• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.361-374
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• 2016

The study aims to gain information for developing educational content to support LPSMBs (low-performing students with multicultural backgrounds) in elementary and middle schools. The procedure involved surveying students about their personal characteristics, attitudes related to learning, and learning environment. I analyzed responses from 1,147 students from 200 elementary schools and 3,760 students from 320 middle schools who were LPSMBs and NPSMBs (normally performing students with multicultural backgrounds). LPSMBs in both elementary and middle school showed statistically significant lower scores on most questionnaires related to learning and learning environment than NPSMBs. LPSMBs in elementary schools showed higher scores on teachers' learning support, LPSMBs in middle school showed higher scores on classmates' learning support. LPSMBs born in foreign countries need to be given opportunities to learn Korean as well as their father's and mother's culture. I give suggestions for how to support LPSMBs' learning and learning environment based on the survey results.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.57-72
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• 2012

The purpose of this study was to investigate effects of academic stress levels on life-style behaviors and mental health among the junior high school students in Korea. A convenient sample drawn from the 842 students from 8 junior high schools in Seoul and Kyunggi-Do area was investigated with a survey instrument. Female students showed higher academic stress levels compared to male students, especially in terms of the stress related to teachers, class time, and peer relationships. For the male students, higher stress levels were related to the higher risk factors of smoking, drinking and inhaling drug abuse. Students who had higher academic stress levels spent more time in using computer and playing digital games compared to those who had lower academic stress. In addition, higher academic stress levels were significantly related to risk of mental health, especially depression. These results suggest the urgent needs of preventive or educational program to support students with academic stress resolve in healthy manners such as playing sports or music or club activities.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.552-563
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• 2009

The purpose of this study is to investigate the students' perception of the learning support system of Korea Science Academy and to propose improvements to it. The impact of the science learning support system on 129 gifted students in Korea Science Academy (KSA) was estimated by using Likert-type items and the multiple-choice method approach for more comprehensive evaluation. The results of our investigation are as follows: First, the learning support system of KSA appears globally useful to the students. The list of educational usefulness to the students comprises, in the decreasing order of utility, classroom work, Internet, lab activities, reading rooms, library, research meetings and clubs, academic advisors (AA), SAF (Science Academy Fair), e-learning system, and finally colloquia by invited lecturers. Second, what the gifted students hope for in the realm of learning support from KSA are learning guides by subject teachers, presentation skill program, the constructions of on/off-line learning communities, etc. It seems that the results of this study would be helpful in improving the learning support system, and will provide useful information for planning the direction of future science-gifted education programs at the high-school level.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.595-619
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• 2010

This study examined the construct validity of a Korean translated version of the Gifted Rating Scales-School Form (GRS-S). Data were collected from five elementary schools in a metropolitan area and a midsize town in South Korea. Confirmatory factor analysis results indicated that the original factor structure (6-factor solution) fit the data collected from the teachers. However, the 6-factor solution did not fit the data collected from the parents. Thus, exploratory factor analysis was conducted for the parent data. The results showed that seven factors were extracted, and the factors explained 71.96% of the total variance. Unlike the original factor structure, some items of the academic ability scale were grouped with intellectual ability scale, and a creativity scale item and another academic ability scale item were an independent factor. The study outcomes provide preliminary support for a translated version of the GRS-S with elementary students in Korea. More detailed interpretations and implications of the results are discussed in the study.

• Journal of The Korean Association For Science Education
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• v.4 no.1
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• pp.1-14
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• 1984

The student's attitude toward science is generally influenced by their teachers. Therefore, teachers' positive attitudes toward science and science teaching play an important role to change the student's attitude toward science. The purpose of this survey is to investigate the status on attitudes toward science and science teaching among the secondary school science teachers in Korea. The attitudes were surveyed by the questionnaire which was developed by Sung-Jae Pak. The instrument is designed to use Likert type scale and is composed of two kinds of scale: one is the attitudes toward science scale (the AT scale) and the other is the attitudes toward science teaching scale (the AT Kale), which contains 24 questions respectively. Each of them has 6 sub-level areas. The six areas of attitude toward science are as follow: The goals and values, process and method of science, knowledge and the view of nature, social and cultural aspects, scientist and a career in science, the preferences and willingness. The six areas of attitude toward science teaching are as follow: The goals and values, process and method of science teaching, the content and structure, social and cultural aspects, science educator and a career in science teaching, satisfaction and willingness. From 152 teachers' responses, the tendency of total as well as each area and the contrast of their backgrounds at the level of 5% significance were analyzed by SPSS computer program. Some results and conclusion of the study are as follow: 1. The overall attitude of the measured secondary school science teachers shows a positive trend tendency. Also total positive attitude toward science teaching are slightly higher than that of science, which support the fact that the teachers are not scientists but they are directly involved in teaching of science. 2. The attitudes toward science are moderately correlated to the attitudes toward science teaching (r=0.52). 3. The areas of knowledge, nature-view and tile area of social aspects of science show a very negative tendency. Also the two areas are not correlated to some other areal at the level at 5% significance. 4. Female science teachers exhibit just a little more positive attitudes than those of male teachers in science teaching. 5. The science teachers who wanted to have a profession of scholar or educator exhibit a little more positive attitudes than others in science and total attitudes (AS+AT). 6. The more the science teachers have "intellectual delights" the more their attitudes toward science and science teaching are positive. 7. At the level of 5% significance, there are differences which college they graduated from, but there are no differences in multiple comparison at 10% level. 8. The differences in their background dose not appear in such as age; teaching career; academic career; deny the superstition; their onlook for the scientist or educator when they were freshmen; major the basic science; opinions about the U.F.O. and the origin of life. 9. The responses of certain individual statement are quite different from the overall tendencies, which strongly suggest the de1ailed analysis and deeper study. For the continuing study, it is recommendable to revile the measuring tools with the theoretical study for the better validity and reliability, and investigate the status of the attitudes toward science and science teaching among the science teachers with sufficient samples.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.17-33
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• 2003

College going students who are non-native speakers of English enrolled in English language programmes are not acquiring the needed academic writing skills. Many of these students do not have positive attitudes towards writing, thus forcing language instructors to look for ways of motivating students to write in order to improve writing skills. This action research project investigates the use of portfolio writing to improve writing ability among pre-university students. Research on the use of portfolio writing suggests that it is a useful way for developing interest in writing and for developing effective writing skills over a period of time. Portfolios support the best thinking in composition pedagogy in that it encourages process writing. Although the portfolio is considered a writing product, as a whole it is evidence of the students writing process. An important feature in using portfolios is that students are able to focus on their writing without constantly worrying about grades. Instructors have noticed that students make greater improvement in their writing when their focus is shifted from punitive feedback through letter grades to constructive feedback in the form of suggestions for further revision. This paper describes the use of writing portfolios as an effective means of teaching writing. The findings revealed that writing portfolios helped develop confidence in writing and decreased anxiety towards writing. (217 words)

• Journal of Gifted/Talented Education
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• v.7 no.1
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• pp.31-50
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• 1997

'I'his study investigated students' attitude toward mathematics. and how behavior/cognitive training affects level of math anxietv and level of math achievement. Subjects were all the freshmen attending Taejon Science High School, and they were given Mathematics Attitudes Scale and Attributional Style Questionnaire prior to and post training sessions. Twenty out of 84 freshmen voluntarily participated in nine sessions of training program. Participants were asked to do self-evaluation. Math achievement was measured prior to and post training. and was compared between two groups. Training program utilized behavior/cognitive approach. such as understanding one's feeling through muscle relaxation, breathing and meditation; modifying negative attributional style; imitating effective cognitive strategies for math problem solving, and so on. 'I'he result shows that students' math confidence in general was relatively low out of expectation, a nd they perceived teachers not supporting their math abilities :IS much as expected. On the other hand, students in general had strong math achievelment needs, and considered math utility very high. Sex difference was seen in the attitude toward female math abilities, to result that female students had more positive perception than male students. Female students of 'I'aejon Science High School seem free from conventional idea about female abilities including theirs. Participants' ~attitude change was compared with non-participants. and participants showed statistically significant change in their math confidence, and also in their math achievement. Participants had much higher math confidence and ~achievement than non-participants. And, they showed increased level of perceiving teachers' expectation. more realistic in needs, and more involvement in math. Math achievement was found positively related to math confidence, and participants' math achievement change was explained by their belief in math utility. Not only training program effect hut also participants' voluntary involvement and teacher\ulcorner' support of the program and participation seem to increase their math achievement. Based upon the result of study it was suggested that behavior-/cognitive training program be provided along with academic curricula for gifted students of Korea to help their emotional and psychological development enhance the efficacy of their cognitive learning.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.88-98
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• 2017

The purpose of this study is to develop the teaching competency tool of university teachers with responsibility for college education and analyze the need for change. We have developed teaching competency to strengthen the competencies required for university professors' responsibilities and community activities in and out of universities and the contents validity was examined from 24 experts. The developed tools were used to diagnose the 83 teachers of K university in Chungcheongnam-do, and to derive basic competence, educational practice competence, and community competence through exploratory factor analysis and confirmatory factor analysis. The teaching competencies include 'Understanding of college education', 'Educational philosophy and attitude', 'Teacher attitude', 'Analysis design', 'Instruction execution', 'Guidance management', 'Evaluation feedback', 'Academic convergence', 'Sympathy learning culture', and 'Global sharing'. The results of the paired t-test and the analysis of the need for change through the analysis of Borich coefficient analysis were as follows: Understanding of university education (4th rank), analysis design (5th rank), instruction execution(2nd rank), empathy learning culture (1st rank), and global sharing (3rd rank). The competence of university teachers is not only the ability to practice teaching, but also the ability to understand university education and to empathize and share with the members of the university community. In the future, the university should actively develop and provide ongoing support programs to strengthen the capacity of professors.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.373-381
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• 2016

This research is a descriptive correlation research to examine the relationship among stress, coping behaviors, and perceived social support in school-age children. Students in third, fourth, and fifth grades at one elementary school in A metropolitan city were included for this research. A researcher of the study visited the elementary school and obtained appropriate approval to conduct this survey. Then, a total of 481 students answered the questionnaire; finally, the questionnaires of 409 students were analyzed after excluding 72 questionnaires due to unreliable responses. Descriptive statistics, T-test, ANOVA, and Pearson's correlation were used to analyze the collected data with SPSS 13.0. In the stress scores, academic stress was associated with the highest score ($9.30{\pm}4.41$). With respect to stress coping behaviors, lower-grade students showed to have significantly higher scores in coping behavior of pursuing social support than higher-grade students (F=3.181, p=.043); male students had higher scores in aggressive coping behavior than female students (t=-3.399, p=.001). Perceived social support scores were higher in the following order: family members ($33.01{\pm}7.61$), friends ($28.43{\pm}7.89$), and teachers ($25.71{\pm}6.30$). Female students had higher scores in perceived social support from friends (t=3.842, p=.000) and teachers (t=3.037, p=.003) than the male students. As the stress scores increased, passive coping behaviors (r=.410, p=.000) and aggressive coping behaviors (r=.445, p=.000) have been significantly increased. As perceived social support is higher, active coping behaviors (r=.455, p=.000) and coping behaviors to pursue social support (r=.429, p=.000) were significantly increased. Therefore, we can conclude that stress management is very significant for children. It would be necessary to develop nursing intervention programs in order to reduce the aggressive and passive coping behaviors of children and encourage perceived social support.

• Korea journal of population studies
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• v.28 no.2
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• pp.63-95
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• 2005

In the era of globalization, a significant number of young students go abroad to learn English. By reviewing the trends and characteristics of this phenomenon, this study will focus on the adjustment of young Korean students in Australia. During June and July 2002, two questionnaire surveys were conducted for year 7 to year 12 Korean students at the Saturday Schools in Sydney Australia and for the youth group at the Sydney Catholic Church. More data was collected from interviews with 31 Korean teachers at the Saturday Schools and Linfield Korean school, as well as observations of the students in the Sydney area. The study divided the students into four groups: 1) Korean immigrant students, whose parents immigrated to Australia; 2) Individual Korean students who went alone to Australia to study; 3) Students whom live in Australia with one parent (usually their mother), whilst the other parent (usually their father) who provides financial support by working in Korea; and 4) students who accompanied their parents whom were dispatched for temporary employment or study in Australia. Moreover the study focused on the following; their academic performance, school activities, motivation, social relations, and their overall satisfaction with their studies and their stay in Australia. The findings indicated that the temporary overseas Korean students, especially those that are not with their parents do not adjust as well as the Korean immigrant students. The students who were not accompanied by their parents to Australia had the most difficulties adjusting as they were more vulnerable and fell behind with their studies. Therefore, the results support the concerns of Korean teachers in Australia about parents sending young students alone abroad.