• 대한가정학회지
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• 제40권10호
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• pp.65-76
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• 2002

The purpose of this study win to examine the relation between level of income, perceived parental behaviors, and ego-identity of school-aged children. The subjects were 356 children in the 6th grade selected from six elementary schools in Seoul and Keunggi-Do. The subjects were asked to complete the questionnaire on ego-identity and perceived parental behaviors. The data was analyzed by Mean, SD, Cronbach's α, Pearson's correlation and Multiple Regression. The major findings were as follows : 1. The level of income(antecedent variable) was significantly related with perceived parental behavior(mediator) and ego-identity of school-aged children(dependent variable). 2. The effects of level of income on ego-identity of school-aged children became lower after control of the effects of perceived parental behaviors. In other words, perceived parental behaviors partially mediated the effects of level of income on ego-identity of school-aged children.

• 한국학교보건학회지
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• 제10권2호
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• pp.179-192
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• 1997

The main purpose of this study was to analyze and identify factors related to changes in visual acuity of primary school students over one year period. The data for this study were collected from 980 students in the first to fifth grades of one elementary school located in Koyang City, Kyungki Province. The visual acuity tests of students and self reported questionnaires for the students and their parents were administered in 1995 and 1996. The data were analyzed by using SAS PC. The results of the study were as follows. 1. Visual acuity in both eyes is significantly lower in girls than in boys. 2. Overall visual acuity of the students decreased over the one year. Notably, decreases in visual acuity were statistically significant during the transition from the first to the second grade and from the third to the fourth grade. 3. Students with visual acuity ranging from 0.4 to 0.7 and those above 1.0 in 1995 showed a significantly lower acuity in 1996 than other students. 4. Students who needed glasses in 1995 showed significantly lower visual acuity in 1996 than those without glasses. 5. Other factors related to visual acuity are lights in the classroom, difficulty reading a blackboard, posture of children while watching TV, and distance from the TV set. Some of these factors may be the result of students' already poor visual acuity rather than causes of the decrease. In conclusion, many elementary school children experience significant decrease in visual acuity and need special intervention to maintain or improve their visual acuity.

• 아동학회지
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• 제36권6호
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• pp.23-38
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• 2015

The purpose of this study was to investigate and compare the multicultural perceptions (multicultural acceptability, multicultural sensitivity and judging multicultural children) of elementary school students. The subjects comprised 1,252 students (583 third graders and 669 sixth graders), promoted from 20 elementary school in J province. The findings are as follows. First, the independent t-test showed that the lower graders had higher scores in cultural openness and national identity of multicultural acceptability, as well as the cognitive element of multicultural sensitivity than upper graders. In addition, the upper graders had higher scores in unilateral expectations for assimilation of multicultural acceptability, as well as the cognitive element of judging multicultural children. Second, all subscales were found to be interrelated, except for unilateral expectations for assimilation and two subscales (cognitive and righteous) in judging multicultural children. These results imply that in order to help have more positive perceptions of multiculturalism, it is necessary to develop more diverse multicultural education programs for elementary school students which take into consideration their grade levels.

• 초등상담연구
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• 제5권1호
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• pp.43-63
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• 2006

This study aims at examining effects of study skills training on elementary school children's self-directed learning ability. To achieve this goal, the following hypotheses were built. Hypothesis 1. There are significant differences in self-directed learning ability between experimental and control groups. Hypothesis 2. There are significant differences in study skills by self-directed learning ability in the experimental group. To test these hypotheses, two classes in the fourth grade were selected from S Elementary School in the city of Busan for experimental and control groups, each of which consisted of 23 children: seven for the advanced group, eight for the intermediate group, and eight for the lower group according to self-directed learning ability. The experimental group participated in twenty sessions of study skills training while the control group went through no treatment. The study skills training program was the reconstruction to meet the requirements of this study in reference to domestic study skills training programs on the basis of the Study Skills Training Program for Elementary School Children in the Higher Grades developed by Byeon and others (2001), The effects of the program was tested by using the Study Skills Test for Elementary School Children in the Higher Grades developed by the educational institute of Busan National University (Bye on et al., 1999) and Lee's (1998) translation of the Self-Directed Learning Preparation Test by Guglielmino (1977) for elementary school children. To analyze the effects of the program, the SPSSWIN (10.0) program was used to carry out ANCOVA on results of pretest and post-test for experimental and control groups, along with repetitive one-way ANOVA to examine differences in results of pretest, post-test, and further test and an individual comparative test (Scheffe) to see differences in means of the three tests. This study obtained the following results. First, there were significant differences in marks for self-directed learning ability between the experimental group participating in study skills training and the control group and the effect was shown to last. Second, in terms of three levels of self-directed learning ability, there was no significant difference between advanced and intermediate groups in the effects on study skills but there were significant differences in the lower group. The results demonstrated that study skills training had a significant effect on their self-directed learning ability. and the study skills training program had a meaningful effect on the lower group.

• 한국콘텐츠학회논문지
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• 제13권11호
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• pp.1004-1013
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• 2013

본 연구는 자연재해 교육이 초등학교 저학년 통합학급 아동의 환경친화적 태도에 미치는 효과를 알아보고자 하였다. 이를 위하여 G광역시에 위치한 C초등학교 1학년 통합학급 2곳에 재학중인 일반아동 45명과 발달지체아동 2명을 선정하였다. 본 프로그램에 참여를 원하는 반을 실험집단, 다른 한 반은 비교집단으로 정하였다. 1학년 2학기에 총 18회기의 실험처치를 실시하였다. 자연재해 교육의 효과는 Musser와 Diamond가 제작한 CATES-PV를 기초로 허윤정이 수정 번안한 도구를 사용하여 측정하였다. 그 결과 자연재해 교육은 초등학교 저학년 통합학급 아동의 환경친화적 태도를 증진시키는데 효과적인 것으로 나타났다. 본 연구의 자연재해교육을 받은 아동들의 동식물 대한 애호와 관심, 생명에 대한 존중의식, 인공적인 환경 보다 자연환경에 대한 선호, 자연보호, 자원절약 등 현재 환경 관련 교육 이 목표로 하고 있는 능력, 태도가 증진되었다는 결과는 현재 우리나라 아동들을 위한 자연재해 교육에 대한 의미와 범위를 재고해 봐야할 필요성을 제시한다.

• 한국식품영양과학회지
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• 제35권6호
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• pp.809-814
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• 2006

현행 초등학교급식의 운영효과를 증대시킬 수 있는 방안도출을 위한 기초자료로 학교급식을 받고 있는 초등학생과 그 학부모들의 급식에 대한 만족도, 식단에 대한 기호도, 급식운영에 대한 인지도 등의 현황조사를 실시하였으며 그 결과는 다음과 같다. 학부모와 학생들의 학교급식 만족도를 5점 척도로 평가한 결과, 평균 3.6점 이상으로 학교급식에 대해 비교적 높은 만족도를 보였으며, 학부모와 학생간의학교급식 만족도에 대한 유의적 차이는 없었다. 학생들의 학년별 학교급식 만족도를 조사한 결과 학년이 높아질수록 저학년 때보다 학교급식에 대한 만족도는 유의적으로(p<0.001) 낮아지는 것으로 조사되었다. 학교급식을 만족하는 이유는 학생, 학부모 모두 다양한 식단구성(66.9%,64.8%)이 가장 높았으며, 학생의 경우 음식 맛 좋음이 27.6%로 나타났고 학교급식의 만족도를 높이게 하는 주요요인이 음식인 것으로 조사되었다. 아동들이 좋아하는 음식, 학부모들이 생각하는 아동들이 좋아하는 음식은 모두 육류(22.2%, 27.9%), 간식(15.5%, 7.1%), 밥류(14.4%, 18.5%), 튀김류(15.1%, 13.6%)등이었으며, 학생들이 싫어하는 음식은 나물류(19.5%, 22.2%), 김치류(19.0%, 17.2%), 국류(14.8%, 16.3%), 생선류(19.1%,15.1%) 등으로 나타났다. 아동들이 식사를 남기는 이유를조사한 결과 배식량이 많아서(38.7%)가 가장 많았으며 음식 맛이 없어서(35.2%), 편식습관 때문에(19.2%)로 나타났다. 학부모가 생각하는 학교급식에서 개선해야 할 점은 위생관리 철저(22.5%), 질 좋은 식재료의 사용(11.5%),적정량 배식(8.6%), 조리법의 개선(8.6%), 식재료 크기조절(7.4%) 등으로 조사되었다. 본 연구는 성남지역 초등학교에 재학 중인초등학생과 그의 학부모를 대상으로 설문조사를 하였으므로 전체 초등학생 및 학부모의 의견이라고 하기에는 제한점이 있으나 학교급식의 효과를 증대시킬 수 있는 방안 마련의 참고자료로 활용되었으면 한다.

• 대한가정학회지
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• 제40권2호
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• pp.15-27
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• 2002

The purposes of this study were to develop self- growth program for children and to testify the effect of the program. For these purposes self- growth program for children was developed and then 83 5th grade children in elementary school were tested with interpersonal strategies scales and school adjustment scales. Out of 83 children, 20 children with lower grades became subjects. They are retested after completing the program. The methods for data analyses included t-test and 2×2 two - way ANOVA The children's interpersonal strategies and school adjustment scores increased after participation in the program. Sex difference didn't manifest.

• 교육시설 논문지
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• 제28권3호
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• pp.3-14
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• 2021

Speech information of teachers is transmitted to students in classrooms so that appropriate aural environment should be provided for academic purposes. Many researches have been undertaken for classroom acoustics, and acoustic standards of domestic classrooms were suggested based on the reverberation time and background noise level. However, these standards are suitable for middle and high schools and so not consider the auditory ability by ages. As a precedent research, the present study was begun to suggest an acoustic standard for lower grade elementary school classrooms with children under age 9 who have not normal auditory ability. In order to do this, acoustic performances of the lower grade classrooms were measured and compared with the general classrooms. Also, change of acoustic parameters depending on the desk layout was measured and analyzed. The measured acoustic parameters were background noise, signal to noise ratio, RT, STI, D₅₀, and IACC. As a result, it was found that background noise is exceed the standard of 35dB(A) at the schools along the road sides. Also, it was shown that most of acoustic parameters are higher in the classrooms built recently rather than the old classrooms. Generally, there are not much difference of acoustic parameters among the various desk layouts but, better acoustic performances are acquired at the center line and the seats near sound source. Also, Higher IACC was measured at the seats on the center line facing the source squarely.

• 한국학교보건학회지
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• 제25권2호
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• pp.192-203
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• 2012

Purpose: The purpose of this study was to compare physical self-concept, academic self-concept and depression among obese and over-weight and normal weight children. Methods: The 6th grade children in two elementary schools (n=287) completed self-report questionnaires measuring self-concept and depression. Results: The mean score of depression and self-concept in normal weight children were 9.76 and 92.59. In obese and over-weight children, depression and self-concept were 12.31 and 86.69 respectively. Subjects who were obese and over-weight showed significantly lower scores of physical self-concept (t=-4.621, p<.001) but not significantly low in academic self-concept (t=-1.065, p=.288) than normal weight children. Meanwhile, this study shows that subjects who were obese and over-weight were significantly higher level of depression than subjects in normal weight (t=2.480, p=.014). Conclusion: In conclusion, obese and over-weight children showed negative aspects in the developmental course. This study demonstrates that obese and over-weight children should be treated as a risk group who needs any professional help such as a school mental health program for normal development.

• 한국학교보건학회지
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• 제16권2호
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• pp.97-110
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• 2003

The purpose of this study is to find out the relationship between internet addiction and mental health of 5-6th grade students in elementary schools and to provide some basic data to develop a program for prevention and treatment of internet addiction. The study is the research of the descriptive correlation and the subjects of the study were 643 students from 5th and 6th year children of four elementary schools in four districts which are located in G city. The data were analyzed by SAS program with frequency, percentage, means, standard deviation, x2-test, ANOVA and Pearson's Correlation Coefficient. The results were as follows: 1. In the demographic characteristics of the subjects, the boys were 50.5%, girls 49.5% and 5th grade students were 48.4%, 6th grade 51.6%. The purposes of the internet using were e-mail 40.3%, game 37.5%. 2. In the degree of the internet addiction were 4.5% of addiction, 38.7% of addiction tendency and 56.8% of non-addiction. 3. The score range of the degree of the mental health index of the subjects' were 26-28, mean 47.8. 4. There were significant differences in mental health index(F=34.01, p= .000) to the degree of the internet addiction. 5. There were significant negative correlation between the degree of internet addiction and the mertal health index(r=0.342, p= .000). The result of the study showed the students who are in high-grade in elementary school have already addicted to using of the internet as much as the youth and the more they addicted to the internet, the lower mental health index they have. According to increasing of the using internet among the elementary school students, the internet addiction of them have increased. Therefore, it is necessary to develope a program for prevention and treatment of the internet addiction.