• Title/Summary/Keyword: 중학교 사회

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The effect of sociality on school adjustment among middle school students from formally broken families, focusing on the mediating role of ego-resilience (한부모가정 중학생의 사회성이 학교적응에 미치는 영향 -자아탄력성의 매개 효과를 중심으로-)

  • Kim, Hyeon-Mi
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.14 no.9
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    • pp.4421-4428
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    • 2013
  • This study was designed to find out what influences sociality on school adjustment among middle school students from formally broken families, and whether ego-resilience may have a mediating effect on the relationship between sociality and school adjustment. The participants were 147 middle school students from formally broken families in D city. Data were analyzed using the SPSS/WIN 18.0. version. As a result, both sociality(r=.716) and ego-resilience(r=.706) had significant influence on school adjustment. And also their ego-resilience played a mediating role between sociality and school adjustment. Therefore, it is necessary to develop and apply programs for improving the students' sociality and ego-resilience that can influence school adjustment.

Social consequences of happiness: Are happy people popular? (행복의 사회적 기능: 행복한 사람이 인기가 있나?)

  • Jaisun Koo ;Ah-rong Lee ;Eunkook M. Suh
    • Korean Journal of Culture and Social Issue
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    • v.15 no.1
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    • pp.29-47
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    • 2009
  • This study aimed to investigate the social consequences of happiness. For this purpose, we examined the effect of happiness on the formation of adolescents' peer relationship. A total of 241 Korean junior high school students completed a happiness questionnaire consisting of subjective well-being, psychological well-being, self-esteem, and optimism at the beginning of the school year. Four months later, their popularity and social behaviors were measured using self-reports and peer-nomination measures. Happy male students were more likely to become nominated as a preferred friend by their peers at the end of the semester; happy females were evaluated by their peers as being more creative than others. Happy adolescents also viewed themselves as being more sociable, popular, and having more leadership than others. Overall, the findings imply that happiness also have positive social consequences in highly collectivist cultural settings, such as Korea.

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The Effects of Family Social Capital and Community Social Capital on Youth's School Adaptation (가족 사회자본과 지역사회 사회자본이 청소년 학교적응에 미치는 영향)

  • Seo, Jeong A
    • Korean Journal of Social Welfare Studies
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    • v.44 no.1
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    • pp.135-164
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    • 2013
  • The purpose of this research is to examine the effects of family social capital and community social capital on how successfully children adapt to school. Utilizing the second year data from the 1st year of middle school panel found in the 2010 Korea Children and Youth Panel Survey, descriptive statistical analysis, correlation analysis, and hierarchical linear model analysis were conducted successively on 2,056 second-year middle school students living in 93 communities. The data produced was used to determine what degree of influence family social capital and community social capital exert on the ability of children to successfully adapt to school. First, 6.1% of the variables relating to school adaptation were explained by differences among communities, and the remaining 93.3% were explained by differences among individuals. Second, the examination of the effects of family social capital showed that students who experienced lower rates of neglect also experienced less abuse, had parents who were more interested in and better informed about their lives, and better adapted to school. Third, the examination of the effects of community social capital showed that the higher the community spirit the communities had, the better the young students in the communities adapted to school. Fourth, when the effects of family social capital and community social capital were examined in conjunction with each other, it was found that the less neglect the students experienced, the less abuse the students experienced, the greater the interest their parents had in their close friends, the better they themselves adapted to school. In relation to community social capital, the level of community spirit was still found to exert positive effects on the ability of young students to successfully adapt to school.

Longitudinal analysis of the influence of parent-child relationship on adolescents' academic achievement: With specific focus on the mediating role of self-efficacy and achievement motivation (한국 청소년의 부모자녀관계와 성취에 대한 종단연구: 자기효능감과 성취동기를 중심으로)

  • Young-Shin Park ;Uichol Kim ;Kabsoon Chung
    • Korean Journal of Culture and Social Issue
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    • v.10 no.3
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    • pp.37-59
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    • 2004
  • This study examines longitudinally influences that parents have on their children's academic achievement and the mediating role of various psychological factors. In terms of parents-child relationship, the following variables are examined: Social support from parents, achievement pressure, parental expectation, sense of indebtedness to parents, and respect for parents. For adolescents functioning, the following variables are examined: Efficacy for self-regulated learning, achievement motivation, studying time, and academic achievement. In the first phase of the longitudinal study, a total of 961 Grade 6 students completed a questionnaire. In the second phrase, a total of 856 students completed a questionnaire when they were Grade 7. In the third phrase, a total of 830 students completed a questionnaire when they were Grade 9. In the third phase, a matched sample of 722 fathers and 767 mothers of the adolescents completed a questionnaire. From the sample, 694 matched sample of adolescents, mothers, and fathers have been selected for the following analysis. The results of the path analysis indicate that adolescents' past academic grade was the most powerful predictor of adolescents' current academic achievement. Second, a sense of indebtedness felt towards the parents increased adolescents' achievement motivation, which increased their studying time and which in turn positively affected their academic achievement. Third, adolescents' respect for their parents increased their efficacy for self-regulated learning, which had a positive effect on their academic achievement. Fourth, parental social support increased adolescents' efficacy for self-regulated learning and parental achievement pressure increased adolescents' achievement motivation. Fifth, parental expectation had positive influence on adolescents' academic achievement. Sixth, efficacy for self-regulated learning had direct positive influence on academic achievement. These results indicate that the past achievement is the most important predictor of adolescents' current academic achievement and parent-child relationship and efficacy for self-regulated learning are also important variables that influence adolescents' achievement.

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Review on Science and Invention-gifted Students Having Social and Emotional Problem (사회-정서적 어려움을 겪고 있는 과학영재에 대한 고찰)

  • Lyu, Eun-Joo;Kim, Jung-Eun;Paik, Seoung-Hey
    • Journal of Gifted/Talented Education
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    • v.21 no.3
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    • pp.659-682
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    • 2011
  • The objective of this research is to search the solution for the difficulties of science and invention gifted middle school students with social and emotional problems that they are faced. The result of this research has shown that the gifted students were feeling difficulties of low self-esteem in their peer relationships, communication and cooperation skills. They were feeling less confident in their stress processing capacity and their multi-processing capacity. Some were also troubled with the intense expectations from their environment and theirselves which led them to feel confusion in their identities and their future. Therefore, instead of education focused on academic achievement and cognitive activity, present education for the gifted must focus on helping to solve the student's social and emotional problems and to strengthen social and emotional skills they need. To achieve this, the education for the gifted students should include a social-emotional learning program, and it should also run a continued and personalized consultation program for gifted students.

An Analysis of the state of Information and Communication Ethics awareness and Improvement - Centered on the Middle School in Gwangju City (정보통신 윤리의식의 실태 분석 및 개선 방안 - 광주시 중학교 중심으로)

  • Kim, Min-Jung;Lee, Sung-Joo
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • 2007.06a
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    • pp.910-913
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    • 2007
  • Information society, introduced by the rapid progress of computer technology and communication technology, has brought us the comfort and prosperity on every aspect of human life. However, the adverse and harmful effects of it, including the ethics problems, turn out to be serious. Concerning these problems, purpose of this study is set to investigate the actual state of ethics awareness on information and communication, since ethics awareness is required more urgently than ever in this era of technology. While adolescents, who will lead the future society, comprise the majority of internet usage population in our nation, they are exposed to the harmful and risky contents in the periods during which their world view would be established. Furthermore, the problems emerging in the progress towards information-oriented society are jeopardizing the dignity and inherent value of human being, therefore causing the serious moral chaos and social problems. In this paper, the awareness level of middle school students in Gwangju City has been investigated especially in the aspect of information and communication. Based on the results, it is revealed that the efforts of government, social organization, students' parents as well as the education circles are essential. Also the proposal for improvement on the awareness level has been presented.

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A Causal Analysis of Suicidal Impulse in the Context of Parents, Friends, Teachers and Community Support: Gender Difference (부모, 친구, 교사, 지역사회 지지와 청소년의 자살충동간 인과관계 분석 : 성별 차이를 중심으로)

  • Kim, Hyun-Ju;Roh, Ja-Eun
    • Korea journal of population studies
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    • v.34 no.2
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    • pp.135-162
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    • 2011
  • Given the 4 contexts-parents, friends, teachers and community- of adolescents, this research verified the casual relationships between each contextual support and the suicidal impulse, and the gender difference. The 4-year longitudinal data(KYPS) collected from 3,697 adolescents were used in this study. Using the Autoregressive Cross-Lagged Model, the suicidal impulse was consistently present from the 3rd grade in middle school to the 3rd grade in high school with significant stability. Gender differences were founded in the effect of parental support among the 3rd grade in middle school. Also the negative effect of friends' support on the suicidal impulse among the first grade high school students. The effects were more stronger for girls than boys. Previous supports by teachers and community had no significant effects on later suicidal impulses. These results suggest that the study of suicidal impulse needs to examine the complex support system of multiple context layers.

Developmental Trajectory of Mobile Phone Dependency among Youth and its Psychological/Emotional Predictors (아동·청소년기 휴대폰 의존의 발달궤적과심리·정서적 예측요인)

  • Ji Yeon Lee;Lck Joong Chung
    • Journal of School Social Work
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    • v.42
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    • pp.101-122
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    • 2018
  • The purpose of this study is to estimate the developmental trajectories of youth's mobile phone dependency, focusing on the psychological/emotional predictors using latent growth modeling(LGM). The data was collected from the 3th wave to the 6th wave(2012-2015) among panel survey for the 4th grade of elementary schools involving 2,219 students participated in Korean Children Youth Panel Survey(KCYPS) administered by National Youth Policy Institute. The major findings are as follows. First, youth's mobile phone dependency has increased as they got older. On the basis of significance in the variance of intercept and slope for mobile phone dependency, there would be sufficient inter-individual differences in mobile phone dependency among youth. Second, the statistically-significant protective factors are life satisfaction, self-control, academic attitude, sense of community, and achievement motivation. The statistically-significant risk factors are depression, aggression, and social withdrawal. Based on the results, the implications for youth welfare practices were discussed.

Development of Citizenship Promoting Home Economics Education Curriculum through Critical Literacy: Focusing on Housing Area of Middle School (비판적 리터러시를 통한 시민성 함양 가정과 교육과정 개발: 중학교 주생활 영역을 중심으로)

  • Oh, Kyungseon
    • Journal of Korean Home Economics Education Association
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    • v.33 no.2
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    • pp.57-80
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    • 2021
  • The purpose of this research is to develop a Home Economics education curriculum that can promote citizenship through critical literacy. To this end, the 'housing' area in the 2015 revised curriculum of home economics and textbooks were analyzed from a critical literacy perspective. Using Laster(1986)'s critical science curriculum development course and "A Teacher's guideFamily, Food and Society"(Staaland & Storm, 1996), a 'Citizenship raising curriculum of home economics education in the housing area.' was developed. The results of this research are as follows. First, when the the curriculum was examined, the teaching objectives of the overall subject, or the achievement criteria, learning elements, and evluative methods of the housing area consisted of practical problem solving curriculum that can include critical literacy content. In addition, as a result of analyzing the text of the three textbooks' housing areas, it was found that most of them were described as adapting to and coping with the current culture, and few problems or social issues were mentioned that could lead to critical literacy. Second, the housing area curriculum for critical literacy learning was developed, with a total of 13 plan of 7 modules including continuous interests, valued ends, learning contents, and 26 learning materials including reading materials, and video materials. Based on the findings, the next curriculum and textbook should address social issues related to critical literacy and various classes of housing, and teachers' communities and training should be operated to support teachers who can be examplary for practical reasoning and critical thinking.

A Causal Analysis on Internal Engagement in Science Fair (과학경연에서 학생의 내적 참여도 인과요인 분석)

  • Shim, Shim Jae-Gyu;Pak, Sung-Jae
    • Journal of The Korean Association For Science Education
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    • v.26 no.2
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    • pp.222-231
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    • 2006
  • The purposes of this study were to survey internal engagement in science fair and explore the causal relationship between internal engagement and motivation for participation. A written questionnaire on queries into motivation for participation and internal engagement were developed and tested. The subjects were 1066 students from 4th to 9th grade who had participated in the Youth Science Contest under the auspices of the Korea Science Foundation. Interest and commitment were selected as constructing factors of internal engagement. Through exploratory factor analysis, preference, reward, and social motivation were determined to be the factors affecting the motivation to participate. Boys showed higher internal engagement than girls, and interest and commitment were found to be higher in elementary school students(p<0.01). There was no difference in interest among elementary school students; however, fourth grade students showed lower commitment than other students(p<0.01). Ninth grade students showed the lowest interest and commitment among junior high school students(p<0.01). To explore the causal relationship between internal engagement and factors influence internal engagement, path analysis was used. The selected model illustrated how reward motivation affected commitment directly, and how preference motivation affected interest directly but only commitment indirectly through interest. Reward motivation affected commitment with a standardized direct effect coefficient of 0.17. Preference motivation affected interest with a standardized direct effect coefficient of 0.75 and commitment with a standardized total effect coefficient of 0.63(direct effect; 0.27 and indirect effect; 0.36). In addition, interest affected commitment with a standardized direct effect coefficient of 0.49. Social motivation did not affect interest and commitment and reward motivation did not affect interest.