• Journal of Families and Better Life
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• v.31 no.1
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• pp.49-59
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• 2013

The purpose of this study was to explore the relationship of caregivers' accreditation experience and their motivational self-concept. Questionnaire were gathered from caregivers who work in Seoul, Incheon, and Kyunggi areas. Data were analysed by t-test, MCA, and multiply regression analysis. The result showed that caregivers who experienced accreditation at child are centers had higher scores in their motivational self-concept than caregivers who inexperienced accreditation procedure yet had. This tendency was clear in caregiver groups who work at unsupported child care centers, and who got certificate from institutions except college. With controlling individual background variables which influence on caregivers' motivational self-concept, independent effect of caregivers' accreditation experience on their motivational self-concept was still significant especially at the caregiver group who work in unsupported child care centers.

• Journal of Science Education
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• v.38 no.2
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• pp.401-414
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• 2014

Overexcitability (OE) and social self-concept are the integral affective characteristics of science-gifted students. Overexcitability refers to sensitivity as an internal disposition to give a more often, longer and more intensive reaction to a wide variety of stimuli, and social self-concept refers to the way of behaving in society, especially at school in the case of students. The purpose of this study was to examine the overexcitability and social self-concept of science-gifted and non-gifted elementary school students. The subjects in this study were 135 gifted elementary students belonged to gifted education centers or gifted classes and 91 ordinary elementary students. An overexcitability test and a social self-concept test were conducted to the subjects, and the collected data were analyzed by SPSS. The findings of the study were as follows: First, the score of the science-gifted was significantly higher than that of the ordinary students in all sub-domain of OE (psychomotor OE, sensual OE, emotional OE, intellectual OE, emotional OE) and social self-concept. Second, the science-gifted students who attended gifted education centers and community gifted classes scored significantly higher than the ordinary students in overexcitability. Based on conclusions, implications for teaching the science-gifted were discussed.

• Korean Journal of Child Studies
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• v.26 no.1
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• pp.169-182
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• 2005

Influence of parenting, peer relationship, and teacher's support on the development of children's self-concept was assessed in Korean and Korean-Chinese elementary school students. Subjects were 280 Korean children in Korea and 210 Korean-Chinese children in Shenyang, China. The Self-Perception Profile for Adolescents(Harter, 1988), Parenting Practice(Cho et al., 2001), and 4 items from Social Support(Koo, 2000) were used to measure self-concept, parenting, and peer relationships, respectively. Data were analyzed by Pearson's correlation, factor analysis, and multiple regression. Results revealed differential influences between the two cultures : Korean children's self-concepts were significantly influenced by his/her peer relationships and teacher's support while Korean-Chinese children's self-concepts were influenced by teacher's support and parenting.

• Journal of the Korean Home Economics Association
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• v.44 no.3 s.217
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• pp.79-89
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• 2006

The purpose of this study was to determine the differences of aggression and its predictors among Korean, Korean-Chinese and Chinese adolescents. The subjects were 529(176 Korean, 168 Korean-Chinese, 185 Chinese) 9th graders from Yanji in China and Korea. Data on aggression, self-concept, attachment to mother, relationship with teachers, and victimization from peers were collected with questionnaires and analyzed by t-test, ANOVA, and multiple regression. The results showed that Korean adolescents reported the highest and Chinese adolescents the lowest on aggression. There were gender differences in proactive aggression among Chinese adolescents, and on reactive aggression among Korean adolescents. Among Korean adolescents, no gender difference was revealed. The influences of self-concept, attachment to mother, relationship with teachers, and victimization from peers differed among the groups: While attachment to mother was a significant predictor for Chinese adolescents' aggression, relationship with teachers was a significant predictor for that of Korean-Chinese adolescents', and victimization from peer was a significant predictor for that of Korean adolescents'. The differential influence of race and culture to adolescents' aggression was discussed.

• Journal of the Korean Home Economics Association
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• v.49 no.8
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• pp.1-12
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• 2011

This study was designed to examine the effect of five years old boys' and girls' self-concept and leadership on the teacher-child relationship. The participants were 51 boys and 64 girls who were five years old in Jeonrabukdo. The results were as follows. First, in the case of the boys, there was significant relationship between their self concept of language, the parent relationship and an intimate teacher-child relationship. The self-concept of body and the teacher-child relationship of conflict were positively correlated. In the case of the girls, there were significant relationships between the self concept of body, language, the parent relationship, friends' relationship and the general and intimate teacher-child self-concept. The self-concept of mathematics and conflictive teacher-child relation were positively correlated. Second, there were significant relationships among the sub variable of leadership and an intimate teacher-child relationship. However, prosocial leadership, directedness and a conflictive teacher-child relationship were negatively correlated in the case of the boys. Third, the teacher-child relationship was affected by leadership more than the self concept, and prosocial leadership was highly related in boys and girls.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.73-83
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• 2000

The purpose of this stud was to examine age and gender differences on children's self-concept and agreement between children's self-concepts and inferences by their fathers, mothers and teachers. The subjects for this study were 342 children from kindergarten (n=149) and second grade (n=193), and theirs fathers, mothers and teachers. The results of this study indicated that there was a significant difference among self-concepts by age, but no significant difference by sex. Also, there was no agreement between kindergarteners' self-concepts and inferences by their fathers, mothers and teachers. For second graders, however, noticeable agreement was found, especially between mothers and children.

• Journal of the Korean Home Economics Association
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• v.43 no.5 s.207
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• pp.163-181
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• 2005

This study compared influential factors on adolescent's (10-16 years of age) self-concept in Korean-chinese and Korean cultures. The influence of parenting, peer relationship, and teacher's support on the development of children's and adolescent's self-concept was assessed with Korean-Chinese and Korean elementary, middle, and high school students. The subjects were 210 Korean-Chinese children and 300 Korean-Chinese adolescent from Shenyang, China, and 280 Korean children and 400 Korean adolescents from Seoul and Ulsan, Korea. Data were analyzed by t-test, factor analysis, and multiple regression. The results revealed differential influences of factors between the two cultures. Korean-Chinese children's self-concepts were influenced by teacher's support and parenting, while Korean children's self-concepts were significantly influenced tv their peer relationships and teacher's support. Korean-Chinese adolescent's! self-concepts were influenced tv teacher's support and parenting, while Korean adolescent's self-concepts were influenced by parenting and teacher's support.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.586-594
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• 2020

This study examined the effect of self-esteem of pre-infant teachers on self-elasticity, emotional regulation, and empathy. The subjects of this study were 230 university students from W University's Early Childhood Education Department in location I. The data were analyzed using SPSS 24.0. In addition, in each sub-variable, self-elasticity was found to have the greatest positive correlation with positivity, emotional regulation ability with self-emotional regulation ability, and empathy ability with cognitive empathy ability. Second, self-esteem had a significant positive effect on self-elasticity, and among the sub-variables, this study found that general self-concept, self-responsibility, and personal integrity in order were important determinants. Third, self-esteem has an influence on personal integrity in emotional regulation ability. Fourth, as for the effect of self-esteem on empathy ability, it was found that self-assertion had a significant and positive effect on empathy ability. These research results have led to re-awareness of the importance of pre-service early childhood teachers' self-esteem, suggesting that research on various educational activities that can improve self-esteem in the curriculum is needed.

• Communications of Mathematical Education
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• v.34 no.1
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• pp.17-39
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• 2020

The purpose of this study is to analyze the mathematical beliefs of students and teachers by Latent Class Analysis(LCA). This study surveyed 60 teachers about beliefs of 'nature of mathematics', 'mathematic teaching', 'mathematical ability' and also asked 1850 students about beliefs of 'school mathematics', 'mathematic problem solving', 'mathematic learning' and 'mathematical self-concept'. Also, this study classified each student and teacher into a class that are in a similar response, analyzed the belief systems and built a profile of the classes. As a result, teachers were classified into three types of belief classes about 'nature of mathematics' and two types of belief classes about 'teaching mathematics' and 'mathematical ability' respectively. Also, students were classfied into three types of belief classes about 'self concept' and two types of classes about 'School Mathematics', 'Mathematics Problem Solving' and 'Mathematics Learning' respectively. This study classified the mathematics belief systems in which students were categorized into 9 categories and teachers into 7 categories by LCA. The belief categories analyzed through these inductive observations were found to have statistical validity. The latent class analysis(LCA) used in this study is a new way of inductively categorizing the mathematical beliefs of teachers and students. The belief analysis method(LCA) used in this study may be the basis for statistically analyzing the relationship between teachers' and students' beliefs.

• School Mathematics
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• v.12 no.2
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• pp.219-237
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• 2010

On inquiry of international comparison assessment, the Korean students achieve high scores in mathematics while they achieve relatively low scores in responses of the affective questionnaire. It can be an important point in mathematics education of Korea, but there are few studies which explore the specific reasons. So in this study, we analysed the results of PISA 2003(in math domain) based on multiple regression analysis and correlation analysis to investigate the reasons and features of those phenomena. We compared the results of Korean students with students of other countries. As a result, there were 7 factors which effect on Korean students' affective domain in mathematics learning and they were statistically significant. According to this study, it needs to improve students' positive attitudes to their school, mathematical interest, and positive self-concept. And it needs to develop an actual instrument to explore the affective domain which effect on mathematics learning.