• Korean Journal of Child Studies
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• v.9 no.1
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• pp.47-61
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• 1988

The primary purpose of this study was to investigate the relation between paternal self-esteem, child-rearing behaviors and child's self-esteem. The secondary purpose was to examine whether there were significant relational differences according to child's sex. 272 dyads consisting of fifth and sixth grade children in elementary school and their measured by the Self-Esteem Inventory (for children), the Self-Esteem Scale (for fathers), and the Iowa Parent Behavior Inventory: Father form. Pearson's r., F-test, and Ducan's multiple range test were used for data analysis. Paternal self-esteem was significantly associated with 'parental involvement', 'reasoning guidance', and 'intimacy'. Paternal self-esteem was positively correlated with girl's self-esteem. Child's self-esteem was positively related to 'parental involvement', 'limit setting', 'responsiveness', 'reasoning guidance' and 'intimacy'. In sex differences, only boy's self-esteem wasn't related to paternal 'limit setting'. Boys' self-esteem was strongly related to 'parental involvement', and girls' self-esteem was strongly related to 'reasoning guidance'.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.163-171
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• 1993

The purpose of this study was to evaluation of science curriculum by the cognitive preference construct, the instrument of emotional domain. The effects of students' variables on the cognitive preference were also examined. Samples of 216 boys and 166 girls for this study were selected from the secondary school students. he data were analyzed by ANOVA, Pearson correlation, factor analysis, etc. The results of this study are as follows: (1) The students prefer the Principles of science than any other kind of cognitive preference. (2) Sex has influence on the tendency of students' cognitive preference among the studnets' variables. (3) It is not significantly different the tendency of student's cognitive preference according to IQ among the studnets' variables. (4) Most of the students avoid Critical Questions and Applications of cognitive preference in spite of the difference of sex, grade, and department of the students.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.9 no.2
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• pp.129-138
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• 2006

Lots of cases relating Helicobacter pylori infection to iron-deficiency anemia have been described in the literature and H. pylori infection has emerged as a cause of refractory iron-deficiency anemia which is unresponsive to oral iron therapy. H. pylori-associated iron-deficiency anemia can be treated by H. pylori eradication. It is not thought to be attributable to gastrointestinal blood loss, such as duodenal ulcer. The mechanism by which H. pylori infection contributes to iron-deficiency anemia remains unclear. However, four possible explanations can be posited for this relationship; occult blood loss secondary to chronic gastritis, reduced iron absorption due to hypo- or achlorhydria, increased iron consumption by H. pylori, and iron sequestration in gastric mucosa. H. pylori-associated iron-deficiency anemia seems to develop in populations at increased risk for iron depletion. When pubescent girls, including athletes, are found to have iron-deficiency anemia refractory to iron administration, they should be evaluated for H. pylori infection.

• Journal of Preventive Medicine and Public Health
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• v.46 no.4
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• pp.192-200
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• 2013

Objectives: To measure the prevalence of behavioural risk factors for obesity among urban adolescent school children in Chennai, India. Methods: This study was performed as a cross-sectional study using a World Health Organization-designed Global School-based Student Health Survey questionnaire (modified for India) among adolescent school children studying in 30 randomly selected secondary and higher secondary schools in Chennai city. 1842 adolescents studying in the VIII to XII standards were randomly selected for the study. Results: In the present study, 40.7% of the students ate fruit one or more times per day and 74.5% of the students ate vegetables one or more times per day. Nearly 20% of the students ate fast food items on 4 to 7 days during the previous week. Among the students, 30.4% watched television for more than two hours per day. Nearly 68% of the girls and 22% of the boys did not participate in outdoor sports activities. When the pattern of physical activity of the students was assessed, it was observed that 15.6% were inactive, 43.4% were minimally active, and the remaining 41.0% belonged to the category of health enhancing physical activity. Among the students, 6.2% were overweight and 5.2% were obese. Conclusions: The prevalence of risk factors for obesity was quite high among the adolescents. This study also showed that a great proportion of overweight/obese adolescents had a correct perception of their body weight and they were making efforts to modify risk factors such as television viewing, computer use, a sedentary lifestyle, and unhealthy dietary habits.

• Women's Health Nursing
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• v.7 no.2
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• pp.212-228
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• 2001

This is a cross-sectional descriptive correlation study that aimed to understand the relationship between the level of sexual contacts during the dates and psycho-social factors in teenage girls who have or had boyfriends. The purpose of this study was to describe the relationship between sexual contacts and self-esteem and self- assertiveness. The subjects of the study were 6,130 teenage girls who have or had boyfriends. They were selected convienently 12,733 teenage girls from 254 secondary schools located in 7 large cities and 9 provinces in Korea. A structured questionaire was used it included items one general characteristics, the levels of sexual contacts, self-esteem and self-assertiveness. Seven levels of sexual contacts were rated they were holding a hand, putting arms around each other's shoulders, kiss, french kiss, touching breast, petting genitalia, and sexual intercourse during the dates. Self-esteem and self-assertiveness were measured by the "Self-esteem scale" of Rogenberg (1971) and the questionaires developed by S. B. Chang et al(2000), respectively. The self-reported questionaires were collected from October 2, to October 28, 2000 and analyzed by using SPSS 10.0 Program. The data were analyzed by descriptive statistics, reliability, One-way ANOVA with Duncan method & Scheffe method. The results of the analysis were as follows. 1.An average Percentage of the respondents who have (46.1%) or had (53.9%) boyfriends was 48.1% (n=6,130) and the most common sexual contact during the dates was french kiss (26.7%, n=1,634). While 7.5%(458) of respondents had a sexual intercourse, 13.7%(842) of respondents didn't have any sexual contact during the dates. 2. Distribution of starting point of the first sexual contact demonstrates that 1,950 respondents (31.8%) held partner's hand at the first date and 1,367 respondents (22.3%) put arms around each other's shoulders at the 2nd or 3rd date. Sexual contacts such as kiss, french kiss, touching breast, petting genitalia, or sexual intercourse were experienced mostly at the later than the 10th date. However, surprisingly large number(1.7%) of respondents had genital contact and sexual intercourses at the first date. 3. The means of self-esteem and self-assertiveness socres of the respondents who have or had boyfriends are 27.43$({\pm}4.03)$ and 17.96$({\pm}2.55)$, respectively. The range of scores for self esteem was 10-40, 40 with most self esteem. The range of scores for self assertiveness was 7-21, 21 with most self assertiveness. 4. As sexual contacts proceeded, the means of self-esteem and self-assertiveness values decreased. In detail, the respondents having no or light sexual contacts (kiss, putting arms around each other's shoulder, holding a hand) had similar self-esteem values($p{\leq}0.05$). However, ones having relatively intensive sexual contacts (french kiss, touching breast) showed significantly lower self-esteem values($p{\leq}0.05$). Same trend has been obtained for self-assertiveness value. 5. The higher values of self-esteem and self-assertiveness values the respondents had, the later they started the moderate sexual contact (kiss, french kiss) during the dates. Interestingly, among the respondents having intensive sexual contacts (petting genitalia, sexual intercourse) during the dates, those who experienced the such contacts at the first date or later than 10th date have higher self-esteem and self-assertiveness values than one experienced the such contacts during the 2nd$\sim$9th dates, giving U-shape curve. 6. There was a significant relationship between self-esteem and self-assertiveness in girls who have or had boyfriends($P{\leq}.001$). In conclusion, the research shows that self-esteem and self-assertiveness values are significantly related with the sexual contacts of the teenage girls who have or had boyfriends. These results strongly suggest that proper sex education program for teenage girls should contain the program on improving the self-esteem and self-assertiveness. We believe that sex education program is the one of the best ways to prevent the unwanted sexual contacts and pregnancy of teenage girls.

• Journal of the Korean Data and Information Science Society
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• v.26 no.2
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• pp.429-440
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• 2015

This study was to investigate factors influencing the school adjustment according to gender and body mass index (BMI) of middle school students who participated in the 2nd-wave Korea Children and Youth Panel Study (KCYPS). This study used a crosssectional design with secondary analysis with KCYPS. The variables were parental interest, behavioral problem, aggression, attention problem, somatic symptom, social withdrawal, depression, and academic achievement. The data were analyzed with descriptive statistics, Pearson's correlation coefficients, and multiple regressions. School adjustment was significantly associated with academic achievement high, explaining 11.3~19.1% of the variance in boys. School adjustment was significantly associated with attention problem, explaining 14.9~42.4% of the variance in girls. Factors influencing school adjustment were significantly different according to gender and BMI. To improve the school adjustment, it is necessary to develop gender-specific school adjustment promotion programs according to BMI.

• Journal of the Korean Society of School Health
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• v.30 no.1
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• pp.48-58
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• 2017

Purpose: The purpose of this study was to identify the factors associated with energy drink consumption in Korean high school students. Methods: This cross sectional study used the secondary data from the 2015 Adolescent Health Behavior Online Survey. A total of 33,744 high school students were included in the study. Energy drink consumption was measured by asking how often they consumed energy drink during the previous week. Associated factors were categorized into socio-demographic characteristics, psychological characteristics, and health related behavioral characteristics. Complex samples logistic regression was used to analyze the influence of associated factors on energy drink consumption. Results: For socio-demographic characteristics, adolescent boys were likely to consume more energy drink than adolescent girls (Adjusted Odds Ratio [AOR]: 1.351, 95% Confidence Interval [CI]: 1.209~1.510). For psychological characteristics, depressed adolescents were likely to consume more energy drink than their counterparts (AOR: 1.697, 95% CI: 1.537~1.874). For health related behavioral characteristics, cigarette smoking (AOR: 1.336, 95% CI: 1.168~1.528), alcohol drinking (AOR: 1.126, 95% CI: 1.012~1.254), soda drink consumption (AOR: 1.800, 95% CI: 1.565~2.071), sweet drink consumption (AOR: 1.715, 95% CI: 1.431~2.054), and insufficient sleep time a day (AOR: 1.307, 95% CI: 1.197~1.427) were associated with energy drink consumption. Conclusions: In conclusion, energy drink consumption in Korean high school students were associated with such factors as psychological factors (depression) and health related behavioral characteristics (smoking, alcohol, sleep, soda and sweet drink). Thus, intervention programs in schools and communities should focus on these psychological and health related behavioral characteristics.

• School Mathematics
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• v.17 no.4
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• pp.633-652
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• 2015

The purpose of the present study is twofold: one is to understand secondary mathematics teachers' capacity to sort out given tasks based on Stein & Smith(1998)'s Cognitive Demands of Mathematical Task Framework; the second is to examine how the teachers assess the levels of cognitive demand indicated in students' reponses and how they modify the tasks to elicit the students' higher levels of cognitive activity. The analysis of 45 teachers' responses to the survey indicates that the teachers, in general, could select appropriate tasks for the given goal of the lessons but some made the decision merely by their appearances. Even though the teachers chose a particular level with different reasons amongst each other, most teachers could correctly evaluate the levels of cognitive demand of the students' responses. Finally, teachers could pose cognitively demanding tasks using various methods, but a number of them felt challenged in creating word problems that were realistic and aligned with curriculum.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.221-238
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• 2005

This study analyzed the contents of the milk-related nutrition education currently found in elementary and secondary school textbooks. An attempt was made to develop the basic data needed to in the future provide students with pertinent in formation regarding the nutritional attributes of milk, as well as the desired consumption behavior, within the school education system. To attain the objectives of this study, the researcher analyzed the contents of the milk-related nutrition education described in elementary and secondary school textbooks(1st-10th grades). Based on the results of this analysis, measures were developed to organize the contents of the milk-related nutrition education that should be taught within the school education system. At the elementary school level, milk-related nutrition education was included in the textbooks for the integrated curriculum for the lower grades, as well as in the science, practical arts, and physical education textbooks for every grade, except the End and the 6th. The practical arts textbook, which contained basic knowledge related to the nutritional attributes of milk and the proper method in which to intake milk, was found to be the one which dealt with milk-related nutrition education in the most detail. At the secondary school level. milk-related nutrition education was included in the 7th-10th grade textbooks for the science, technology and home economics, and physical education courses. In this instance. the technology and home economics textbooks were the ones which were found to contain the most milk-related nutrition education covering such aspects as the nutritional attributes of milk, the special characteristics of milk as a food. how to select and store milk. as well as how to use milk as part of a balanced diet in everyday life. However, as was the case at the elementary school levet the repetitious nature of the milk-related contents found in the textbooks for various school subjects and at different school levels, as well as the inefficient hierarchical structure in which the knowledge is presented, were identified as key problems. There is a need to establish the appropriate milk-related nutrition education for each school level. The need to develop education programs, which could be linked to the school subjects and special milk programs, was also emphasized.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.572-581
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• 2000

Teachers' perceptions about curricular objectives are very important to achieve given educational objectives. This study examined teachers' perceptions about priority and hinderance of science objectives. The national science curriculum stated four areas of objectives: inquiry, knowledge, attitude, and STS. A total of 76 elementary and 217 secondary teachers were responded to questionnaire developed for this study. Non-parametric statistics, such as Friedman test, Kruskal-Wallis test, and chi-square test were used by using SPSS/PC program. Teachers in general ranked the inquiry first among the four areas at their perception on the national curriculum, on themselves, and on their instructions. Elementary teachers ranked inquiry higher than secondary science teachers, while secondary science teachers ranked knowledge higher than elementary teachers. As factors hindering teachers from achiving the objectives, elementary teachers pointed out overcrowded classroom and secondary science teachers pointed out college and university entrance examination respectively.