• English Language & Literature Teaching
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• v.17 no.1
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• pp.101-124
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• 2011

This paper investigated the relationships among Korean EFL learners' listening anxiety, listening strategy use, and listening proficiency. One hundred and forty four Korean college students who were enrolled in the required practical English classes participated in this study. Questionnaires related to students' listening strategy use and listening anxiety were administered and a TOEIC listening comprehension test was given to measure the students' listening proficiency. The one-way ANOVA was used to analyze the data. The findings of this study are that the students' listening performance is positively correlated with their strategy use and negatively correlated with their anxiety level, and their strategy use is negatively correlated with their anxiety level. The results suggest that successful learning will occur when anxiety is reduced and when the use of strategies is encouraged more often. The pedagogical implications for EFL educators and teachers are described.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.227-240
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• 2008

Cognitive conflict is well recognized as an important factor in conceptual change and is widely used in developing constructivism-based curricula. However, cognitive conflicts can also contribute to student anxiety during learning, which, when not properly addressed, can have negative impacts on students' motivation and achievement. Therefore, instructors need to be aware of the impacts of introducing cognitive conflicts in their instruction. We need a practical instrument that can help identify the existence and features of cognitive conflicts introduced by the instruction and the resulting anxiety. Based on the literature on studies of cognitive conflicts and student anxiety, we developed a quantitative instrument, the In-class Conflict and Anxiety Recognition Evaluation (iCARE), and used it to monitor the status of students' cognitive conflicts and anxiety in Physics by Inquiry (PBI) classes. In this paper, we introduce this instrument and present the types of information that can be obtained. Research and pedagogical values of this instrument are also discussed.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.596-611
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• 2004

Based on conceptual change theory, cognitive conflict is known as an important factor for conceptual change even though there are still questions about its positive and negative effects on science learning. However there are little research which propose types of meaningful(constructive) cognitive conflict in learning science. The purpose of this study is to find out how are the anxiety types of cognitive conflict to which high school students respond in the action-reaction task, and to reveal what's the characteristic of the explanatory hypothesis according to the anxiety types. The result of this study indicated that first, the characteristics of the anxiety types of the cognitive conflict were classified as eight types. Especially the students who belong to the types of conviction of logical misconception and reasonable modification suggested explanatory hypothesis close to physical nature. On the other hand, the students who showed other types of anxiety except the two types of anxiety suggested temporary supported hypothesis or simple explanatory hypothesis based on students' observation and intuition. Finally we discussed the importance and the implication of the types of anxiety in applying the cognitive conflict strategy to science instruction.

• Asian Journal for Public Opinion Research
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• v.5 no.3
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• pp.250-265
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• 2018

Thailand is one of the ASEAN countries and is said to be the most visited country in Southeast Asia. Despite its development, Thailand falls as one of the countries with the lowest rates of English proficiency. This article is written to describe one of the possible factors of Thailand's low English proficiency, which is the foreign language anxiety of students. This article outlines references regarding the English language anxiety of Thai students and uses them as a basis in distinguishing English language anxiety among nursing students in Boromarajonani College of Nursing Nakhon Lampang, Thailand (BCNLP). A survey was conducted using a questionnaire based on the FLCA Scale by Horwitz, Horwitz, and Cope, (1986) with a focus group consisting of 80 participants randomly selected from $1^{st}$ year to $4^{th}$ year nursing students of BCNLP. As found in the survey there were two sources of English language anxiety among nursing students: 1. Fear of negative evaluation due to unpreparedness, and feeling and thinking that others are better in language learning as the main factors; and 2. Communicating apprehension, where in speaking without preparation, speaking in the foreign language in front of other students, and self-doubt about one's ability to speak in the foreign language are the highest ranked causes of anxiety. The results indicate two main problems: unpreparedness and self-concept. Therefore, it is recommended that English Language classes should be taught with the learner-centered approach and that instructors should put importance in preparing the students during class, and encouraging them to increase a positive self-concept towards English language learning.

• Journal of Sasang Constitutional Medicine
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• v.20 no.3
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• pp.151-163
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• 2008

1. Objective This study was done to identify the anti-stress effect of Hyeongbangdojeok-san (HDS), Yanggyeoksanhwa-tang(YST) in Soyangin. 2. Methods Experimental animals were composed of YST, HDS+stress groups which were administered each by 200mg/kg, 400mg/kg and the Saline+stress group. On the 1st day, making the rats forced swim and on the 2nd day, applying Forced swimming test to the rats. After FST, the levels of Corticosterone in the blood were measured. For the study of learning retardation, memory ability and anxiety reaction, experimental animals were composed of YST, HDS+restraint stress groups which were administered each by 400mg/kg, no stress group and the Saline+restraint stress group. Restraint stress were applied 2 hours a day for 3 weeks. On the last day of the 3rd week, Elevated Plus Maze(EPM) was applied to the groups and Morris Water Maze(MWM) was applied to the groups for 7 days. 3. Results 1. As the results of measuring FST which reflects depression, the YST+stress group and the HDS+stress group showed significant effect in comparison with the Saline+stress group. The levels of Corticosterone in the blood were decreased only in the 400mg/kg YST+stress group. 2. As the results of measuring how long EPM which reflects anxiety reaction stayed in the open arm, there was the trend which can suppress anxiety reaction in the HDS+restraint stress group bur no statistical significance. But there was any suppression of anxiety reaction in the YST+restraint stress group. 3. According to the result of MWM, the saline+restraint stress group showed the learning retardation which means increased time arriving at goal compared to the normal group at the second and third day of measurement. On the contrary, a learning retardation was significantly decreased in the YST+restraint stress group at the third day of measurement. 4. Among the Probe trial test a memory loss occurred in the saline+restraint stress group, but memory ability was significantly increased in the YST+restraint stress group. 4. Conclusion: As the results above, Soyangin Yanggyeoksanhwa-tang has significant influence to the antidepression effect, the learning retardation, the anxiety reaction and also in the Hormone level. Hyeongbangdojeok-san has significant influence to the antidepression effect, in the Hormone level, bur not to the learning retardation and anxiety reaction. prefer to drink cold water, and who are suffering from chronic gastritis.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.139-160
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• 2011

This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.66 no.9
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• pp.1402-1408
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• 2017

Recently, services for personal biometric data analysis based on real-time monitoring systems has been increasing and many of them have focused on recognition of emotions. In this paper, we propose a classification model to classify anxiety emotion using biometric data actually collected from people. We propose to deploy the support vector machine to build a classification model. In order to improve the classification accuracy, we propose two data pre-processing procedures, which are normalization and data deletion. The proposed algorithms are actually implemented based on Real-time Traffic Flow Measurement structure, which consists of data collection module, data preprocessing module, and creating classification model module. Our experiment results show that the proposed classification model can infers anxiety emotions of people with the accuracy of 65.18%. Moreover, the proposed model with the proposed pre-processing techniques shows the improved accuracy, which is 78.77%. Therefore, we can conclude that the proposed classification model based on the pre-processing process can improve the classification accuracy with lower computation complexity.

• Journal of Korean Academy of Nursing Administration
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• v.4 no.1
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• pp.215-228
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• 1998

The purpose of this study is analysis of 52 dissertations on assertiveness training which presented from 1982 to 1997 in Korea. It was diversified the research purpose to by 1) time of publication or presentation 2) research design, characteristics of subjects used in each study 3) related concepts, the effects of nursing interventions according to related concepts 4) the effects of nursing interventions according to the subjects 5) the effects of nursing interventions according to the frequency and the period of assertiveness training 6) the effects of nursing interventions according to the group size. 7) the effects of nursing interventions according to the necessary time per round. Findings obtained in the study were as follows : 1. At the point of the numbers of studies presented by year, the number of the studies tend to increase, especially the most plentiful papers were presented during five years from 1991 to 1995. 2. Research design of the studies belong to experimental research. The subjects of research consists of 5 Nursing related subjects and 47 Non-nursing related subjects so that Non-nursing related subjects contain much large proportion. 3. When studies were classified by the related concepts, they were classified that 17 studies were by assertiveness & assertive behaviour, 15 ones anxiety, 9 ones self & ego, 7 ones depression. It can be inferred that studies related to assertive behaviour, self & ego, sociality and power of learning were increasing. Otherwise, studies related to anxiety, depression, aggression, shyness and anguish were decreasing. 4. At the point of the nursing intervention effect by the subjects, the concepts of assertive behavior, feeling of self-respect and sociality were increasing, but the concepts of conflict and interpersonal stress were decreasing and the concepts of anxiety and sociality were ineffective in the subjects related Nursing. On the contrary, the concepts of assertive behavior, sociality and personalty were increasing, but the concepts of anxiety, depression, aggression, shyness, self-estranged feeling were decreasing and the concepts of assertive behavior, aggression, personalty, power of learning, anxiety, self-concepts and self-expression were ineffective in the subjects related Non-Nursing. 5. 18 studies can be found, which investigated 10 times for 5 weeks from the point of the nursing intervention effect by the times and the period of assertiveness training. In case of over 5 times of assertiveness training, assertiveness, assertive behavior and personality(tranquility, depression) increased. In 6 times, feeling of self-respect & egorespect increased but depression, interpersonal stress and anxiety decreased. In over 10 times, shyness, shame and feeling of self-estrangement decreased. In over 12 times, interpersonal anxiety decreased. 6. In the event of nursing intervention effect by the size of the group, it was greatest within 10 persons in 21 studies. In case of within 10 to 20, only feeling of self-expression were ineffective. Particularly, in case of over 31 persons, there were no ineffective concepts. 7. At the viewpoint of nursing intervention effect by the necessary time of one time, it was greatest within 1 to 2 hours in 32 studies. In case of within 1hour, aggression, power of learning and assertiveness were ineffective. In case of within 1 to 2 hours, assertive behavior, self-expression, personality and anxiety were ineffective. Particularly, in case of within 2 to 3 hours, there were no ineffective concepts.

• Journal of the Korean Home Economics Association
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• v.50 no.7
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• pp.1-12
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• 2012

The purpose of this study was to identify the factor structure of self-efficacy, consumer behavior, and the learning effects of the unit 'Consumption Life' and to study the effects of self-efficacy on the consumer behavior, and the learning effects of the unit 'Consumption Life'. Questionnaires were administered to 370 female middle school students living in the Metropolitan City of Daegu. The data was analyzed by using the frequency, descriptive statistics, factor analysis, reliability analysis, multiple regression, and t-test. The findings are as follow. Self-efficacy was composed of five factors such as the capability in work performance, rational performance, fear, anxiety, and the ability to challenge oneself. Consumer behavior was composed of five factors such as emphasis on product display, emphasis on information, emphasis on fashion, emphasis on appearance, and the products/information exchange. The learning effects of the unit 'Consumption Life' was composed of two factors in the economical consumption, and rational consumption. The effects of consumer behavior and the learning effects of the unit 'Consumption Life' on each of the self-efficacy factors like the capability in work performance, rational performance, fear, anxiety, the ability to challenge oneself were explained by factors such as emphasis on product display, emphasis on information, emphasis on fashion, emphasis on appearance and products/information exchange, and economical consumption and rational consumption.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.583-613
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• 2010

Mathematics anxiety is likely to be a drag on mathematics learning if that is left alone, and it is important to grasp the cause of mathematics anxiety and devise how to get rid of it. The purpose of this study was to examine the cause of mathematics anxiety among elementary school children, to develop a math-friendly activity program geared toward easing mathematics anxiety and to check the effect of the developed program on the alleviation of mathematics anxiety. The subjects in this study were 32 students in a fourth-grade class in I elementary school located in Dongdaemoon-gu, Seoul. A math-friendly activity program was designed to alleviate the mathematics anxiety of the five subfactors-test anxiety, time constraints, comprehension, learning motivation and parent attitude-on which the students scored higher than their pretest collective averages. The mathematics anxiety pretest data, the objectives and content system of the current 7th national mathematics curriculum and the mathematics textbooks for 4-A and 4-B were analyzed to develop the math-friendly activity program that consisted of psychological remedy (positive thinking training) and non-psychological remedy (mathematics activities). After the program was implemented, we analyze the pretest and posttest mathematics anxiety data to determine the effect of the program. As a result, the collective averages of every student on math anxiety and its subfactors were lower in the posttest than in the pretest.