• Title/Summary/Keyword: children's academic achievement

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The Mediating Effects of Ego-Resilience on Achievement-Oriented Parenting Style, School Adjustment and Academic Achievement as Perceived by Children (아동이 지각한 부모의 성취지향적 양육태도가 자아탄력성을 매개로 학교생활적응과 학업성취도에 미치는 영향)

  • Kim, Chung-IL;Lee, Kang-Yi
    • Human Ecology Research
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    • v.53 no.5
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    • pp.503-517
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    • 2015
  • This study examined the relationships among children's perspectives on achievement-oriented parenting style, ego-resilience, school adjustment, and academic achievement. In order to analyze the associations, the study conducted a secondary analysis of the data found in the Korean Children and Youth Panel Survey (KCYPS) 2010-2011, which was a non-randomized controlled study designed with a longitudinal follow-up. We analyzed 1,212 students who were in the fourth and fifth grade at elementary school with Structural Equation Modeling (SEM). The results were as follows. First, higher achievement-oriented parenting style was associated with higher ego-resilience that contributed to higher academic achievement and higher school adjustment. Second, higher achievement-oriented parenting style was directly related to lower academic achievement and lower school adjustment. The findings support that children's ego-resilience is an important factor to improve school adjustment and academic achievement. In addition, the achievement-oriented parenting style is not helpful for their children's school outcomes (such as academic achievement and adjustment) even though parenting style improved their children's ego-resilience. Ego-resilience that is developed by achievement-oriented parenting style is likely to enhance children's school adjustment and academic achievement. The study presents policy and practice implications, limitations and areas for further research.

The Prediction of Academic Achievement at 6th Grade from Perceived Academic Achievement at 4th Grade: Serial Multiple Mediation of Self-esteem and Self-control in Learning at 5th Grade (초등학교 아동이 지각한 6학년 학업성취에 대한 4학년 학업성취의 예측: 5학년 자아존중감 및 학습행동조절의 순차적 매개효과)

  • Chang, Young Eun;Sung, Miyoung
    • Korean Journal of Childcare and Education
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    • v.13 no.2
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    • pp.21-37
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    • 2017
  • Objective: The current study aimed at examining the mediation effects of children's self-esteem and self-control in learning between perceived academic achievement at $4^{th}$ grade and $6^{th}$ grade. This article proposes that perceived academic achievement boosts self-esteem and self-control in learning and both in turn, influence subsequent perceived academic achievement. We especially attempted to empirically prove that a serial multiple mediation of self-esteem and self-control in learning between the perceived academic achievement at two time points exists. Methods: We analyzed the longitudinal data of 1,881 children from the $4^{th}$ to the $6^{th}$ wave data of the '2010 Korea Children and Youth Panel Survey (KCYPS)' by means of a Hayes's PROCESS(2012) program. Results: The results revealed that perceived academic achievement at $4^{th}$ grade influenced children's self-esteem and self-control in learning at $5^{th}$ grade. Children' self-esteem and self-control in learning subsequently predicted perceived academic achievement at $6^{th}$ grade. Children's self-esteem significantly predicted self-control in learning supporting the hypothesis of serial multiple mediation. Conclusion/Implications: In conclusion, children's self-esteem and self-control in learning behaviors both mediated the association between perceived academic achievement at $4^{th}$ grade and at $6^{th}$ grade. The findings imply the importance of consideration of both psychosocial and behavioral aspects in understanding the academic performance during childhood.

The effect of the child-rearing patterns of mothers on their children′s academic achievement (어머니의 양육태도가 아동의 학업성취도에 미치는 영향 I)

  • 박순자;이은희
    • Korean Journal of Rural Living Science
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    • v.10 no.1
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    • pp.7-19
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    • 1999
  • The purpose of this study was to analyze effects of the mother's child-rearing patterns on children's academic achievement with respects to ‘understanding of family and work’ area in Practical Arts Education related to the 7th revision on the Curriculum of the Elementary School. The questionnaire was used for the survey. The subjects were 200 mother-child (total of 400) randomly chosen from 4 elementary schools in Seoul. Data were analyzed by frequencies, percentages, averages, standard deviations, Pearson's correlation coefficients, t-tests and one-way ANOVA's using the SPSS/PC+ program. The results of this study were summarized as follows : The correlation between income in their home and their children's academic achievement did not analyze because of the omitting record in their questionnaire. The relations between the patterns of mother's child-rearing and children's academic achievement by children's sex and by grade were examined. But in this study, these relations scarcely have significant differences between the children's academic achievement and their mothers' child-rearing pattern except between being significant reject-sanctions type of mothers' child-rearing and the children's academic achievement. However, the child-rearing patterns of mothers which children and their mothers think were similar, then the high correlations were found between their patterns.

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Will Children Who Like School Do Better Academically? -An Analysis of the Effect of School Satisfaction on Academic Achievement- (학교생활이 즐거우면 성적도 오를까? -학교만족도가 학업성취에 미치는 영향 분석-)

  • Lee, Bong-Joo;Kwang, Hyuk-Kim
    • Korean Journal of Social Welfare
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    • v.61 no.4
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    • pp.287-306
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    • 2009
  • This study examines the effect of children's school satisfaction on academic achievement using the Seoul Children Panel Study data. More specifically, this study aims to add new knowledge to understaning the causal relationship between school satisfaction and academic achievement by taking into account of temporal order of the events of interest. In the analysis, we examine the effect of school satisfaction at the 4th- and 5th- grades on academic achievement at the 6th grade while controlling for the other factors including the level of academic achievement at the 4th grade. The results show that children's school satisfaction significantly affects their academic achievement. The findings of this study have implications for the school social welfare programs that attempt to improve academic achievement of children by raising the level of school satisfaction among children.

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The Impacts of Social and Cultural Capital on the Academic Achievement of Children in Out-of-Home Care (가정외보호아동의 사회적 자본과 문화적 자본이 학업성취에 미치는 영향)

  • Kang, Hyun-Ah;Woo, Seok-Jin;Kang, Hyun-Ju
    • Journal of the Korean Home Economics Association
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    • v.50 no.5
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    • pp.25-38
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    • 2012
  • Drawing on social and cultural capital theory, the study investigates the influences of social capital and cultural capital on the academic achievement of children in out-of-home care. We collected data from 494 children living in out-of-home services, including institutional care facilities, foster care homes, and group homes. To analyze the collected data, a multiple regression analysis method was used. In addition, the IV (instrumental-variables) estimation was utilized to rule out the possibility of reverse causality. The level of children's social capital was measured through children's relationships with parents and friends, parental monitoring, etc. The level of children's cultural capital was measured by their cultural activities, such as going to museums, and playing musical instruments. Children's personal characteristics and placement history in out-of-home services were used as control variables. We found that among personal characteristic variables, self-esteem, depression and anxiety, and delinquency affected the academic achievement of the children. Cultural capital, but not social capital, positively affected the level of academic achievement of the children. Based on the study results, implications for child welfare practice were discussed.

Relationships Between Learning-Related Social Skills, Early School Adjustment and Academic Achievement of First-Grade Children (초등학교 1학년 아동의 학습관련 사회적 기술과 초기 학교적응 및 학업성취도와의 관계)

  • Kim, Sun-Young;Ahn, Sun Hee
    • Korean Journal of Child Studies
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    • v.27 no.6
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    • pp.183-197
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    • 2006
  • The purpose of this study was to explore the relationships between learning-related social skills, early school adjustment, and academic achievement. The sample consisted of 160 first grade children in one elementary school in the city of Ilsan. The teacher rated children's learning-related social skills and early school adjustment. Academic achievement was assessed by scores on Korean language arts and math exams administered at the end of first semester. Learning-related social skills and early school adjustment were correlated with the children's academic achievement. Particularly, the cooperation and mastery behavior of learning-related social skills were strongly associated with the early school adjustment and academic achievement.

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Individual and Parental factors that Affect Children's Achievement Motivation (개인변인과 부모변인이 아동의 성취동기에 미치는 영향)

  • Lee, Kyung-Nim
    • Journal of Families and Better Life
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    • v.24 no.5 s.83
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    • pp.161-174
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    • 2006
  • This study examined different individual and parental factors that affect children's achievement motivation. For an analysis, perceived competence, intrinsic locus of control were included in individual variables. For parental variables, parental support and achievement pressure and marital conflict were examined. The sample consisted of 561 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, Factor analysis, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis. First, girl's achievement motivation was higher than boys. No age difference was found between fifth and sixth grade. Second, boy's and girl's achievement motivation had a positive correlation with perceived competence, intrinsic locus of control, parental support and achievement pressure but a negative correlation with parental marital conflict. Third, important variables predicting boy's and girl's achievement motivation were perceived academic competence, parental achievement pressure and perceived social competence. Important variables predicting boy's individual and social oriented achievement motivation were perceived academic competence and parental achievement pressure. On the other hand, important variables predicting girl's individual oriented achievement motivation were perceived social competence, perceived academic competence, intrinsic locus of control and parental achievement pressure. Important variables predicting girl's social oriented achievement motivation were parental achievement pressure, perceived academic competence and mother's support.

A Study on the Relationship of Child Abuse to Academic Achievement (아동의 학습능력 저해요인으로서의 학대경험에 관한 연구)

  • Kim, Meesook;Park, Myung Sook
    • Korean Journal of Child Studies
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    • v.25 no.5
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    • pp.29-40
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    • 2004
  • Three groups of maltreated Korean children (Grades 1 through 3) drawn from Child Protective Services (CPS) agencies were compared to a control group of nonmaltreated children on academic achievement as measured by standardized tests of reading, spelling, arithmetic, and writing. Findings were that maltreated children performed significantly below their nonmaltreated children on the standardized tests, in particular in arithmetic. In first grade, maltreated children did not perform below nonmaltreated children on writing and reading, but maltreated children gradually declined in academic performance in these skills. The older, grade 3, children showed more serious academic problems than the younger children (Grades 1 and 2) on four academic skills. This suggests that early experience of child abuse have a strong affect on children's academic achievement.

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The Effects of Self-Regulated Learning on Academic Achievement in Normally Achieving and Learning Disabled Children (자기 조절학습이 정상아와 학습장애아의 학업성취에 미치는 영향)

  • Chung, Chung Ok;Kang, Moon Hee
    • Korean Journal of Child Studies
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    • v.17 no.2
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    • pp.141-161
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    • 1996
  • The purpose of this study was to investigate the effects of self-regulated learning components, such as metacognition, motivation, and learning strategies, on academic achievement in normally achieving children and learning disabled(LD) children. The subjects were 345 normally achieving children, 12 LD children, and a group of 12 normally achieving children to match the LD children. Data was analyzed by Pearson's product moment correlation coefficient, stepwise multiple regression analysis, and t-test. Results showed that metacognition, motivation and learning strategy are important components of successful academic achievement and self-regulated learning in normally achieving children. Among the self-regulated learning components, metacognition was the most powerful predictor of academic achievement. For the LD children, the results showed that they have metacognitive deficits and motivational problems. Implications for intervention to improve academic achievement of low achievers and LD children were discussed.

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The Influence of Household Income on Children's Academic Achievement -The mediating effects of parental time and material investment- (가구소득이 아동의 학업성취에 미치는 영향 -부모의 시간적·물질적 투자의 매개효과를 중심으로-)

  • Rho, Sie-young;Yoo, Joan Peak
    • Journal of the Korean Society of Child Welfare
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    • no.55
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    • pp.1-29
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    • 2016
  • The purpose of this study was to investigate the influence of household income on children's academic achievement, and to identify the mediating effects of parental time and material investment in the relationship between the two variables. We utilized the third-wave data of the "Seoul Panel Study of Children Surveys(SPSC, 2006)". The major findings of the present study are as follows. First, the results show that household income has a positive influence on children's academic achievement. Second, parental material investment fully mediates the influence of household income on children's academic achievement. Among the variables representing parental material investment, the mediating effects of "purchasing of cognitively stimulating materials" and "participating in extracurricular activities' are found to be statistically significant. However, the two variables representing parental time investment ("parent activities with child out of home" and "parent involvement in school") do not have any significant influence on children's academic achievement. These results indicate that the influence of household income on children's academic achievement can be better explained by parental material investment rather than parental time investment. Implications for policy and practice are discussed.