• Journal of the Korean Home Economics Association
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• 제47권1호
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• pp.65-73
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• 2009

The present longitudinal study examined reciprocal influence between self-esteem and academic achievement using cross-lagged autoregressive model. This study employed data(four wave) from Korea Youth Panel Survey. Participants were 300 students(143 boys, 157 girls) who were 4th graders in 2004 and 7th graders in 2007. The results of this study indicated that 4th graders' self-esteem influenced 5th graders' academic achievement, in turn, 5th graders' academic achievement influenced 6th graders' self-esteem. However, students' self-esteem in 6th grade did not influence their academic achievement during 7th grade. Conversely, 6th graders' academic achievement influenced 7th graders' self-esteem.

• Journal of Fisheries and Marine Sciences Education
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• 제25권1호
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• pp.102-112
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• 2013

The purpose of this study was to investigate the influence of parent and peer attachment on school adjustment of 5th and 6th graders. In order to achieve this research purpose, following research questions were established. First, does attachment to parents influence on school adjustment of 5th and 6th graders? Second, does attachment to peers influence on school adjustment of 5th and 6th graders? Third, what are relative influences of parent and peer attachment on school adjustment of 5th and 6th graders? Three hundred eighty nine 5th and 6th graders in Busan participated in this study and completed Inventory of Parent and Peer Attachment and School Adjustment Scale. Collected data were analyzed using Two-way ANOVA and ${\eta}^2$. The major findings of this study were that parent attachment and peer attachment would significantly influence on school adjustment of 5th and 6th graders; Relative influence of Parent attachment and peer attachment would differ depending upon sub-factors of school adjustment. These results were discussed in terms of theoretical and practical implications. Finally, the limitations of this study were commented and suggestions for future research were made.

• Korean Journal of Child Studies
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• 제28권4호
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• pp.289-304
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• 2007

Subjects of this study on reading motivation were 300 2nd, 4th, and 6th grade elementary school children. Instruments were the Motivation for Reading Questionnaire (Wigfield and Guthrie 1997; Kwun, 2002) and a School Reading Environment questionnaire developed by the researcher. Results showed that (1) the school reading environment (SRE) of 2nd graders was better than the SRE of 4th and 6th graders. (2) The reading motivation (RM) of 2nd graders was higher than the RM of 4th graders on external purposes; the RM of 4th graders was higher than 6th graders on self-efficacy and social interaction. (3) RM correlated positively with all aspects of SRE. (4) RM was affected by grade in school followed by school library environment and classroom library environment.

• Clinical and Experimental Pediatrics
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• 제54권1호
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• pp.29-35
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• 2011

Purpose: Korean adolescents have severe nighttime sleep deprivation and daytime sleepiness because of their competitive educational environment. However, daytime sleep patterns and sleepiness have never been studied using age-specific methods, such as the pediatric daytime sleepiness scale (PDSS). We surveyed the daytime sleepiness of Korean adolescents using a Korean translation of the PDSS. Methods: We distributed the 27-item questionnaire, including the PDSS and questions related to sleep pattern, sleep satisfaction, and emotional state, to 3,370 students in grades 5-12. Results: The amount of nighttime sleep decreased significantly with increasing age. During weekday nights, $5-6^{th}$ graders slept for $7.95{\pm}1.05h$, $7-9^{th}$ graders for $7.57{\pm}1.05h$, and $10-12^{th}$ graders for $5.78{\pm}1.13h$. However, the total amounts of combined daytime and nighttime sleep during weekdays were somewhat greater, $8.15{\pm}1.12h$ for $5-6^{th}$ graders, $8.17{\pm}1.20h$ for $7-9^{th}$ graders, and $6.87{\pm}1.40h$ for $10-12^{th}$ graders. PDSS scores increased with age, $11.89{\pm}5.56$ for $5-6^{th}$ graders, $16.57{\pm}5.57$ for $7-9^{th}$ graders, and $17.71{\pm}5.24$ for $10-12^{th}$ graders. Higher PDSS scores were positively correlated with poor school performance and emotional instability. Conclusion: Korean teenagers sleep to an unusual extent during the day because of nighttime sleep deprivation. This negatively affects school performance and emotional stability. A Korean translation of the PDSS was effective in evaluating the severity of daytime sleepiness and assessing the emotional state and school performance of Korean teenagers.

• Education of Primary School Mathematics
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• 제4권1호
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• pp.75-82
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• 2000

The purpose of this study is to investigate the recognition fur mathematics subject in the 5th and 6th graders elementary students. To carry out this study, the 5th and 6th graders recognition as learning mathematics subject was investigated by questionaire. The questionaire was analysed by using frequency and percentage. The 5th and 6th graders had difficulties in the hierarchical problem because mathematics is very systematic and hierarchical, and other had difficulties in studying mathematics because the explanation of the problem solving process in the textbook was not detailed. Others had difficulties in studying mathematics because of quick loaming progress, in applying the formulas and property of mathematics.

• Korean Journal of Child Studies
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• 제24권4호
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• pp.29-40
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• 2003

Data were collected from 392 4th and 6th grade students by questionnaires and analyzed by Pearson's correlation, ANOVA and multiple regression analysis. More problem behavior was reported by 4th than by 6th graders and by boys than by girls; the gender difference was larger in 4th than 6th graders. Low school satisfaction, authoritative parenting, male gender, and higher age predicted problem behavior. Within group variables that predicted problem behavior were low authoritative parenting, low school satisfaction. Male gender, and low self-control in the 4th graders ; low self-control and school satisfaction in the 6th graders; low authoritative parenting and school satisfaction in girls ; and low school satisfaction, higher age, and low self-control in boys.

• Korean Journal of Child Studies
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• 제24권2호
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• pp.79-92
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• 2003

Data were collected from teacher reports and from 529 1st to 6th grade students through questionnaires. Bullying was higher among boys than girls. Victimization was higher in 2nd, 3rd, 4th and 6th grade boys than girls. Acting out was highest in 2nd graders and lowest in 3rd graders. Shy-anxiousness was highest in 4th and 6th graders and lowest in 1st and 3rd graders. Learning problems were lowest among 3rd graders. Competencies were higher in 1st and 2nd grades. Boys had more problem behaviors; girls showed better competencies. Bullying was positively related to acting out, and negatively related to frustration tolerance and task orientation. Victimization was positively related to shy-anxiousness and learning problems, and negatively related to frustration tolerance, assertive social skills and task orientation.

• Human Ecology Research
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• 제53권3호
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• pp.265-277
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• 2015

This study examines child emotional intelligence in relation to mother's emotional expressiveness and reaction to child negative emotions. A sample of 352 children and mothers from 4 elementary schools in Seoul and Gyeonggi participated in the study. Child emotional intelligence and mother's reaction to child negative emotions were evaluated by child-report, and mother's emotional expressiveness was assessed by mother-report. Data were analyzed by descriptive statistics, two-way analysis of variances, Pearson's correlation and multiple regression analyses. The findings were as follows. First, mothers of boys showed more oversensitive-reaction to child negative emotions than mothers of girls. Mothers of 6th-graders showed more emotion-minimizin-greaction to child negative emotions than mothers of 5th-graders. Second, girls showed a higher level of overall emotional intelligence than boys. Girls showed a higher level of emotion expression and emotion regulation than boys. The 5th-graders showed higher level of emotion expression than 6th-graders; however, 6th graders showed a higher level of emotion perception than 5th-graders. Third, more emotion-coaching-reaction and less oversensitive-reaction by mothers predicted a better emotional intelligence of children. A mother's appropriate emotional socialization behaviors associated with child emotional intelligence were discussed.

• Korean Journal of Child Studies
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• 제22권3호
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• pp.107-122
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• 2001

The strategies used by 274 $4^{th}$ and $6^{th}$ graders for coping with stress were assessed by the Daily Hassles Coping Scale(Min & Yoo, 1998), and their behavior problems were assayed by their mothers with the Korean version of Achenbach's Child Behavior Check List(Oh, Lee, Hong, & Ha, 1997). Data were analyzed by descriptive statistics, 2-way ANOVA, and hierarchical regressions. Findings were that girls used more passive/avoidant coping strategies than boys; $6^{th}$ graders used more passive/avoidant coping strategies than $4^{th}$ graders; $6^{th}$ grade boys had more internalized behavior problems than $4^{th}$ grade boys; $4^{th}$ grade girls had more internalized behavior problems than $6^{th}$ grade girls; passive/avoidant strategies were positively related to internalized behavior; aggressive strategies were positively related to externalized behavior; strategies of seeking social support were negatively related to both internalized and externalized behavior problems.

• Korean Journal of Childcare and Education
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• 제14권3호
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• pp.77-95
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• 2018

Objective: The purpose of this study was to examine the mediating role of school adjustment in the relationship between adolescents' mastery goal orientation and life satisfaction, and the differences according to gender in the relationship. Methods: The participants were 1,947 students from the 3rd, 4th, and 5th waves of the Korean Child Youth Panel Study(KCYPS). The data were analyzed with structural equation modeling(SEM) and multiple group analysis. Results: First, school adjustment of 1st graders in middle school mediated the relation between mastery goal orientation of 6th graders in elementary school and life satisfaction of 2nd graders in middle school. Second, the differences in gender were confirmed. The effect of mastery goal orientation of 6th graders in elementary school on school adjustment of 1st graders in middle school is higher for boys. In contrast, the effect of school adjustment of 1st graders in middle school on life satisfaction of 2nd graders in middle school is higher for girls. Conclusion/Implications: The results of this study suggested that mastery goal orientation before entering middle school and school adjustment after entering middle school could be important variables to increase adolescents' life satisfaction. Also, it is necessary to consider gender difference for long-term intervention for improving adolescent life satisfaction.