• 한국학교보건학회지
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• 제18권2호
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• pp.105-119
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• 2005

Purposes： This study was to examine the effects of empowerment education programs on empowerment and mental health in high school students. Methods： This study involved a nonequivalent control group pre-test and post-test design. The subjects for this study consisted of 421 high school students who attended two general high schools in Busan. The 211 students in the experimental group received empowerment education training, while the 210 students in the control group did not. The data were collected from March 2, 2004 to July 20, 2004. The empowerment education program consisted of 17 separate 50-minute sessions. The questionnire was developedby authors and revised it based on experts' advice. SPSS 11.0 program was used to analyze the data. Chi-square test and t-test were used to test the homogeneity of general characteristics and dependent variables. Student's t-test was used to evaluate the differences between the experimental group and control group after the treatment. Results： Just as we hypothesized, the experimental group exhibited higher empowerment scores than the control group. For subcategory, Score of self-efficacy and self-esteem increased significantly in the experimental group compared to the control group. However, the score of decision-making ability did not increase significantly. The data failed to support our second hypothesis that the experimental group would have higher mental health scores than the control group. Although the score of self-scale increased significantly in the experimental group compared to the control group, the score of social-support and psychopathology did not. Conclusions： Empowerment education programs are effective for empowerment of high school students. However, such training is effective only for promoting the self scale but not overall mental health. Thus, we suggest the application of the empowerment education program to make high school students aware of their abilities. Furthermore, we suggest the implementation of mental health programs to supplement such empowerment education programs.

• 대한지구과학교육학회지
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• 제8권1호
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• pp.25-34
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• 2015

The objective of this study is to clarify how high school students recognize the mental model of the global environment and how they conceptualize the environment. Using the drawing and interview, 25 high school students participated in the survey and were asked to visualize the environmental elements of the global environment and describe the environment they portrayed. The dominant mental model in the present was Mental Model 3: the environment as a place impacted or modified by human activity. Yet, the partial mental model in the future was Mental Model 2: the environment as a place that supports human life. The implications to environmental science education are explored.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권4호
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• pp.493-507
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• 2014

The purpose of this study is to analyze how high school students form and interpret the mental image in the process of solving regular polyhedron problems. For this purpose, a set of problems about the regular polyhedron's vertex is developed on the base of the regular polyhedron's duality and circulation. and applied to 2 students of the 12th graders in D high school. After 2 hours of teaching and learning and another 2 hours of mental image-analysis process, the following research findings are obtained. Fisrt, a student who recorded medium high-level grade in the national scholastic test can build the dynamic image or the patten image in the process of solving regular polyhedron's vertex problems by utilizing the 3D geometry program. However, the other student who recorded low-level grade can build the concrete-pictorial image. Second, pattern image or dynamic image can help students solve the regular polyhedron's vertex problems by proper transformation of informations and the mental images while the concrete-pictorial image does not help. Hence, it is recommended that the mathematics teachers should develop teaching and learning materials about the regular polyhedron's duality and circulation and also give students suitable questions to build the various mental images.

• Journal of Preventive Medicine and Public Health
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• 제39권5호
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• pp.419-426
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• 2006

Objectives: This study was performed to determine the mental health of high school students, and specifically that of children with no siblings in urban areas, and we aimed at revealing the various potential influences of different psycho-social factors Methods: The participants were, 514 high school students who were the 1st- to 3rd-graders in Daejon City; they were, given self-administered questionnaires that required no signature during the period of March through June 2005. The analyzed items included the general character of the subjects, the symptoms of stress and depression for mental health, self-esteem as a psychological component, anxiety, dependent behavioral traits and, social support of family members and friends. Results: The study results suggested that the group of urban high school children with no siblings had a higher tendency for stress and depression than did the urban high school children with siblings. The mental health and psychosocial factors were found to be influenced by friends, a sense of satisfaction at school and home life, and emotional support as well. Conclusions: In conclusion, emotional support by the family members can improve mental health by reducing anxiety, stress and depression.

• 한국학교ㆍ지역보건교육학회지
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• 제22권2호
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• pp.93-104
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• 2021

Objectives: This study aims to understand the mediating effects of self-efficacy on the effects of social support on mental health and career preparation behavior of academic high school students. Methods: A survey was conducted targeting total 297 respondents from May 27 to May 30th 2019. The collected data was analyzed by using the PASW Statistics Ver. 18.0. Results: When the school life satisfaction was lower, and when the personality was more introverted, the students with lower school grade showed significantly low scores of mental health and career preparation behavior. In the effects of social support on mental health, the self-efficacy showed mediating roles. In the effects of social support on career preparation behavior, the self-efficacy showed mediating roles. Conclusion: If the education for strengthening social support is preferentially performed, the self-efficacy could be increased, which would have more positive effects on mental health and career preparation behavior. Regarding the subjects of education, t would be more effective to provide selective and concentrative education to the group with significantly low scores of mental health and career preparation behavior.

• 대한치과기공학회지
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• 제45권1호
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• pp.14-20
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• 2023

Purpose: This study was conducted to provide basic data for a health promotion program by analyzing the effects of high school students' mental health-related factors on oral symptom experiences. Methods: This study included 24,833 high school students who participated in the screening and health survey in the "17th (2021) Adolescent Health Behavior Survey." SPSS software (SPSS Statistics ver. 21.0; IBM) was used for statistical analysis. Multiple sample logistic regression analysis was performed. The significance level was set to 0.05. Results: The result of the analysis on the effect of mental health revealed that oral symptom experience was low in students without depression and suicidal thoughts. Oral symptom experience was high in students with stress perception. Additionally, the experience of oral symptoms was low when there was sufficient subjective sleep. Conclusion: Therefore, it is necessary to develop a customized oral health education program for early detection of oral symptoms and oral health promotion in high school students. Furthermore, it suggests the need for strategies and continuous oral health guidance to practice proper oral health habits to maintain healthy oral conditions.

• 보건교육건강증진학회지
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• 제27권3호
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• pp.67-74
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• 2010

Objectives: This study aims to identify the effect between high school students' recognition of mental health on sleep quality to present basic data for better health. Methods: The study used data obtained through the 2007 online research on adolescents' health behaviors, targeting a total of 35,228 high school students (18,628 of male students and 16,600 of female students). Results: Seventy six point ninety six percent of the male respondents and 79.67% of female respondents answered their sleep quality was not satisfactory. The subjects who had stress showed significantly lower quality of sleep than those who answered they had no stress. For female students, those who answered they had intention to suicide had significantly lower quality of sleep than those who answered they did not have, but for male students, there was no significant relations between them. There were no significant relations between sense of dispair and sleep quality both for male and female subjects. Conclusion: Factors of mental health related with sleep quality were stress and intention of suicide. The more they had stress and intention of suicide, the significantly lower sleep quality was. Therefore, in order to improve sleep quality of high school students, it is suggested that management programs based on education and counselling with experts should be provided and further studies on other mental health factors and sleep quality should be conducted.

• 대한지역사회영양학회지
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• 제4권3호
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• pp.356-365
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• 1999

This study was carried out to evaluate high-school students' nutrient intakes according to the status of depressive trends, and to analyse the in physical and mental health status. The volunteers were 560 high school students selected from 8 provinces, but 511 students were analyzed. A was used for evaluation, The questions were composed in consideration of socio-demographic characteristics, physical health condition by CMI, mental condition assessed by a modified Zung's self-rating depression scale (SDS), and the evaluation of food consumption by a 24 hours recall method. The family situations of the subjects were mostly nuclear family(73%), agricultural work(53%), and having religion(53%). Only 3% of the students suffered depression where as 19% showed depression trendencies. The individual factors that affected their mental condition were family farming and consciousness of academic accomplishment. The health status counted with CMI was 6.2/20 scores. The non-depressed trend group of students had a lower score of CMI than others. The overall nutrient intakes of students were low compared with the Korean RDA for adolescents. The Mean Adequacy Ratio(MAR) of nutrient intakes was only $0.45{\pm}0.23$. Iron, vitamin A, and riboflavin intakes were significantly low and correlated with depressive trend score. The result from the regression analysis showed that CMI, study accomplishment, and vitamin A were the most significant factors influencing mental condition. We concluded that Korean rural high-school students were healthy in mental condition and showed lower rates of depression academic. For there more we could say that the intakes of iron and vitamin A also influenced mental health. Findings confirmed the need of becoming hopeful job of farming and better nutritional status. These situations would be necessary for students to ameliorate the quality of rural living.

• 한국학교보건학회지
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• 제21권2호
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• pp.35-46
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• 2008

Purpose: This study was a part of preliminary survey for establishing Korean HPS(Health Promoting School) model which was originally suggested by WHO. Methods: Three elementary and middle schools were sampled in urban and rural area across three level of social-economic status, and survey was conducted on one class in each grade by random selection. To measure mental health and social and familial factors, self-esteem scale, self-efficacy scale, depression scale, family cohesion scale, parent-child communication scale, adolescent's mental health and problem behavior questionnaire(AMPQ), and other question items about family status and economic level were conducted. Students' mental health level was compared by region, sex, grade, and other familial and economic factors. Results: Familial and social factors such as economical and educational level of parents, number of family members were different between rural and urban area. Also, students of rural area got lower scores at self-esteem, self-efficacy, but higher scores at extroverted problem behavior than their urban counterparts. In pre-school students, high grade students' self-esteem, and family cohesion scores were lower than low grade students. And sexual differences were found across problem behavior domain and region in middle school students. Especially, the students of single-parent family and lower economic family got insistently low scores at various mental health related scales. Conclusion: These results should be considered, when the HPS model is designed and applied in Korea.

• 한국학교보건학회지
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• 제30권3호
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• pp.211-223
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• 2017

Purpose: The purpose of this study is to clarify the social stigma phenomenon in teachers' perceptions and attitudes toward students who are classified as mental health support needs students in middle and high schools. Methods: Qualitative research was conducted through in-depth interviews and observations of 17 teachers and 2 consultants from 2 middle and high schools in Green City, which were evaluated as successful among the six pilot project schools designated by the Ministry of Education in 2013. The study's analysis is based on Hatch's hermeneutical method. Common categories were developed from the interviews and observations. Then, inferences were made per category and given importance to draw conclusions and lessons. Results: Teachers had a strong stigma in their perceptions of and attitudes to special needs students. Their perception was that those students are bound to go wrong due to family problems, even some having difficulty breathing, and that it's beyond their limit to help them. In addition, their attitudes included stereotypes, favoritism, punishment, and referral to experts. As a result, teachers did not expect those students would be cured or change and showed passive attitudes while shifting the responsibility to families and experts. Conclusion: This study is meaningful in that it showed the limitations of the role of teachers regarding mental health support needs students from the perspective of the teachers themselves. Today, when students' mental health problems are emerging as a serious issue, it is necessary to provide support to improve teacher's awareness and capabilities regarding adolescent mental health problems. In addition, we suggest the current selective policy that sorts out special needs students and provides care for them to evolve into a universal policy that improves public awareness and focus on prevention.