BackgroundAnimation characters are created to embody distinctive personalities and body images; however, these features have not been analyzed with objective measures based on East Asian theory. The purpose of this study was to analyze the biopsychological features of seven animation characters in Pororo the Little Penguin, which scored unprecedented success in Korea, with clinically validated and standardized measures of Sasang typology.MethodsForty-one graduate students completed a survey examining body mass index (BMI) and Sasang Personality Questionnaire (SPQ) of seven characters in Pororo the Little Penguin after watching three selected episodes. The differences in physical appearance and psychological traits among animation characters were analyzed with analysis of variance.ResultsSPQ and BMI showed distinctive biopsychological features of seven animation characters. Pororo (28.29 ± 6.38 and 36.61 ± 3.09) was a typical So-Yang type boy, Petty (20.98 ± 4.07 and 31.66 ± 4.59) was a typical So-Yang type girl, and Loopy (28.05 ± 6.60 and 22.78 ± 4.78) was a typical So-Eum type girl in terms of BMI and SPQ, respectively. The BMI and SPQ of Poby (41.10 ± 4.26 and 22.32 ± 3.48) and Harry (19.63 ± 5.17 and 37.61 ± 2.40) showed the most obvious contrast.ConclusionThis study showed that SPQ and BMI are useful objective measures for analyzing the biopsychosocial features of animation characters as well as patients. The interdisciplinary research methodology of Sasang typology suggested here would provide useful tools for educating healthcare professionals and the general public about Korean medicine, and also contribute to the development of animation characters.
BackgroundThe Yin-Yang is a pivotal concept of traditional East-Asian medicine, however the stability of Yin-Yang temperament in Sasang Personality Questionnaire (SPQ) over time has not been extensively studied. The purpose of this study was to examine the test-retest validity of SPQ with a large number of participants.MethodsSPQ test was conducted two times with three months interval in 247 Korean university students. The structural validity of first SPQ data was examined with Factor analysis and Cronbach's alpha, and the correlation between first and second measure of SPQ was attested with Pearson's correlation. Yang, Uncertain and Yin temperament groups were determined with SPQ total scores, and agreement of temperament group clustering between first and second measures were analyzed with Cohen's Kappa.ResultsThree subscales of SPQ explained 55.25% of total variances, and internal consistency of SPQ total score was 0.772. The correlation coefficient between first and second measures of SPQ were 0.851 and 0.888 in male and female, respectively, and the agreement of first and second Yin-Yang temperament group clustering as Cohen's Kappa was 0.536 for male and 0.637 for female.ConclusionThe repeatability of SPQ measuring Yin-Yang temperament at three months of interval was found to be satisfactory. The SPQ would be a reliable clinical measure for the biopsychological studies of traditional East-Asian medicine.
This study investigate the mediating effects of academic self-efficacy on the relationship between academic stress and academic burnout of Korean adolescents. A survey was conducted using a convenient sample drawn from 850 students from nine junior high schools in Kunggi-do Province. Data were analyzed using SAS package program. The results show that many students were dissatisfied with their own academic performance. There was a significant positive relationship between academic stress and academic burnout. In particular, academic performance and studying had a significant interaction effect on academic stress. Academic self-efficacy had negative effects on academic stress and academic burnout. Academic self-efficacy partly mediated the relationship between academic stress and academic burnout. These results suggest that improving academic self-efficacy is crucial for preventing and reducing symptoms of academic stress and academic burnout. In this regard, continuous social support and efforts are needed to develop instructional strategies and educational programs that can improve the academic self-efficacy of adolescents.
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