• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.59-74
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• 2019

According to previous studies, it shows that the metacognitive ability that makes the positive element of the problem solver positively affects the problem-solving process of mathematics. In order to accurately grasp causality, this study investigates the specific characteristics of the meta-affect factor in the process of problem-solving. To do this, we analyzed the types and frequency of data collected from collaborative problem-solving situations composed of 4th~6th grade mathematically gifted children in small group of two. As a result, it can be seen that the type of meta-affect in the problem-solving process of mathematically gifted children is related to the correctness rate of the problem. First, regardless of the success or failure of the problem-solving, the meta-affect appeared relatively frequently in the meta-affect types in which the cognitive factors related to the context of problem-solving appeared first, and acted as the meta-functional type of the evaluation and attitude. Especially, in the case of successful problem-solving of mathematically gifted children, meta-affect showed a very active function as meta-functional type of evaluation.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.563-581
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• 2016

Studies on meta-affect in problem solving tried to build similar structures among affective elements as the structure of cognition and meta-cognition. But it's still need to be more systematic as meta-cognition. This study defines meta-affect as the connection of cognitive elements and affective elements which always include at least one affective element. We logically categorized types of meta-affect in problem solving, and then observed and analyzed the real cases for each type of meta-affect based on the logical categories. We found the operating mechanism of meta-affect in mathematical problem solving. In particular, we found the characteristics of meta function which operates in the process of problem solving. Finally, this study contributes in efficient analysis of meta-affect in problem solving and educational implications of meta-affect in teaching and learning in problem solving.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.85-99
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• 2017

In order to improve mathematical problem-solving ability, there has been a need for research on practical application of meta-affect which is found to play an important role in problem-solving procedure. In this study, we analyzed the characteristics of the sociodynamical aspects of the meta-affective factor of the successful problem-solving procedure of small groups in the context of collaboration, which is known that it overcomes difficulties in research methods for meta-affect and activates positive meta-affect, and works effectively in actual problem-solving activities. For this purpose, meta-functional type of meta-affect and transact elements of collaboration were identified as the criterion for analysis. This study grasps the characteristics about sociodynamical function of meta-affect that results in successful problem solving by observing and analyzing the case of the transact structure associated with the meta-functional type of meta-affect appearing in actual episode unit of the collaborative mathematical problem-solving activity of elementary school students. The results of this study suggest that it provides practical implications for the implementation of teaching and learning methods of successful mathematical problem solving in the aspect of affective-sociodynamics.

• The Mathematical Education
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• v.58 no.4
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• pp.519-530
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• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.143-159
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• 2018

Since the mathematics learning achievement level is closely related to problem-solving ability, it is necessary to understand the relationship between problem-solving ability and meta-affect ability from the point of view of general mathematics learning ability. In this study, we compared the frequency analysis and the case analysis of the functional aspects of the meta-affect in elementary school students' problem-solving processes according to mathematics learning achievement level in parallel with frequency analysis and case analysis. In other words, the frequency of occurrence of meta-affect, the frequency of meta-affective type, and the frequency of meta-functional types of meta-affect were compared and analyzed according to the mathematics learning achievement level in the collaborative problem-solving activities of small group members with similar mathematics learning achievement level. In addition, we analyzed the representative cases of meta-affect by meta-functional types according to the mathematics learning achievement level in detail. As a result, meta-affect in problem-solving processes of the upper level group acted as relatively various types of meta-functions compared to the lower level group. And, the lower level group, the more affective factors acted in the problem-solving processes.

• Restorative Dentistry and Endodontics
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• v.48 no.1
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• pp.5.1-5.22
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• 2023

This systematic review and network meta-analysis aimed to answer the following focused research question: "Does the type of endodontic sealer affect the postoperative pain in patients who received endodontic treatment?" Different databases and grey literature were surveyed. Only one randomized controlled trial were included. The risk of bias in the studies was evaluated by using the Cochrane Collaboration's tool. A random-effects meta-analysis was conducted to compare the risk and intensity of postoperative pain. The quality of the body of evidence was assessed using the Grading of Recommendations Assessment, Development, and Evaluation approach. Out of 11,601 studies, 15 remained for qualitative analyses and 12 for meta-analysis. Seven studies were classified at high risk of bias, and 8 studies raised some concerns. No significant differences between the endodontic materials were observed in the direct comparisons, both in risk and in intensity of postoperative pain (pairwise comparisons with 2 studies: I² = 0%; p > 0.05 and 8 studies: I² = 23%; p > 0.05, respectively). The certainty of the evidence was graded as low or moderate. There was no difference in the risk and intensity of postoperative pain after filling with different endodontic sealers. Further systematic reviews should be conducted.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.1
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• pp.203-217
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• 2021

Purpose: The purpose of this meta-analysis was to examine the high-level evidence of the effects of manual therapy on musculoskeletal diseases. Methods: Domestic databases were searched for studies that conducted clinical trials associated with manual therapy on chronic musculoskeletal diseases. A total of 591 studies published between 2005 and 2018 were identified, with 18 studies satisfying the inclusion data. The studies were classified according to patient, intervention, comparison, and outcome (PICO). The search outcomes were items associated with pain and physical function. The 18 studies included in the study were evaluated by using the R meta-analysis (version 4.0). The quality of 18 randomized control trials was evaluated by using the Cochrane risk of bias (ROB). The effect sizes were computed as the corrected standardized mean difference (SMD). Subgroup and meta-regression analyses were also used. Egger's regression test was carried out in order to analyze the publication bias. Cumulative meta-analysis and sensitivity analysis were also conducted in order to analyze the data error. Results: The following factors showed the large effect size of manual therapy on chronic musculoskeletal diseases: pain (Hedges's g = 2.66; 95% CI = 1.47 ~ 3.85), and physical function (Hedges's g = 2.15; 95% CI: 1.22 ~ 3.08). The subgroup analysis only showed a statistical difference in the type of manual therapy (pain) and outcome (physical function). No statistically significant difference was found in the meta-regression analysis. Publication bias was found in the data, but the results of the trim-and-fill method showed that such bias did not largely affect the obtained data. Furthermore, there were no data errors in the cumulative meta-analysis and sensitivity analysis. Conclusion: This study provides evidence for the effectiveness of manual therapy on chronic musculoskeletal diseases in pain and physical function. Subgroup analysis suggests that only the type of manual therapy for pain and the type of outcome for physical function differed in effect size.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.207-220
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• 2021

This study aimed to evaluate the impact of education and counselling by nurses on anxiety, uncertainty, and pain in patients with benign uterine tumors. Electronic databases, including PubMed, OVID, CINAHL, Google Scholar, and Korean databases and were searched during January 2020. A total of 401 studies were identified of which 13 were suitable for meta-analysis. Cochrane's risk of bias tool and the R version 3.5.2 (Meta-analysis with R) program were used for analysis. The authors performed a meta-analysis of the 13 trials that met eligibility criteria. The findings in this study indicate that the effect size of nursing education for anxiety was Hedges' g=-0.89 (95% CI:-1.39 to -0.47), as indicated by a "large effect size" and the effect size of pain was Hedges' g=-0.49 (95% CI:-0.95 to -0.02) as indicated by a "moderate effect size". The effect size of uncertainty was Hedges' g=-1.38 (95% CI:-3.98 to 1.23), and it was not statistically significant. In the meta-subgroup analyses by approach intervention type, cognitive-behavioral programs, demonstration intervention, and relaxation therapy had a significant effect. The risk of publication bias was low. It may therefore be concluded that pre-operative education by nurses for patients with benign uterine tumors would affect their levels of anxiety, uncertainty, and pain.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.11
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• pp.4659-4664
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• 2015

Background: ABC proteins are one key type of transport superfamilies which undertake majority of drug transport, which affect the osteosarcoma response to chemotherapeutics. Previous studies have suggested the association between ABC polymorphisms and osteosarcoma response. However, the results of previous studies remain controversial. Therefore, we perform a meta-analysis to get a more precise estimation of this association. The association between ABC polymorphisms and osteosarcoma response was assessed by odds ratios (ORs) together with their 95% confidence intervals (CIs). Three polymorphisms of ABC including ABCB1 rs1128503, ABCC3 rs4148416 and ABCC2 rs717620 polymorphism were investigated. Overall, significant association was observed between ABCC3 rs4148416 polymorphism and osteosarcoma response under allele contrast (T vs. C: OR=1.73, 95%CI=1.09-2.74, P=0.019), homozygote comparison (TT vs. CC: OR=2.00, 95%CI=1.25-3.23, P=0.004), recessive genetic model (TT vs. TC/CC: OR=1.80, 95%CI=1.14-2.84, P=0.011) and dominant genetic model (TT/TC vs. CC: OR=1.70, 95%CI=1.20-2.42, P=0.003). Moreover, significant association was also observed in Caucasian population rather than Asian population for ABCB1 rs1128503 polymorphism. We conclude that ABCC3 rs4148416 polymorphism was significantly associated with poor osteosarcoma response and ABCB1 rs1128503 polymorphism was significantly associated with good osteosarcoma response in Caucasian population rather than Asian population.

• The Mathematical Education
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• v.60 no.1
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• pp.41-59
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• 2021

The purpose of this study is to synthesize a comprehensive and general conclusion about the effects of mathematics classes using peer tutoring on the cognitive (mathematics learning achievement) and affective domains. For this purpose, a total of 61 individual studies were meta-analyzed in this study to calculate the effect size, measuring the strength of the relationship between mathematics classes using peer tutoring and either the cognitive or affective domain. As a result of this study, it was confirmed that mathematics classes using peer tutoring generally have a medium effect size in both cognitive and affective domains. Also, it was found that level of school, type of student, learning location, class time, tutor education or prior training are significant variables that affect the impact of mathematics classes using peer tutoring on the cognitive and affective domains. These results suggest specific ideas on how to design and operate peer tutoring in school mathematics classes on the basis of different variables.