• Title/Summary/Keyword: achievement pressure

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The Relationship between Current Trend of Early Education and Maternal Parental Beliefs, Stress, and Achievement Pressure (유아기 자녀의 조기교육 실태와 어머니의 양육 신념, 양육 스트레스 및 성취 압력과의 관계)

  • 안지영
    • Journal of the Korean Home Economics Association
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    • v.41 no.11
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    • pp.95-111
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    • 2003
  • The purpose of this study was to investigate the current trend of early education and to examine the relationship between the state of early education and maternal beliefs, stress, and achievement pressure. The subjects were 275 mothers of 4∼6 year-old children in Seoul. The main results were as follows : 1) Most of the subjects' children(87.6%) were involved in early education, especially in the form of home-visit study and study papers. 2) Parental beliefs (about child development and early education) and maternal achievement pressure were significantly related to the degree of actual involvement and perceived necessity of early education. 3) Parental stress regarding child's temperament was significantly related to the starting age of early education. But the other factors of parental stress had no significant relation to the state of early education.

A Study on Materialism of University Students (대학생의 물질주의 가치관에 대한 연구)

  • Song, Soon;Shin, Hyoun-Shill
    • Korean Journal of Human Ecology
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    • v.11 no.3
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    • pp.223-235
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    • 2002
  • The purpose of this study was to examine the influences of the materialism of university students. The data were collected for 331 university students. The data were analyzed by the package of SPSS program. The methods of analyses included basic descriptive categorical analysis (frequencies, means, percentages) as well as t-test, one way ANOVA, and multiple regressions. To summarize major findings from the analysis: (1) A significant difference was found in the materialism of university students by the socio-economic variables such as the amount of pocket money. (2) A significant difference was found in the materialism of university students by more self-esteem than life satisfaction. (3) A significant difference was found in the materialism of university students by parent's materialism and competitive achievement pressure. (4) According to the multiple regression analysis, it was found that the materialism of university students was influenced by the order of self-esteem, parent's materialism and competitive achievement pressure.

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The Effect of Social-Emotional Competency on College Students in South Korea

  • KIM, Eun-Jung
    • Educational Technology International
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    • v.22 no.1
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    • pp.87-109
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    • 2021
  • The purpose of this study was to understand the influence of the level of social emotional competence of college students on their achievement emotion, life satisfaction, and academic achievement. To this end, a survey was conducted with 301 college students in the Busan and Gyeongnam areas of Korea in 2019. The students were divided into high, medium, and low levels according to social emotional competence. Then, on the basis of these divisions, their achievement emotion, life satisfaction, and academic achievement were compared with oneway ANOVA. The results indicated that students with high social emotional competence had higher average scores in positive achievement emotion: enthusiasm, hope, and pride; lower average scores in negative achievement emotion: anger, anxiety, shame, frustration, and boredom; and higher average scores in life satisfaction, and academic achievement compared to the group with middle and low social emotional competence. Based on the results, this article discusses considerations and recommendations for follow-on studies. It also highlights the need for social emotional competence education in Korea against the backdrop of intense pressure on students to perform well academically and a culture where emotion is not freely expressed.

Development of a CAI Program on Atmospheric Pressure and the Effects of the CAI on Middle School Students' Science Achievement and Conceptual Change (대기압 개념학습을 위한 컴퓨터 보조수업 프로그램 개발 및 적용)

  • Kook, Dong-Sik;Choi, Dong-Ha
    • Journal of the Korean earth science society
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    • v.22 no.2
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    • pp.89-95
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    • 2001
  • The purposes of the study are (1) to develop a Computer-Assisted Instruction (CAI) program to deal with middle school students' misconceptions on the concept of atmospheric pressure, and (2) to investigate the effects of the CAI on students' achievement and conceptual change. The findings of the study are as follows: (1) Misconceptions about atmospheric pressure found are similar to the ones identified in earlier studies, (2) A CAI program on atmospheric pressure was developed based on the students' misconceptions identified, and (3) The instruction using CAI program has very positive effects on students' science achievement and conceptual change.

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The Psychological Structure and Characteristic of Hasteful Behaviors: Understanding the Relation between Hasteful Behaviors, Omission of Checking and Achievement Striving (서두름 행동의 심리적 구조 및 특성 파악: 서두름 행동, 확인생략행동, 성취욕구 간의 관계 이해)

  • Soon Chul Lee;Sun Jin Park
    • Korean Journal of Culture and Social Issue
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    • v.14 no.2
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    • pp.63-81
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    • 2008
  • Hasteful behavior means choosing the best suited methods while behaving fast and quickly. We can't conclude whether hasteful behavior is totally bad or good. Striving for achievement of own certain purpose reflects achievement motivation or need for achievement. However, this striving also has potentiality of missing confirmation, therefore the potentiality may cause errors. The aim of this study is to investigate the psychological structure and characteristic of the hasteful behavior. One hundred ninety-one students conducted Hasteful Behavior Questionnaire, Achievement Motivation Measuring Scale, and NEO Personality Inventory. We analyzed data of 188 respondents, because of missing value. The result of factor analysis showed that hasteful behavior consisted of 5 factors- 「Uncomfortableness」, 「Time Pressure」, 「Isolation」, 「Boring Condition」, and 「Expecting Rewards」. According to correlations among the hasteful behavior factors and the relationship between hasteful behavior and achievement motivation, we found that hasteful behavior had two aspects, one was "Missing Confirmation(MC)" and the other was "Need for Achievement(NA)". We also found that 「Time Pressure」 was related to the both aspects. MC had a positive relation to Neuroticism, whereas MC correlated negatively with Conscientiousness. On the other hand, NA had a positive relationship with Extraversion and Achievement Striving.

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Longitudinal analysis of the influence of parent-child relationship on adolescents' academic achievement: With specific focus on the mediating role of self-efficacy and achievement motivation (한국 청소년의 부모자녀관계와 성취에 대한 종단연구: 자기효능감과 성취동기를 중심으로)

  • Young-Shin Park ;Uichol Kim ;Kabsoon Chung
    • Korean Journal of Culture and Social Issue
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    • v.10 no.3
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    • pp.37-59
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    • 2004
  • This study examines longitudinally influences that parents have on their children's academic achievement and the mediating role of various psychological factors. In terms of parents-child relationship, the following variables are examined: Social support from parents, achievement pressure, parental expectation, sense of indebtedness to parents, and respect for parents. For adolescents functioning, the following variables are examined: Efficacy for self-regulated learning, achievement motivation, studying time, and academic achievement. In the first phase of the longitudinal study, a total of 961 Grade 6 students completed a questionnaire. In the second phrase, a total of 856 students completed a questionnaire when they were Grade 7. In the third phrase, a total of 830 students completed a questionnaire when they were Grade 9. In the third phase, a matched sample of 722 fathers and 767 mothers of the adolescents completed a questionnaire. From the sample, 694 matched sample of adolescents, mothers, and fathers have been selected for the following analysis. The results of the path analysis indicate that adolescents' past academic grade was the most powerful predictor of adolescents' current academic achievement. Second, a sense of indebtedness felt towards the parents increased adolescents' achievement motivation, which increased their studying time and which in turn positively affected their academic achievement. Third, adolescents' respect for their parents increased their efficacy for self-regulated learning, which had a positive effect on their academic achievement. Fourth, parental social support increased adolescents' efficacy for self-regulated learning and parental achievement pressure increased adolescents' achievement motivation. Fifth, parental expectation had positive influence on adolescents' academic achievement. Sixth, efficacy for self-regulated learning had direct positive influence on academic achievement. These results indicate that the past achievement is the most important predictor of adolescents' current academic achievement and parent-child relationship and efficacy for self-regulated learning are also important variables that influence adolescents' achievement.

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Influence from the academic stress by the achievement pressure of their parents and adjustment effect of self-differentiation (간호대학생들의 부모 성취압력이 학업스트레스에 미치는 영향과 자기분화의 조절효과)

  • Shin, So-Hong
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.15 no.11
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    • pp.6756-6766
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    • 2014
  • The aim of this study was to validate the influence from academic stress caused by the achievement pressure of their parents and the adjustment effect of self-differentiation. The data was collected from 257 students from the 19th of May, 2014 to the 30th of May, 2014 for freshmen and sophomores of a college in the Kyoungbook region to validate the study. The SPSS/PC 18.0 program was used for the statistical analysis. Hierarchical multiple regression analysis revealed more less influence of academic stress caused by the achievement pressure((${\beta}=.111$, p<0.05) of their parents but there was no reasonable value in validating the adjustment effect to reduce the academic stress by self-differentiation, i.e., it should be a non-linear and complex effect rather than a simple linear relationship for self-differentiation.

A Study on the Structural Relationship between Children's Academic Stress and Career Maturity (아동의 학업스트레스와 진로성숙의 구조관계 연구)

  • Jung Eun Kim;Ji Suk Kim
    • The Journal of the Convergence on Culture Technology
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    • v.10 no.1
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    • pp.633-640
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    • 2024
  • The purpose of this study is to analyse the structural relationships, direct and indirect effects between children's academic stress, peer attachment, parental achievement pressure and career maturity. This study uses panel data from a total of 1,357 elementary school students who participated in the 13th Child Panel Study of the Korea Child Care Policy Institute. The data were analysed using SPSS 24 and AMOS 24.0 programs. The results showed that children's academic stress was negatively related to peer attachment, positively related to parental achievement pressure, and negatively related to career maturity. Each variable was found to have a direct effect, and academic stress had an indirect effect on career maturity through the mediation of peer attachment and parental achievement pressure. In conclusion, it is recommended that school social work support that considers the causal relationship of all variables is necessary to improve children's career maturity.

Parental Expectations of Academic Performance and Adolescents' Adjustment Behaviors (부모의 학업기대 유형과 청소년의 적응)

  • 이재구;김영희
    • Journal of the Korean Home Economics Association
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    • v.38 no.12
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    • pp.145-158
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    • 2000
  • The purpose of this study was to examine the relative importance of parental expectations to adolescents'psychological, behavioral, school-based adjustment, and academic achievement. Subjects of this study consisted of 359 adolescents(177 boys and 182 girls) in Cheong-ju City. There was a statistically meaningful difference in the effect of parental expectations of academic performance on adolescents'adjustment according to sex of adolescents'. Maternal pressure, support form mothers, and paternal pressure were significant factors predicting adolescents'relative psychological adjustment and academic achievement. Support and pressure from mothers were associated with adolescents'behavioral adjustment. The research suggest that maternal pressure was the strongest risk factors in relation to the effects of parental expectations of academic performance on adolescents'adjustment.

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Relationship between Parenting Attitude and Child Development (부모의 양육태도와 아동발달의 관계)

  • Baek, Soon-Gi;Kim, Do-Jin
    • Journal of the Korea Convergence Society
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    • v.10 no.10
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    • pp.267-274
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    • 2019
  • The purpose of this study was to investigate the relationship between parenting attitude and child development. For this purpose, a survey was conducted to parents and children who visited child development centers and child-related welfare institutions located in Seoul and the Seoul metropolitan area. Total 230 pieces of survey papers were prepared, and 183 of them - except for 47 copies which were judged to be unreliable were used for the test analysis. Data analysis was performed using SPSS version 18.0 and descriptive statistical analysis was performed to analyze general characteristics of the subjects. In order to analyze the parenting attitude and developmental relationship of the children, the regression analysis was performed. Parents' parenting attitude - especially pressure and excessive expectation were found to have an effect on self-ridicule behaviors of children, and supervision and excessive expectation were found in small muscle exercise. Achievement pressure and excessive expectation were also the main variables in expression language and language understanding. Achievement pressure, director and excessive expectation were found to have effects on children's cognitive development.