The mediating effect of grit and social support on the relationship between self-determination and life satisfaction in nursing students / 한국간호교육학회지

Purpose@#The purpose of this study is to confirm the relationship between nursing students’ self-determination and life satisfaction in order to clarify the mediating effect of grit and social support, which can have a mutual influence on self-determination and life satisfaction. @*Methods@#The data collection for this study was conducted from January 1 to 31, 2022, with nursing students enrolled in nursing departments at six universities located in three regions. The data collected in this study were analyzed using the IBM SPSS statistics 25.0 program. @*Results@#The study found correlations between life satisfaction and self-determination (r=.64, p<.001), grit (r=.41, p<.001), and social support (r=.46, p<.001). Grit (B=0.06) and social support (B=0.06) showed a mediating effect in the relationship between self-determination and life satisfaction. @*Conclusion@#Based on the results of the study, it is suggested that a program that can enhance the life satisfaction of nursing students be developed and implemented by focusing on social support, which is an external resource, and self-determination and grit, which are internal resources.

Ecological Momentary Assessment Using Smartphone-Based Mobile Application for Affect and Stress Assessment / 대한의료정보학회지

OBJECTIVES: This study aimed to describe the process of utilizing a mobile application for ecological momentary assessment (EMA) to collect data on stress and mood in daily life setting. METHODS: A mobile application for the Android operating system was developed and installed with a set of questions regarding momentary mood and stress into a smartphone of a participant. The application sets alarms at semi-random intervals in 60-minute blocks, four times a day for 7 days. After obtaining all momentary affect and stress, the questions to assess the usability of the mobile EMA application were also administered. RESULTS: The data were collected from 97 police officers working in Gyeonggi Province of South Korea. The mean completion rate was 60.0% ranging from 3.5% to 100%. The means of positive and negative affect were 18.34 of 28 and 19.09 of 63. The mean stress was 17.92 of 40. Participants responded that the mobile application correctly measured their affect (4.34 ± 0.83) and stress (4.48 ± 0.62) of 5-point Likert scale. CONCLUSIONS: Our study investigated the process of utilizing a mobile application to assess momentary affect and stress at repeated times. We found challenges regarding adherence to the research protocol, such as completion and delay of answering after alarm notification. Despite this inherent issue of adherence to the research protocol, the EMA still has advantages of reducing recall bias and assessing the actual moment of interest at multiple time points that improves ecological validity.

The Development and Validation of Memory Tasks Using Smart Devices for School Aged Children

OBJECTIVES: The aim of this study was to develop auditory-verbal and visual-spatial memory tasks using smart devices for children aged 8 to 10 years and examine their validity. METHODS: One-hundred and fourteen school-aged children were recruited through internet advertising. We developed memory tasks assessing auditory-verbal memory, visual-spatial memory, and working memory, and then examined their construct validity by examining the developmental trend of the children's mean scores with age. In order to examine the concurrent validity of the tasks, we conducted correlation analyses between the children's scores on the newly developed auditory-verbal, visual-spatial memory and working memory tasks and their scores on well-known standardized tests of memory and working memory, including the auditory-verbal memory subtests of the Korean Luria-Nebraska Neuropsychological Battery for Children, Korean Rey-Osterrieth Complex Figure Test, digit span and arithmetic subtest of Korean Educational Development Institute Wechsler Intelligence Scale for Children Revised, and Corsi block test. RESULTS: The memory and working memory scores measured by the newly developed tasks tended to increase with age. Further, there were significant correlations between the scores of the four cognitive tasks and the corresponding scores of the standardized assessment tools. CONCLUSION: This study revealed promising evidence for the validity of the memory tasks using smart devices, suggesting their utility for school-aged children in research and clinical settings.

Development and Validation of Computerized Attention Tasks Using Smart Devices for Preschool Aged Children

OBJECTIVES: The aim of this study was to develop computerized attention tasks using smart devices for preschool aged children for assessment of auditory attention, visual attention, and attention shifting abilities. We then evaluated their construct and concurrent validity of them. METHODS: Sixty-seven 5- to 7-year-old children attending kindergarten were recruited. Newly developed computerized attention tasks and existing standardized attention tests such as Advanced Test of Attention (ATA) and Children's Color Trails Test-2 (CCTT-2) were successively administered. To examine the concurrent validity of these tasks, correlation coefficients between the participants' scores on the newly developed tasks and the scores on well-known measures were calculated for assessment of each component construct. We also examined the construct validity of the tasks using the developmental trend of the auditory attention, visual attention, and attention shifting abilities with age. RESULTS: Significant correlations were observed between the scores of computerized attention tasks using smart devices and corresponding scores of ATA-auditory task, visual task, and CCTT-2. And there were significant linear increasing trends of correct scores with age from 5 to 7 years. CONCLUSION: This study provides promising evidence for the utility of computerized attention tasks using smart devices for preschool-aged children.

The Effect of an Internet-Based Anger Management Program for School-Aged Children to Prevent School Violence

OBJECTIVES: This study aims to investigate the effectiveness of an internet-based anger management program for school-aged children. METHODS: Forty-eight elementary school students took part in an anger management training program; subsequently, participants, their parents, and their teachers answered questionnaires assessing the participants' anger, aggressiveness, and other emotional/behavioral problems, pre- and post-training. RESULTS: At the post-training self-assessment, the participants showed significant reductions in their "anger-out" tendencies and physical aggressiveness. In addition, the effects of the program on "anger-out" tendencies, aggressiveness, anger and peer relational problem were found to be more significant in participants who reported depressive symptoms. Teachers rated the participants' peer-relational problems as having decreased after the training. CONCLUSION: The proposed internet-based anger management program had a significant effect on the school-aged children's abilities to control their anger.