• Journal of Families and Better Life
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• v.19 no.5
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• pp.221-238
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• 2001

The purpose of this study was to investigate the relationships between parental childreating behaviors and parental personality, and children’s emotional intelligence. The subjects included 223 children from kindergarten to 6th grade and their parents. The results were as follows: Firstly, children’s Emotional Intelligence(EI) showed sex difference and age difference between two grade-groups(kindergarten~3rd grade, 4th~6th grade). the age-differences being more distinct in other-related EI than in the self-related : Secondly, parental personality explained parental childrearing behaviors better in higher-grade groups than in lower-grade groups, maternal personality predicting maternal childreating behaviors better than paternal personality predicting the paternal childreaing behaviors; Thirdly, childrearing behaviors explained childern’s self-relate EI better than the other-related : Finally, parental personality revealed greater predictive power of children’s EI in higher-grade groups than in lower-grade groups, better explaining sel-related EI than the other-related. Several suggestions were made concerning future EI studies.

• Youth Facilities and Environment
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• v.16 no.2
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• pp.79-91
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• 2018

This study empirically examined the moderated mediation effect of volunteer time in the effect of school maladjustment on juvenile delinquency through depression as negative emotions. For empirical confirmation, 7,052 individuals were collected by stratified multi-stage cluster sampling among 4th to 6th grade elementary school, 1st to 3rd grade junior high school, and 1st to 3rd grade high school students in May 2015. This data was used for analysis. The results of the analysis are as follows. First, school maladjustment directly affects juvenile delinquency and indirectly influences juvenile delinquency through depression. In other words, the higher the school maladjustment, the higher the juvenile delinquency. Also, the higher the school maladjustment, the higher the depression, and the higher the depression, the higher the juvenile delinquency. Second, the volunteer time has a significant effect on juvenile delinquency through interaction with the depression. In other words, it was proved that the moderated mediation effect of volunteer time in the effect of school maladjustment on juvenile delinquency through depression as negative emotions. Based on this, policy implications were examined.

• Human Ecology Research
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• v.51 no.5
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• pp.537-549
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• 2013

The purpose of this study was to develop an objective Ego Strength Scale for Children useful in research and clinical fields for measuring the ego strength of 3rd-6th grade children and to test its validity and reliability. For these purposes, we conducted a two-stage study. First, the scale was developed through data collection, composition of components and questions, a preliminary survey, and a main survey. The main survey was conducted with 1,185 3rd-6th grade children in Seoul and Gyeonggi province, and analyzed through exploratory factor analysis and reliability analysis. Second, the scale we developed was validated through confirmatory factor analysis and convergent-discriminant validity analysis for testing validity related to internal structure. The secondary survey was conducted with 5,494 3rd-6th grade children in Seoul and the province of Gyeonggi, Chungcheong, Gangwon, Jeolla, Gyeongsang, and Jeju. The study concluded the following: First, the scale was designed to measure 4 factors: competence, initiative, elasticity, and sociability using 26 questions. Second, the Ego Strength Scale for Children was found to be highly valid through validity tests. In addition, it showed high reliability in an internal consistency test and split-half reliability test. As this study developed and validated the Ego Strength Scale for Children in the current situation in which there are few objective instruments to measure children's ego strength, it is meaningful in that it laid the basis for broader future research on ego strength.

• Korean Journal of Child Studies
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• v.23 no.5
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• pp.139-151
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• 2002

This study explored the conditions of daily hassles and the relations between daily hassles, bullying, and victimization by grade and gender. Data were collected from 530 1st-6th grade children through questionnaires. The extent of stress, bullying, and victimization of children differed by grade and gender. Males reported higher parent-, study-, and friend-related stress than females. Bullying and victimization were highly related to each other. Most bullying appeared in 3rd-6th grade children while most victimization occurred in 1st-2nd grade children. Most bully/victims were in 5th-6th grade children. More females than males were not-involved and victimized. More males than females were bullies and bully/victims. Bullies, victims, bully/victims, and not-involved children experienced different degrees of daily hassles.

• Journal of Science Education
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• v.41 no.3
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• pp.351-364
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• 2017

This study investigated science self-efficacy, sources of science self-efficacy, and creative personality by grade and gender. For this study, 495 $3^{rd}-6^{th}$ elementary students were participated. The findings showed that there was no significant difference by grade and gender in science self-efficacy. In sources of science self-efficacy, there was significant differences by gender, but not by grade. $3^{rd}$ and $4^{th}$ graders' scores about 'vicarious experiences' and 'physiological and affective states' were higher than the those of $5^{th}$ and $6^{th}$ graders. Among creative personality, $3^{rd}$ and $4^{th}$ graders' scores about 'motivation' and 'challenge' were higher than those of $5^{th}$ and $6^{th}$ graders. Comparing the scores among sources of science self-efficacy, the mean scores of 'social persuasion' were relatively low than other sources. This showed that praises and encouragement of teacher, parents and friends had not been sufficient. In terms of variables' influences on science self-efficacy, multiple regression results showed that 'mastery experiences' in sources of science self-efficacy had the most explanatory power and 'social persuasion' had the second explanatory power. 'Patience' in creative personality showed the third explanatory power. The variables' influences on science self-efficacy showed differences by grade and gender.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.163-182
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• 2013

The purpose of this study is an analysis on the 3rd graders' achievement in the elementary school. For this purpose, this study, first, analysed on the 3rd graders' achievement like the ratios of the achievement levels for whole students, sexual students, and regional students. Second, this study analysed the 3rd graders' assessment results like the total averages, averages for the contents area, sexual students, and regional students. Third, this study analysed students' special responses on the items.

• The Journal of the Korea Contents Association
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• v.8 no.3
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• pp.182-189
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• 2008

The purpose of this study were to investigate 1) present condition of children's usage of computer game, 2) difference in extent of immersing in computer game according to grade, and 3) difference in extent of immersing in computer game according to conditions of computer game usage. A total of 239 children from 1st to 3rd grade in an elementary school in Busan were surveyed with two kinds of questionnaires about usage of and immersion in computer game. The collected data were analyzed using SPSS 12.0 program. It was revealed that the 1st graders showed higher scores on experience of computer game, frequency of computer game per week, and amount of time for each computer game than the 3rd graders. However, there were no significant differences in extent of immersing in computer game according to grade and to conditions of computer game usage. The findings of this study implies that the age of using computer game is going down rapidly. Discussions and suggestions for further study were provided.

• Journal of Korean Home Economics Education Association
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• v.11 no.2
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• pp.89-110
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• 1999

The purpose of this study was to investigate the perception and eating behaviors of middle school students in Kwangju area about food and nutrition section of Home Economics course. The subjects were 480 middle school students. The major results were as follows： On the perception f food and nutrition section, the 1st graders learned ‘how to settle the problems related to food and nutrition and food choices’. The 2nd graders learned ‘the knowledge and principle of food and nutrition for improving dietary life’. The 3rd graders learned ‘actual dietary life functions like arranging menu and preparing meals’. Consequently, there was a significant difference in each grade and all boy and girl students have the highest response to the item ‘they learn how to settle the nutrition problem and foods choices’. On the interests in food and nutrition section, lower graders and girl students have higher interest than hgiher graders and boy students. The area which was considered as most interesting in food and nutrition sections was ‘cooking’ in all students. The perception of the concern on dietary life after learning food and nutrition section was higher in the 1st graders. On the perception of the area where was a great change in their own dietary life after learning food and nutrition section, the 1st graders responded there was a great change in ‘balanced dietary life’, the 2nd graders in ‘eating habit and nutrition of adolescence’and the 3rd graders in ‘cooking’. Especially, girl students showed more changes. On the perception of degree which food and nutrition section gives a help to actual life, students over 50% responded that it was helpful to their actual life. This showed that the lower the grades, the more help it gave to those students. On the perception of mother’s job, the students with working mother considered that they learned ‘actual dietary life functions like functions like arranging menu and preparing meals’from the food and nutrition section. In addition, they had high interests in the area of ‘cooking’. It was recognized that as the family size was greater, the food and nutrition section gave more helps to actual life. On eating behaviors of breakfast, the higher the grade, the more frequent they don’t have breakfast, boy students have more frequencies of having breakfast than girl students and the primary reason of not having breakfast is poor appetite. On whether going without a meal affects study or not, most of the 1st, 2nd and 3rd graders whether they are boys and girls or not responded it affected their study. On eating behaviors of lunch, most of boy and girl students in the 1st, 2nd 3rd grade have lunch box. On eating behaviors of supper, eating time is usually between 7：00 and 8：00 p.m and eating hour is mostly 10 or 15 minutes. On eating behaviors between meals, frequency of eating between meals is mostly once or twice a day and girl students have more frequencies of eating between meals, and the cause was hunger commonly in boy and girl students and ‘killing time’in girl students. The focus in getting the foods is ‘taste’and favorite food is fruit regardless of the grade.

• Journal of Korean society of Dental Hygiene
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• v.11 no.6
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• pp.853-862
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• 2011

Objectives : The aim of this study was to investigate the number of self-report symptoms for temporomandibular disorders(TMD) and related factors in the third grade students of high school. Methods : A total of 1,043 high school the 3rd students age 16 20 completed a questionnaire from 11 high schools in Andong city from April to June 2010. Student's t-test was used to analyze the difference of TMD number. Multiple regression analysis was performed to determine the effects of independent variables on TMD number. Results : 1. Students who have one TMD were 71.3%, two 41.7% and over three 25.7%, respectively. 2. The number of TMD symptom of students who have no good habits such as clenching, bite lip and cheeks, resting on hand, chewing gum, hard foods, and unilateral chewing was a statistically significant higher than those who doesn't have ones(p=0.00). 3. TMD number of students who have been under more stress was a significantly higher than those who didn't have been(p=0.00). 4. Bite lip and cheek(${\beta}$=0.03, p=0.037), chewing gum(${\beta}$=0.03, p=0.029), resting on hand(${\beta}$=0.04, p=0.006), hard foods(${\beta}$=0.07, p=0.000), and stress out(${\beta}$=-0.03, p=0.018) were significantly associated with TMD number by multiple regression analysis. Conclusions : Variables associated with TMD were bite lip and cheek, chewing gum, resting on hand, hard foods, and stress out factor. According to our findings, it is so important to teach good habits on oral health to the 3rd grade students in high school. Further prospective study should explore cause of TDM from those variables.

• 지역과문화
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• v.5 no.1
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• pp.65-84
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• 2018

The purpose of this study is to develop education programs for effective education of Jeong-gan-bo. Jeong-gan-bo is a unique piece of music made during King Sejong's reign. Starting in the third grade elementary school, Jeong-gan-bo begins to develop. If you fail to understand Jeongganbo in lower grades, you often give up scores of music in a more detailed and complicated manner. This is why we need a customized education program for the first time in lower grades. For this purpose, the basic process of understanding the Jeongganbo is understood to be played as a traditional play. This study consists of the elementary school the 3rd grade scenario. This study consists of the second - grade class scenarios for the 3rd grade elementary school students, the curriculum is centered on the curriculum, which is currently in the 3rd grade curriculum, curriculum in 2009. The program learns to play the rhythm of the 1st phase, the code of the 2nd stage of Jeong-dan, and play the rhythm through play through play. Step 1 is not only visually recognizable, but also a direct sign of the code. The second phase consists of the basic composition of Jeongganbo, through the basic composition of Jangdan, and learns the exact rhythm of Jeongganbo. The results of the study can be divided into meaningful meaning in terms of educational significance and educational content development in terms of educational significance. The methods used to understand the exercises and play games were effective in understanding the contents of Jeongganbo, and also meaningful to the role of traditional music in the context of various programs.