• Title, Summary, Keyword: 중학생

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Differences in Metacognitive Awareness of Reading Strategy Use in English Test-typed Text Reading between Gifted English Language Learners and General Middle School Learners (영어 평가 지문 읽기에서 영어 영재 학생과 일반 중학생의 메타인지 읽기전략 사용 차이에 대한 연구)

  • Bang, Jyun
    • The Journal of the Korea Contents Association
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    • v.20 no.1
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    • pp.345-355
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    • 2020
  • The purpose of this study was to explore the differences of the metacognitive awareness of reading strategies which gifted English language learners (GELLs) and general middle school learners (GMSLs) used while reading English test-typed texts. 74 GELLs in a gifted program of C city and 90 GMSLs in the southern part of C city participated in this study. The MARSI questionnaire was administered to the GELLs and GMSLs at the end of the semester. Frequency and t-test were used to examine the differences in metacognitive awareness of reading strategy use between GELLs and GSMLs when reading the English test-typed texts. Based on the analysis, the study discovered that GELLs were likely to use metacognitive awareness of reading strategies more frequently than GMSLs. Also, GELLs tended to use more global and problem-solving strategies than GMSLs. However, there is no significant difference in support strategy use between the two groups. In conclusion, the study suggests pedagogical implications for GELLs and GMSLs' effective English reading.

Computational Thinking of Middle School Students in Korea

  • Kim, Seong-Won;Lee, Youngjun
    • Journal of the Korea Society of Computer and Information
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    • v.25 no.5
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    • pp.229-241
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    • 2020
  • In this study, we developed a test tool to measure the computational thinking ability of middle school students and investigated their computational thinking power using the tool. The test tool used exploratory factor analysis to examine the computational thinking scales of Korkmaz et al. (2017) and derive suitable factors and questions for middle school students in Korea. The developed test tool was applied to 492 middle school students to analyze differences in computational thinking ability according to gender, grade, programming experience, type of programming language, and interest. According to the study, male Korean middle school students had higher computing power than females. In addition, students who had programming experience or used text-based rather than block-based programming languages demonstrated higher computational thinking. There was no significant difference in the computational thinking of middle school students according to grade, and the level of interest in artificial intelligence only had a slight influence on computational thinking.

과학영재 중학생에서의 진로유형과 자아개념의 상관 연구

  • 김소아;박상우
    • Journal of Gifted/Talented Education
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    • v.14 no.2
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    • pp.131-150
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    • 2004
  • 본 연구는 현재까지 밝혀진 영재성의 구성요인으로서 지적 능력, 창의성, 과제집착력, 대인관계, 정신운동성, 음악적 능력등과 같은 내적, 외적 요인 이외의 요인으로서의 영재의 진로유형고 자아개념을 설명하고, 이 두 개의 요인의 상관관계를 밝히고자 하였다. 일반 중학교 74명과 과학영재교육원에서 수강중인 중학생 58명을 대상으로 Holland 진로탐색검사와 성신자기개념검사를 사용하여 과학영재 중학생과 일반 중학생의 진로유형과 자아개념을 비교하였다. 연구결과, 과학영재들의 진로유형은 주로 탐구형이 나타났으며, 자아개념은 일반 중학생에 비해 모든 하위차원이 높게 나타났다. 영재의 진로유형과 자아개념의 하위차원간의 상관에서는 자아존중감에서만 유의미한 관계를 찾아내었다. 본 연구는 영재의 자아개념과 진로유형이 영재성이 특성을 설명하는 요인으로는 설명이 부족하지만, 각각의 요인을 영재성의 한 단편 요인으로 설명하고자 하였다.

중학생의 부모-자녀간 의사소통과 자아존중감

  • 김근화;신효식
    • Proceedings of the SOHE Conference
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    • pp.94-94
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    • 2003
  • 본 연구는 남$\cdot$여 중학생을 대상으로 사회인구학적 변인에 따른 부모-자녀간 의사소통을 살펴보고, 부모-자녀간 의사소통이 자아존중감에 미치는 영향을 분석함으로써, 중학생의 자아존중감을 향상시킬 수 있는 부모-자녀간 의사소통 방안을 모색하기 위한 기초 자료를 제공하고 부모-자녀간 의사소통의 중요성을 인식시키는데 그 목적이 있다.

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The relationship between perceived Social support, Self-concept and Ego-resilience of middle-school students (중학생이 지각하는 사회적 지지, 자아개념과 자아탄력성과의 관계)

  • Yoon, Sang-Keun;Lee, Chang-H.
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.10 no.10
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    • pp.2917-2922
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    • 2009
  • This study was conducted to investigate the relationship among Social support, Self-concept and Ego-resilience as perceived by middle-school students. A survey was conducted to 699 middle school students who live in Seoul area. The results showed significant correlations among social support, Self-concept and Ego-resilience. Most importantly, the variable of Self-concept was stronger predictor for Ego-resilence than Social support.

A Comparison Study on Middle School Students of Gwangju and Jeonnam in Terms of Dietary Behavior, Body Perception and Weight Control Concerns According to BMI (광주.전남 일부 지역 중학생들의 BMI 수준에 따른 식행동, 체형인식 및 체중조절 양상에 관한 연구)

  • Choi, In-Seon;Ro, Hee-Kyong
    • Journal of the Korean Society of Food Science and Nutrition
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    • v.39 no.3
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    • pp.383-391
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    • 2010
  • This study was performed to investigate the food habits, eating behaviors, perception of body shape, statuses of body weight control by BMI (Body Mass Index) of 732 middle school students in Gwangju and Jeonnam. The results of this study were compared among under weight (UW), normal weight (NW), and overweight (OW) groups according to BMI levels. In the OW group, female students had low scores in eating at night only, while male students had low scores in eating at night, eating speed, and food selection. All subjects wanted more height than measured. Only male students in the UW group wanted weight loss, whereas female students in the OW and NW groups did. Higher BMI in female students resulted in more weight difference between measured and wanted. All subjects responded properly themselves in perception of body shape but the OW groups showed a big difference between their present weight and wanted weights. Higher BMI in all students corresponded to more interest in concern and experience of weight management. In the male students, the reason for weight management showed high tendency in being healthy, whereas the female students had high tendency in having a slender figure. Higher BMI in all students corresponded to bigger difference between wanted and perceived body shape. In contrast, lower BMI in all students meant more stress. Greater difference between wanted and measured weight and greater difference between wanted and perceived body shape corresponded to less satisfaction in body shape. In conclusion, compared to the NW and UW groups, the OW group had overeating habits highly linked to stress. Also the OW group didn't have desirable eating behaviors and attitudes because of their greater interest in concern and experience of weight control and stress accumulation, and finally there was difference in food habits and behaviors according to the BMI level. Therefore these results suggest that effective nutritional programs should be developed including correct body image and good dietary habits.

Differences in After School Education Satisfaction according to the Types and the Degree of Learning Flow of After School in Middle School Student (방과후학교의 유형과 학습몰입 정도에 따른 중학생의 방과후학교 교육만족도 차이)

  • Shin, Hyun-A;Jang, Yoon-Ok
    • The Journal of the Korea Contents Association
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    • v.11 no.8
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    • pp.499-511
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    • 2011
  • The purpose of this paper was to investigate differences in middle school student's after school satisfaction according to the type and the degree of flow of after school. For the purpose of this paper, a survey was conducted including a questionnaire consisting of a general characteristic of the study object, a general characteristic of the after school class, learning-flow scale, and after school satisfaction scale. The subjects were 382 students who were selected at random from middle school students. Cronbach' ${\alpha}$ and MANOVA were employed for data analysis. The results were as follows: First, the students with special-ability aptitude class were more satisfied for after school instructors than the students with subject class. Second, the students with the degree of high learning-flow showed higher satisfaction in after school class curriculum, instructors, and educational facility than the degree of low learning-flow students. Third, among the students who were high in learning-flow, the students with special-ability aptitude class were more satisfied with after-school class curriculum and educational facility compared to the students with subject class.

The Influence of Parental Behavior on Ego Resilience of Korean Middle School Student (부모의 양육 행동이 중학생의 자아탄력성에 미치는 영향)

  • Ahn, Min Choul;Seo, Jeong Seok;Moon, Seok Woo;Kim, Tae Ho;Nam, Beomwoo
    • Korean Journal of Psychosomatic Medicine
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    • v.24 no.2
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    • pp.140-145
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    • 2016
  • Objectives : Parental behavior is related to personality development and ego resilience in the childhood. The objective of this study was to identify the influence of parental behavior on ego resilience in Korean middle school student. Methods : Subjects were selected based on stratified multi-stage cluster sampling in Korea youth panel study 2013(Boy : N=1,075, Girl : N=1,033). We used Parental behavior inventory(PBI) to estimate parental behavior and the Ego resilience scale to estimate ego resilience. The data were statistically analyzed using a Pearson correlation analysis and regression analysis with the statistical package for the social sciences(SPSS). We considered differences to be significant when p<0.05. Results : A regression analysis showed that rational explanation, affection, Interest and inconsistency of the parental behavior domains influence ego resilience. Also rational explanation, affection and Interest of the parental behavior domains showed a significant positive correlation with ego resilience(r=0.24, r=0.31, r=0.22, p<0.01). In contrast to early childhood studies, inconsistency showed no significant correlation. Conclusions : Adolescents who had taken more rational explanation, interest and affection from their parents were more likely to have higher ego resilience. However, inconsistency of parental behavior showed no correlation with ego resilience of adolescents, which means that they are affected by several other factors than parental behavior. This study would be a basic research that could be a help to psychosocial approach in pediatric psychiatry.

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The Effects of Social Relations on School Adjustment in the Middle School Students: the Mediating Effect of Stress Coping Style (중학생의 사회적 관계가 학교생활적응에 미치는 영향: 스트레스 대처방식의 매개효과를 중심으로)

  • Lee, Si-Yeon
    • Journal of Digital Convergence
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    • v.17 no.10
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    • pp.509-518
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    • 2019
  • This study was to examine the effects of social relations on school adjustment of in the middle school students on the mediating effect of stress coping style. The data of 3,406 middle school students in the study on '2016 Measurements of Korean Youth Competence and International Comparative Study III' by the NYPI were analysed. For data analysis, reliability analysis, correlation among variables, analysis of multiple linear regression analysis were conducted. The results of the study were: (1) social relations were found a key factor affecting the school adjustment of middle school students, (2) their social relations affected stress coping style, (3) stress coping style affected school adjustment, (4) stress coping style was proved to have the mediating effect between social relations and school adjustment. In conclusion, the implications and limitations were suggested for future research.

The mediative effect of student-parent, student-teacher relationship on the effect of experience of school violence on depression: Difference between elementary and middle school students (학교폭력 피해 경험이 우울에 미치는 영향에서 학생과 부모, 학생과 교사 관계의 매개효과: 초·중학생 차이를 중심으로)

  • Choi, Kyung-Il
    • Journal of Digital Convergence
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    • v.15 no.4
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    • pp.521-528
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    • 2017
  • The purpose of this study is to find the mediative effects of students' relationship with parents or teachers in the effective path of school violence experience on depression, and to find out the path difference between elementary and middle school students. We used 1,385 students' data collected from the Korean Youth General Survey, and analyzed by multiple group analysis of structural equation. The results showed that elementary school students' relationship with parents or teachers did not play a mediative role. But the middle school students' relationship with parents or teachers play a negative mediative role. It means that if students were damaged by school violence, elementary school students' parents and teachers did not play a specific role but middle school students' parents and teachers caused more depression. Based on these results, some implications for parents and teachers about school violence and depression were suggested.