• Title/Summary/Keyword: 학업지연

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Current status and needs for special education to support educational gaps for students with disabilities after COVID-19 (코로나19 이후 장애학생 교육 격차 지원을 위한 특수교육 현황과 요구)

  • Janghyun Lim;Haein Jeon
    • The Journal of the Convergence on Culture Technology
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    • v.9 no.6
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    • pp.33-39
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    • 2023
  • Although COVID-19 has transitioned to a level 4 infectious disease in 2023 and has entered a stable trend, in special education settings, the importance of supporting the academic and social development gaps of students with disabilities caused by non-face-to-face learning situations such as remote classes during the COVID-19 period is emerging. there is. Accordingly, in this study, in order to identify and support the educational status and academic deficits of students with disabilities after COVID-19, we conducted a survey targeting 2,214 special education teachers in 17 cities and analyzed the results. As a result of the study, due to COVID-19, the developmental delay and educational gap in students with disabilities in terms of academics, emotions, and behavior deepened, and there was a high demand for manpower support, psychological counseling, and medical support for emotional behavior as a way to support this. Based on the results of this study, follow-up results were proposed.

A Study on the Changing Trajectory of Game Use and the Current and Lag Effect from Self-Control during Early Adolescences (초기 청소년의 게임사용 변화궤적과 자기통제력의 동시효과 및 지연효과 연구)

  • Heo, Gyun
    • The Journal of Korean Association of Computer Education
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    • v.15 no.3
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    • pp.71-80
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    • 2012
  • The purpose of this study is to find out the changing trajectory of online game use as the development of early adolescences. It is also to explore whether the self-control has a current and a lag effect on the game use while development of students. We found these results: (a) There is a statically significant individual variability in initial levels and rates of change in online game use over time. The change of trajectory is declined. (b) Boys also have higher rate of the change in using game than girls over time. (c) Both initial state and changing rate of online game use affects negatively the academic achievement. (d) Current effect always supports, but lag effect does not support except the period from last elementary school grade to middle school grade as explanations for the developmental relation between self-control and online game use in young adolescents.

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A Study on Information Needs and Information Behavior of Visually Impaired Children and Teenagers (시각장애 아동 청소년의 정보요구 및 정보행태에 관한 연구)

  • Song, Hanna;Lee, Jee Yeon
    • Proceedings of the Korean Society for Information Management Conference
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    • 2017.08a
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    • pp.85-88
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    • 2017
  • 본 연구는 시각장애 아동 군과 청소년 군이 가지는 정보요구의 주제, 자주 이용하는 정보원, 정보를 찾는 데 있어 느끼는 어려움, 그리고 학교도서관 이용행태에 대해 파악하고자 하였다. 연구는 국내시각장애 특수학교에 재학 중인 아동과 청소년 25명을 대상으로 한 개별심층면담을 통해 이루어졌다. 연구 결과, 시각장애 아동은 취미, 학업 등에 대한 정보요구가 있었으며, 이를 해결하고자 인적정보원과 인터넷을 주로 이용하는 것으로 나타났다. 아동들은 정보를 획득할 때, 기기 이용에 있어 제한된 환경으로 인해 어려움을 느끼는 것으로 나타났다. 시각장애 청소년은 취미, 진로 등에 대한 정보요구가 있었으며, 이를 해결하고자 인터넷을 주로 이용하였다. 청소년들은 정보를 획득 할 때, 장애 등으로 인해 어려움을 느끼는 것으로 나타났다.

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The Effects of Child Temperament, Assertive Behavior, and Maternal Parenting Behavior on Academic Achievement in Late Childhood (아동의 기질 및 주장적 행동과 어머니의 양육행동이 학업성취도에 미치는 영향)

  • Cho, Hee-Won;Park, Seong-Yeon;Chee, Yeon-Kyung
    • Korean Journal of Child Studies
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    • v.32 no.6
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    • pp.15-32
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    • 2011
  • The purpose of the present study was to examine mechanisms by which the characteristics of child temperament influences academic achievement in late childhood. It was hypothesized that the effects of child temperament on achievement would be mediated by assertive behavior on the part of children and maternal parenting behavior. Data for this study came from self-report questionnaires completed by 657 elementary school children (343 boys, 314 girls). The results of structural equation modeling demonstrated that child temperament affected academic achievement through both assertive behavior and maternal parenting behavior; this was evidenced across the entire sample. Child temperament (approach-withdrawal, mood quality, persistence) also had a number of positive effects on assertive behavior (directiveness, social assertiveness, defense of rights and interests) and maternal parental behavior (warmth-acceptance, guidance). These results were found to be the case for both boys and girls. The results of this study further revealed that maternal parenting behavior mediated the relationship between child temperament and achievement for boys, whereas assertive behavior played the same role for girls. These findings suggest the need for different approaches in developing programs to improve levels of academic achievement which give due consideration to child temperament and social behavior as well as parenting, based on child gender.

The Effect of Internal Control on Academic Procrastination among Middle School Students: The Moderating Roles of Autonomous Motivation and Parental Pressure on Academic Performance (중학생의 내부통제성이 학업지연행동에 미치는 영향: 자율적 동기와 부모의 학업성취압력의 조절효과)

  • Seung Hee Seo;Ju Hee Park
    • Human Ecology Research
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    • v.61 no.3
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    • pp.429-443
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    • 2023
  • The purpose of this study was to investigate whether internal control, autonomous motivation of middle school students, and perceived parental pressure on academic performance affect academic procrastination, while verifying the moderating roles of autonomous motivation and parental pressure on academic performance. The participants were a total of 371 middle school students. Academic procrastination, internal control, autonomous motivation, and parental pressure on academic performance were measured using the Procrastination Inventory (Aitken, 1982) revised by Jeon and Park (2014), the Internal-External Control Scale (Ko, 2014), the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) revised by Kim (2002), and the Scale of Kang (2003), respectively. The collected data was analyzed using SPSS 26.0 and a Process Macro Model 2 (multiple additional modulation effect). The results of the study are summarized as follows. First, middle school students' internal control, autonomous motivation, and perceived parental pressure on academic performance directly affected the students's academic procrastination. Second, the moderating role of parental pressure on academic performance was significant. On the other hand, the moderating role of autonomous motivation was not significant. In conclusion, the results of this study suggest that in order to reduce and prevent academic procrastination it is important to improve internal control by helping middle school students become confident enough to believe that they have the ability to change their behavior and achieve their aims. At the same time, parents need to be interested in the process rather than only the academic performance of their children and support their autonomy.

A Study on the Relationship between Game Addiction and Social Stigma of the Youth outside school (학교 밖 청소년의 게임중독과 사회적 낙인감에 관한 상호관계 연구)

  • Moon, Jin-Young;Park, Ju-Won;Lee, Chang-Moon
    • Journal of Digital Convergence
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    • v.18 no.1
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    • pp.343-355
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    • 2020
  • The purpose of this study was to analyze the relationship between game addiction and social stigma of adolescents outside school. After examining the previous research focusing on the Public stigma & Self-stigma theory, We intended to examine how game addiction and social stigma affect each other over time, and the time causal relationship between the both. Using youth outside school panel 3rd, 4th, 5th data, This study analyzed the relationship between game addiction and social stigma of adolescents with school interruption longitudinally. The research method was analyzed by autoregressive cross-lagged model using two variables such as game addiction and social stigma using Amos25 program. The results showed that game addiction did not significantly affect social stigma at the next time, but social stigma had a significant effect on game addiction at the next time. Game addiction and social stigma have a strong auto-regressive effect, and the degree remains constant over time. Accordingly, this study suggested social co-prosperity, support from the local community, multidisciplinary viewpoints and cooperation between the public and private sectors.

Mothers' and Teachers' Autonomy Support in Relation to Children's Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator (어머니와 교사의 자율성 지지가 아동의 학업지연행동에 미치는 영향: 자기조절학습 효능감의 매개적 역할)

  • Lee, Bomi;Shin, Nana
    • Human Ecology Research
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    • v.59 no.4
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    • pp.477-488
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    • 2021
  • This study investigated the association between children's perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers' and teachers' autonomy support, children's self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers' autonomy support had a direct effect on children's academic procrastination, teachers' support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers' and teachers' autonomy support displayed greater efficacy for self-regulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children's feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

A CASE OF PRADER-WILLI SYNDROME TREATED WITH FLUOXETINE (Prader-Willi 증후군의 Fluoxetine 치험 1례)

  • Shin, Dong-Won;Song, Dong-Ho
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.8 no.1
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    • pp.133-138
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    • 1997
  • Prader Willi Syndrome(PWS) was first recognized and reported by Prader-Willi. The etiology of the syndrome is not fully understood, but 50-70% of the patients show small deletion in chromosome 15. Manifested symtoms vary according to developmental age. In early life, hypotonia, areflexia, feeding difficulties, hypothermia, microgenitalia, hypoplastic scrotum, cryptochordism were observed. But in several years, hypotonia disappears, and polyphagia, decreased satiety, psychomotor retardation, obesity, hypogonadism and short stature become main problems. Behavioural problems including temper and aggressive outbursts, stealing food, hoarding food, and self excoriating skin picking, trichotillomania are more prominent during adolescence and young adulthood. Also, irritable, depressed mood are described. Lots of psychological and behavioural problems explain the reason why psychiatrists have managed and reported this syndrome. However, there has been no official report of PWS in our country. So authors report the clinical characteristics and issues in management of a patient with PWS.

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A Meta-Analysis on the Effects of STEAM Education as an Education Policy of Korean Governments (융합인재교육의 정책적 목표를 중심으로 한 STEAM 교육의 효과성에 관한 메타분석)

  • Kang, Jiyeon;Jin, Sukun
    • Journal of the Korea Convergence Society
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    • v.10 no.12
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    • pp.205-213
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    • 2019
  • Since 2011, when the Korean government initiated STEAM education in schools, many STEAM programs have been developed and many researches on STEAM education have been published in Korea. This meta-analysis examined the effectiveness of STEAM education by calculating effect sizes using statistics from 177 studies that reported their efforts in examining the effectiveness of STEAM programs. The findings of this study are the followings: 1)the total mean effect size of STEAM education is above medium level(effect size=.69). 2)Mean effect sizes of all four effect factors are above medium level, .58-.74. Mean effect sizes are .65 for STEAM interests, .74 for STEAM capacity, .63 for STEAM academic achievement, and .58 for STEAM careers. 3)The mean effect size of STEAM education in middle schools is significantly higher than in other school levels. This result suggests that STEAM education is more effective in middle schools.

Exploring the Causes of and Potential Solutions for Low Academic Achievement of Students Majoring in Sciences and Engineering at Prestigious Korean Universities: Case Study of A University (상위권 대학 이공계열 학생들의 학업부진 원인과 대처 방안 탐색: A대학 사례를 중심으로)

  • Park, Altteuri;Lee, Jiyeon;Lee, Heewon
    • Journal of Engineering Education Research
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    • v.23 no.1
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    • pp.10-25
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    • 2020
  • This study was conducted to identify the causes of academic weakness and to find the ways to cope with it for the students majoring in science and engineering at the top university in Korea. For this purpose, a questionnaire was conducted for students who experienced academic warning and poor academic performance at A university, and a total of 207 students responded. The results were divided into two groups majoring in science and engineering or not and the characteristics and differences of each group were analyzed. In addition, in-depth interviews were conducted with five students who had experienced academic warning and poor academic performance. As a result, the group majoring in science and engineering had a relatively low level of difficulty in forming interpersonal relationships and relatively high degree of participation of activities in their departments. The group majoring in science and engineering have a tendency to choose careers that are connected with their majors, and therefore, their response was relatively low due to lack of career goals. However, the group majoring in science and engineering had difficulty in academic performance due to the difference in basic courses and the level of recognition about self-learning strategy needed for university study was relatively low compared with the group majoring in non-science and engineering. When they experienced academic problems, they said that their interest, support, and positive feedback from professors helped them recover their motivation and continue their studies. Through these results, it was confirmed that intervention and support are needed considering the academic situation and characteristics of the students majoring in science and engineering.