• Journal of the Korean Society of School Health
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• v.23 no.1
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• pp.41-52
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• 2010

Purpose: The objective of this study is to investigate the relationship between middle and high school students' internet addiction, social support, self-efficacy and school life adjustment. Data were collected by self-administered questionnaires at middle and high school students located in Seoul and the metropolitan areas. Methods: The response rate is 94.8% (474 cases). The internet addition was measured by K Scale. The various methods of analysis were used, for example, frequency analysis, t-test, analysis of variance, and multiple regression analysis. Results: First, the mean score of internet addiction level is 2.07 in 5 Likert scale. the internet addiction level of the male students are higher than female students (p<.05). Second, as a result of classification of internet addiction groups by K Scale, 11 students (2.3%) are included in high risk group, 27 students (5.7%) are in potential risk group, 436 students (92.0%) are in general group. Third, the level of social support and self-efficacy of middle and high school students are very high. The difference of social support by internet addiction groups was not statistically significant. But, the difference of self-efficacy by internet addiction groups was statistically significant. The level of self-efficacy of the students in general groups are more higher than in high risk group and in potential risk group (p<.01). Fourth, the difference of school adjustment by internet addiction groups was very statistically significant. The level of school life adjustment of the students in general groups are more higher than in high risk group and in potential risk group (p<.01). Fifth, the internet addiction have a negative correlation with school life adjustment. And the social support and self-efficacy have a positive correlation with school life adjustment (p<.01). Finally, in stepwise multiple regression analysis, the internet addiction affects negatively on the school adjustment. And the support of teacher among three types of them affects positively on the school life adjustment. And the social self-efficacy among two types of them affects positively on the school adjustment (p<.01). Conclusion: to adjust desirably the school environment of the middle and high school students, optimal and efficient management of internet addiction was needed in the future and the improvement and promotion of social support and social self-efficacy of the students was also demanded.

• Journal of Korean Elementary Science Education
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• v.32 no.2
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• pp.159-168
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• 2013

The purpose of this study was to investigate the elementary school students' perception about "the aims of school science experiments". For this study, the perceptions were surveyed from 193 elementary school students (96 boys and 97 girls) in one school located in Gyeonggi-Do. The responses were analyzed with categorization based on their gender, school science test scores. The results from this study were as follows; in relation to the aims of school science experiments, the elementary school students considered intrinsic values of doing experiments were more worthy than the extrinsic values of it. It was found that 25.4% of the students had ideas that students do science experiments for understanding science theory. Up to 70% of the students responded that they do science experiments for understanding and memorizing the contents of science textbooks. School science experiments were regarded as an educational tool for the science study. It is recommended that teacher need to make clear the aims of laboratory work and help students to understand of it.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.31-43
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• 1993

The purpose of this study was to investigate middle school students’perception about Home Economics Education in order to provide the basic materials to improve Home Economics curriculum. For this purpose reviewing literatures and empirical research were conducted. the subjects were 661(fourteen-year-ole(8th graders) enrolled in middle school in Seoul and Gyeongsang-nam-do. Statistical methods adopted for data analysis were frequencies, mean standard deviation, ONEWAY ANOVA, Chi-square. Major findings were as follows: 1. The middle school students’perception about Home Economics Education differed with sex of subjects. That is, girl students’perception was higher than boy students’perception. 2. The middle school students’perception about Home Economics subject varied across parents’education level. 3. There was no significant difference in the middle school students’perception about Home Economics Education according to existence of mother’s Job. 4. There was a significant difference in the middle school students’perception about Home Economics Education according to region. That is the perception about the contents of eating life role was high in rural and the daily life as a consumer and resources application was high in Seoul. 5.The middle school students’perception about Home Economics Education varied across subject distinction. That is the perception of boy students who chose Industrial Arts$.$Home Economics subject was high.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.9-17
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• 2007

This study sets out to assess the scientific literacy of secondary school students and to describe their differences according to gender, grade, course. This study involved 112 middle school students and 213 high school students. Their scientific literacy was measured by the Scientific Literacy Test designed by Manhart (1997). A 70-item multiple-choice test was used to assess their scientific literacy. The constructs of science factor included 36 items making up physical science, life science, and earth science subtests. The social aspects of science factor consisted of 34 items in nature of scientific inquiry/knowledge, science as a human endeavor, science and technology, and societal perspectives. A two-way analysis of variance (ANOVA) and t-test were conducted using the SPSS program. The scientific literacy score of the middle school students was 45.17. There was no significant difference according to gender but boys tended to perform better than girls on both the constructs of science factor and the social aspects of science factor. The scientific literacy score of the high school students was 51.79. There was no significant difference according to gender. But, boys tended to perform better than girls on the constructs of science factor. Girls tended to perform better than boys on the social aspects of science factor. The students taking a course on natural science got statistically higher scores than the students taking a course on humanities. The high school students got statistically higher scores than the middle school students.

• Journal of the East Asian Society of Dietary Life
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• v.21 no.1
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• pp.98-107
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• 2011

This study was conducted via survey of 300 enrolled male and female high school students in the Chungnam area. The survey focused on students' dietary habits, changes in dietary habits based on the school lunch menu, and satisfaction of school lunches, in order to identify new methods for changing dietary habits and improving satisfaction of school lunches. Regarding the general characteristics of those surveyed, most were 17 years old, and of the same gender. Ninety-nine percent of those surveyed lived in farming areas, and the majority of students' parents graduated from high school and are self-employed. Research on dietary habits according to gender found that male students ate more regularly than did female students, with a difference of (p<0.001) between the two genders. Regarding the degree of which students ate only what they want, differences of (p<0.05) were found between the genders. The types of snacks frequently consumed were found to be flour-based snacks for the male students, whereas the females mostly consumed sweet foods and bread snacks. Research on satisfaction of school lunches according to gender also showed a difference of (p<0.5). Specifically, 48.7% of male students responded 'average', whereas only 45.3% of female students responded in the same way. The reason for dissatisfaction of school lunches were quality and nutrition for the male students (30%) and taste for the female students (60.4%), with a significant difference according to gender (p<0.05). Regarding the types of food most left over, both female and male students answered fish, bean curd, and soy products.

• Journal of the Korean Dietetic Association
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• v.8 no.3
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• pp.269-279
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• 2002

To investigate the change of perception after weight management education in elementary, middle and high school students, a survey was conducted. Same questionnaire was administered twice, before and after weight management education, to 426 students at 9 schools in Seoul area. The mean height, weight and body mass index were 145.5$\pm$8.0cm, 40.0$\pm$8.3kg, 18.6$\pm$3.0 for elementary school students, 160.1$\pm$5.2cm, 50.2$\pm$7.3kg, 19.5$\pm$2.4 for middle school students, and 162.2$\pm$5.0cm, 52.2$\pm$6.4kg, 19.8$\pm$2.3 for high school students, respectively. Before education, their preferred weight and perceived healthy weight was 35.4kg and 37.0kg among elementary school students, 44.8kg and 46.5kg among middle school students, and 47.3kg and 48.9kg among high school students, respectively. Differences between their present body weight and their preferred weight and/or perceived healthy weight appeared to be 4.5kg and 2.9kg in elementary school students, 5.6kg and 4.0kg in middle school students, and 5.1kg and 3.3kg in high school students, respectively. After administering education, the differences decreased to 2.5kg and -0.2kg in elementary school students, 4.2kg and 2.7kg in middle school students, and 4.3kg and 2.0kg in high school students, respectively (p<0.01). And their perception on own body shape was investigated using 5 point scale ('too lean' to 'too fat', 1 to 5) before and after education. The mean values changed from 3.1 to 2.8 in elementary school students, from 3.3 to 3.0 in middle school students, and from 3.4 to 3.2 in high school students (p<0.01). Their satisfaction with own body weight was monitored using 5 point scale ('very satisfied' to 'very unsatisfied', 1 to 5), also. The mean values changed from 3.0 to 2.7 in elementary school students, from 3.6 to 3.2, in middle school students, and from 3.8 to 3.4 in high school students (p<0.01). In the evaluation of their nutrition knowledge about weight control using 10 item quiz, before and after education, the mean quiz score was changed from 6.3 to 7.0 in elementary school students, from 7.0 to 7.9 in middle school students, and from 7.5 to 8.1 in high school students (p<0.01). In summary, nutrition education on weight management improved the subject's perception on perceived healthy weight and own body shape, and satisfaction with present body weight. This result suggests that nutrition education program should incorporate strategies to change incorrect beliefs and knowledge regarding weight control. Onto this, weight control education for students should start from their early age, be repeated periodically and consistently, and focus on the harmful effects of excessive weight loss and information on the practical and scientific ways of weight management.

• Journal of the Korea Fashion and Costume Design Association
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• v.11 no.3
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• pp.1-15
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• 2009

The purpose of this study was to provide Apparel Industries producing the school uniform with the information on manufacturing the school uniform, and the students with the information of reasonable life of garments. Differences of reforming condition and satisfaction of the school uniform have been researched. The data were collected from 764 middle and high school girl students living in Daegu. Except for psychological aspect of wearing the uniform, most of satisfaction of wearing the uniform in the survey has been studied as lower ones. in line with these, overall improvement of aesthetic, economic, handling, class symbolic, movable aspects are requested to meet the needs of the students. A majority response of reforming the school the uniform once have come from middle school students, and another response of reforming the uniform twice coming from high school students are as follows : fitness of the uniform, trend, movability, expression of personality, and those of high school students are fitness of the uniform, expression of personality, trend, movability. Opportunities to have an education on how to wear school uniform appropriately have not been offered to students, and a number of the students in the survey have replied that they need to have adequate school uniform wearing education.

• Journal of Korean Home Economics Education Association
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• v.14 no.2
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• pp.15-25
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• 2002

The Purpose of this study were to identify school uniform satiafaction factors and to compare Parents. teachers. and students' middle and high school uniform satisfaction. Respondents were middle and high school parents. teachers. and students in Chonbuk province and data was collected during March, 2002. Frequencies. percentages. and mean were calculated. ANOVA. Chi-square test. reliability test were done. The results were as follows : 1. The school uniform satisfaction was composed of 5 factors of symbolism. design. management and comfort. durability and economy. and fitness. The satisfaction level of symbolism was the highest. and the management and comfort was the lowest. 2. The school uniform satisfaction level was relatively low. Teacher's school uniform satisfaction level was the highest. and students' satisfaction level was the lowest. The parents' satisfaction level of management and comfort. durability and economy. and fitness were the highest. and the teachers' satisfaction level of symbolism and design were the highest. 3. The parents and teachers' satisfaction level of symbolism and students' satisfaction level of school uniform design were higher under the strict school regulation on school uniform. Parents. teachers and students who agreed to the school uniform Policy showed higher school uniform satisfaction.

• Journal of the Korean Home Economics Association
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• v.40 no.10
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• pp.87-102
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• 2002

The purpose of this study is to investigate the social centrality and antisocial behavior according to adolescents' popularity. The 809 subjects are selected from the first and second graders of middle and high schools. The main findings of this study are as follows: 1) The social centrality of popular adolescents is higher than that of average adolescents and rejected adolescents. 2) For high school students, female students have higher social centrality than male students. 3) For female students, high school students have higher social centrality than middle school students. 4) The antisocial behavior score of popular adolescents is not different in that of average adolescents and rejected adolescents. That is, popular adolescents also show antisocial behavior. 5) The antisocial behavior score of male students is higher than that of female students. 6) The antisocial behavior score of high school students is higher than that of middle school students.

• Korean Journal of Child Studies
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• v.33 no.4
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• pp.19-34
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• 2012

This study investigated the differences in time use patterns and psychological states across daily activity contexts and interpersonal contexts, depending on the levels of school maladjustment among elementary school students. Using the Experience Sampling Method (ESM), 107 elementary school 6th grade students' daily time use patterns and psychological states across daily contexts were measured six times a day over a period of 4 days. Using the school maladjustment scale, an internal problem based school maladjusted group and an external problem based school maladjusted group were identified and selected. The daily time use patterns and psychological states of both school maladjusted groups were compared to those of the adjusted groups. The principle findings are as follows: first, the school maladjusted group students' daily time use patterns across daily activity contexts or interpersonal contexts did not differ from those of the students from the school adjusted group. Second, the school maladjusted group students experienced more negative emotions, lower concentration levels, and lower motivation levels across daily contexts than the school adjusted group students. These differences in motivation between the external problem school maladjusted group and adjusted group, however, were greater in the schoolwork context compared to the other daily activity contexts. The findings were discussed in the contexts of the daily experiences of child school maladjustment.