• Korean Journal of Child Studies
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• v.28 no.5
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• pp.1-18
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• 2007

This study examined school adjustment and protective factors of school violence victims in 1128 5th and 6th graders. Children completed questionnaires. Descriptive analysis showed that 52.5% of the participants had experienced school violence at least once over the past 9 months. Boys reported more school violence than girls. Victims of school-violence experience showed lower levels of school adjustment than other students, but victims with protective factors of high self-esteem, teacher's support, internal locus of control, and parents' democratic fostering attitude showed better school adjustment. While these protective factors had a positive influence on children's school adjustment, friend's support had a negative influence.

• Research in Community and Public Health Nursing
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• v.14 no.4
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• pp.707-716
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• 2003

Purpose: This study was to examine estimation variables and predicted probability for school-aged children's school adaptation. Methods: The subjects of this study consisted of 614 children. Data were analyzed by logistic regression using SPSS Windows 11.0. Results: 1. Girls adjusted themselves 1.65 times easier than boys, and 5th-and 6th-graders adjusted themselves slightly easier than 4th-graders. Children with monthly pocket money lower than 10,000 won adjust adjusted 2.92 times easier than those with a larger amount of pocket money, unhealthy children adjusted themselves 2.44 times easier than healthy ones, and children with low academic achievement adjusted themselves 2.68 times easier than those with high academic achievements. 2. As for family economic status, children who thought the economic condition of their family poor adjusted themselves 2.41 times easier than those who thought the economic condition of their family fine. As for conversation with people, children conversing with families and relatives adjusted themselves 2.69 times easier and those conversing with friends and others adjusted themselves 2.71 times easier than those conversing with none. Children from normal families adjusted themselves 3.44 times easier than those from deficiency families. 4. The overall prediction rate was 73.9%. Conclusions: It is concluded that nurses, teachers and parents are important in improving school-aged children's adaptation to school life.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.1
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• pp.288-293
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• 2011

This study was conducted to investigate the elementary school students' consciousness of safety, activities to prevent their accidents and factors causing such accidents. For this aim, a research was conducted from Nov. 19 through Dec. 22, 2007 by means of questionnaires distributed to 800 students enrolled in the 5th and 6th grades of 4 elementary schools in a urban-rural combined city. Out of the questionnaires distributed, 785 were collected and put to analysis by using SPSS 13.0 program to determine t-test, ANOVA, logistic regression, etc. 1. The maximum scores of safety consciousness revealing relatively high level of safety consciousness. There was, however, statistically significant difference by grade, type of residence, school life and academic achievements. In detail, 5th graders featured higher level of safety consciousness and those who live in apartments, lead a pleasant life at school and get better academic scores tended to keep higher level of safety consciousness. 2. The subjects of the high scored of activities to prevent accidents, with a statistically significant difference by gender, grade and individual personality. Females, 5th graders and active students were found to be more conscious of preventive activities for accidents. 3. In general, 6th graders and active students turned out to have experienced more accidents. 4. The main factors exerting influence on occurrence of accidents on the part of elementary school students are known to be preventive actions and consciousness of traffic safety in the category of safety consciousness. The significant variable in preventive actions was preventive actions of traffic accidents, burns and intoxication by category of accidents, but individual personality by category of general characters. Sixth graders and male students experienced more accidents, without significantly significant difference, though. As a result, From the above findings, prevention of safety accidents is found to be very important for elementary school students. It is therefore suggested that schools as well as homes should continue to conduct practical education to prevent accidents with priority placed on familiarizing students with preventive activities in daily life in consideration of their personal characters.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.66-73
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• 2011

This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.

• Journal of Families and Better Life
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• v.28 no.6
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• pp.157-167
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• 2010

This study examined the relationships among children's attachment to the mother, trait anger, anger expression style, and emotional-behavioral problems in children. The subjects were 384 5th and 6th graders at elementary schools in J and G cities of Jeonbuk-Do. The instruments were Revised Inventory of Parent and Peer Attachment (IPPA-R), Stat-Trait Anger Expression Inventory - Korean version (STAXI-K), and Strength and Difficulty Questionnaire (SDQ). The major results are as follows; The level of children's attachment to the mother was negatively related to anger and emotional-behavioral problems, and the level of trait anger was positively related to emotional-behavioral problems. Children who have high anger expression and anger suppression tended to show more externalized behavior problems. Finally, the regression analysis showed that children's attachment to the mother and anger are revealed as significant factors in emotional-behavioral problems.

• Journal of Families and Better Life
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• v.28 no.6
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• pp.47-57
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• 2010

This study examines the effects of parental variable(parental support and supervision), temperament(activity level, attention span/persistence, and emotionality) and the internal locus of control on self-regulation of children. Data were collected from 455 5th and 6th graders and analyzed with Pearson's correlations and pathway analysis. The results were as follows : Children's temperament, internal locus of control and parental variable directly affected children's self-regulation. Parental variables mediated between children's temperament and internal locus of control and self-regulation. Internal locus of control mediated between children's temperament and self-regulation: in addition, the most important variable predicting children's self-regulation was children's attention span/persistence temperament.

• Korean Journal of Child Studies
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• v.33 no.1
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• pp.223-236
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• 2012

The present study investigated the mediating effects of negative automatic thoughts on the relationship between the communication styles of fathers and their children's happiness. The participants consisted of 509 elementary school (225 5th, 6th graders) and middle school (284 1st, 2nd graders) students in Seoul and Jeonju city. The instruments used were the Parent-Adolescent Communication Inventory (Barnes & Olson, 1982), the Korean Children's Automatic Thoughts Scales (Moon, 2002), and the Happiness Inventory for Children (Lee, 2005). Data were analyzed by means of both descriptive statistics and regression analysis using the SPSS (12.0 version). The results indicated that the effects of a father's communication style on children's happiness was partially mediated by their negative automatic thoughts. In conclusion, negative automatic thoughts has a mediating effect upon a father's communication style as it relates to the happiness of their children.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.149-158
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• 2015

Programming education plays a very effective role in comprehensively learning problem analysis ability, logical thinking ability, procedural problem solving method, and imaginary problem solving method. Until recently, however, it is not applied to the elementary and the middle school in Korea, which is very different from the other IT centerd countries such as the U.S., etc., where coding class is actively implemented. Fortunately, Korean government recognized this reality and decided to implement programming education as a regular subject in the elementary school from 2017. In this situation, many researchers' programming education model research is urgently required for the students to learn in the elementary and the middle school. This research developed and suggested 17 sessions of programing education model connected with scratch language and sensor board, which is hardware, to be applied to the class of the 5th and 6th graders. As the result of implementing the joint class of 5th and 6th graders during the after-school class based on programming education process suggested to verify the suitability for elementary school programing education, satisfactory achievement was attained by the assessed students. The researcher plans to develop an optimum model proper for the elementary school students' intellectual capacity by more improving programming education model.

• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.499-505
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• 2022

This study aims to provide basic data for the development of educational programs for effective gender equality education in elementary schools by confirming the consciousness of gender equality in the 5th and 6th graders of elementary school. In this study, 5th and 6th graders attending three elementary schools located in G and A cities explained the research and collected data using questionnaires from 190 people who wished to participate in the research. Frequency analysis and percentage were used for general characteristics of subjects, and t-test and ANOVA were used for differences in gender equality awareness according to subjects' sex, grade, and number of siblings. Consciousness of gender equality showed an average of 3.47 points out of 4, with an average of 3.51 points in the social and cultural life area, 3.49 points in the home life area, 3.47 points in the school life area, and 3.38 points in the vocation life area. Various activities should be conducted to raise students' consciousness of gender equality, and families, schools, and society should jointly strive to create a gender-equal cultural climate. Future study is needed to identify the factors affecting the gender equality awareness of elementary school students.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.23-39
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• 2009

This study examined influences of teacher's transformational leadership, and their trust and empathic understanding on children's learning motivation. Participants were 513 $5^{th}$ and $6^{th}$ graders from Seoul, Buchon and Inchon. Data were collected via questionnaires and analyzed by descriptive statistics, Pearson's correlation, and multiple regression analysis. Results showed that (1) Teacher's transformational leadership, trust and empathic understanding were positively related to children's learning motivation. (2) Teacher's transformational leadership was the strongest predictor for children's learning motivation. (3) Teacher's transformational leadership had a direct influence on children's learning motivation empathic understanding mediated between teacher's transformational leadership and children's learning motivation.