• Journal of the Korean Dietetic Association
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• v.11 no.4
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• pp.449-461
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• 2005

This study was performed to investigate the preference and consumption pattern on milk and milk products of middle and high school students. The subjects were 1,195 students(590 middle school and 605 high school students) living in Geochang area. The survey was conducted by using a self-administered questionnaire in November, 2004. The results were as follows. Sixty-three point four percent of the subjects liked milk, and the main reason was 'accelerate growth and development'(55.4%). Preferred tastes of milk were 'savory taste'(35.4%) and 'sweet taste' (29.9%). Banana milk, chocolate milk, strawberry milk, ice cream, yoplait and yogurt were highly preferred. General preference for different kinds of milk was significantly higher in high school students and male students than in middle school students and female ones. With regard to preference for dairy products, cream (p<0.01) and butter(p<0.05) was preferred more by male students than by female ones, ice cream(p<0.05), yoplait (p<0.05) more by female students than male ones. The score of milk intake frequency was 3.84(3-4 times a week) out of 5 points(7 times a week) for white milk, and that of chocolate milk was 1.98, banana milk 1.96, strawberry milk 1.72, coffee milk 1.65, showing that these products were drank less then once a week. In addition, the white milk intake frequency was significantly higher in middle school students and male students than in high school students and female students(p<0.001). Preference for milk showed a positive correlation with preference for dairy products (r=0.543, P<0.001) and frequency of milk intake(r=0.429, P<0.001). This suggests that those who prefer milk high tend to prefer dairy products and to show high milk intake frequency. In addition, milk intake frequency was in a high positive correlation with dairy product intake frequency(r=0.648, P<0.001).

• Journal of Nutrition and Health
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• v.36 no.9
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• pp.960-965
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• 2003

For the purpose of developing 'internet nutritional education program', this study analyzed the actual states of internet nutritional information of middle/high school students. Survey questionnaires were distributed from October 21, 2002 to October 26,2002 to a total of 564 students at three junior high schools and five senior high schools located in Seoul. The total number of questionnaires collected and used in our study was 479, which is 84.9% of the total questionnaires distributed. According to the survey results, we found significant difference in the nutritional information source between middle and high school students (p < 0.05) , and two groups responded that effective nutrition information material is 'electronic materials'. Most of the respondents connected with internet more than 1 times per day, but a large number of students were not experienced in using nutrition information of the internet. All groups were using nutrition information of the internet for homework, and satisfaction level of using nutrition information of the internet were an average. Effective methods for acquiring nutrition information of internet were 'educational game' for middle school students and 'bulletin board (Q & A)'for high school students. Moreover the factor analysis for internet nutritional information program's characteristics showed that 'instructing plans','contents of study & technical support','availability'and'interaction'were important considerations for developing internet nutritional information program. We found out through our analysis that was a strong need for a more practical and effective internet nutritional education program for middle and high school students.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.122-132
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• 2004

The present study is to investigate the middle school students' worldview and consciousness about the environment. To conduct this study, 605 students from the two middle schools of Daegu metropolitan area, seventh grade, were measured using a modified version of New Environmental Paradigm (NEP) instrument and qustionnaire of environmental consciousness. The results are as follows: First, a majority of middle school students held an ecological environmental worldview. They also had a similar environmental worldview to education experience on environment-related to subjects. The strongest area of agreement with the NEP were in the "Negative results of growth and technology." The weakest area of agreement with the NEP were in the "Quality of life" dimension with only 44.9 percent agreement across that dimension's four statements. Second, the middle school students are sensible of consciousness in environmental problems. They pointed out that air pollution and noise are the most as sever problems in country and local area, respectively. Finally, the subjects who showed the higher environmental worldview had a higher environmental consciousness and better attitudes related to environmental problems.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.3
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• pp.388-399
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• 2011

The purpose of this study was to analyze the relationship between leadership life skills, social competence and self-regulation ability of scientifically gifted and regular middle school students. The subjects for this study were 351 middle school students in Busan. The results of this study were as follows: First, scientifically gifted students had higher significant differences in leadership life skills, social competence and self-regulation ability than regular middle school students. Second, there were significant positive correlations between leadership life skills, social competence and self-regulation ability. Third, social competence and self-regulation ability affected leadership life skills. This suggests that social competence and self-regulation ability are important variables to develop and improve leadership life skills of gifted students.

• Research in Mathematical Education
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• v.23 no.1
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• pp.23-45
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• 2020

Many researches proposed different models and concepts for the PCK. It is important to understand its composition. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. We developed an instrument for assessing middle school students' perceptions of mathematics teachers' PCK (SPOMTPCK) to investigate the nature of PCK. Theoretical claims and empirical research in PCK were used to design questions and sub-scales for the SPOMTPCK. The face validity of the instrument was established by the expert mathematics teachers and students. A questionnaire consisting of 38 items on a five-point Likert-type scale was used for data collection from 799 middle school students. The exploratory factor analyses resulted in the development of a three-factor scale of 17 items that was proved valid and reliable, that is, pedagogical representation, understanding students and curriculum, and encouraging students' engagement. The Cronbach α coefficients of the scale was 0.935, and the Cronbach α coefficient of three factors were ranged from 0.721 to 0.912. The confirmatory factor analysis showed that the questionnaire has good construct validity and the fit indexes are good. MANOVA analysis of variance revealed that the differences in mathematics teachers' PCK identified by students of different school types and grades were statistically significant. It is a validate measurement to evaluate the perceived mathematics teachers' PCK for middle school students.

• Korean Journal of Child Studies
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• v.34 no.5
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• pp.61-77
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• 2013

This study examined the influence of cognitive-emotional regulation, emotional self-disclosure and maternal psychological control on adolescent depression. The participants in this study consisted of 280 middle school students and 287 high school students in Gyung Gi Province, Korea. The results of this study were as follows. First, the high school students exhibited higher scores on depression than middle school students while there were no meaningful differences in maternal psychological control, cognitive-emotional regulation and emotional self-disclosure. Second, both middle and high school students' depression levels were positively associated with maternal psychological control and maladaptive cognitive-emotional regulation. Both middle and high school students' depression was negatively associated with emotional self-disclosure. Third, maladaptive cognitive-emotional regulation and maternal psychological control had a significant effect on both middle and high school students' depression levels, while emotional self-disclosure had a significant effect on high school students' depression only. In both age groups there was an interactive effect of maladaptive cognitive-emotional regulation and maternal psychological control on depression.

• Journal of the Korean Society of School Health
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• v.30 no.2
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• pp.136-145
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• 2017

Purpose: This study was conducted to examine the degree of suicidal ideation, social support and self-esteem on depression in middle school students. Methods: The study, based on a correlation study design, selected participants from five middle schools by convenience sampling. Data were collected from April 19 to June 13, 2015 from the 427 participants included in the study. The data were analyzed using SPSS / Win 20.0. Results: There was a significant correlation between depression, self esteem, social support, and suicidal ideation. Depression was negatively correlated with self-esteem(r=-.47, p<.001) and social support(r=-.45, p<.001), while being positively correlated with suicidal ideation(r=.64, p<.001). Conclusion: The findings indicate that depression in middle school students can increase the risk of suicide. Self-esteem and social support of middle school students are also important resources for reduce depression and suicide prevention.

• Journal of the Korean Institute of Educational Facilities
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• v.22 no.1
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• pp.47-57
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• 2015

This study aimed to identify secondary school students' perceptions of school spaces by researching their place preferences and the reasons for them. For the purpose, we analyzed students' written statements regarding places they like and dislike at school, which were collected from 836 middle and 1,100 high school students enrolled at 4 middle and 4 high schools, respectively. Data were transcribed, encoded, and analyzed so as to be clustered to themes revealing the students' senses of places at school. The results are as follows: (1) for middle school students, the most preferred places had to do with physical activities, including playground, auditorium, gymnasium etc., whereas high school students preferred indoor places such as classrooms; (2) the reasons for like-places were categorized into three themes: functions (physical, social, learning, and everyday activities), emotions (belonging, healing, and aesthetics), and physical characteristics; (3) both middle and high school students regarded restroom as the place that they disliked most; (4) the reasons for dislike-places included physical conditions, atmosphere, person-related, subject-related, and circumstances such as the happening of violence or punishment. These may provide educators, parents, school architects and administrators with practical considerations needed for making school a better place for students at secondary schools.

• Journal of the Korean Dietetic Association
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• v.17 no.1
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• pp.18-31
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• 2011

The purpose of this study was to evaluate the dietary behaviors as well as energy and nutrient intake in elementary and middle school students according to breakfast eating status. The survey was conducted using questionnaires and dietary records among 191 elementary school students and 280 middle school students residing in Chungnam. The subjects were divided into two groups according to frequency of eating breakfast: breakfast skipping (frequency of eating breakfast under 4 times/week) and breakfast eating (frequency of eating breakfast over 5 times/week). The rate of breakfast skipping was 27.2% for the elementary school students and 31.1% for the middle school students. The breakfast skipping group had a significantly lower frequency of having dinner, a lower proportion of eating at regular meal times, and a significantly higher frequency of leaving food after meals than the breakfast eating group for both elementary and middle school students. In the case of the elementary students, there was a significant difference in carbohydrate intake between the two groups. In the case of the middle school students, the intakes of energy, protein, carbohydrate, dietary fiber, vitamin A, vitamin B2, niacin, vitamin B6, folate, vitamin C, Ca, and Fe in the breakfast skipping group were significantly lower than those in the breakfast eating group. These results show that nutrient deficiencies among breakfast skipping individuals cannot be compensated for at the other meals during the day in middle school-aged adolescents whose nutrient requirements are high for growth. Therefore, in support of proper dietary management, it is necessary to promote and support breakfast eating in adolescents.

• Journal of the Korean Institute of Educational Facilities
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• v.27 no.2
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• pp.79-86
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• 2020

Since the introduction of the new Variation Type school, few studies have focused on students' adaptation to the changes in their learning environments at school. This paper is based on the Stage-Environment Fit theory, which asserts that a successful school life(in terms of motivation to learn) is ensured only when the school environment meets the social and emotional needs of students. Focusing on the third-grade student's adaptation to a new Variation Type school during their middle school period, the following conclusions were drawn. First, the transition to a new Variation Type school during middle school is much more difficult than adjusting to a new Variatio Type school upon admission to middle school. Second, this difficulty in adaptation is caused by socio-emotional dissatisfaction in adolescent students, for whom deconstruction of previous friendships can hinder motivation to learn. Third, third-grade students who experienced stress due to spatial changes tended to have a negative attitude towards the new Variation Type itself as they feel more tired from failing to use the space properly. Fourth, to transition successfully to a new Variation Type school, socio-emotional problems must be solved through the reduction of scale of the homebase, and the provision of various choices increasing the number of homebase.