• Journal of the Korean Society of Costume
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• v.59 no.9
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• pp.16-25
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• 2009

The purpose of this study is to develop pattern of a Upper Garment Prototype for late elementary school aged girls. The body of late elementary school aged girls changes steadily up to the adult and is characterized by its periodic noticeable physical distinctions. This study is selected a test pattern from 3 existing patterns through a preliminary wearing test, conducted wearing tests, and sensory evaluations three times to review and improve the pattern, and presented the pattern of late elementary school aged girls. The research pattern was developed considering aesthetic and functional aspect. The average score of sensory evaluation on appearance was 4.13 for the research pattern, which was higher than 2.74 for the test pattern. The according to the results of verifying significant differences in the test items between the two patterns through the t-test, in the items such as pleats in the line of a waist, the ease of the girth of a waist, the location of shoulder line was superior to the test pattern. The average score of the sensory evaluation on functionality was 4.91 for the research pattern, which was higher than 3.90 for the test pattern. The research pattern is superior to the test pattern in static posture, dynamic posture than the test pattern.

• Child Health Nursing Research
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• v.22 no.4
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• pp.370-378
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• 2016

Purpose: The purpose of this study was to examine current status of somatic symptoms of late school-aged children using the school health clinic and to investigate the influence of perceived attachment security and social support on their somatic symptoms. Methods: For this descriptive study, self-report questionnaires were completed by fifth and sixth graders attending 'A' elementary school in Gyeonggi-do. Data from 216 students were included. Data analysis included descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis. Results: Most frequent somatic symptoms were headache, fainting, backache, numbness in a body part, and muscle ache in that order. More frequent somatic symptoms were reported by girls, students who recognized their family SES as low, students who used school health clinic often and students who were dissatisfied with school life. Somatic symptom showed negative correlations with attachment stability and perceived social support from family and teachers. In the regression analysis, the variables; low attachment stability, female gender, and low satisfaction with school affected more frequent somatic symptoms. Conclusion: Careful monitoring of late school-aged children expressing frequent somatic symptoms is required. Intervention programs to improve attachment security and satisfaction with school should be developed for school children, especially girls, presenting with somatic symptoms.

• Fashion & Textile Research Journal
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• v.14 no.2
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• pp.269-276
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• 2012

The aim of this study is to develop clothing size system according to each size interval for obese girls aged 10~12 by classifying the upper bodies. The criteria for subjects in this study were girls who had over 1.46 of the R$\ddot{o}$hrer Index. A total of 229 schoolgirls who met these criteria were enrolled. Results are as follows; 1st, 5 factors were extracted by factor analysis and 3 clusters were categorized by cluster analysis, cylinder-type, inverted triangle-type and inverted trapezoid-type. And 2nd, as a consequence of size system establishment, the basic body sizes and reference body sizes were different according to types even in commonly-appeared size names at sections of respective types. The research findings above suggest that it is necessary to figure out the obesity types according to height and bust girth sizes representing basic sizes and to design the patterns in consideration of the characteristics of obese body shapes. And it may be used as a basic data to decide the desirable output of production according to respective body types.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.55-74
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• 2015

This study examined the various pathways from peer relationships to subjective well-being through self-esteem in late childhood. A total of 354 fifth and sixth grade students in elementary school (189 boys and 165 girls) participated in the study. Peer relationships were assessed using the peer rating scale, and self-esteem and subjective well-being were measured using the self-rating scales. The data were analyzed by means of Structural Equation Modeling (SEM). Children's peer relationships affected their subjective well-being directly, as well as indirectly through their self-esteem. Positive relations with peers enabled children to improve their subjective well-being. In addition, those children who possessed good relationships with peers were more likely to perceive themselves as worthy, which led to higher overall levels of happiness and satisfaction in their lives. The study emphasizes the crucial influence of self-esteem on school-aged children's subjective well-being.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.59-83
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• 2015

This study examined the effects of maternal parenting behavior, relationships with friends, and relationships with teachers on the subjective well-being of children in late childhood. A total of 299 fifth and sixth grade students at elementary school (141 boys and 158 girls) participated in this study. The subjects completed questionnaires on maternal parenting behavior, relationships with friends, relationships with teachers, and their subjective well-being. The data were analyzed by means of Structural Equation Modeling (SEM). The results are as follows. First, maternal parenting behavior was found to have a direct effect on children's subjective well-being. Second, maternal parenting behavior was seen to have an indirect effect on children's subjective well-being through their relationships with friends. Third, maternal parenting behavior was found to have an indirect effect on children's subjective well-being through their relationships with their teachers. The findings from this study suggest that relationships factors established in both family and school need to be considered together in order to explain children's subjective well-being. In addition, this study emphasizes the relative importance of maternal parenting behavior in improving the subjective well-being of school-aged children, as compared to the relationships with both their friends and their teachers at school.