• Title/Summary/Keyword: Middle school student

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A Study on Middle School Student's Application of Clothing & Textiles Section in Technology-Home Economics (「기술·가정」교과 중 의생활 영역에 대한 중학생의 학습활용도에 관한 연구)

  • Kim, Kyung-Sook
    • Journal of the Korea Fashion and Costume Design Association
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    • v.12 no.4
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    • pp.159-171
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    • 2010
  • The purposes of this study is to find middle school student's application of Clothing & Textiles Section in Technology-Home Economics. The samples are 298 middles school students in Kangneung. For the statistics analysis of this study, frequency, mean, Cronbach's ${\alpha}$ coefficient, one way ANOVA, t-test were calculated. The results of this study are summarized follows; 1) Middle school student's application of Clothing & Textiles Section is relatively low. Middle school student's need of Clothing & Textiles Section and recognition of Technology-Home Economic are relatively high. But Middle school student's preference of Technology-Home Economic is relatively low. 2) Variables that affect middle school student's recognition of Technology-Home Economic are number of sibling and sibling ranking. 3) Variables that affect middle school student's need of Clothing & Textiles Section are recognition and preference of Technology-Home Economic. 4) Variables that affect middle school student's application of Clothing & Textiles Section are recognition and preference of Technology-Home Economic and need of Clothing & Textiles Section.

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A Study on Middle School Student′s Needs for Home Economics Curriculum Education and the Family Life Participation (중학생의 가정과교육 학습요구도 및 가정생활참여에 관한 연구)

  • 김경숙;박미금
    • Journal of Korean Home Economics Education Association
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    • v.10 no.2
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    • pp.67-78
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    • 1998
  • The purposes of this study is to find middle school student's needs for Home Economics Curriculum and the family life participation. The samples are 323 middle school students in Kangneung. The results of this study are summarized follows; 1. It is shown that the family life participation of boys was higher than that of girls. 2. Variables that affect middle school student's needs for Home Economics curriculum are needs for Home Economics, number of brothers and sisters and the age for mother. 3. Variables that affect middle school student's the family life participation are human development and family relationship, the clothing, participation in class of Home Economics, perception of life status and sex. 4. The relative contributions of independent variables of the family life participation of middle school students are as follows. The degree of explanation of middle school student's family environmental variable is 12.2%. Adding the variable of Home Economics course, the degree of explanation is increased to 21.8%(deviation 9.6%). Adding the variable of needs for Home Economics curriculum, the degree of explanation is increased to 33.1% (deviation 11.3%).

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A Study on Middle School Student′s Application of Home Economics Course and Its Related Variables (중학교 학생의 가정교과 활용도와 관련변수에 관한 연구)

  • 김경숙;박미금
    • Journal of Korean Home Economics Education Association
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    • v.10 no.1
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    • pp.95-106
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    • 1998
  • The purposes of this study is to find middle school student's application of Home Economics course and its related variables. The samples are 323 middles school students in Kangneung. For the statistics analysis of this study, frequency, mean, Cronbach's a coefficient, ANOVQ, t-test, Pearson'correlation and multiple regression were calculated. The results of this study are summarized as follows ; 1. It is appeared that middle school student's application of Home Economics course are the food, human development and family relationship family, resources management and the consuming, the clothing. 2. Variables that affect middle school student's application of Home Economics course are the vocation of father, way of learning about home life skill, agreement with educational goal of Home Economic, evaluation of Home Economic teacher, evaluation of education field, participation in class of Home Economic and needs for Home Economics. 3. The explanation degree of these seven variables is 27.7% and needs for Home Economics is the most domineering variables.

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Development of the Aggressive Regulation Behavior Scale for Middle School Student: Based on Ajzen's Theory of Planned Behavior (중학생의 공격조절행위 측정 도구 개발: Ajzen의 계획된 행위 이론을 기반으로)

  • Jang, Sook;Ahn, Hye Young
    • The Journal of Korean Society for School & Community Health Education
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    • v.21 no.2
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    • pp.39-57
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    • 2020
  • Objectives: This study was to develop a measurement scale that explains aggressive regulation behavior of middle school student, based on Ajzen's Theory of Planned Behavior (TPB) and verify its validity and reliability. Methods: The basic items were modified by selecting 41 items of middle school student aggressive behavior measurement scale. Through the content validity test, 63 first preliminary question items and 42 second preliminary question items were developed. The participants were 286 middle school students. The collected data were analyzed using content validity, correlation coefficient, exploratory factor analysis, confirmatory factor analysis, reliability and Cronbach α. Results: In this study, it was proved that the most important variable showing aggressive regulation behavior was aggressive regulation intention. This study was composed of 4 factors for direct measurement(attitude toward the behavior, subjective norm, perceived behavioral control, behavior intention) and 5 factors for indirect measurement(behavioral beliefs, outcome evaluation, normative beliefs, motivation to comply, control beliefs). The total variance was 65.4% and 67.6%, respectively, and the reliability was .90, .82. Finally, 42 questions were developed. Conclusion: We found the questionnaire used in this study was valid and reliable as a measure scale to explain the aggressive regulation behavior of middle school student based on TPB. Therefore, it is concluded that the aggressive regulation behavior scale could be a useful scale for the measurement of the aggressive regulation behavior of middle school student.

General Strain Theory approach to the Use of Cellular Phone Dependence of Middle School Students (일반긴장이론(GST)을 이용한 중학생의 휴대폰 의존에 미치는 영향)

  • Shim, Hyun-Jin;Lee, Il-Hyun;Rhee, Hyun-Sill
    • The Journal of the Korea Contents Association
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    • v.14 no.2
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    • pp.355-363
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    • 2014
  • The purpose of this study is to find out the effect of using cellular phone dependence of middle school student based on Agnew's GST. A total of 2,151 questionnaires were used to Korean Children and Youth Panel Survey(KCYPS)2010. Analytical methods of Structural Equation Model(SEM) was verified by AMOS 21.0 Ver. The results were the following. Firstly, The fit of definitive model was $X^2=1398.997$, df=144, GFI=.937, NNFI(TLI)=.902, CFI=.918, RMSEA=.061. Model was proper to verify the use of cellular phone dependence of adolescents. Secondly, The strain factors of middle school student presented statistically significant positive effect to make negative life satisfaction. Finally, The negative life satisfaction of middle school student presented statistically significant positive effect to the use of cellular phone dependence of middle school student. We need to provide as basic data for developing cellular phone dependence intervention programs.

The Effects of Parent-Child Relationship and Marital Conflict Perceived by Adolescents on Peer Victimization (청소년이 지각한 부모-자녀 관계 및 부부갈등이 청소년의 또래에 의한 괴롭힘에 미치는 영향)

  • Han, Jung-Eun;Jang, Young-Ae
    • The Korean Journal of Community Living Science
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    • v.19 no.3
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    • pp.373-386
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    • 2008
  • The purpose of this study was to examine the effects of parent-adolescent relationship and marital conflict perceived by adolescents on peer victimization. The subjects were 353 middle school students selected from two middle schools in the Incheon area. The instruments of research included the peer victimization index, the parenting behavior index, the parent-adolescent communication index, and the marital conflict inventory. The statistics used for this data were t-test, ANOVA, correlation analysis and multiple regression analysis. This study showed that middle school student's peer victimization was influenced significantly by the gender. Correlation analysis indicated that parenting behavior and peer victimization were significantly correlated. That is, oppressive, over protective and/or permissive attitudes of the parent were positively correlated with peer victimization. Intimacy and reasonable attitude were negatively correlated with middle school student's peer victimization. Also, parent-adolescent communication and peer victimization were significantly correlated. Especially, open communication was negatively correlated with peer victimization while problematic communication was positively correlated with peer victimization. Marital conflict perceived by adolescents was positively correlated with peer victimization. It was also found that gender, oppressive attitude, permissive attitude, open communication, and marital conflict were significant predictors of middle school student's peer victimization.

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Comparison of Technology & Home Economics Curriculum between Korea and Japan for Exploring of Revision Direction of the 7th Curriculum (제 7차 교육과정의 개정 방향 탐색을 위한 한국과 일본의 기술·가정 교육과정 비교)

  • Kim, Jin-soo
    • 대한공업교육학회지
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    • v.30 no.1
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    • pp.68-83
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    • 2005
  • The purpose of the study were to analyze of the curriculum and textbooks for technology & home economics in the 7th national curriculum, and to suggest the revision direction of them. This study was carried out through literature research of national curriculum and textbooks of Korea and Japan, respectively. The findings of the study were as follows: First, we have three textbooks which are technology & home economics 1, technology & home economics 2, technology & home economics 3 for each grade of middle school student, but one technology textbook and one home economics textbook may be better for middle school student to reduce the learning content following revised curriculum. Second, as an aspect of learning content between technology textbook and computer textbook, the computer and information volume is too much overlapped, which is also the same result at the survey research report of KICE. Therefore, the computer content of technology & home economics textbooks must be considered to reduce according to follow research.

A Network Analysis of the Middle School Student's Conceptions about the Force and Motion (힘과 운동에 대한 중학생들의 개념조사)

  • Park, Soung-Shik;Pak, Sung-Jae
    • Journal of The Korean Association For Science Education
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    • v.7 no.2
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    • pp.61-70
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    • 1987
  • This paper was made for the purpose of examining middle school student's conception about force and motion. Using questionaire method. this research was executed to 180 students at a middle school in Seoul. Questions were as following; 3 questions about relation of the direction of force and that of motion in case of throwing a ball up, 2 questions about parabolic motion. 1 question about inertia. and 1 question about action and reaction. The way of answering was both selecting and explaining the students' thought about questions. Network analysis was used for analyzing students' various responses. Through the analysis. some types of students' thought were revealed. As a result the representation of their response was motion implies force which had been discovered by earlier researchers. Even though students had learned about force and motion in the classroom. their ideas were unchanged or even reinforced wrongly in some case.

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Analysis of Attitude toward Artificial Intelligence of Middle School Student (중학생의 인공지능에 대한 태도에 미치는 요인 분석)

  • Kim, Seong-Won;Lee, Youngjun
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.237-238
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    • 2020
  • 본 논문에서는 중학생의 인공지능에 대한 태도에 영향을 미치는 요인을 살펴보았다. 김성원과 이영준(2020)에서 개발한 중학생의 인공지능에 대한 태도 측정 검사 도구를 중학생에게 실시하고, 요인에 따른 태도 차이를 분석하였다. 중학생의 인공지능에 대한 태도는 성별에 따른 차이는 존재하지 않았다. 또한, 학년과 인공지능 교육 경험도 중학생의 인공지능에 대한 태도에 영향을 주지 않았다. 반면에 인공지능에 대한 직·간접적인 경험이 있는 중학생은 경험이 없는 학생보다 인공지능에 대한 태도가 긍정적이었다. 마지막으로 인공지능에 대한 관심이 높을수록 인공지능에 대한 태도가 긍정적으로 나타났다. 후속 연구에서는 중학생의 인공지능에 대한 태도를 긍정적 변화시키기 위한 교육 프로그램 개발이 필요하다.

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