• Journal of the Korean Society for Library and Information Science
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• v.49 no.1
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• pp.69-88
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• 2015

The purpose of this study is to see if reading guidances using the happy point books are effective. In this study, reading guidances were carried out to the 6th grade students of J Elementary School who have Enneagram Personality type 2. Books were selected as a source of reading guidance. These are self-growth theme books preferred by Enneagram Personality Type 4 students, a happy point of Enneagram Personality Type 2 students and books containing psychological functions of Enneagram Personality Type 4 students. A reading guidance was conducted in 14 sessions over a period of 5 weeks. Pre and post test using a measurement tool was implemented to measure the effectiveness of reading guidance in terms of emotional intelligence and self-esteem. And, written observation record cards and learning logs of the attendants were also made. As a result, the emotional intelligence and self-esteem of attendants appeared to be improved, and they are satisfied with reading guidance of applying to happy point books.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.625-642
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• 2015

The purpose of this study was to develop and verify the feedback-enhanced performance assessment model through a variety of assessment strategies focused on the development of students. In order to achieve the purpose of this study, we analyzed the achievements of the sixth grade curriculum standards and set the central achievement standards in core competencies. We then established an evaluation plan to take advantage of a variety of methods and develop an assessment tool for process-based evaluation during lessons. We applied this assessment model to 6th grade students while teaching and learning mathematics in the classroom. The result of applying the performance evaluation model showed the improvement of students' reflective thinking ability. Also, some students who was not achieved at the level of 'N' could develop to the level of 'N + 1'. A long term research using various assessment strategies should be continued for effective help of students' mathematical development.

• The Korean Publising Journal, Monthly
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• s.94
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• pp.16-16
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• 1991

우리사회에서 차지하는 학생운동의 위상은 한 부문운동의 그것을 훨씬 넘어선다. 학생운동 이외의 다른 운동이 제대로 성장치 못했던 70년대 이전은 물론이고, 전체 민족민주운동의 역량이 상당히 발전된 80년대 이후에도 학생운동은 여전히 우리사회를 움직이는 중요한 추동력이 되고 있다.

• Journal of the Korea Convergence Society
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• v.12 no.6
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• pp.161-171
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• 2021

The main purpose of this study was to investigate structural associates among high school students' perceived parental autonomy support, growth mindset, grit and avoidant help-seeking behaviors. There were 419 high school students participated for this study, and their perceived parental autonomy support, growth mindset, girt and avoidant help-seeking behaviors were collected through on-line survey. Descriptive analyses, Pearson correlation analyses, Structural equation modeling and Boostrapping analyses were performed to explore those relations through SPSS 25.0 and Mplus 8.2. First of all, as the result, it was found that the perceived parental autonomy support had positive effects on growth mindset and grit. Second, the growth mindset worked as a negative mediator for the association between perceived parental autonomy support and avoidant help-seeking behaviors. The results suggested that we should consider not only relations with parents but also individual growth mindset to increase high school students' self-regulated learning. Also, theoretical and practical implications were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.275-285
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• 2020

This study aimed to track changes in students' perception about schools over time, to analyze how participation in the Education Welfare Priority Support Project(hereafter "the Project") explains the changes, and to determine how the results of changes affect students' learning engagement, self-confidence, and peer relationship. Data were collected from 103 schools nation-wide(51 elementary and 52 middle schools) from 2015, 2016 and 2017 from 820, 911, and 837 students, respectively. The data were analyzed by applying a latent growth model with two stages: unconditional and conditional. The findings are that first, the perception about schools by the students who participated in the Project increased over time; and second, that the improvement of students' perception of schools has a positive influence on their learning engagement, self-confidence, and peer relationship. In the future, it was suggested that programs aimed at improving positive perception about schools should be provided to all students led by teachers, and a customized integrated support program should be arranged to students in need of intensive support by the educational welfare specialists.

• The Korean Journal of Coaching Psychology
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• v.5 no.2
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• pp.101-125
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• 2021

This study tried to identify the psychological mechanisms that middle and high school students can adaptively solve various problems, and to identify differences according to gender and school level. To this end, the growth mindset was set as an independent variable predicting the problem-solving ability of middle and high school students, and ego-resilience and emotional intelligence were set as the mediating variables. As for the research data, responses of 94 middle school students(40 males, 54 females) and 134 high school students(63 males, 71 females) who participated through mobile and off-line were analyzed using SPSS 24.0 and AMOS 18.0. The results are as follows. First, differences according to gender and school level were significant only in emotional intelligence. Second, ego-resilience and emotional intelligence mediated the relationship between growth mindset and problem-solving ability respectively. Third, the dual mediation effect of ego-resilience and emotional intelligence was significant in the relationship between growth mindset and problem-solving ability. Based on these results, theoretical and practical discussions and implications for improving problem-solving ability of middle and high school students are presented.

• Korean Journal of Health Education and Promotion
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• v.1 no.1
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• pp.113-114
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• 1983

학교에 있어서 학생들의 건강하고 행복한 생활을 할 수 있게 건강관리와 건강교육을 수행하는 것이 원래의 학교보건의 목포이다. 학생이 신체적, 정신적 및 도의적으로 건전하게 성장 및 발달하여 하나의 성숙된 시민으로 자라게 돕는 사업이다.

• Journal of Yeungnam Medical Science
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• v.21 no.1
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• pp.23-39
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• 2004

Background: It is important to provide health education to students to ensure a healthy life. Using the internet for health education may be a way to overcome the practical barriers to health education such as time and content. This study was conducted to investigate the demands for health education using the internet. Subjects and methods: Six hundreds and twenty-four and male female students in middle and high schools, who lived on Gyeongju-si and Seongju-gun in Gyeongsangbuk-do province, were interviewed by means of structured questionnaires, from March 5 to March 28, 2003. Results: More than 90% of the subjects had their own computers, and nearly 38% of those possessing their own computers had accessed internet sites related to health and medicine. Middle school students and in particular, female students were more desirous for health education through e-mail. Regarding content, the three major topics which the respondents wanted to learn about were healthy lifestyles, growth and development, and disease prevention. In terms of the interval for providing educational materials, over half of the students wanted information once a week. Most of the students wanted to have the quantity of the material be one page. In addition, there were numerous additional topics requested by the students such as sleep and health, contraception and family planning, safety education, cancer prevention, emotional instability of juveniles, the utilization of medical care facilities, stress management, etc. Conclusion: The students had a desire for health education through the use of e-mail, and methods and materials should be developed for appropriate health education using the internet.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.113-123
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• 2016

The purpose of this study is to understand the elementary student's growth and its implications from the students' experience participating in the science fair by phenomenological study. The results are as follows. First, the students have various experiences. They acquire scientific knowledge and inquiry skills by conducting in-depth experiments, visiting several places, and interviewing experts. They have some experience in writing experiment journals to record the inquiry process in their own language, and presenting their results in public. Second, the students suffer several difficulties while preparing for the science fair. They have some difficulties when the results were not consistent with the hypothesis, or they had to repeat the experiment over and over. They feel burdened in writing the experiment journal. They had a few time to meet friends or for hobbies. Third, the students improve scientific attitude through the science fair, and they receive a positive effect on the affective side. They developed scientific interest, curiosity, cooperation, etc. And they also gained a sense of accomplishment, confidence, friendship, good relationship with teachers, career interest, etc. This study finds out that students participating in the science fair have a lot of experience that cannot be done easily in a normal science class. Even though students confront some difficulties in the inquiry process, they make good progression and feel accomplished. So the science fair is valuable experience for them.

• The Mathematical Education
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• v.63 no.1
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• pp.19-33
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• 2024

This study investigates longitudinal patterns in middle school students' mathematics interest and achievement using panel data from the 4th to 6th year of the Gyeonggi Education Panel Study. Results from the multivariate growth mixture model confirmed the existence of heterogeneous characteristics in the longitudinal trajectory of students' mathematics interest and achievement. Students were classified into four latent classes: a low-level class with weak interest and achievement, a high-level class with strong interest and achievement, a middlelevel-increasing class where interest and achievement rise with grade, and a middle-level-decreasing class where interest and achievement decline with grade. Each class exhibited distinct patterns in the change of interest and achievement. Moreover, an examination of the correlation between intercepts and slopes in the multivariate growth mixture model reveals a positive association between interest and achievement with respect to their initial values and growth rates. We further explore predictive variables influencing latent class assignment. The results indicated that students' educational ambition and time spent on private education positively affect mathematics interest and achievement, and the influence of prior learning varies based on its intensity. The perceived instruction method significantly impacts latent class assignment: teacher-centered instruction increases the likelihood of belonging to higher-level classes, while learner-centered instruction increases the likelihood of belonging to lower-level classes. This study has significant implications as it presents a new method for analyzing the longitudinal patterns of students' characteristics in mathematics education through the application of the multivariate growth mixture model.