• Korean Journal of Human Ecology
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• v.4 no.1
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• pp.26-35
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• 2001

The Purpose of this study was to examine the difference among peer orientation according to socio-demographic variables and mothers' rearing behavior of early adolescents and to analyze the effect of these variables influencing peer orientation. The subjects were 399 students-sixth grade and second grade in middle school students, living in Gwangju. The major findings were as follows : 1. Peer orientation of early adolescents showed partial differences according to the socio-demographic variables and mothers' rearing behavior. Peer advice seeking showed significant difference according to child's grade, reasoning guidance, affection and active-education of mother. And extreme peer orientation was difference in the child's grade, sex. family type, reasoning guidance and over-protection of mother. 2. The order in the effective power of variables on peer orientation of early adolescents was as following. Peer advice seeking was influenced by the child's grade and affection that were explained about 21%. And extreme peer orientation was influenced by reasoning guidance. over-Protection. the child's sex, and family type that were explained about 17%. In conclusion, Mothers' rearing behavior was influenced on peer orientations. Above all children's peer orientations are need for the improvement mothers' behavior reasoning guidance. affection.

• Korean Journal of Child Studies
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• v.9 no.1
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• pp.47-61
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• 1988

The primary purpose of this study was to investigate the relation between paternal self-esteem, child-rearing behaviors and child's self-esteem. The secondary purpose was to examine whether there were significant relational differences according to child's sex. 272 dyads consisting of fifth and sixth grade children in elementary school and their measured by the Self-Esteem Inventory (for children), the Self-Esteem Scale (for fathers), and the Iowa Parent Behavior Inventory: Father form. Pearson's r., F-test, and Ducan's multiple range test were used for data analysis. Paternal self-esteem was significantly associated with 'parental involvement', 'reasoning guidance', and 'intimacy'. Paternal self-esteem was positively correlated with girl's self-esteem. Child's self-esteem was positively related to 'parental involvement', 'limit setting', 'responsiveness', 'reasoning guidance' and 'intimacy'. In sex differences, only boy's self-esteem wasn't related to paternal 'limit setting'. Boys' self-esteem was strongly related to 'parental involvement', and girls' self-esteem was strongly related to 'reasoning guidance'.

• Journal of Families and Better Life
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• v.29 no.5
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• pp.75-83
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• 2011

The purpose of this study was to examine the variables that influence paternal parenting behavior. 160 fathers of five-year old preschoolers(85 boys and 75 girls) were recruited from 8 daycare centers located in Seoul, Korea and answered the questionnaire on the subject of attachment experience with their parents of origin based on their retrospective memories, marital satisfaction, spouse's gatekeeping, and their own parenting behavior as fathers cohabiting with their children. Data were analyzed through frequencies, an independent sample t-test, Pearson's correlations, the stepwise regression analyses using SPSS 15.0. The findings are as follows. First, there was no statistically significant difference in paternal parenting behavior according to children's gender. Second, marital satisfaction and attachment experience with their own mothers in childhood influenced all five subcategories of paternal parenting behavior(parental involvement, limit setting, responsiveness, reasoning guidance, intimacy) and spouse's gatekeeping influenced father's reasoning guidance and intimacy. Unexpectedly, attachment experience with their own father had no impact on any subcategories of paternal parenting behavior.

• Journal of the Korean Home Economics Association
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• v.42 no.4
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• pp.167-177
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• 2004

The purpose of this study was to examine the relations of peer competence to children's interpersonal problem solving skills and mothers' parenting behavior. The subjects were 88, 6-year-old children and their mothers. Instruments used included the Peer Competence Scale, PIPS, and the revised version of IPBI. The data were analyzed with Pearson correlations, partial correlations, and stepwise regression. Children's sociability was explained mostly by mothers' intimacy-reasoning guidance, parental involvement, and children's positive alternative Solutions. Children's prosocial behavior was explained mostly by mothers' intimacy-reasoning guidance and children's positive alternative solutions. Children's leadership was explained most by mothers' involvement and Omit selling in parenting.

• School Mathematics
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• v.19 no.1
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• pp.153-170
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• 2017

This study conducted an analysis of types of reasoning shown in students' solving a problem and processes of students' reasoning according to type of problem by posing an open-ended problem where students' reasoning activity is expected to be vigorous and a multiple-choice problem with which students are familiar. And it examined teacher's role of promoting the reasoning in solving an open-ended problem. Students showed more various types of reasoning in solving an open-ended problem compared with multiple-choice problem, and showed a process of extending the reasoning as chains of reasoning are performed. Abduction, a type of students' probable reasoning, was active in the open-ended problem, accordingly teacher played a role of encouragement, prompt and guidance. Teachers posed a problem after varying it from previous problem type to open-ended problem in teaching and evaluation, and played a role of helping students' reasoning become more vigorous by proper questioning when students had difficulty reasoning.

• The Mathematical Education
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• v.62 no.4
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• pp.457-471
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• 2023

Measurement is an imperative content area of early elementary mathematics, but it is reported that students' understanding of units in measurement situations is insufficient despite its importance. Therefore, this study examined lower-grade elementary students' quantitative reasoning of units in length measurement by identifying the levels of reasoning of units. For this purpose, we collected and analyzed the responses of second-grade elementary school students who engaged in a set of length measurement tasks using an open number line in terms of unitizing, iterating, and partitioning. As a result of the study, we categorized students' quantitative reasoning of unit levels into four levels: Iterating unit one, Iterating a given unit, Relating units, and Transforming units. The most prevalent level was Relating units, which is the level of recognizing relationships between units to measure length. Each level was illustrated with distinct features and examples of unit reasoning. Based on the results of this study, a personalized plan to the level of unit reasoning of students is required, and the need for additional guidance or the use of customized interventions for students with incomplete unit reasoning skills is necessary.

• Journal of Korean Society for Geospatial Information Science
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• v.19 no.1
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• pp.13-20
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• 2011

LBS services is a user-centric location based information service, where its importance has been discussed as an essential engine in an Ubiquitous Age. We aimed to develop an ontology reasoning system that enables users to derive recommended results suitable through selection standard reasoning according to various users' preferences. In order to achieve this goal, we designed the Geo-ontology system which enabled the construction of personal characteristics of users, knowledge on personal preference and knowledge on spatial and geographical preference. We also integrated a function of reasoning relevant information through the construction of Cost Value ontology using multi-criteria decision making by giving weight according to users' preference.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.655-676
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• 2016

The purpose of this study is to examine the effects of teaching on functional thinking, one of the algebraic thinking in sixth grade students level. For this study, we developed functional thinking based-teaching through analyzing mathematical curriculum and preceding research, which consisted of 12 classes, and we investigated the effects of teaching through quantitative and qualitative analysis. In the results of this study, functional thinking based-teaching was statistically proven to be more effective in improving algebraic reasoning skills and lower elements which is an algebraic reasoning as generalized arithmetic and functional thinking, compared to traditional textbook-centered lessons. In addition, the functional thinking based-teaching gave a positive impact on the functional thinking level. Thus functional thinking based-teaching provides guidance on the implications for teaching and learning methods and study of the functional thinking in the future, because of the significant impact on the mathematics learning in six grade students.

• Journal of Families and Better Life
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• v.15 no.3
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• pp.45-58
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• 1997

The purpose of this study was to investigate the relationship between the maternal child rearing behaviors and home environmental variables related with children's self-esteem in urban and rural community. Subjects were 435 boys and girls enrolled in grade 4, 5, 6 and their mothers from five public elementary schools in Chonan city and Naju city. The instruments for the study were coopersmith's Self Esteem Inventory Korean Maternal Behavior Inventory and questionnaire on home environmental variables. The data were analyzed by Pearson's one-way ANOVA t-test and Duncan post hoc test. The major findings were as follows: 1. Children's self esteem and 'Affection' and 'Achievement' of maternal child rearing behaviors were a positive correlation. 2. Children's self esteem of urban community was higher than that of rural community. Maternal child rearing behaviors of urban community was 'Achievement' of maternal child rearing behaviors were a positive correlation. 2. Children's self e teem of urban community was higher than that of rural community. Maternal child rearing behaviors of urban community was 'Active Involvement' and that of rural community were 'Authoritaran Control', 'Overprotection' and 'Achievement' 3. There were no differences in children's self esteem with family size. 4. There were significant differences in children's self esteem with parent's educational leveland monthly family income; the higher parent's educational level and the more monthly family income the higher children's self-esteem. 5. There were also significant differences in maternal child rearing behaviors 5. There were also significant differences in maternal child rearing behaviors with 'Achievement' by parent's age monthly family income and family size in 'Reasoning Guidance' and 'Active Involvement' by parent's educational level. in 'Authoritarian Control' and 'Overprotection' by monthly family income and in 'Reasoning Guidance' and 'Authoritarian Control' by family size.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.181-197
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• 2023

The importance of reasoning processes based on fractional concepts and number senses, rather than a formalized procedural method using common denominators, has been noted in a number of studies in relation to compare the magnitudes of unlike fractions. In this study, a unlike fraction magnitudes comparison test was conducted on fourth-grade elementary school students who did not learn equivalent fractions and common denominators to analyze the reasoning perspectives of the correct and wrong answers for each of the eight problem types. As a result of the analysis, even students before learning equivalent fractions and reduction to common denominators were able to compare the unlike fractions through reasoning based on fractional sense. The perspective chosen by the most students for the comparison of the magnitudes of unlike fractions is the 'part-whole perspective', which shows that reasoning when comparing the magnitudes of fractions depends heavily on the concept of fractions itself. In addition, it was found that students who lack a conceptual understanding of fractions led to difficulties in having quantitative sense of fraction, making it difficult to compare and infer the magnitudes of unlike fractions. Based on the results of the study, some didactical implications were derived for reasoning guidance based on the concept of fractions and the sense of numbers without reduction to common denominators when comparing the magnitudes of unlike fraction.