• 한국가정과교육학회지
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• 제13권2호
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• pp.59-72
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• 2001

This study investigated the effects of factors on the academic achievement in the 'Food and Nutrition' units in the Practical Arts : factors such as gender. family and home environment. and participation in. interest in attitude toward. and encouragement by mother in meal management. The factors were surveyed for 453 grade four elementary students (226 boys and 227 girls) and their mothers in Busan. The extent of participation in meal management. of interest. of attitude. and of the mother's encouragement was broken into three groups. Upon completing the 'Table Setting with Fruits'unit. the students'academic achievements were evaluated and compared according to these factors. The results were as follows : 1. The girls participated in meal management more frequently than the boys. Most of the children exhibited a high interest. the girls showing a higher interest than the boys. Both sexes showed a positive attitude toward meal management. Mothers encouraged girls more often than boys to manage meals at home. 2. The academic achievement of the girls was higher than that of the boys. Children living in apartments and more affluent environments scored higher than those who were less well off and living in independent households. 3. Those who frequently participated in meal management. exhibited a high interest. and showed a positive attitude towards it. achieved higher scores than those who showed a lower interest. less positive attitude. and only occasionally participated in it. 4. Those who were encouraged frequently to manage meals by their mother showed a tendency to score higher than those who wee encouraged only occasionally. In conclusion. academic achievement in the 'Food and Nutrition'units in Practical Arts was affected by gender. domestic economy. type of residence. participation in meal management in the home. interest in it. attitude toward it. and encouragement in participation by the other. Thus academic achievement in food. nutrition. and meal management is dependent upon both the school and home environments. Children would learn more in the 'Food and Nutrition'units when their parents set a positive and encouraging environment in the home.

• 한국생활과학회지
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• 제13권6호
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• pp.861-874
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• 2004

The goal of this study is to investigate the relationship between maternal rearing behavior characteristics and elementary school children's Internet use, and to utilize the results as the basic data to develop a program, in which parents learn how to educate their children for better use of the Internet. The subjects were 713 children whose grade are in fourth through sixth in an elementary school. Data were obtained with questionnaires. The instruments employed were Children's Internet Use and Addiction, and maternal rearing behavior characteristics-Rational Guidance, Affection, Authoritarian Control, Overprotection, Achievement Encouragement, and Active Involvement-Scales. The data were analyzed with the SPSS program. They were analyzed by Frequency, Percentage, ANOVA, Duncan's test, and Pearson correlation. The results of this study are as follows: First, 30.2% of the subjects has used Internet for more than three years. 55.6% of the subjects spend less than an hour per day in using the Internet. The two major types of Internet use were playing games(49.9%) and sending e-mails(25.4%). The main reason for playing Internet games was escape from stress(34.7%). 34.5% of the subjects also said that their parents usually encourage them to use the Internet. Second, maternal affection, authoritarian control, and active involvement were significantly different in the types of Internet use. Maternal authoritarian control and overprotection were significantly different in the reasons of doing Internet game. The rational guidance and active involvement of mothers were correlated negatively with children's Internet using time, but their authoritarian control and overprotection were correlated positively with children's Internet using time. Maternal overprotection was correlated positively with parents' encouragement level in the Internet use. Third, the rational guidance, affection, and active involvement of mothers were correlated negatively with children's Internet addiction. In the other hand, maternal authoritarian control and overprotection were correlated positively with children's Internet addiction. Lastly, children's Internet addiction was significantly different by the types of Internet Use and the reasons for doing internet game. Children's Internet using time was correlated positively with children's Internet addiction.

• Educational Technology International
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• 제19권1호
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권2호
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• pp.147-160
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• 2017

The purpose of this study was to examine (1) if sociocultural factors that are known to influence gender gap in mathematics achievement are gender equitable for Singaporean eighth grade students, (2) if there is a higher level of gender equitability in students' attitudes towards mathematics and (3) how sociocultural factors influence mathematics achievement for Singaporean eighth grade students. This study is based on 5,923 Singaporean eighth grade students who participated in TIMSS 2011 assessment. The study found that there were no statistically significant gender differences in 'parental involvement in education' and 'teacher efficacy.' There were no statistically significant gender differences in students' attitudes of 'like learning mathematics,' and 'value learning mathematics'. A significant gender difference was identified for the attitude of 'confident with mathematics.' The boys displayed a higher level of confidence in mathematics than the girls consistent with other study findings for Asian students. The degree of effect from 'parental involvement in education,' 'teacher efficacy,' and 'confident with mathematics' on mathematics achievement are found to be stronger for girls than boys. The finding implies that girls' mathematics achievement can benefit from having more positive encouragement and involvement of parents and teachers and strengthening confidence in mathematics.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.301-321
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• 2012

Since research has barely been done on the minority with low-achievement & low-SES in probability, this research attempted to search the change of their thinking level in the classes of probability and motivate them on the mathematical learning to feel confident in mathematics. We can say that the problems of the educational discriminations are due to the overlook on the individual conditions, situations, and environments. Therefore, in order to resolve some discrimination, 4 students who belonged to the minority group, engaged in the research, based on 10 units of the instructional materials designed for the research. As a result, for the student's thinking level, it was observed that they were improved from the 1st to the 3rd level in probability. Also, the researcher found that the adequate use of the encouragement, the praise, the direct explanation, and the scaffolding enabled them to prompt their learning motives and the increased responsibility on the learning. As time passed, the participants could share their mathematical knowledge and its concept with others, in the increased confidence.

• 벤처창업연구
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• 제16권4호
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• pp.71-84
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• 2021

최근 경제 부흥정책의 하나로 청년들의 창업에 대한 국가차원의 장려가 지속됨에 따라 청년창업에 대한 투자와 청년들의 지원이 증가하고 있다. 창업의도는 창업으로 이어지는 직접적인 요인으로 많은 연구들이 창업의도에 영향을 미치는 기업가의 개인적 특성에 대해서 연구하였다. 같은 맥락에서 본 연구의 목적은 창업의도에 영향을 미치는 요인으로서 창업가의 열정을 조화 열정과 강박 열정으로 나누어 조사하였다. 또한 열정에 영향을 미치는 창업가의 개인적 특성인 성취욕구, 감정, 주관적 규범을 검증하였다. 이를 위해 예비창업가를 대상으로 온라인 설문조사를 실시하였으며, 202명의 데이터를 수집하여 구조방정식 분석을 하였다. 분석결과 예비창업가의 성취욕구, 긍정적 감정은 조화 열정에 정(+)의 영향을 미치는 것으로 나타난 반면, 부정적 감정과 주관적 규범은 조화 열정에 유의미하지 않았다. 성취욕구는 강박열정에 부(-)의 영향을 보였고, 긍정적 감정과 부정적 감정은 강박 열정에 정(+)의 영향을 미쳤으나 주관적 규범은 강박 열정에 유의미하지 않았다. 조화 열정과 강박 열정은 창업의도에 정(+)의 영향을 나타내는 것을 확인하였다. 또한 조화 열정과 강박 열정이 성취욕구, 긍정적 감정, 부정적 감정과 창업의도 사이에서 매개효과가 있는지를 확인하였고, 그 결과 성취욕구, 긍정적 감정과 창업의도 사이에서 매개효과가 나타났고, 특히 성취욕구는 완전매개효과가 있었다. 긍정적 감정과 창업의도간의 관계에서 강박 열정 또한 매개효과가 확인되었다.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.73-87
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• 1998

Recently experimental class model is growingly recommended for mathematics instruction. Freudenthal(1973) points out the difficulties of learning probability and Fischebien suggested to teach probability more intuitively through games. However detailed explanations for such classes are not easy to find. This paper is to give more detailed materials for those lessons and to check its effectiveness. We give 6 topics of probability and statistics being taught in our middle school, such as histogram, concept of probability, probability calculations, expectations, standard deviations, and correlations and each of which is given along with the experimental materials to be used. We perform a trial of the methods and found some encouragement in the students' mathematical attitudes and interests but not in the achievements. We belive that the drawback of the achievement result is due to the short length of time of our experiments.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제1권2호
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• pp.117-125
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• 1997

Many primary school children struggle with mathematics and have low self-esteem in their own abilities. They know that the subject is important but they cannot cope, get left behind in their work and begin to hate mathematics. This paper reports the efforts to encourage and help a group of seventeen low achievers in mathematics prepare for their "primary six" public examination. The children were lacking in many thinking skills, but with encouragement, guidance and practice, thirteen of them (76.5%) showed improvements in their mathematical thinking and passed this important examination. This paper discusses these children's thinking in mathematics and how improvements were made.

• 대한가정학회지
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• 제27권4호
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• pp.139-150
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• 1989

The present study was designed to answer the following questions: 1) Is there and relationship between the adolescent's sex role identity and perceived parent behavious? 2) Is there any gender differences in perceived parent behavious? 3) Is there any interaction effect between sex role identity and gender in perceived parent behaviors? 109 male and 101 female undergraduates from the five universities in Seoul served as subjects in this investigation. Subjects were administered the Parent Behavior From (PBF) and the Bem Sex Role Inventory (BSRI) in counterbalanced order. A4 (sex-role identity)×2(gender) multivariate analysis of variance was performed for the perceived paternal and maternal behaviors separately. The simultaneous confidence intervals for pairwise comparison were followed when the MANOVA was significant. In testing all hypotheses, .05 was used as a significance level in this study. For the perceived paternal behavious, 1) The androgynous group, compared with the undifferentiated group, reported greater father warmth, active involvement, greater encouragement of cognitive independence, cognitive curiosity, cognitive competence, achievement control, and conformity. 2) The androgynous individuals showed higher father warmth, congitive independence, curiosity, and cognitive competence than the feminine individuals. 3) The androgynous individuals were found to have significantly higher father warmth than the masculine individuals. For the perceived maternal behaviors, there was a significant difference between gender groups in conformity. Daughters reported higher conformity than sons. The interaction effect between sex-role identity and gender, however, was not found to be significant.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권1호
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• pp.77-88
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• 2012

This qualitative research provides a situation model, which is designed for promoting learning of eigenvalue and eigenvector. This study also demonstrates the usefulness of the model through a small groups discussion. Particularly, participants of the discussion were asked to decide the numbers of milk cows in order to make constant amounts of cheese production. Through such discussions, subjects understood the notion of eigenvalue and eigenvector. This study has following implications. First of all, the present research finds significance of situation model. A situation model is useful to promote learning of mathematical notions. Subjects learn the notion of eigenvalue and eigenvector through the situation model without difficulty. In addition, this research demonstrates potentials of small groups discussion. Learners participate in discussion more actively under small group debates. Such active interaction is necessary for situation model. Moreover, this study emphasizes the role of teachers by showing that patience and encouragement of teachers promote students' feeling of achievement. The role of teachers are also important in conveying a meaning of eigenvalue and eigenvector. Therefore, this study concludes that experience of learning the notion of eigenvalue and eigenvector thorough situation model is important for teachers in future.