• The Journal of Korean Society for School & Community Health Education
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• v.1 no.2
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• pp.1-16
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• 2000

Objectives: The purpose of this research is to identify and understand sexuality in 10th grade co-ed students in Seoul, Korea in order to construct practical curriculum for sex education for youth. Method: One-hour class per week was done to the 3 classes among 6 classes for Spring semester in 1999: small group discussion(for 3 classes) & questionnaires(6 classes) were taken. Results: Despite the increased number of sex education programs, peers apparently remain the major source of information and the counselor of their sexual problems. The rate of correct answer of the sex knowledge is still low, especially on biological aspects of opposite sex. Western culture and women's movements have changed our society. In turn, sexual sterotypes and roles have been changing. Small group discussions were taken after the classes of pregnancy, abortion and unmarried parents. Their opinions on maintaining virginity were collected. The condition of choosing spouse and boy/girl friend is quite different in many aspects.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.165-188
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• 2015

The purpose of this study was to examine the relationships among Korean early adolescents' perceived negative parenting practices, trajectories of mobile phone dependency(MPD), and self-regulated learning(SRL), while taking into account gender differences. Early adolescents are required to acquire self-regulation in Korean cultural contexts of a strong emphasis on academic achievement and recent technological advancements. The study made use of data from the Korean Children and Youth Panel Study(KCYPS), and three waves of data collected from 1,953 adolescents in $7^{th}$, $8^{th}$ and $9^{th}$ grade were analyzed. The results can be summarized as follows. Growth-curve longitudinal analysis indicates that their initial value of MPD through $7^{th}$ to $9^{th}$ grade had increased, but the initial value and rate of change were significantly different according to gender. Furthermore, the results of multiple group analysis revealed that some path weights appeared different according to gender. For male students, the rate of change in MPD did not have a significant effect on either SRL in $7^{th}$ or $9^{th}$ grade, whereas for female students, it predicted the existence of significant relationships with them. The implications of these findings were also discussed.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.487-496
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• 2013

This study examined the effects of STEAM program using authoring tool on elementary school students' creative personality and science-related attitude. For this study, after analyzing curriculum from the first term of 6th grade and extracting the learning elements and topic, I developed lesson plans and App contents. As a result of applying STEAM program using Storyline to 6th grade elementary school class. dividing two groups-experimental group, comparison group-for this study, tested t-test, the test result of experimental group got a meaningful result statistically. There was positive effect on improving elementary school students' creative personality and science-related attitude.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.335-354
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• 2013

The purpose of this study was to investigate cognitive development and logical thinking formation levels of elementary gifted students and to compare with those of elementary regular students. For this purpose, 79 gifted elementary school students and 114 regular elementary school students in Kyunggi Province were participated, and GALT(Group Assessment of Logical Test) was administered to them. The results obtained in this study were as follows. First, the logical thinking scores of elementary gifted students were significantly higher than general students'(p<.05). Comparing the distribution of cognitive development level, elementary gifted students showed higher ratio in formal operation and lower ratio in concrete operation compared to the general students. It was interpreted that the cognitive development of gifted students preceded general students'. Second, analyzing according to the grade of elementary gifted students, logical thinking scores were significantly different between 5th graders and 6th graders(p<.05). Compared to 5th graders, logical thinking and formal operation ratio of 6th gifted graders showed significantly higher. The scores of four logical thinking areas except for conservational logic and correlational logic of 6th gifted graders showed significantly higher than 5th gifted graders'. Both 5th and 6th graders showed the highest formation ratio in combinational logic, and the lowest ratio in correlational logic. Third, logical thinking scores of gifted students according to gender did not show a significant difference(p>.05). The gifted boys reached formal operation more than gifted girls, but stayed more in the concrete operation. There was gender difference in correlational logic. The gifted girls showed significantly higher than gifted boys in correlational logic(p<.05).

• Journal of Korean Academy of Nursing
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• v.37 no.6
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• pp.986-993
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• 2007

Purpose: The purpose of this study was to compare stress levels of elementary students according to three regional levels: a large city, a medium-sized city, and a rural area. Methods: This was a descriptive comparative survey using a convenience sample of 1,161 5th-and 6th-grade students. The stress level was measured by a stress scale that consisted of 65 items regarding personal characteristics, family, school, and peer factors. The data were analyzed by ${\chi}^2-test$, t-test, ANOVA and multiple regression using the SPSS 10.0 statistical program. Results: Overall, the mean stress scores reported by the participants were near the middle of a 5-point scale and the level of family-related stress was highest, followed by peer, school, and individual-related stress. Sixth-graders and female students showed higher stress levels than 5th-graders and male students, respectively. The participants reporting unsatisfaction with their lives and those living in large cities tended to have significantly higher stress levels. Conclusion: Grade, gender, life satisfaction, and regional levels were all significant factors associated with high stress levels among elementary students. Development of stress management programs for this specific population, especially targeting students who are female and living in large cities, is needed.

• Proceedings of the Costume Culture Conference
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• 2000.09a
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• pp.40-41
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• 2000

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.271-285
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• 2001

The subjects of this study were 283 $6^{th}$ and $8^{th}$ grade students and their homeroom teachers. Data were analyzed by frequency, %, Pearson's, two-way ANOVA, and stepwise regression. Results showed that open communication with parents and self-esteem were positively related to social competence and negatively related to antisocial behavior. Depression was negatively related to social competence and positively related to antisocial behavior. The $8^{th}$ graders had higher scores than $6^{th}$ graders in antisocial behavior and lower levels of social competence and communication with parents. Girls were higher in social competence and communication with parents and lower in antisocial behavior than boys. Depression impacted social competence in girls, and communication with fathers impacted social competence in boys. Grade, open communication with fathers, and self-esteem had significant effects on the antisocial behavior in boys.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.1-15
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• 2002

The English education policy of Korea has focused on cultivating communicative competence in Korean students. Especially the 6th national curriculum adopted a notional-functional syllabus instead of a grammatical-structural syllabus. The syllabus design of the 7th curriculum is different from that of the 6th curriculum in that the 6th curriculum adopted just one syllabus design-the Notional-Functional syllabus, but the 7th curriculum includes various syllabus types. The present study has two purposes. The first purpose is to historically survey syllabus design development in Korea : grammatical-structural syllabus(the 1st-5th curriculum), notional-functional syllabus(the 6th curriculum) and a new syllabus model(the 7th curriculum). The second purpose is to analyze the syllabus design of the 7th national curriculum according to the following criteria : a) communicative functional categories, b) sample sentences. The data was collected by analyzing the 7th grade English textbooks adopted on the basis of the 7th national curriculum.

• Anxiety and mood
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• v.13 no.1
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• pp.46-52
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• 2017

Objective : The purpose of the present study was to examine the effectiveness of a school-based character education program on the character development of elementary school students. Methods : A total of 1,325 elementary school students participated in the study. Pre-post changes in eight character virtues (self-esteem, self-regulation, honesty, sincerity, communication & caring, citizenship, justice, responsibility/cooperation) and student satisfaction were assessed. A paired t-test was performed to determine the effects of the program. Results : Of the students who participated in the program, the 4th and 5th grade students showed significantly increased scores on all eight character virtues ; whereas, the 6th grade students showed significantly increased scores on five character virtues. Conclusion : Despite the differences in effect based on the grade levels, the study results supported the effectiveness of a school-based socio-emotional character education program. This study could provide a basis for future research on the development of effective character education programs.

• Korean Journal of Human Ecology
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• v.18 no.2
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• pp.477-489
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• 2009

In this study, elementary school students' satisfaction in school food service and their dietary behaviors were investigated, based on survey performed on 453 elementary school students (233 boy and 221 girl students) in the range of 4th grade to 6th grade. 85.7% of the students had agreed to the necessity of school food service. The point of overall satisfaction in school food service was $3.53{\pm}0.83$. The highest satisfactory factor was menu of school food service$(3.64{\pm}0.77)$, while the lowest satisfactory was service$(3.41{\pm}0.85)$. The point of boy students' satisfaction in menu(p<0.05), sanitation & facility(p<0.001), and service(p<0.05) of school food service was higher than girl students'. The students' responses indicate that: 36.9% of the students wash their hands before meal; 19.9% of the students brush their teeth after meal; 36.1% of the students arrange their table after meal; 22.1% of the students do not disturb others during their meal. 46.5% of the students always have meals pleasantly, while 22.8% of the students have meals without any particular feelings. 74.6% of the students always eat proper amount. 51.3% of the students turned out to eat snacks between meals out of hunger (50.7%) once a day with their friends(59.8%). 61.8% of the students believe that their tastes are affected by their parents and 57.8% of the students are aware of their unbalanced diet to be corrected. In summary, to provide satisfactory school food service for students, the improvements in the facilities and hygienic standard and the taste and nutrition have to be preceded, and the students have to be advised about the healthy dietary habits and the hazard of biased diet.