This study aimed to evaluate the perceived male friendliness in nursing programs and to identify the relationship of this with gender role stereotype and major satisfaction.

A convenience sample of 193 male nursing students was recruited for the cross-sectional survey design. Data were analyzed using descriptive statistics, Pearson’s correlation coefficients, independent t-test, and one-way ANOVA with the SPSS/WIN 21.0.

The mean scores of male friendliness, major satisfaction, and gender role stereotype were 2.94±0.35, 3.72±0.81, and 2.58±0.53, respectively. Perceived male friendliness in nursing programs was found to be correlated with gender role stereotype (r=−.215, p<.001). Participants who completed maternal nursing courses showed lower male friendliness (t=−4.53, p<.001).

Improving the male friendliness of maternal nursing courses and flexible gender role stereotyping should be considered when developing effective strategies to improve male friendliness in nursing programs.

This study aimed to develop a simulated educational program on conflict management communication skills and to evaluate the effects of the simulated program on nursing students.

The research design was qualitative and made use of surveys to gather data. Study participants included four professors from different nursing colleges, six registered nurses from different university hospitals, and five 4th year students from a nursing college.

A simulated conflict management program scenario was developed to improve communication skills by presenting four consecutive situations involving a patient, doctor, insurance review staff, and head nurse. The appropriateness of the scenario content, flow, level of the scenario, educational objectives, learner activities, and evaluation tools were verified through expert opinion surveys and pilot tests. This simulated communication program enhanced students’ knowledge and confidence, cultivated communication skills, and provided educational satisfaction by creating an opportunity for them to integrate and apply their knowledge about communication through experiencing communication conflict situations that occur frequently in clinical practice.

The results of the simulated conflict management education program can contribute to nursing students’ communication skills and self-efficacy in terms of inter-professional communication.

The purpose of this study was to test the relationships between academic burnout, mental health, parental achievement pressure, and academic demand in high school students.

For these aims of this study, data were collected from 430 students (185 males, 245 females) in three Korean high schools. It was used Korean Academic Burnout Scale, Parental achievement pressure, academic demand, and Symptom Check List-47. The research method used t-test to find out the difference of each variable according to academic burnout, and the variables predicting academic burnout through hierarchical multiple regression analysis.

As a result of correlation analysis, academic burnout showed negative correlation with achievement, and high positive correlation with all variables of mental health and academic demand. The results of multiple regression analysis revealed that academic burnout affects achievement, academic demand and depression in the subfactors of mental health.

These findings suggest that interventional efforts are needed for these emotional factors.

This study has been carried out in order to investigate the mediating effect of depression on the relationship of self discouragement and binge eating behaviour of university female students with diet experience.

The data of diet experience existence, depression, binge eating behavior and self discouragement were obtained. Lastly, the total data of 296 undergraduate female students were analyzed.

The results of this study were as follows. First, 76% of college women reported a Diet experience. This figure was more than three times the female students reported that this diet experience. Second, In college students with diet experience, the variables of depression, binge eating behavior and self-disappointment were all significantly correlated. Third, binge eating behavior partially mediated the relation between depression and self discouragement.

Binge eating behavior mediated the relation between depression and self discouragement of University female students with diet experience.

Suicide among Korean middle school students is a growing social concern. Exploring factors associated with suicide ideation is important for suicide prevention in middle school adolescents. The purpose of this study was to identify risk factors influencing frequency of suicidal ideation among middle-school students in Korea.

The study was a cross-sectional descriptive study. The participants were 391 middle school students and data were obtained from the 13th wave of Korean Welfare Panel Study in 2018. Zero-inflated Negative Binomial Regression model was employed to identify risk factors.

Among participants, 67.3% reported they did not have current suicidal ideation. By zero- inflated negative binomial regression analysis, gender, grade, and peer attachment were found to be significant predictors in the count model, and depression/anxiety and parental neglect were found to be significant predictors in the logistic model. These findings suggest that middle school adolescents who were female, 3^rd grade students, or had lower peer attachment were associated with increased severity of suicidal ideation. Also, depression/anxiety and parental neglect were identified as risk factors affecting the future likelihood of suicidal ideation among middle school adolescents.

Identified risk factors affecting severity and possibility of suicidal ideation may help health care providers to tailor effective suicide prevention interventions for middle school students.

The purpose of this study is to examine the moderating effects of resilience on the relation between interpersonal stress and binge eating behavior in female college students.

We investigated the relationships among interpersonal stress, resilience, and binge eating behavior of 213 female college students, and examined the moderating effects of resilience and its subcomponents (sense of control, sociality, and positivity) on the relationship between interpersonal stress and binge eating behavior through hierarchical multiple regression analysis.

Firstly, interpersonal stress indicated significant negative correlation with resilience and indicated significant positive correlation with binge eating behavior. Resilience and binge eating behavior indicated significant negative correlation. Secondly, resilience did not moderate the relation between interpersonal stress and binge eating behavior of female college students. However, the sense of control, an aspect of resilience, moderated the relationship between interpersonal stress and binge eating behavior of female college students.

The results of this study suggest that higher interpersonal stress may increase the risk for binge eating behavior and that higher resilience may protect against binge eating behavior. The sense of control, an aspect of resilience, may enhance associations between interpersonal stress and binge eating behaviors in female college students.

This study was a descriptive research study conducted to investigate the influences of cognitive emotion regulation and social support on social anxiety among nursing students.

The participants were 672 nursing department students at a university. The participants were surveyed using structured questionnaires for cognitive emotion regulation, social support, and social anxiety from March to May 2017.

The results showed that the absence of social conflict, rumination of cognitive emotion regulation, and social support were found to affect social anxiety; these variables predicted the social anxiety of nursing students by 27%. The social anxiety of nursing students also varied according to religion, satisfaction with their nursing major, and academic achievement. There was a positive correlation between cognitive emotion regulation and social anxiety, but a negative correlation between social support and social anxiety.

This study was significant in demonstrating that cognitive emotion regulation and social support of nursing students are verified factors affecting social anxiety. It is necessary to consider cognitive emotion regulation and social support when developing an intervention program to reduce social anxiety in nursing students.

The purpose of present study was to examine a relation between internalized shame and adaption to college life of Chinese international students and to identify a moderating role of adaptive cognitive emotion regulation on this relation. 

A sample of 173 Chinese international students in Seoul was recruited to answer the questionnaires of internalized shame, adaptive cognitive emotion regulation (acceptance & positive reappraisal) and adaption to college. 

Internalized shame showed a significant negative correlation with adaption to college. So, the higher internalized shame was, the lower adaption to college showed. And the internalized shame was negative effect on level of adaption to college when level of acceptance was high, but the effect of internalized shame on adaptation to college was disappeared when level of acceptance was low. The similar result was also found in positive reappraisal. So, the moderating effect of acceptance and positive reappraisal on the relation between internalized shame and adaption to college was confirmed.

These results suggest that during clinical intervention, practitioners should consider internalized shame as a risk factor and cognitive emotion regulation as a protective factor when dealing with foreign students’ adaption in college.  

This research focuses on ambivalence over emotional expressiveness of college students. It was expected to provide basic data that can be used in the development of related strategies to identify the influence of ambivalence over emotional expressiveness on self-efficacy and interpersonal relationship.

We selected 282 students who completed a questionnaire about general characteristics, ambivalence over emotional expressiveness, self-efficacy, and interpersonal relationship tools. The data were analyzed by descriptive statistics, independent sample t-test, and regression analysis.

Overall ambivalence over emotional expressiveness and ambivalence over positive emotional expressiveness of those who lived alone or in dormitory were statistically significantly higher than living with their families or relatives. Ambivalence over positive emotional expressiveness had significant negative effect on self-efficacy. Overall ambivalence over emotional expressiveness and ambivalence over positive emotional expressiveness had significant negative effects on interpersonal relationship.

To develop strategies enhancing self-efficacy and interpersonal relationship for college students, it is necessary to develop a strategy that can improve ambivalence over positive emotional expressiveness on self-efficacy. There is a need for strategies that improves both ambivalence over positive emotional expressiveness and ambivalence over positive emotional expressiveness on interpersonal relationship.

The purpose of this study was to evaluate the effects a cognitive behavioral intervention on perceived stress, somatic symptoms, automatic negative thoughts and dysfunctional attitudes in college students.

This was a quasi-experimental study with a nonequivalent control group design. Students who agreed to participate in the study and had a total score of 7 or greater on the Patient Health Questionnaire-15 were asked to choose one of the two groups to attend: Experimental and control groups. Students in the experimental group (N=17) received 5-weekly group sessions of the intervention, each of which lasted 60 minutes. The interventions were not provided to the control group (N=15). Students in both groups were asked to complete a set of questionnaires at baseline and five weeks. Descriptive statistics were calculated, and t-test, Mann-Whitney U test and repeated measures ANOVA were performed.

There was a significant interaction between time and group for perceived stress, somatic symptoms and automatic negative thoughts. Dysfunctional attitudes, on the other hand, were not significantly different by group.

The findings showed that the intervention was effective for college students suffering from perceived stress and somatic symptoms. In particular, the significant decrease in automatic negative thoughts among students in the intervention group suggests that the effect of the cognitive-behavioral intervention was mediated by the cognitive factors of somatic symptoms.