• 아동학회지
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• 제27권6호
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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.

• 아동학회지
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• 제36권1호
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• pp.1-17
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• 2015

The purpose of this research was to explore the influence of a mother's motivational beliefs in the context of the child education and parent-teacher relationship and the impact that it has on the learning related skills of young children. The participants in this study consisted of 243 mothers of 4~5 years old children and 20 teachers in 5 child education centers located in Seoul, Korea. The data was analyzed by means of using statistical method such as mean, standard deviation, t-test, Pearson correlation, and stepwise regression. The major findings of this study were as follows: First, there were significant differences between parent-teacher relationship and learning related skills of young children according to the children's sex and maternal educational level. Second, children's sex, maternal educational level, and the parent-teacher relationship were significantly related with the learning related skills of young children. Last, mother's motivational beliefs in the context of child education and the parent-teacher relationship directly influenced the learning related skills of young children. The results of this study suggest that positive parent-teacher relationships are important for developing the learning related skills of young children and this in turn can predict the level of children's adjustment and success in school.

• 아동학회지
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• 제29권6호
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• pp.73-86
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• 2008

The purpose of this study was to investigate the effects of learning-related skills in kindergarten on school adjustment in first-grade children. Subjects were 119 kindergarten children. Instruments were Learning-Related Skill (Park, 2008) and School Adjustment (Chi & Jung, 2006). Statistical methods were Pearson product moment correlation coefficients and multiple regressions. Results of this study showed that : (1) there were positive relationships between learning-related skill in kindergarten and school adjustment in first-grade children. (2) Cognitive, behavioral, and affective learning-related skills in kindergarten were significant predictors of school adjustment in elementary school Conclusions suggest the importance of learning-related skills in kindergarten.

• 한국지역사회생활과학회지
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• 제22권1호
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• pp.145-154
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• 2011

This study investigated the effects of young children's learning-related skills and the maternal involvement on academic abilities. The sample consisted of 310 children from 7 child-care centers located in Seoul and Gyeonggi Province. All variables were measured by the teachers and the mothers of surveyed children. The instrument included the Korean Child Development Inventory(K-CDI) for 4 to 6-year olds and Preschool Learning Behavior Scale(McDermott et al 2000) and the questionnaire on mother's involvement about their children's education. The collected data was analyzed by t-test and hierarchical regression using the SPSS Program. The findings are as follows. First, regardless of the family income level, verbal comprehension and numerical abilities were positively associated with their learning-related skills of young children. Second, the interaction effect of learning-related skills and the mothers' involvement on verbal comprehension of young children in the low-income families was observed. However, no interaction effect was seen in terms of learning-related skills and the maternal involvement on verbal comprehension and numerical abilities of young children in the high-income families. These findings highlight the importance of learning-related skills and their mothers' involvement during the preschool period for the low-income family in improving the early academic achievement.

• 아동학회지
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• 제26권4호
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• pp.173-188
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• 2005

To examine relationships between learning-related social skills(LRSS) and literacy development a sample of 167 children aged 5-6 years were selected from 3 preschools in Seoul. Instruments for measuring LRSS were the cooperation, assertion, and self-control scales of the Social Skills Rating System (Gresham & Elliott, 1990) and the mastery behaviors scales of the Child Behavior Rating Scale (Bronson, et al. 1990). Literacy development was measured by the Concepts about Print(Woon, 1999), the Learning Readiness Scale(Korean Educational Development Institution 1998), and the Writing Development Scale(Lee, 1997). Teachers rated children's LRSS. Data were analyzed by mean, standard deviation, t-test, bivariate correlation, and regression analysis. LRSS correlated with children's literacy development. Mastery behaviors were the best predictor of literacy development.

• 한국생활과학회지
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• 제16권3호
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• pp.535-545
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• 2007

The present study examined variables relevant to children's learning-related social skills to determine predictive contributions of such variables as parenting behaviors and parenting competence. Subjects were 130 four and five years old children and their parents. Data were analyzed with mean, standard deviation, t-test, bivariate correlation, multiple regression, and step-wise multiple regression. Results indicated that passionate participation parenting and parenting competence were significantly correlated with children's learning-related social skills, and passionate participation parenting was the most critical predictors of children's learning-related social skills.

• 대한가정학회지
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• 제42권12호
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• pp.219-230
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• 2004

The purpose of this study was to investigate relationships between the family strengths, mothers' self-efficacy, and their young children's teaming-related social skills and behavior problems. The subjects were the 217 children aged 4 to 6 years and their mothers at private child care centers in Seoul. The Family Strengths Scale and the Mothers' Self-Efficacy questionnaire were administered to the mothers. The teachers rated the learning-related social skills and problem behaviors of each child whose mother returned a set of Questionnaires. Analysis of variance revealed statistically significant differences in the family strengths according to the education level of the mothers. The mean the family strength score was higher for working mothers than for non-working mothers. The results of the test were statistically significant differences in the scores on the learning-related social skills and problem behaviors between boys and girls. The family strengths were positively correlated with the mothers' self-efficacy, and the learning-related social skills of the young children, while they were negatively correlated with problem behaviors.

• 융합정보논문지
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• 제10권6호
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• pp.147-155
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• 2020

이 연구는 언어를 학습하는데 있어서의 학습자의 성격특성이 어떤 역할을 하여 어떤 관계를 가지고 있는지를 알아보는데 그 목적이 있다. 이를 위해서 기존의 연구를 분석하여 제시하였다. 즉, 최근의 연구들을 검토하기 위해서 언어학습과 성격특성에 관련된 연구들을 ProQuest, Google Scholar, 그리고 EBSCO 등의 데이터베이스를 통하여 추출하였다. 추출된 연구들을 검토하고 선정 및 정리하여 언어학습의 영역 즉 쓰기, 듣기, 말하기의 영역에서 성격특성이 어떤 역할을 하고 있는지를 문헌별로 정리하고 그 의미를 도출하였다. 문헌연구의 결과 외향성 및 개방성의 특성은 언어의 학습을 성공적으로 이끄는 데에 기여를 하고 있음을 확인하였다. 또한 외향성은 말하기에, 개방성은 듣기에 연관되어 있음을 연구들은 보고하고 있었다. 또한 학습자의 성격특성은 개인의 언어학습의 전략에도 관계되어 있고 전략수립에 영향을 미치고 있음이 확인되었다. 이같은 결과를 바탕으로 앞으로의 연구 방향에 대한 제언을 하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.253-263
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• 2001

Developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recent performance based on assessment has focused on the teaching and learning environment in school, emphasizing student's self construction of their learning and its process. Because of this reason, people related to mathematics education including math teachers are taught to recognize the fact that the degree of students'acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) should be estimated formally in math class. However, due to the lack of an evaluation tool for estimating the degree of their thinking skills, efforts at evaluating student's degree of mathematics thinking skills and strategy acquisition failed. Therefore, in this paper, mathematical thinking was studied, and using the results of study as the fundamental basis, mathematical thinking process model was developed according to three types of mathematical thinking - fundamental thinking skill, developing thinking skill, and advanced thinking strategies. Finally, based on the model, evaluation factors related to essential thinking skills such as analogy, deductive thinking, generalization, creative thinking requested in the situation of solving mathematical problems were developed.

• 한국초등과학교육학회지:초등과학교육
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• 제27권1호
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• pp.60-74
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• 2008

The purpose of this study was to examine the effects of a brain-based science teaching and learning model on the science related attitudes, scientific inquiry skills and science knowledge of the 2nd graders in Intelligent Life course. For this study, 117 elementary students from four classes of the 2nd grade in Seoul were selected. In the comparison group, traditional instruction was implemented and in the experimental group, instruction according to brain-based science teaching and learning model was implemented for four weeks. The results of this study were as follows : There were little differences between the comparison and experimental groups in terms of the science related attitudes except for the sub-domains of interest and curiosity. And brain-based science teaching and learning model programs improved a few scientific inquiry skills, especially observation and classification. In addition, the experimental groups showed a positive effect on science knowledge. In conclusion, brain-based science teaching and learning model programs were more effective in improvement of the science related attitudes, scientific inquiry skills and science knowledge of elementary students.