• Journal of Families and Better Life
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• v.19 no.2
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• pp.31-46
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• 2001

child relationships and school life through the in-depths interview with victims who have been victimized by peers for more than two years. For the selection of subjects, we administered questionnaires at three different times throughout a year. At both Time 1(July in 1998) and Time 2(December in 1998), 354 2nd grade junior high school students(169 boys and 185 girls) completed two kinds of questionnaires. And at Time 3(July in 1999), the subjects responded the questionnaires once more. Then 10 victims who has been victimized through Time 1, 2, and 3 were selected and interviewed. The victims were victimized for more than two years. Boys were more overt victimized, whereas girls were more related victimized. The victims were divided into four types by perception and reaction of victimization: (i) Passive victims who were afraid of and shrink from victimization, (ii) Aggressive victims who perceived seriously and reacted inappropriate aggression, (iii) Simple-minded victims who did not perceived seriously and reacted unconcernedly, and (iv) Ignorant victims who did not perceived seriously and reacted ignorant. The victims had been punitive frequently by parents at home. Also, they had no friends and teachers who supported for them in school.

• Korean Journal of Child Studies
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• v.30 no.6
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• pp.489-504
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• 2009

This study explored differences in maternal parenting behaviors, children's emotional intelligence, and daily hassles by children's sex and types of aggression. Subjects were 200 children in 4th, 5th, and 6th grade and their mothers from four elementary schools. Instruments were the Maternal Parenting Behaviors Scale (Kim, 2006), the Emotional Intelligence Scale (Lee, 1997), the Daily Hassles Scale(Min & Yoo, 1998), and the Peer-nomination Measure (Crick, 1995; Crick & Grotpeter, 1995). Data were subjected to descriptive statistical analysis and multivariate analysis of variance. Findings revealed that the relational aggressive group had higher emotional intelligence and more daily hassles; girls had higher level of daily hassles than boys. Maternal parenting behaviors did not differ by child's sex and type of aggression.

• Journal of Home Health Care Nursing
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• v.25 no.1
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• pp.25-36
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• 2018

Purpose: The purpose of this study was to review the literature to explore the relationship between body mass index (BMI) and bone mineral density (BMD) in elderly using an integrative review. Methods: The keywords 'osteoporosis,' 'body mass index,' and 'bone mineral density' were used to search peer-reviewed publications through four databases. Among 1,389 searched articles, eight articles were selected after excluding those that did not meet the inclusion criteria. Results: Seven articles stated that BMI was positively associated with BMD among elderly. In the elderly, the prevalence of osteoporosis was 25-55.7% in women, and 11-13% in men. Conclusion: This study found that high BMI may be helpful to increase BMD among elderly although the mechanism was not clear. It is necessary to identify BMD and fractures in elderly according to body composition in future research.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.83-97
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• 2010

Growth mixture modeling was used to identify types of changes in overt aggression from Grades 4 to 7 among a sample from the Korean Youth Panel Survey. Three discrete patterns were found to adequately explain changes of overt aggression in both boys and girls : Persistent intermediate aggression; Increasing aggression; and Decreasing aggression. Most boys (93%) fell into the Persistent intermediate aggression group and 49% of girls were found to fall into the Increasing aggression group. This suggests that prevention programs should recognize that girls are at risk of increasing aggression in their early adolescence. Multinomial logistic regression analysis shows that self-control, child abuse, peer support, and involvement with deviant peers at Grades 4 were all strongly associated with trajectory class membership. These associations did not differ by gender. These findings suggest that prevention programs should focus on the multiple risk factors of both boys and girls.

• Korean Journal of Child Studies
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• v.19 no.1
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• pp.101-115
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• 1998

The present study was designed to assess the effect of relationship on children's distributive justice reasoning. 259 kindergarten, second-grade, and fifth-grade children were asked to allocate 9,000 Won to 3 characters under three different relationship conditions (strangers, peers, and siblings), provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children were sensitive to relationship information such as allocation of more money to productive rather than to needy or older strangers, more to needy friends than to productive or older friends, and more to older than to a productive sibling. However, young children relied on only one principle, equality, across the relationship conditions. Kindergartners viewed allocations based on age entitlement as fairer than older children did, whereas both groups of older children rewarded individuals based on equality in stranger, equality and need in peer, and equality and equity in sibling relationships.

• Journal of Fashion Business
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• v.13 no.3
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• pp.40-48
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• 2009

Counterfeiting is a fast growing market worldwide. The purposes of this study were to examine adolescents' attitudes toward counterfeits, their ethical beliefs, and reference group influence on purchasing counterfeits. Two hundred thirteen high school students in Seoul and subside, South Korea, voluntarily participated in the study. As the results, approximately 30% of the adolescents had purchased counterfeits. Also, the adolescent buyers of counterfeits tended to purchase counterfeit goods as more alternative of genuine products than non-buyers, and did have more positive feeling toward counterfeits than non-buyers of counterfeits. In addition, adolescent buyers of counterfeits had lower consumer ethics than non-buyers. Finally, adolescents who have purchased counterfeits were more influenced by their peer group than those who have not. The findings would benefit marketers and educators in understanding of adolescents' purchasing counterfeit products, and contribute to develop strategies regarding counterfeits. Based on these results, some strategies for marketers and educators would be suggested.

• International Journal of Human Ecology
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• v.14 no.1
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• pp.115-130
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• 2013

This study reviews the current status of Korean first graders, their experience with early care and education (ECE) programs, and their participation in private and after-school education. The research also examines how school adjustment during the first grade is related to family income, types of ECE programs, and participation in private and after-school education. Using the first year data of the Korean Child and Youth Panel Survey (KCYPS) 2010, this study analyzes 752 first graders who attended only one of two types of ECE programs (child care centers or kindergartens), after which two 25% income extremes were examined. The analysis demonstrates that children from low-income households attended child care centers more often, while children from high-income households attended kindergartens more often. For both low-income and high-income groups, child care centers had a lower starting age and longer attendance periods than did kindergartens. High-income household children started attending ECE programs earlier, experienced more private and after-school education, and received a larger number of private and after-school educational lessons. For the second research purpose, children from low-income families showed better peer relations in school adjustment, while children attending child care centers showed better teacher relations than children attending kindergartens. Children with after-school education also exhibited better peer relations. These findings show the importance of government support for early learning, especially for low-income families and offer a foundation for developing private education polices for early childhood before and after school entry.

• Korean Journal of Social Welfare
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• v.61 no.4
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• pp.191-215
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• 2009

The purposes of this study were to investigate the factors that influence the school drop-out of North Korean refugee youth and to generate recommendations for social work practice and the resettlement policies of the government to ameliorate the high school drop-out rate among North Korean refugee youth. This study examined the effects of the environmental factors such as the quality of parenting practice, peer attachment and the kind of school a youngster attends, and personal characteristics such as self-respect and acculturation stress level, and academic efficacy on the school drop-out intention. Gender, duration of stay in Korea, family economic status were established as control variables. The drop-out intention was used as a proxy for drop-out behavior. The study findings indicate that the personal characteristics such as gender, self-respect and acculturation stress, academic efficacy were the significant influencing factors, whereas environmental factors such as quality of parenting, peer attachment did not exert any statistically significant effect on the drop-out intention. At the conclusion, the implications of the study findings for research, social work practice and the government policies were discussed.

• The Mathematical Education
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• v.59 no.3
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• pp.271-294
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• 2020

The purpose of this study was to explore the possibility of digital simulation by which pre-service teachers (PSTs) can approximate the core teaching practice of eliciting student thinking. This study examined PSTs' questions to elicit student thinking, their use of "pause" session and peer feedback, and their reflections on doing a digital simulation. We analyzed a two-hour digital simulation session with 13 PSTs who enrolled in the elementary mathematics methods course. The results showed that PSTs shifted their general questions to more content-specific questions throughout the simulation and made a quick transition to comparing students' strategies. The number of lead PST-initiated "pause" ranged one to four times for various reasons. Their peer-coaches did not voluntarily "pause" the simulation session but actively shared what they noticed from the student work samples and suggested the next teaching moves. Without utilizing the pause session, the dramatic improvement of questioning was not observed. Even though the PSTs felt overwhelmed with interacting with the student-avatars in real-time, they highlighted the benefits of simulations, appreciated the opportunity to learn the core teaching practice, and viewed this digital simulation as "real" and "authentic" experience. The findings of this study provide implications for re-designing a practice-based teacher education program.

• Horticultural Science & Technology
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• v.28 no.5
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• pp.877-883
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• 2010

The purpose of this study was to investigate the effect of horticultural therapy program based on Reasoner's building self-esteem for juveniles. Fourteen middle school students were recommended by Community education specialist (social worker). Seven experimental group members received a horticultural therapy program and 7 control group members did not during this study performed from April 2009 to July 2009. As the results, the total self-esteem level of the experimental group increased significantly after horticultural therapy (p=$0.046^*$), while control group decreased (p=0.610). In the sub-field of self-esteem, social-peer self-esteem level of the experimental group increased significantly (p=$0.018^*$), while significant difference was not detected for the control group. Therefore horticultural therapy program based on Reasoner's building self-esteem could be utilized as appropriate tools for improvement of self-esteem in juveniles in future clinical studies.