Sungkyunkwan University

About: Sungkyunkwan University is a education organization based out in Seoul, South Korea. It is known for research contribution in the topics: Thin film & Graphene. The organization has 28229 authors who have published 56428 publications receiving 1352733 citations. The organization is also known as: 성균관대학교.

Four SNPs on Chromosome 9p21 in a South Korean Population Implicate a Genetic Locus That Confers High Cross-Race Risk for Development of Coronary Artery Disease

Abstract: Objective— Recent genome-wide association studies have identified 4 SNPs on chromosome 9p21 associated with CAD (rs10757274 and rs2383206) and myocardial infarction (MI: rs2383207 and rs10757278) in White populations in Northern Europe and North America. We aimed to determine whether this locus confers significant susceptibility to CAD in a South Korean population, and thus cross-race susceptibility to CAD. Methods and Results— We performed a case-control association study with 611 unrelated CAD patients and 294 normal controls from South Korea. Allelic associations of SNPs and SNP haplotypes with CAD were evaluated. Multivariate logistic regression analysis was used to adjust effects of clinical covariates. We found that 4 SNPs on chromosome 9p21 were associated with susceptibility to CAD in a South Korean population. The association remained significant after adjusting for significant clinical covariates (P=0.001 to 0.024). We identified one risk haplotype (GGGG; P=0.017) and one protective haplotype (A...

Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course.

Abstract: Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed.