• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.59-71
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• 1994

The purpose of this study was to analyze the problems of housing education in Home Economics and then to present some suggestion for improving the housing education in the middle school and to analyze the problems of housing edcation that was investigated on the recognition and application in real life of housing area subject to male/female students in the middle school. The respondents were 600 boys and girls of middle school. Statistical methods adopted for data analysis were Frequency, Chi-square, t-test, F-test. The major findings were follows: 1. Many students(67.2%) responded that housing of home economics was wholly helpful in the actual life. 2. Many students recognized the necessity for the housing education. They particularly recognized the need about the knowlidge of sanitation and facilities of housing. 3. The degree to which housing education applied in the real life was lower than that to which it was needed. 4. There was a tendency that the more students realized the usefulness of housing education, the more positively they applied it in the real life. 5. The contents that students preferred to be additionally included in housing education were improvement of residential environment, solutions to housing environmental deterioration and pollution, future housing, and housing for the elderly.

• Human Ecology Research
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• v.57 no.3
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• pp.419-430
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• 2019

This study examined the influences of middle school students' affective empathy and guilt-proneness on defending behavior against bullying and investigated if class climate (teacher support and student support) had moderating effects. The participants consisted of 163 second to third grade students (77 boys and 86 girls) in Seoul and Gyeonggi-do. The data were analyzed with descriptive statistics, Pearson's correlation, and hierarchical regression. Moderating effects were examined using multiple regression analysis. The results of this study indicated that guilt-proneness, teacher support, and student support had significant effects on the defending behavior of middle school students. The higher the level of guilt-proneness, the higher the level of defending behavior. Defending behavior was also higher when students perceived a belongingness to a classroom where their teacher and students provided support. However, affective empathy had no effect on defending behavior. Second, teacher support moderated the relation between guilt-proneness and defending behavior. The effects of guilt-proneness on defending behavior against bullying were greater when teacher support was high compared to low. The results suggested that guilt-proneness and classroom climate play important roles in increasing defending behavior in middle school students. Some implications for future research were also discussed.

• Korean Journal of Psychosomatic Medicine
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• v.23 no.2
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• pp.86-92
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• 2015

Objectives : The aim of this study was to investigate the gender differences of direct aggression and relational aggression in Korean elementary and middle school students. Methods : Parents of 946 elementary school students(age $9.54{\pm}1.72$ years, 485 boys, 461 girls) completed the Child Behavior Checklist(CBCL). Six-hundred-and-three middle school students(age $13.98{\pm}0.93$ years, 301 boys, 302 girls) completed the Youth Self-Report(YSR). Independent t-test, chi-square test, and Fisher's exact test were used. Results : Boys had significantly higher direct aggression scores than girls in elementary school students(p<0.001). There was no significance gender difference of relational aggression in elementary school students(p=0.235). In middle school students, boys had significantly higher direct aggression than girls(p=0.017), and girls had significantly higher relational aggression compared to the boys(p<0.001). Conclusions : Our results suggest the presence of gender differences in manifestation of aggression subtypes in Korean elementary and middle school students. These gender differences should be taken into account in prevention and intervention approaches of aggression in children and adolescents.

• Korean Journal of Human Ecology
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• v.15 no.6
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• pp.951-959
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• 2006

The purpose of current study was to investigate the relationships between institutionalized children's stress coping behaviors and behavior problems. The subjects were composed of 80 primary school 4th, 5th, 6th graders(45 boys, 35 girls) and 55 middle school 1th, 2th graders(42 boys, 13 girls) who were institutionalized in jeonju. The major findings were as follows: 1) The institutionalized children's stress coping behaviors were significantly different between the groups based on gender, grade, and period in institution. 2) The institutionalized children's problem behaviors were statistically different between the groups based on gender and period in institution. 3) In regression analysis models, active or passive coping strategies were negatively or positively related to internalized behavior problems respectively. Furthermore period in institution was positively related to externalized behavior problems.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.353-367
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• 2007

The purpose of this study was to examine what errors students made in solving word problems with figures and to compare the problem-solving abilities of boys and girls for each type of word problems with figures. It's basically meant to provide information on effective teaching-learning methods about world problems with figures that were given the greatest weight among different sorts of word problems. The findings of the study were as fellows: First, there was no difference between the boys and girls in the types of error they made. Both groups made the most errors due to a poor understanding of sentences, and they made the least errors of making the wrong expression. And the students who gave no answers outnumbered those who made errors. Second, as for problem-solving ability, the boys outperformed the girls in problem solving except variable problems. There was the greatest gap between the two in solving combining problems. Third, they made the average or higher achievement in solving the types of problems that were included much in the textbooks, and made the least achievement in relation to the types of problems that were handled least often in the textbooks.

• Journal of the East Asian Society of Dietary Life
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• v.15 no.1
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• pp.1-10
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• 2005

Dietary behavior, body mass index(BMI) and nutrient intake status of 185 boys and 205 girls in 3rd grade middle school students in Daegu area were analyzed. Boys were 168.6cm tall and weighed 61.3kg on the average and girls 158.5cm and 54.4kg, respectively. From their BMIs, 17.9% were classified as the underweight, 54.2% as the average, 14.7% as the overweight and 13.2% as the obesity. The average energy intake per day was 2222.6 kcal for boys, 1796.2 kcal for girls which were 83.3% and 86.6% of the RDA, respectively. Composition rate of carbohydrate, protein, fat in relation to energy intake was 62.4 : 16.5 : 21.1 for boys and 58.8 : 16.0 : 25.2 for girls. Protein was taken low and carbohydrate and fat were high in this study. Particularly, fat intake rate of girls was high. Calcium, iron, vitamin A, and vitamin B2 did not meet the RDA and especially calcium was taken 63.9% for boys and 54.01 % for girls. Most of the students have tendency to eat irregularly and to overeat. For the nutrients intake, calories and calcium intake were lower than the RDA regardless of gender and iron intake was not enough for girls only. In relation to BMI, obesity group students were taking lower calories and proteins than the normal students were. No consistent trend was shown for boys about nutrient intake in relation to eating speed. Students had a correct perception of their body image which was similar to that of their mothers. Nutrient average intake is under the average and the percentile under 70% of RDA was high contrary to the fact that nutrient intake like calcium and iron was exceedingly important particularly in the growth process. Therefore, nutritional education for the proper intake of nutrients was required for the students in Daegu area. Especially, education has to be focused on the balanced diet and correct food choices for the proper dietary behaviors.

• Journal of Families and Better Life
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• v.33 no.5
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• pp.117-131
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• 2015

The purpose of this study was to investigate the difference of adolescent self-conscious emotion, empathy, forgiveness and prosocial behavior across gender and grade, to analyze the difference between the correlations among prosocial behavior and other variables across gender and grade, and to investigate the effects of adolescent self-conscious emotion, empathy, forgiveness on prosocial behavior in each gender and grade group. The subjects were 272 adolescents who were recruited by purposive sampling in the Chungbuk area. The results indicated that the empathy of girls was higher than that of boys. Boys showed a stronger correlation between prosocial behavior and guilt than girls. Next, boys' prosocial behavior was predicted by cognitive empathy, guilt, and pride, whereas girls' prosocial behavior was predicted by forgiveness toward others, pride, cognitive empathy and emotional empathy. Last, middle school students' prosocial behavior was predicted by pride and guilt, whereas that of high school students' was predicted by cognitive empathy, guilt, pride, and forgiveness toward others and the situation. In conclusion, self-conscious emotions, empathy, and forgiveness all predicted adolescent prosocial behavior but in different ways across gender and grade. It implies that adolescents need diverse educational programs according to their gender and grade, to promote their self-conscious emotions, moral emotions, and prosocial behavior.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.1
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• pp.7-22
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• 2000

The purpose of this study was to identified the level of the exposure to the PC Pornography and what's their post-exposure reactions to the PC pornography. The subjects were 423 middle school boys in Pusan. The survey was executed from July 12 through October 30, 1999. The collected data were analyzed by SPSS WIN using the %, mean, ANOVA. The results of this study were as follows: 1. 79.4%(336 boys) were exposed to the PC pornography. 46.3%(196 boys) answered that they experienced the published pornography prior to the PC pornography. 2. 78.5%(333 boys) answered that they had their PC in their homes. This ratio revealed the higher level of possession. 67.6% said that their PC were set in their own rooms. 57.9% of the subject answered they experienced the Internet Communications. 68.6% of the subject said that they tried PC communications once or twice in a week. 38.5% of the subject expressed that they used their own PC for 1-2 hours in a day. Most of them(82.7%) enjoyed the PC games or entertainment programs. 81.3% of the subject answered that their school performance didn't show the progress after the use of their own PC. 78.3% of the subject answered that they acquired information. 45.2% of the subject answered that they made their friend through the Internet communications. 78.7% of the subject answered that the time of family dialogue decreased. 70.7% of the subject answered that the time of their TV watching decreased. 3. As for their post-exposure reactions the subject who were exposed to the PC Pornography showed the point 2.93 in the item 'pleasure'. The point of 'sexual impulses' was 2.81. But the point of 'anxiety' was 2.75, the point of 'dislike or disgust' was 2.62, the point of 'guilty' was 2.59. 4. According to the frequency, the motivation and the companionship on the exposure to PC Pornography, their post-exposure reaction scores showed differences significantly. Finally, the post-exposure reaction had relation to the frequency, the motivation, the companionship and the place (F=3.28 ~ 8.40, p=.012 ~ .000).

• Human Ecology Research
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• v.56 no.2
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• pp.145-156
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• 2018

This study investigates the effects of over-parenting behavior and peer-alienation on adolescents' school adjustment and explores the mediating effects of smartphone dependency on the above relations. The subjects were 1,882 first grade students in middle school selected from the 7th year data of the 2010 Korea Children and Youth Panel Survey (2010 KCYPS). Data were analyzed by descriptive statistics, Pearson's correlation, structural equational models, and Sobel test with SPSS 21.0 and Amos 18.0. The findings were as follows. First, there was no significant difference in the school adjustment according to gender. However, boys were higher in the perception of over-parenting behavior and peer-alienation, and girls were higher in smartphone dependency. Second, peer-alienation and smartphone dependency had negative impacts on the school adjustment. But over-parenting behavior had no significant effect on school adjustment. Third, smartphone dependency played a mediator role between over-parenting behavior and peer-alienation as well as the school adjustment. Fourth, there were no significant differences between boys and girls in the relations among over-parenting behavior, peer-alienation, smartphone dependency and school adjustment. But there was a slight difference in influence. The findings of this study suggest that interventions on how to use smartphone correctly are important for improving adolescents' school adjustment. In addition, gender differences in school adjustment should be considered for a better understanding.

• 대한공업교육학회지
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• v.30 no.1
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• pp.37-45
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• 2005

The purpose of this study is to find out the relationship between the Multiple Intelligence and the technological problem solving and the differences between the two. There were a group of 200 third grade middle school students that were comprised of 100 boys and 100 girls and what the difference is exited between the boys and the girls. To measure the students' Multiple Intelligence, MI(Multiple Intelligent)Test designed by Youngrin, Moon was used. As the testing instrument of the Technological problem Solving, we use the test developed by National Center for Research on Evaluation, Standards, and Students Testing(CRESST). The results were; First, In comparison with the boys and girls' multiple intelligence part, there were individual differences in musical intelligence, bodily-kinesthetic intelligence, logical-mathematical intelligence, and naturalistic intelligence of multiple intelligence. Second, In comparison to the technological problem solving part, there were individual differences in self-regulation and there was a mild difference in understanding of the contents. Third, The multiple intelligence related with the self-regulation is continuous with logical-mathematical intelligence, intra-personal intelligence and linguistic intelligence. Fourth, The multiple intelligence related with the technological problem solving strategy is continuous with logical-mathematical intelligence and musical intelligence. Fifth, The multiple intelligence related with the understanding of the contents is continuous with the logical-mathematical intelligence and naturalistic intelligence. To improve the students' technological problem solving ability, it is required the development of the curriculum which focus on the improvement of logical-mathematical intelligence, musical intelligence, intra-personal intelligence, linguistic intelligence and naturalistic intelligence of the students.