• Korean Journal of Child Studies
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• 제30권5호
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• pp.9-22
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• 2009

본 연구에서는 유치원에서의 훈육과정을 관찰하고, 이에 대한 담론을 분석함으로써 교사와 학생간의 관계 형성 과정 및 유형에 대해 살펴보았다. 이를 위해 미국에 위치한 대학부속 유치원에 재학중인 만 4세 학생 32명과 지도교사와의 대화 내용을 녹음하였으며, 지도교사와의 심층면접도 실시하였다. 분석 결과, 교사-아동간의 관계 형성 유형은 크게 친밀, 독립, 갈등적 관계의 세 유형으로 구분되었으며, 대부분의 아동들은 교사와 친밀 또는 독립적 관계를 보였다. 단지 3명의 학생이 교사와의 갈등적 관계를 보였는데, 이는 교사의 차별적 처사 때문이 아니라 교사가 긍정적인 상호작용을 시도했음에도 불구하고 학생들이 교사의 암시적인 단서를 놓치거나 무시함에 따라 부정적 상호작용이 반복되면서 발생되는 것으로 밝혀졌다. 즉 학생들의 미성숙한 사회적 기술로 인한 것이었다. 따라서 본 연구에서는 교사가 학생과의 갈등적 관계 형성 과정을 인지하고, 그들을 위해 명시적인 훈육방법을 제공해야할 필요성에 대해 제안하였다.

• Korean Journal of School Psychology
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• 제18권3호
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• pp.399-423
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• 2021

We used structural equation modeling to analyze data from 298 high school students in South Korea to investigate the relationship between student-perceived teachers' calling and students' academic burnout and the mediating effects of student-perceived need-supportive teaching and students' basic psychological need satisfaction. The results showed that student-perceived teachers' calling was not directly related to students' academic burnout and that student-perceived need-supportive teaching mediated the indirect negative relationship between student-perceived teachers' calling and students' academic burnout. Furthermore, student-perceived need-supportive teaching and students' basic psychological need satisfaction sequentially mediated the indirect negative relationship between student-perceived teachers' calling and students' academic burnout. Implications and suggestions for future research are discussed based on these results.

• Korean Journal of School Psychology
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• 제18권2호
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• pp.197-220
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• 2021

This study examined the mediating effect of cognitive flexibility and active coping on the relationship between elementary school teachers' adult attachment and their perceptions of teacher-student relationships. Questionnaires were given to 203 elementary school teachers in Gyeonggi-do that contained adult attachment, cognitive flexibility, coping, and teacher-student relationship scales. Collected data was analyzed using SPSS 23.0 and SPSS macros. There were three major results. First, cognitive flexibility fully mediated the relationship between adult attachment and perceptions of teacher-student relationships. Teachers who had secure adult attachment tended to positively perceive teacher-student relationships as a result of their cognitive flexibility. Second, active coping did not mediate the relationship between adult attachment and perceptions of teacher-student relationships when the mediating effects of both cognitive flexibility and active coping were considered. This result means that adult attachment indirectly affected active coping via cognitive flexibility. Third, cognitive flexibility and active coping fully mediated the relationship between adult attachment and perceptions of teacher-student relationships. Teachers who had secure adult attachment tended to perceive teacher-student relationships positively as a result of their cognitive flexibility and active coping. This paper presents the implications of these results, limitations of this study, and suggestions for future research.

• (The) Korean Journal of Educational Psychology
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• 제31권2호
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• pp.215-237
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• 2017

This study was to examine the mediating role of high school students' teacher justice experience and their emotional relationship with teachers in the links between belief in a just world and school engagements, along with gender differences. The participants were 383 high school students in Seoul, Korea. The results showed that the more the students believed in a just world, the more they engaged in school life. In addition, the effect of belief in a just world on teacher-student relationship was fully mediated by teacher justice experience, and teacher-student relationship also mediated association between teacher justice experience and school engagement. In particular, for female students(N=213), the belief in a just world had both direct and indirect effect on school engagement mediated by students' experience of teacher justice and their relationship with teachers in order. On the other hand, for male students(N=168), the influence of belief in a just world on school engagement was fully mediated by teacher justice experience and teacher-student relationship in sequence. The results that belief in a just world had different path to school engagement by gender could be helpful to understand beneficial effect of belief in a just world in educational context.

• (The) Korean Journal of Educational Psychology
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• 제28권1호
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• pp.23-39
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• 2014

The goal of this study was to examine the relationship among students' personal variables(Korean language abilities, self-efficacy, student-teacher attachment relationships), teacher variable(perceptions of multi-cultural education) affecting on multi-cultural students' school adjustment. Structural equation modeling was performed to test the mediating role of self-efficacy and student-teacher attachment affecting multi-cultural students' school adjustment. 336 elementary students and their matching 264 elementary school teachers were participated for this study. The model fit for this study model was acceptable, =280.024, df=98, CFI=.930, RMSEA = .074. The results revealed that teacher's perceptions on multi-cultural education significantly related with student-teacher relationships. However, Korean language ability did not directly affect the school adjustment for multi-cultural background students. That is, self-efficacy and student-teacher relationships mediated between Korean language ability and school adjustment. Moreover student-teacher relationships seem to be the key mediating factor between other research variables and school adjustment. Further considerations and future directions based on results were discussed.

• The Journal of the Korea Contents Association
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• 제13권7호
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• pp.452-462
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• 2013

This study investigates the influence of school cultures, specifically culture of teachers' collaboration, principals' leadership, students' peer relation, on school satisfaction of school members such as students, parents, teachers, and principals. To achieve the goal, this study analyzed the data from the survey for the Seoul education longitudinal analysis during 2010 and 2011, and conducted the following statistical meth5ods: descriptive statistics, correlation, and multiple regression. There were significant effects of students' peer relations and culture of teachers' collaboration on students' and parents' school satisfaction. This study found two implications. Culture of teachers' collaboration is the common factor to effect students' parents', and teachers' school satisfaction. Overall, this study attempted to review school satisfaction and school culture at the same time from students', parents', teachers', and principals' perspectives, even though previous literature on school satisfaction has generally focused on each groups' perspective separately.

• Journal of Digital Convergence
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• 제15권4호
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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.

• The Journal of the Korea Contents Association
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• 제18권6호
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• pp.492-503
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• 2018

The purpose of this study was to analyze the effects of elementary school students' interpersonal stress and attitudes toward help on happiness. The subjects were 171 elementary school students. Data were analyzed using ANOVA, Pearson's correlation analysis, and hierarchical regression analysis. The results of the study are as follows. First, there was a significant negative correlation between interpersonal stress and happiness. Attitudes toward help had a significant positive correlation with happiness. Second, parents and peer relationship stress had significant negative influence on happiness. Third, help seeking attitude toward parents and teacher among the sub-factors of help seeking attitude had a significant positive influence on happiness. Fourth, the relationship between parental stress and happiness showed a significant mediating effect on parents and teacher attitude toward help. The relationship between teacher stress and happiness showed a significant mediating effect on teacher attitude toward help. The relationship between peer relationship stress and happiness had no mediating effect of attitude toward help. Based on these results, we discussed the importance of attitude toward help in the relationship between stress and elementary school students' happiness.

• Journal of the Korean School Mathematics Society
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• 제26권2호
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• pp.71-86
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• 2023

In this paper, we sought for instructional methods to guarantee equitable access to successful mathematics learning for students with a low economic status. For the purpose, we analyzed the PISA2012 data to investigate the effect of diversity-inclusive instruction and teacher-student relationship on mathematics achievement of Korean students with a low economic status. The analysis showed that there was a positive correlation between diversity-inclusive instruction and the mathematics achievement of the students. In addition, it indicated a partial mediating effect of teacher-student relationship between diversity-inclusive instruction and the mathematics achievement of the students. Further analysis is necessary to examine the effect of diversity-inclusive instruction on the achievement of students from deprived backgrounds. Based on the results, we discuss the implications for the improvement of mathematics instruction to guarantee educational equity for all students.

• Journal of The Korean Association For Science Education
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• 제42권2호
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• pp.265-275
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• 2022

In this study, focusing on science education in the future society, we explored students' key competencies to be cultivated for the future society, and the role and PCK expertise necessary for science teachers, who are the main agents of competency-based education to nurture these key competencies. A survey conducted among earth science teachers across the country results in 105 valid responses being obtained. The research results are discussed in terms of students' key competencies to be nurtured for the future society, the role and the expertise of science teachers required for competency-based education, and the structural relationship between the teacher role and teacher expertise. We also conducted network analysis to examine the relationship between student competency and teacher expertise, and the structure between the teacher's role and expertise. Main results include that communication and collaboration skills are the most important for students in the future society as core competencies. For science teachers, providing opportunities for collaboration-oriented activities are deemed as the most important. Regarding the structural relationship between the teacher's role and the teacher's expertise, there is a clear relationship with roles such as providing opportunities for collaboration-oriented activities and utilizing various materials and contents in relation to the expertise related to the science teaching practice. Based on the results, ways to promote student's agency based on raising teachers' awareness of the student's competencies, the inter-relatedness of the teacher's role and the teacher's expertise, and the totality of teachers' expertise were suggested.