songs in the classroom. First, games are motivating and challenging. Second, students can improve their four skills(speaking, writing, listening and reading skills) by using games and songs. Thirdly, games and songs help students to study English without their conscious efforts and to practice English repeatedly because they are interested in them. Fourthly, games and songs create a meaningful context for language use. Lastly, students can learn English with less tension and anxiety. Therefore, English games and songs are worthy of using in classes. To use English games and song more effectively, more various and useful materials have to be developed for English teachers and have to be introduced pertinently into classes.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.10 no.1
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• pp.159-184
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• 1997

A Literature study on the language disturbance, the results are as follows; 1. Utterance was closely concerned not only the vocal organs(pharynx, larynx, epiglottis, lips, tongue, vocal cord etc,) but also five viscera{especially heart, lung, kidney etc.) in The Yellow Emperor's Canon of Internal Medicine. It is very like the vocal mechanism in Medical science. 2. In the language disturbance, It is classified with dysarthria and dysphasia in Medical science. But in Oriental medicine, it is expressed the language disturbance as coma-speech lessness, stiff tongue-speechlessness, frightening-speechlessness etc. Especially in Oriental medicine, Non-utterance is called aphasia in literature study. 3. In the concern of the language disturbance and five viscera, $Heart{\cdot}Lung{\cdot}Kidney$ are counted of first importence. In differential diagnosis, It is divided sthenia-syndrome and asthenia-syndrome. Sthenia-syndrome is classified with wind-cold, fire-evil, adverseness of vital energy, stagnation of phlegm, is easy to cure. Asthenia-syndrome is classified with sexual desire, anxiety-meditation, fear, is hard to cure. 4. The pathogenesis of dysphasia originated from two factors; The first internal damages are consumption of body fluid caused by lung-dryness and yin-dificiency of lung & kidney. The second disease caused by exogenous evjls is sluggishness of lung-energy. 5. In many using points of acupuncture of the language disturbance, the order is LI-4(合谷), H-7(神門), K-l(湧泉), L-3(太衝), K-3(太谿), S-6(三陰交), H-5(通里), G-15(아門), C-23(廉泉), S-40(豊降), K-6(照海), L-7(列缺), S-36(足三里) etc.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.17-33
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• 2003

College going students who are non-native speakers of English enrolled in English language programmes are not acquiring the needed academic writing skills. Many of these students do not have positive attitudes towards writing, thus forcing language instructors to look for ways of motivating students to write in order to improve writing skills. This action research project investigates the use of portfolio writing to improve writing ability among pre-university students. Research on the use of portfolio writing suggests that it is a useful way for developing interest in writing and for developing effective writing skills over a period of time. Portfolios support the best thinking in composition pedagogy in that it encourages process writing. Although the portfolio is considered a writing product, as a whole it is evidence of the students writing process. An important feature in using portfolios is that students are able to focus on their writing without constantly worrying about grades. Instructors have noticed that students make greater improvement in their writing when their focus is shifted from punitive feedback through letter grades to constructive feedback in the form of suggestions for further revision. This paper describes the use of writing portfolios as an effective means of teaching writing. The findings revealed that writing portfolios helped develop confidence in writing and decreased anxiety towards writing. (217 words)