Earticle

본 연구의 목적은 어머니의 주중 미디어 놀이 횟수가 유아의 놀이상호작용에 미치는 영향에서 자기통제와 주의집중문제의 매개역할을 살펴보는 것이다. 이를 위해 육아정책연구소의 한국아동패널 7차년도 데이터를 사용했고, 자료는 R 4.1.3과 PROCESS macro v4.1 for R로 분석했다. 본 연구의 결과는 다음과 같다. 첫째, 어 머니의 주중 미디어 놀이 횟수는 유아의 자기통제에 부적 영향, 주의집중문제에 정적 영향을 미쳤다. 또래 놀이상호작용에 대해 자기통제는 정적 영향, 주의집중문제는 부적 영향을 미쳤다. 자기통제는 주의집중문제 에 부적 영향을 미쳤다. 둘째, 어머니의 주중 미디어 놀이 횟수가 유아의 또래놀이상호작용에 미치는 영향 에서 자기통제와 주의집중문제는 각각 부적 매개효과가 나타났다. 마지막으로 어머니의 주중 미디어 놀이 횟수가 유아의 또래놀이상호작용에 미치는 영향에서 자기통제와 주의집중문제는 부적 직렬다중매개효과가 있었다. 본 연구의 결과는 유아의 자기통제와 주의집중문제가 어머니의 주중 미디어 놀이 횟수와 또래놀이 상호작용을 매개하는 주요한 요인임을 시사한다.

The purpose of this study was to examine the mediating role of self-control and attention problem in the effect of mother's media play frequency on children's play interaction. For this purpose, data from the 7th year of the panel study on korean children of the Korean institute of child care and education was used, and the data were analyzed using R 4.1.3 and PROCESS macro v4.1 for R. The results of this study are as follows. First, the mother's media play frequency had a negative effect on the self-control and a positive effect on the attention problem. On the paly interaction, self-control had a positive effect and attention problem had a negative effect. Self-control had a negative effect on attention problems. Second, in the effect of the mother's media play frequency on the children's play interaction, the self-control and attention problem had a negative mediating effects. Finally, in the effect of the mother's media play frequency on the play interaction, the self-control and attention problem had a negative serial multiple mediated effect.

최근에는 스마트폰 중독의 ‘저연령화’가 우려된다. 아동의 스마트폰 중독에 영향을 미치는 요인은 아동의 개인 적 특성 뿐만 아니라 부모요인이 있다. 아동의 스마트폰 중독에는 부모양육태도가 중요하게 영향을 미친다. 본 연구는 아동의 스마트폰 중독 경향에 대한 부모의 양육태도와 아동의 주의집중 문제의 구조모형을 분석하였다. 한국청소년정책연구원에서 제공한 한국아동청소년 패널조사(KCYPS 2018)의 중 초등학교 4학년의 자료를 사용하였다. 자료 분석은 SPSS 24.0과 AMOS 24.0을 사용하여 Pearson 상관분석, 구조방정식 모형을 분석하였다.

We present a GAN-based framework for producing illustrative sketches from game scenes. This framework includes a relaxed cycle consistency loss (RCCL) module that estimates the difference between the edges of game scenes and resulting sketches extracted by the holistically-nested edge detection (HED) scheme. We compare the two edges using the learned perceptual image patch similarity (LPIPS) metric to focus on clear line representations. We also employ an attention map that focuses on semantic areas to identify areas that need to be intensively transformed. Our framework consists of a style extraction module, a generator module, a discriminator module, and a relaxed cycle consistency loss module. First, We extract the styles of illustrative sketch images using the style extraction module. Next, we generate illustrative sketches via style attention maps extracted from game scenes using the generator module. We then process the generated sketch images to the discriminator module to obtain the probability that the generated sketch satisfies the quality of illustrative sketch. We also apply RCCL to maintain the structure of the game scenes in the generated illustrative sketches. We demonstrate the superiority of our framework by illustrative sketches from various game scenes.

실행기능이 일반 유아와 주의문제 유아의 기관적응에 미치는 영향을 살펴보기 위해 유보육기관에 재학중인 유아 50명과 담당 교사 그리고 통제집단 유아 101명을 대상으로 연구하였다. 교사가 평정한 PAQ를 사용하여 교육기관 적응을 조사하였고 BRIEF-P를 통해 실행통제 기능을 측정하였다. 비언어적 지능을 통제한 후, 집단별 유아교육기관 적응도의 각 하위영역에 실행기능의 각 하위 영역이 미치는 영향력은 분석한 결과, 주의문제 유아들의 경우 실행기능의 하위영역 중 감정조절과 작업기억이 유아교육기관 적응의 하위영역인 긍정적정서와 자아상태에 각각 영향을 미치는 것으로 나타났다. 한편 일반유아들의 경우 실행기능의 감정조절과 작업기억이 유아교육기관 적응의 하위영역 중 긍정적 정서와 또래 간 적응에영향을 미치는 것으로 나타났다.

Influence of executive control on preschool adaptation in normal and attention problem children were analyzed with 50 preschool children who have attention problem in their educational settings of nurseries, kindergartens and their teachers were selected for this study. Also, 101 normal children were selected as a comparison group. The preschool adjustment was measured by PAQ and executive functions were measured by BRIEF-P. After controlling for non-verbal intelligence measured by CTONI-2, subdomains of executive function such as emotional control and working memory affected positive emotions and ego-state of pre-school adjustment in children with attention problems. However, the subdomains of pre-school adjustment affected by emotional control and working memory were positive emotions and adjustment with peers in normal children.

This study examines the longitudinal effects of smartphone dependency on social withdrawal among middle school students, as well as the sequential mediating roles of attention problems and negative peer relationships. Using data from the first (2018) and second (2019) waves of the KCYPS 2018, the sample consisted of 2,395 middle school students. Data were analyzed using the PROCESS macro Model 6. The results indicated that smartphone dependency in the first year of middle school significantly predicted social withdrawal in the second year. Second, attention problems and negative peer relationships each significantly mediated the relationship between smartphone dependency and social withdrawal. Third, a sequential mediating effect was found, such that smartphone dependency increased attention problems, which subsequently led to negative peer relationships and, in turn, heightened social withdrawal. These results suggest that smartphone dependency serves as an antecedent that exacerbates social withdrawal over time through attentional and social pathways. This study is significant as it identifies a multifaceted developmental mechanism for preventing social withdrawal, highlighting the importance of integrated interventions that address attentional difficulties and the quality of peer relationships.

본 연구는 놀이 기반 인공지능 교육 프로그램이 자폐성 장애 학생의 문제행동과 주의집중에 미치는 효과를 파악하고자 한다. 본 연 구는 사전관찰을 통해 문제행동의 비율이 높고 주의집중력이 낮은 자폐성 장애 학생 1명을 연구 대상으로 놀이기반 인공지능 교육 프로그램을 적용하였다. 본 연구의 자료 분석 방법은 동기평가척도, 행동 특성 중심 관찰기록지를 활용한 양적연구와 연구자의 참 여관찰의 질적연구를 통하여 종합적으로 설정하였다. 본 연구에서 알아낸 주요 연구 결과를 문제행동의 변화와 주의집중에 미치는 영향으로 나누어 정리하면 다음과 같다. 첫째, 문제행동 측면에서 사후에 참여 학생의 문제행동 발생 빈도가 감소하였다. 둘째, 주 의집중 변화를 관찰한 결과 교육 프로그램에 흥미를 보이며 수업 참여와 주의집중이 향상되는 모습을 보였다. 결론적으로 교육 프 로그램 적용 중 참여 학생의 문제행동의 발생 빈도가 감소하여 주의집중도 향상되는 결과를 보였다. 이는 자폐성 장애 학생의 특성 에 맞게 시각적인 자료를 제작하고, 놀이를 기반으로 학생의 흥미를 유발하여 학습 참여도를 높일 수 있는 활동을 구성한 프로그램 의 효과를 입증하는 결과로 보인다.

This study aims to identify the effects of a play-based artificial intelligence education program on problem behavior and attention in students with autism. In this study, a play-based artificial intelligence education program was applied to a student with autism who had a high rate of problem behavior and low attention span through prior observation. The data analysis method of this study was comprehensively established through a quantitative study using a motivation evaluation scale and a behavioral characteristic-oriented observation record and a qualitative study of the researcher's participation observation. The main research results found in this study are divided into changes in problem behavior and the effect on attention, and summarized as follows. First, in terms of problem behavior, the incidence of problem behavior of participating students decreased post-mortem. Second, as a result of observing changes in attention, students showed interest in the educational program, and showed improvement in class participation and attention. In conclusion, during the application of the educational program, the frequency of problem behaviors of the participating students decreased, resulting in improved attention. This seems to be the result of proving the effectiveness of the program, which produced visual materials suitable for the characteristics of students with autism, and organized activities that can increase participation in learning by arousing students' interest based on play.

목적 : 본 연구는 감각조절장애 아동에게 청지각 훈련과 병행한 감각통합치료를 시행하여 작업수행, 청각행 동문제, 주의집중에 미치는 영향을 알아보고자 한다. 연구방법 : 감각조절장애로 분류된 아동 만 4~7세 아동 16명을 대상으로 임의표출법으로 실험군 8명 대조 군 8명으로 배치하였다. 2017년 7월 1일부터 2017년 10월 18일까지 두 군 모두 감각통합 프로그램을 실시하였고 추가적으로 실험군에는 치료적 듣기 훈련을 실시하였다. 감각통합 치료는 주 2회고 1회기당 40분 치료 후 10분 상담으로 6주 동안 총 12회기를 진행하였고 치료적 듣기 훈련은 주 3회로 1회기당 30분씩 6주동안 총 18회기를 진행하였다. 치료 중재 전 후 작업수행의 변화를 측정하기 위해 캐나다 작 업수행 측정(Canadian Occupational Performance Measure; COPM)을 사용하였고 청각과 관련한 행 동문제의 변화를 보기 위해 Fisher's 청각행동 체크리스트(Fisher's Auditory Problems Checklist; FAPC)를 사용하였고 아동의 교육현장 에서의 변화를 보기 위해 교사용 유아 주의집중력 척도(Child Attention Scale for Teacher; CAST)를 사용하였다. 결과 : 중재 후 작업수행은 두 그룹 모두 유의한 변화가 나타났으나 두 그룹간은 유의한 변화가 나타나지 않았다. 청각행동문제는 실험군에서만 유의한 변화가 나타났고 두 그룹 간에는 유의한 변화가 나타나지 않았다. 주의집중은 두 그룹 모두 유의한 변화가 나타나지 않았으나 실험군에서 세부항목인‘적응성과 감정’영역에서 유의한 변화가 나타났고 두 그룹 간에는 유의한 변화가 나타나지 않았다. 결론 : 치료적 듣기 훈련이 감각조절장애 아동의 청각과 관련한 문제행동을 감소시키는데 긍정적인 영향을 주며 작업수행을 증진시킬 수 있는 중재 방법임을 확인하였다. 임상과 가정에서 듣기 훈련을 적용하여 감각처리능력을 향상시킬 수 있는 근거를 제시한다.

Objective : The purpose of this study was to investigate the effect of therapeutic listening on task performance, auditory behavior problems, and attention in children with sensory modulation disorder. Methods : Sixteen children aged four to seven years who were classified as children with sensory modulation disorder were randomly assigned to either the experimental group (n = 8) or the control group (n = 8). From July 1 to October 18, 2017, both groups participated in sensory integration programs, while therapeutic listening training was administered only to the experimental group. Sensory integration therapy was conducted in two sessions per week for six weeks (12 sessions); each session consisted of 40 minutes of therapy and 10 minutes of parent education. Therapeutic listening was conducted in three thirty-minute sessions per week for six weeks (18 sessions). We used the Canadian Occupation Performance Measure (COPM) to evaluate changes in the participants’ occupational performance between pre- and post-intervention. We used Fisher’s Auditory Problems Checklist (FAPC) to observe changes in behavioral problems related to hearing. The Child Attention Scale for Teacher (CAST) was used to evaluate changes in attention. Results : No significant differences pre- and post-intervention between the two groups were observed. The participants’ auditory behavioral problems improved significantly in the experimental group, but no significant difference was found between the two groups. There was no significant difference in attention between the two groups, but there was a significant difference between the two groups in the “adaptability” and “emotion” domains (p < .05). Conclusion : The results suggest that therapeutic listening training has a positive effect on reducing problematic behaviors related to hearing and improving the occupational performance of children with sensory modulation disorder. This study provides a basis for improving the sensory processing ability of children with sensory modulation disorder by applying listening training in the clinical field and at home.

본 연구는 유아의 주의조절이 정서문제와 불안문제에 영향을 미치는 과정에 조절적 조절 역할을 하는지 그리고 주의조절과 부모의 공동양육이 조절된 조절역할을 하는지 탐색하고자 하였다. 연구의 대상은 D 광역시의 232명의 유아들(남아 118명, 여아 112명)이었다. 연구의 결과, 주의 조절은 기질적 공포가 정서문제와 불안문제를 일으키는 과정에 조절적 역할을 하는 것으로 밝혀졌다. 추가적으로 주의조절과 부모의 공동양육은 기질적 공포가 정서문제와 불안문제를 일으키는 과정에 조절된 조절역할을 하는 것으로 밝혀졌는데, 즉, 주의조절은 기질적 공포가 정서문제와 불안문제를 일으키는 과정에 조절역할을 하였으며, 이러한 효과는 부모의 지지적 공동양육이 중간보다 낮은 경우, 부모의 비난적 공동양육이 중간보다 높은 경우에만 유의하였다. 이와 관련하여 효과적인 중재방안이 제안되었다.

This study examined the moderation role of attention regulation and the moderated moderation role of attention regulation and co-parenting in the relationship between preschoolers’ dispositional fear and emotional and anxiety behaviors. The participants included 232 preschoolers (118 boys, 114 girls) between the ages of 3 and 5 years in a 10-day care center in D city. Data were analyzed using descriptive statistics, correlations, and multiple regressions. The moderating effect and moderated moderating effect of attention control and co-parenting were analyzed using the procedure proposed by Hayes (2013). The results indicated that attention regulation moderated the influence of dispositional fear on preschoolers’ emotional and anxiety behaviors. Additionally, attention regulation and co-parenting had a moderated moderating effect on the influence of dispositional fear on preschoolers’ emotional and anxiety problem behaviors. Attention regulation moderated the relationship between dispositional fear and preschoolers’ emotional and anxiety problems. However, these effects were effective in instances where their parents’ supportive co-parenting was less than average and undermining co-parenting was above average. Accordingly, an effective intervention strategy was suggested.

Purpose: This study examined the effects of biofeedback training on attention, affect balance, academic delay behavior, and problem-solving ability. Method: A pretest-posttest nonequivalent control group design was used. A total of 64 university students were divided into experimental and control groups. The experimental group received 10 sessions of attention biofeedback training for 4 weeks. The control group received 10 sessions of attention self-training over the same period. The data were analyzed, using descriptive statistics, the Chi-squared test, the independent t-test, and ANCOVA. Result: Attention levels showed homogeneity between the two groups, unlike affect balance, academic delay behavior, and problem-solving ability. Affect balance, academic delay behavior, and problem-solving ability were controlled as covariates. The experimental group demonstrated significantly higher attention(t=9.02, p<.001), affect balance(F=143.77, p<.001) and problem-solving ability(F=63.49, p<.001), and lower academic delay behavior(F=67.77, p<.001) compared to the control group. Conclusion: Biofeedback training markedly improved attention, affect balance, and problem-solving ability, while it decreased academic delay behavior among university students.

This paper focuses on the Multi-Reflection Puzzle, which is one of the core puzzles in the 3D multiplayer game, Isle of the Four Seasons. The paper analyzes the puzzle's effects on users' cognitive functions based on eye tracking. Users perform a cognitive activity requiring repeated distraction and refocusing to solve the puzzle, which involves predicting the reflection path of a laser. Real-time gaze data were recorded with a Python webcam eye tracker during gameplay, and ROI analysis with gaze trajectory visualization provided indicators of gaze concentration, attention switching, and blink frequency. The results revealed high gaze focus on the puzzle center region and gaze trajectory patterns resembling reflection paths in certain users. This suggests that reflection puzzles stimulate strategic visual reasoning and problem-solving processes. Additionally, differences in switching frequency and blink rate among participants reflected variations in strategic approaches and engagement levels. This study demonstrates the potential for real-time cognitive flow analysis and immersion assessment using eye tracking, a limitation of existing puzzle studies. This method can inform the design of game-based cognitive stimulation and feedback systems.

본 연구는 주의력문제로 내원한 아동 ‧ 청소년들의 지능검사 및 정밀주의력검사 프로파일을 분석하여, 보다 면밀히 그 특성을 이해하여 임상적인 평가 및 치료적 개입에 도움이 되고자 하는데 그 목적이 있다. 이를 위해 2008년부터 2012년까지 수집된 아동 ‧ 청소년들 101명의 지능검사 및 정밀주의력검사 자료를 SPSS18.0을 이용하여 표준화점수를 얻은 후, 그에 대한 군집분석을 시행하였다. 또한 군집 간의 차이를 알아보기 위하여 군집 별 일원배치 분산분석을 실시하였으며, 그에 따른 사후분석을 진행하였다. 그 결과, 다음과 같은 총 3가지 유형으로 나뉘어졌다. 군집 1은 평균이상의 인지능력과 정밀주의력검사의 주요영역에서 평균적인 기능을 유지하고 있어, 환경적 혹은 정서적 요인으로 인하여 주의력의 발휘에 어려움을 겪을 가능성이 시사되었다. 군집 2는 평균 하 수준의 인지능력에 정밀주의력검사의 주요영역에서도 일관적으로 저하되어 있어, 주의력 자체의 발휘에 일차적인 어려움을 겪을 가능성이 시사되었다. 군집 3은 정밀주의력검사의 주요영역은 평균 수준이나 전반적으로 인지능력이 저하되어 있어, 인지적 노력을 투입해야하는 어려운 과제에 주의를 기울이지 않으려는 행동 등이 주의력의 발휘에 영향을 주고 있을 것으로 시사되었다. 또한 각 유형에 따른 치료적 개입에 대한 제언을 하였다.

The object of this study is to investigate characteristics of intelligence scale and advanced test of attention in children and adolescents visiting hospital with attention problem. Using a K-mean Cluster analysis with 8 sub-scales of ATA and 7 sub-scale of Intelligence scale, we classified the attention problem group into three clusters. Then, we compared differences among these clusters. The results indicated that 1) the first cluster was characterized with average intellectual level and no attention deficit and no impulse, 2) the second cluster had a poor attention function and low-average intellectual function and 3) the third was in low-average intellectual level but no significant attention problem. This consequence argue that 1) the cluster 1 members could have emotional or environmental problems affected negatively to attention. And 2) children and adolescents in the cluster 2 could be similar to the trait of ADHD, the attention deficit is beneath under the problematic behavior. 3) People in the cluster 3 could be hard to concentrate because the task was difficult and inquired more effort to solve. We recommended how the psychotherapist can therapeutic intervention under consideration to theses three clusters.

본 연구에서는 청소년의 주의집중 문제가 또래관계를 통해 학업무기력에 미치는 영향에서인지적 공감의 조절된 매개효과를 알아보고자 하였다. 이를 위해 한국청소년정책연구원의 ‘한국아동⋅ 청소년패널조사 2018’의 4차 자료인 2021년도에 조사된 중학교 1학년 남녀 청소년 2,265명을 연구대상으로 선정하였다. 수집된 자료는 SPSS 27.0과 PROCESS macro version 4.2 프로그램을 사용하여 기술통계, 상관관계 및 조절된 매개효과를 분석하였다. 분석 결과, 청소년의 주의집중 문제는 또래관계와 부적 상관, 학업무기력과 정적 상관을 보였으며, 인지적 공감은 또래관계와 정적 상관, 학업무기력과 부적 상관이 나타났고, 또래관계는 학업무기력과 부적 상관이 나타났다. 다음으로, 청소년의 주의집중 문제가 또래관계를 통해 학업무기력에 영향을 미치는 경로에서 또래관계의 매개효과가 유의하였고, 청소년의 주의집중 문제가 또래관계에 영향을 미치는 과정에서 인지적 공감의 조절효과가 유의미하였다. 따라서, 청소년의 주의집중 문제는 또래관계와 학업에 대한 심리적 태도에 영향을 미치며, 사회적관계와 학업에도 영향을 미치는 인지적 요인임을 알 수 있었다. 또한, 타인의 정서를 인식하는 인지적공감능력이 주의집중 문제에 접근하는 또 다른 자원임을 밝혔다. 이와 같은 결과는 청소년의 학업무기력을 완화하기 위한 인지적 요인과 사회적 요인을 찾는 연구 과정에서 기초를 제공했다는 데 의의가 있다.

A purpose of this study is to examine the moderated mediating effect of cognitive empathy on the effects of adolescents' attention problems on academic helplessness through peer relationships. 2,265 male and female adolescents in the first year of middle school surveyed in 2021, which is the 4th wave data of the Korea Children and Youth Panel Survey 2018 produced by the Korea Youth Policy Institute, were selected as research subjects. SPSS 27.0 and the PROCESS macro version 4.2 (Hayes, 2022) programme were used to analyze the data in this study. The mediating effect of peer relationships was significant in the pathway from adolescents' attention problems to academic helplessness, and the moderating effect of cognitive empathy was significant in the pathway from adolescents' attention problems to peer relationships. Therefore, adolescents' attention problems affect their psychological attitudes toward peer relationships and academics and are a cognitive factor that also affects social relationships and academics. In addition, the cognitive empathy ability to recognize other people's emotions is another resource for approaching attention problems. These findings provide a basis for further research to identify cognitive and social factors that mitigate adolescents' academic helplessness.

The purpose of this study was to examine the reliability and validity of a Korean form of Childhood Attention Problem(CAP) scale. CAP were administered to 98 normal elementary school students as control group and 98 attention deficit hyperactivity disorder patients. Male students showed high scores than female students in both subscale and total scores, but not statistically significant. There were no significant difference in CAP scale between male students and female students in attention deficit hyperactivity disorder patients. In the reliability test, the test-retest reliability coefficient was highly satisfactory and that of inattention subscale was 0.83, impulsivity subscale was 0.70 and total score was 0.82. In the reliability test by internal consistency, the Cronbach a coefficient was highly satisfactory and that of inattention subscale was 0.91, overactivity subscale was 0.89(p<0.05). The concurrent validity between CAP scale and ADDES-HV scale was 0.85 in attention deficit hyperactivity disorder patient group and 0.73 in normal control group(p<0.05). In discriminant validity test between attention deficit hyperactivity disorder patient group and normal control group, the patient group showed higher score(p<0.05). The total discriminant capacity of the patient group in CAP was 93.4%. In this point of view, CAP scale showed high reliability and validity in applying to Korean subjects and was proved to be the good and simple screening test tool for attention deficit hyperactivity disorder research and can help many young patient to treat early

본 연구에서는 개인의 정의적, 행동적, 인지적 요소들 간의 관련성을 토대로 이러한 변인들이 청소년의 학업성취에 미치는 영향력에 대해 통합적으로 살펴보고자 하였다. 이를 위해 자아존중감과 학업성취 간의 관계에 있어서 주의집중 문제를 통한 자기조절학습능력의 조절된 매개효과 분석을 실시하였다. 본 연구의 분석 자료는 한국청소년정책연구원에서 수행한 한국아동·청소년패널조사 중 초4패널 자료로서 6차년도(2015)에 해당하는 중학교 3학년 사례이다. 전체 사례 중 조사에 참여하지 않았거나 무응답한 경우를 제외하여 총 2,051명의 사례를 대상으로 SPSS Statistics 23.0과 SPSS macro를 활용하여 분석을 실시하였다. 주요 연구결과를 살펴보면 첫째, Baron & Kenny(1986)의 인과적 단계접근법(causal step approach)을 활용하여 매개효과 분석을 실시한 결과 자아존중감이 학업성취에 미치는 영향에 있어서 자기조절학습능력의 부분매개효과가 있는 것으로 나타났다. 둘째, 자기조절학습능력에 대한 자아존중감의 영향이 주의집중 문제에 따라 달라지는지를 살펴보기 위하여 위계적 회귀분석을 실시한 결과 자아존중감이 자기조절학습능력에 미치는 영향에 있어서 주의집중 문제의 조절효과가 있는 것으로 나타났다. 셋째, Hayes(2013)가 제안한 조건부 간접효과(conditional indirect effect)를 검증한 결과 자아존중감이 자기조절학습능력을 매개로 하여 학업성취에 미치는 영향이 주의집중 문제에 따라 달라지고 있음을 통해 조절된 매개효과가 존재하는 것으로 나타났고, 이러한 조절된 매개효과의 통계적 유의미성을 확인하였다. 이상의 연구결과를 토대로 논의 및 제한점 그리고 후속 연구를 위한 몇 가지 제언에 대해 기술하였다.

The purpose of this study was to investigate the influence of these variables on adolescents' achievement on the basis of the relationship between individual's positive, behavioral, and cognitive elements. The purpose of this study was to analyze the moderated mediating effect of self-regulated learning ability through attention problem in relation between self-esteem and academic achievement. The analysis data of this study is the 6th year data(2015) of the 4th grade panel of the elementary school during the Korean Children & Youth Panel Survey(KCYPS) conducted in the National Youth Policy Institute. A total of 2,051 cases were analyzed using SPSS Statistics 23.0 and SPSS macro. The results of this study are summarized as follows: First, using the causal step approach of Baron and Kenny(1986), the mediating effect was found to have a partial mediating effect on self-regulated learning ability in the effect of self-esteem on academic achievement. Second, self-esteem has a moderating effect on self-regulated learning ability. Third, it is found that the effect of self-esteem on academic achievement through self-regulated learning ability is changed according to the attention problem. The moderated mediating effect was statistically significant. Based on the results of this study, we discuss the limitations and some suggestions for future research.

The purpose of this study is to analyze the attention and problem solving process on genogram by junior high school students. It was analyzed by using an eye tracker. 30 participants were divided to 3 groups according to problem solving ability which is determined by the rate of correction. Attention is analyzed by duration of fixation and number of fixations. Problem solving process is analyzed by number of visits and time to first fixation. AOIs are categorized into 7 parts; question, key, questioned target, important evidence, less important evidence, the least important evidence and background. On average of all problems, a group with high problem solving ability had less attention to the background. They were confident and solve the problem easily. A group with middle problem solving ability had more attention to the background. On average of difficult problems, they had more attention to important evidence and the least important evidence. It means they are not confident and confused about their answer and solving method. A group with low problem solving ability had less attention to important evidence. It’s because they had difficulty in searching important evidence. In problem solving process, students who have high problem solving ability searched important evidence directly and switched their attention effectively according to the importance of evidences. Students who have middle problem solving ability switched their attention to less important evidence earlier than important evidence. It’s because they were confused about the importance of evidences. Students who have low problem solving ability switched their attention to the background early and questioned target the last, which is not efficient way. In this study, the characteristics of attention and problem solving process were different according to the problem solving ability on genogram. It is expected that teachers could improve their understanding of students who have different problem solving ability. And they can suggest an effective way to solve the genogram problem in teaching and learning situations.

권력으로서 언론에 대한 기존의 성격 규정은 디지털 미디어 시대로 접어들면서 의미를 상실하고 있다. 이는 언론이 낙관적인 다원주의의 기대를 무너뜨리면서 디지털 권력 조합의 일원으로서 기능하는 것과 관련이 있고, 또한 주목 권력으로서 언론의 역할 변화와 밀접하게 연결된다. 언론 주목 권력의 성격 변화에서 가장 두드러진 점은 언론이 디지털 자본주의 체제에 순응하면서 기존 권력과 통합적인 성격을 가지게 되었다는 것이고, 이는 주목 권력으로서 언론의 성격이 사회문화권력에서 경제권력으로 강조점이 변화했다는 것을 의미한다. 디지털 미디어 시대 언론 주목 권력의 성격 변화는 디지털 주목 자본주의, 주목 네트워크 형성, 주목 이데올로기 장치, 개인화된 주목 감시와 관련이 있다. 언론은 성격 변화를 통해서 주목 권력을 여전히 유지하면서, 특히 정치-시장 권력과의 결탁을 통해서 권력 조합을 더 공고히 하는 방향으로 디지털 언론 환경을 만들어가고 있다. 이 에세이는 이러한 언론 주목 권력의 성격 변화에 대한 진단을 바탕으로 주어진 문제를 해결하기 위해, 수용자 중심의 주목 통제권 회복을 기반으로 두고, 언론 내부에서 언론인의 노동 정체성, 대안적인 비즈니스 모델, 공적인 지배구조 형성을 통한 해결 방안을 제시한다.

The controversy over characterizing the media’s role as a source of power has lost much of its meaning as we approach the digital media era. This is related to the media working as a member of the digital power assemblage while undermining the expectations of optimistic pluralism, and it is strongly related to the media’s changing role as a power of attention. The most noteworthy change in the nature of the media’s power of attention is that it has become interwoven with existing power as it adapts to the digital capitalism system. This change implies that the focus of the media as a power of attention has changed from socio-cultural power to economic power. The evolution of the media’s power of attention in the digital era is linked to digital attention capitalism, the establishment of attention networks, attention ideological devices, and tailored attention surveillance. The media is still preserving attention power despite the change in character, and it is building a media environment that strengthens the power assemblage, particularly through coordination with political-market power. Based on the diagnosis of a shift in the character of the media’s power of attention, this essay recommends media reform measures to restore audience-centered attention control and ways to formulate a public business model with the key condition of reaching a consensus among journalists, to tackle the presented problems.

목적 본 연구의 목적은 교실 내 이산화탄소 농도와 소음 수준의 변화를 살펴보고, 이러한 변화가 초등학생의 주의집중력과 문제행동에 미치는 영향을 분석하는 데에 있다. 방법 먼저, 일과 중 교실 내 이산화탄소와 소음 변화를 측정하기 위해 일반교실과 전담교실, 환기장치가 작동하는 전담교실에서의이산화탄소와 소음 수준을 측정하였다. 다음으로, 이산화탄소와 소음 수준이 학생의 주의집중력과 문제행동 발현에 미치는 영향을분석하기 위해서 이산화탄소와 소음 수준이 모두 낮은 상황(cLnL), 이산화탄소 수준만 높은 상황(cHnL), 소음 수준만 높은 상황(cLnH), 이산화탄소와 소음 수준이 모두 높은 상황(cHnH)의 총 네 가지 상황으로 나누어 분석하였다. 결과 각 교실의 이산화탄소 농도는 400 ~ 1951.8ppm의 범위를 보였으며, 소음 수준은 12.6 ~ 96.6 db(A)의 범위를 나타냈다. 이산화탄소와 소음 수준이 주의집중력과 문제행동 발현에 미치는 영향을 분석한 결과, 소음 수준이 높을수록 작업지시 이해도, 선택적 주의력, 지속적 주의력에 부적 상관을 보이는 것으로 확인되었다. 또한 문제행동 발현은 cLnL 집단에서 가장 적게 발생하였고, cHnH 집단에서 가장 많이 발생하였다. 결론 학교 현장의 이산화탄소 농도와 소음 수준은 권장 기준치를 초과하였다. 학습 환경은 학생들의 주의집중력 및 문제행동 뿐만아니라 학생들의 건강에도 영향을 미칠 수 있으므로, 이를 개선하기 위한 물리적 환경개선이 요구된다.

Objectives The purpose of this study is to examine changes in carbon dioxide concentration and noise levels in classrooms, and to analyze the effects of these changes on elementary school students' attention and problem behaviors. Methods First, To measure the change of carbon dioxide and noise levels in classrooms, theses levels were measured in general classroom, specific subject classroom, and specific subject classroom with ventilation system operating. Second, to analyze the effect of carbon dioxide and noise levels on students’ attention and problem behavior, situations where both carbon dioxide and noise levels are low (cLnL), only carbon dioxide levels are high (cHnL), and only noise levels are high (cLnH), and both carbon dioxide and noise levels are high (cHnH). Results The carbon dioxide concentration in each classroom ranged from 400 to 1951.8 ppm, and the noise level ranged from 12.6 to 96.6 db(A). As a result of analyzing the effects of carbon dioxide and noise levels on attention and problem behavior, it was resulted that the higher the noise level, the negatively correlated with Work instruction comprehension, Selective attention, and Sustained attention. In addition, problem behaviors occurred the least (3 times) in the cLnL group and the most (31 times) in the cHnH group. Conclusions Carbon dioxide concentration and noise levels in the school exceeded the standard. The learning environment can affect not only students' attention and problem behavior, but also their health. To improve this, physical environment improvement is required.

본 연구에서는 초기 청소년기의 주의집중 문제와 청소년 문제행동 간의 관계에서 집행기능 곤란과 사회적 지지의 각각의 매개효과와 순차적 매개효과를 살펴보고자 하였다. 이를 위해 서울시 초등학교 5-6학년 학생 239명을 대상으로 온라인 자기보고식 설문조사를 실시하였다. 본 연구의 주요 결과들은 다음과 같다. 첫째, 초기 청소년의 주의집중 문제와 집행기능 곤란, 사회적 지지, 청소년 문제행동 간의 유의미한 상관이 있는 것으로 나타났다. 둘째, 주의집중 문제와 청소년 문제행동의 관계에서 집행기능 곤란의 완전매개효과를 확인하였다. 셋째, 사회적 지지는 주의집중 문제와 청소년 문제행동을 부분 매개하였다. 넷째, 초기 청소년의 주의집중 문제와 청소년 문제행동 간의 관계에서 집행기능 곤란과 사회적 지지의 순차적 매개효과를 확인하였다. 본 연구결과를 바탕으로 연구의 의의 및 한계점, 후속 연구에 대한 제언을 제시하였다.

This study examined both the mediating effects of executive function difficulties and social support, as well as the sequential mediating effects of these factors, on the relationship between attention problems and adolescent problem behaviors. Data were collected from 239 fifth- and sixth-grade students residing in Seoul, South Korea. The key findings of the study are as follows: First, attention problems, executive function difficulties, social support, and adolescent problem behaviors were all significantly correlated. Second, executive function difficulties fully mediated the relationship between attention problems and adolescent problem behaviors, as the direct effect was not significant. Third, social support also played a mediating role, partially explaining the link between attention problems and adolescent problem behaviors. Lastly, the study confirmed a sequential mediation effect, where attention problems influenced adolescent problem behaviors through both executive function difficulties and social support.

Objectives Recently, the clinical importance of attention deficit hyperactivity disorder (ADHD) and problem/pathological gambling has been increasing. Studies on the relationship between ADHD and problem/pathological gambling are ongoing worldwide but few are conducted. This study examined the relationship between adult ADHD symptoms and problem/pathological gambling. Methods Data from 500 adults aged 20 to 59 who took part in a community survey were analyzed. All participants completed self-report questionnaires in which demographic variables and ADHD symptoms were assessed using the Adult ADHD Self-Report Scale. Problem/pathological gambling was assessed using a Korean version of the Diagnostic Interview Schedule. Results The prevalence of adult ADHD symptoms was 15.2%. The association between ADHD symptoms and problem/pathological gambling was significant (p<0.001). Additionally, subjects with ADHD symptoms showed a more positive attitude toward gambling than subjects without symptoms. Multivariate analysis revealed a significant relationship between ADHD symptoms and problem/pathological gambling (odds ratio, 2.394; 95% confidence interval, 1.104?5.191; p=0.027). Conclusion Problem/pathological gambling is associated with ADHD symptoms. Therefore, clinicians should provide education and intervention on gambling behavior to subjects with ADHD symptoms.

목적 : 본 연구는 감각조절장애 아동에게 청지각 훈련과 병행한 감각통합치료를 시행하여 작업수행, 청각행동문제, 주의집중에 미치는 영향을 알아보고자 한다. 연구방법 : 감각조절장애로 분류된 아동 만 4~7세 아동 16명을 대상으로 임의표출법으로 실험군 8명 대조군 8명으로 배치하였다. 2017년 7월 1일부터 2017년 10월 18일까지 두 군 모두 감각통합 프로그램을 실시하였고 추가적으로 실험군에는 치료적 듣기 훈련을 실시하였다. 감각통합 치료는 주 2회고 1회기당 40분 치료 후 10분 상담으로 6주 동안 총 12회기를 진행하였고 치료적 듣기 훈련은 주 3회로 1회기당 30분씩 6주동안 총 18회기를 진행하였다. 치료 중재 전 후 작업수행의 변화를 측정하기 위해 캐나다 작업수행 측정(Canadian Occupational Performance Measure; COPM)을 사용하였고 청각과 관련한 행동문제의 변화를 보기 위해 Fisher's 청각행동 체크리스트(Fisher's Auditory Problems Checklist; FAPC)를 사용하였고 아동의 교육현장 에서의 변화를 보기 위해 교사용 유아 주의집중력 척도(Child Attention Scale for Teacher; CAST)를 사용하였다. 결과 : 중재 후 작업수행은 두 그룹 모두 유의한 변화가 나타났으나 두 그룹간은 유의한 변화가 나타나지 않았다. 청각행동문제는 실험군에서만 유의한 변화가 나타났고 두 그룹 간에는 유의한 변화가 나타나지 않았다. 주의집중은 두 그룹 모두 유의한 변화가 나타나지 않았으나 실험군에서 세부항목인'적응성과 감정'영역에서 유의한 변화가 나타났고 두 그룹 간에는 유의한 변화가 나타나지 않았다. 결론 : 치료적 듣기 훈련이 감각조절장애 아동의 청각과 관련한 문제행동을 감소시키는데 긍정적인 영향을 주며 작업수행을 증진시킬 수 있는 중재 방법임을 확인하였다. 임상과 가정에서 듣기 훈련을 적용하여 감각처리능력을 향상시킬 수 있는 근거를 제시한다.

Objective : The purpose of this study was to investigate the effect of therapeutic listening on task performance, auditory behavior problems, and attention in children with sensory modulation disorder. Methods : Sixteen children aged four to seven years who were classified as children with sensory modulation disorder were randomly assigned to either the experimental group (n = 8) or the control group (n = 8). From July 1 to October 18, 2017, both groups participated in sensory integration programs, while therapeutic listening training was administered only to the experimental group. Sensory integration therapy was conducted in two sessions per week for six weeks (12 sessions); each session consisted of 40 minutes of therapy and 10 minutes of parent education. Therapeutic listening was conducted in three thirty-minute sessions per week for six weeks (18 sessions). We used the Canadian Occupation Performance Measure (COPM) to evaluate changes in the participants' occupational performance between pre- and post-intervention. We used Fisher's Auditory Problems Checklist (FAPC) to observe changes in behavioral problems related to hearing. The Child Attention Scale for Teacher (CAST) was used to evaluate changes in attention. Results : No significant differences pre- and post-intervention between the two groups were observed. The participants' auditory behavioral problems improved significantly in the experimental group, but no significant difference was found between the two groups. There was no significant difference in attention between the two groups, but there was a significant difference between the two groups in the "adaptability" and "emotion" domains (p < .05). Conclusion : The results suggest that therapeutic listening training has a positive effect on reducing problematic behaviors related to hearing and improving the occupational performance of children with sensory modulation disorder. This study provides a basis for improving the sensory processing ability of children with sensory modulation disorder by applying listening training in the clinical field and at home.