[Structural equation model for the health behaviors of university students in Korea].
PURPOSE
A structural equation model was analysed to explore the determinants of health behaviors of university students in Korea.


METHOD
Nine hundred sixty nine university students were selected by random cluster sampling from five universities located in the central area of Korea.


DATA COLLECTION
The data was collected by questionnaires about demographic characteristics, stressful life events, perceived social support, perceived health status and health behaviors.


RESULTS
1. Gender showed indirect effect on health behaviors. 2. Living together with(out) family had a direct effect on health behaviors: students living with family showed more positive health behaviors. 3. Stressful life events had an indirect effect on health behaviors via perceived health status; a higher score of stressful life events was the predictor for negative health behaviors. 4. A higher score of perceived health status predicted positive health behaviors.


RECOMMENDATION
Each university should be encouraged to develop a health behavior control program and health promotion program for their own university students. It would be more effective to develop health programs separately according to the demographic or social characteristics of the students. It is also necessary for the Ministry of Education to reform the School Health Act and school health policy to strengthen a health promotion program for university students. In conclusion, following studies should identify and promote the validity and reliability of perceived health status and health behaviors measurements.
The effects of empowered motivation on exercise adherence and physical fitness in college women
The purpose of this study is to identify the effects of exercise adherence when exercise motivation was empowered. It was planned as a pretest-posttest nonequivalent quasi-experimental design. The study subjects were female college students who wanted exercise and agreed to participate in the Jane Fonda Workout Program (1982) for a period of six months. The subject sample was divided into an experimental group and a control group by college department to prevent contamination of the intervention, which promotes long-term exercise-program adherence through the EMPOWER Step Program. All subjects’ body composition and physical fitness were measured using the Inbody (520) Body Composition Analyzer and Helmas (Korea) measuring equipment. Cronbach’s α, t-test, odds ratio and analysis of covariance were used to analyze the data using the Statistical Package for the Social Sciences program. According to the results the experimental group showed a 66.66% exercise adherence success rate and the control group showed only a 26.31% success rate (OR= 5.60, P= 0.01; t= 2.932, P= 0.006). Skeletal muscle mass was significantly higher in the experimental group than in the control group (F= 8.45, P= 0.006). Body fat mass decreased significantly more in the experimental group than in the control group (F= 6.08 P= 0.01). Empowered motivation has positive effects on adherence to exercise regimes and physical fitness in female college students. Therefore it is suggested to actively utilize the EMPOWER Step Program to foster long-term exercise.
Religion and school
The report presents and argues in favor of the thesis that the secular school offers no alternative in modern society. Simultaneously, the author displays the basic contours of spiritual physiognomy of such a modern school which in many ways differs from the, school we know in this country. The school the author pleads for does not decide among various contents that influence forming of the young, within which the line is established between theism - atheism, but, on the contrary, pleads for the principle of humanistic education. The predominant here is the notion of methodological skepticism which marks the principle by which the process of education should be realized as though there were no God, or - which is on the same level - as though there were God. Out of this basic principle any others upon which the concept of modern secular school the author pleads for is established can be drawn. It ought not to neglect the rich, scientifically confirmed knowledge on the phenomenon of religion and atheism, which should be, presented in all school subjects where the contents allow for it as well as the Religious Culture should be introduced as a compulsory subject. By introducing this subject as a collection of knowledge on the phenomenon of the, religious, we would avoid imposing a particular religious culture as an attitude, behavior, belief and evaluation.