• Fashion & Textile Research Journal
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• v.15 no.5
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• pp.733-742
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• 2013

This research explores the relationship between body image and clothing behavior in order to enhance self-efficacy among multicultural children based on a survey of 167 children. The statistical analysis indicated that children value(in decreasing order)family-esteem, friend-esteem, self-esteem, and school-esteem. School-esteem is the lowest, with boys displaying slightly higher levels of esteem than girls. A boys' self-esteem appears enhanced by higher satisfaction with overall appearance and weight; however, girls' self-esteem helped them address appearance and physical characteristics with positive attitudes. In addition, the clothing behavior of children significantly influenced self-esteem to differing degrees based upon gender. A boys' self-esteem can be increased by having them show interest in clothes rather than letting them wear similar clothes to their friends because their self-esteem can be heightened by higher interests and lower similarity. A girls' self-esteem can be augmented by the clean management of clothes and comfortable wearing due to their emphasis on manageability and comfort. This survey was limited to the Gyeonggi and Inchon area and leaves room for future studies.

• Research in Mathematical Education
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• v.17 no.3
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• pp.169-180
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• 2013

Communicating about mathematics is an essential component in learning mathematics and is a key standard for successful learning in a mathematics classroom using stories and storytelling as a catalyst to mathematics instruction. This, however, can make learning math for students with language deficiencies since they are working toward mastering both basic language proficiency as well as the specialized language needed for mathematics. This is a particular concern because the number of students of multicultural families is rapidly increasing. In this paper, we discuss the challenges and complexities of language-deficient students learning math in a classroom where communication is a key standard for successful learning, and suggest implications for teaching, by presenting an USA elementrny teacher's scaffolding to make reading and solving word problems less intimidating for her language learner students as well as native speaking students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.2
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• pp.404-414
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• 2020

This study aims to explore latent classes in terms of changing patterns in achievement motivation among the samples from elementary school to middle school students in multicultural families and to investigate factors to predict latent groups and their relationship with academic achievement. 1254 pairs of mother and child from the 1st to 6th years of Multicultural Adolescents Panel Study (MAPS) was utilized for the Latent Class Growth Analysis (LCGA), One-way ANOVA, Multinomial Logistic Regression. The results showed that there were four distinct subgroups within the samples in terms of achievement goal orientations (i.e. very-high changing group, average changing group, low stable group, very-low stable group) at all six time points, and students who reported high achievement motivation were likely to have higher academic achievement. Four groups were extracted based on parent's efficacy, students' self-esteem, and teacher's support. Suggestions and practical implications for understanding the types of subgroups for the achievement motivation of multicultural families were discussed.

• Journal of the Korea Society of Computer and Information
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• v.18 no.12
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• pp.189-196
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• 2013

This study perceived multicultural children's ability to look at the impact of autonomy in the multicultural families to derive policy implications using SPSS 19.0 and AMOS 19.0 empirical analysis. To this end, in the area of A metrocity and Y city targeting elementary school autonomy on the final survey data were analyzed. The results of this study revealed the following: First, multicultural children's social skills and self-perceived ability to influence the psychological wellbeing of the two perceptual effects were. Second, multicultural children's psychological well affect its autonomy was found to be third, multicultural children's social skills and self-perceived ability to influence the perception of autonomy was the effect. As a result, the empirical analysis The results obtained by the analysis of the independent variable perceived social skills and personal skills perceived to affect the psychological wellbeing of the dependent variable autonomy also appeared to affect the result of these two effects through causal multicultural that is meaningful to the child's ability to assume that perception were found.

• Journal of the Korea Convergence Society
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• v.8 no.8
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• pp.155-162
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• 2017

This study was to investigate the related convergence factors of periodontal disease in adolescents from Korean multicultural families. Participants were 698 adolescents belong to multicultural family who in the using a web based survey 2015 NKYR. It was defined in this study as one having an immigrant mother. Descriptive analysis and a chi-square test were conducted to determine the factors. Finally to investigate the associations among oral disease symptom, Binary logistic regression analysis was performed. Bleeding gums was not significant higher in female 0.67(0.64-0.71), high school 0.84(0.80-0.88), poor economic status 0.86((0.82-0.90), and was higher in happiness 1.53(1.43-1.64), academic performance 1.08(1.03-1.13), toothbrushing( /day) 1.18(1.13-1.23). Taking into account of social and economic levels, in the multicultural families adolescents, further education and support will be needed for oral prevention.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.301-308
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• 2020

There are concerns that the recent surge in multicultural families and the continuation of non-face-to-face education, such as remote classes caused by COVID-19, are causing educational gaps among lower grades in elementary school. In particular, the importance of reading, writing and listening to our language should be established in lower grades of elementary school. Therefore, the research has recently developed contents that can enhance understanding by utilizing highly interested artificial intelligence tools and provide interesting Korean language education through play. In the future, there will be various attempts for artificial intelligence tools to be used in lower-grade elementary school education.

• Korean Journal of Child Studies
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• v.37 no.6
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• pp.83-94
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• 2016

Objective: The purpose of this study was to investigate differences in self-leadership and job involvement based on the education levels, majors, and teaching experiences of multicultural family home-visit instructors and the influence of self-leadership on job involvement. Methods: 668 home-visit instructors participated in the online survey from 140 multicultural family support centers in Seoul, 6 metropolitan cities, 9 provinces, and other cities and counties. Data were analyzed through frequency, percentages, Pearson's correlations, one-way ANOVA, $Scheff{\acute{e}}$ post-hoc test, and stepwise multi-regression using SPSS 21.0. Results: The main findings are as follows. First, instructors who were high school graduates had significantly higher scores in self-leadership than the other groups. There was only a significant difference in self-reward of self-leadership based on their majors. There were no significant differences in job involvement based on the education level and major. The greater their home-visit teaching experiences, the higher their scores in self-leadership and job involvement. Second, the stepwise multiple regression model showed that self-expectation, self-goal setting, constructive thinking, and rehearsal of self-leadership explained 49% of the total variance in job involvement. Conclusion: Even though the high school graduates had significantly higher scores in self-expectation, rehearsal, and constructive thinking of self-leadership than the other groups, over-generalization should be avoided because the sample size was relatively small. Based on the finding that greater home-visit teaching experiences was associated with higher self-leadership and job involvement, it would be necessary to improve working condition to prevent instructors from changing jobs. These findings stress the importance of providing opportunities for home-visit instructors to develop leadership, thus improving job involvement.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.1-22
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• 2017

To date, the study of students with multicultural disabilities has been limited to language problems. The purpose of this study was to investigate the effects of communication between parents and professionals on the IEP and teaching strategies of students in multicultural special education in the United States. From 2015 to 2016, structural equation modeling was conducted using AMOS 21 based on data from 406 elementary, middle, and high school teachers who has experiencing of multicultural disabilities. The correlation coefficients between IEP and the variables affecting instructional strategies were significantly high between -044 and .489 as a whole. Especially, teaching strategy and communication with parents were relatively more effective than professional communication high correlation. In addition, with regard to the impact on IEP and teaching strategies, parental communication has been found to be closely related to IEP and teaching strategies. However, communication with professionals has a direct effect on teaching strategies. There was no significant correlation between parent and professional communication. The purpose of this study is to understand the importance of communication with parents of multicultural disabled students and their interest and opinions on children positively to IEP and teaching strategies so that teachers can communicate continuously.

• Journal of the Korea Convergence Society
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• v.8 no.11
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• pp.293-298
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• 2017

The purpose of this study was to analyze the risk factors of depression in elementary school students in Korea. The subjects of the study were 23,291 elementary school students (12,016 male, 11,275 female) aged 9 to 12 years. Dependent variable was defined as experience of depression. Explanatory variables were included as sex, residential areas, social discrimination experience, experience of school violence for the past year, experience of Korean language education, experience of using multicultural family support center, reading to Korean, speaking to Korean, and writing to Korean, listening to Korean. In the RBF neural network analysis, experience of Korean education, experience of school violence, experience of Korean social discrimination, level of Korean reading were significantly associated with depression in elementary school students. In order to prevent depression in multicultural children, priority attention and counseling are needed for the group whose level of Korean reading is low.

• The Mathematical Education
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• v.60 no.4
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• pp.529-542
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• 2021

The purpose of this research is to compare the mathematical beliefs that directly or indirectly affect the mathematics learning of Korean languge learners with those of non-Korean languge learners and identify the characteristics. To this end, an analytical comparative research was conducted through a questionnaire survey on perceptions of mathematics learning for 6th grade students of elementary school with different cultural and linguistic backgrounds in the same mathematics classroom. As a result of the analysis, Korean languge learners and non-Korean languge learners gave different meanings to learning mathematics, and they recognized various meanings of success in mathematics. In addition, the math learning ability of non-Korean learners was evaluated higher than that of Korean learners. Based on their positive beliefs, they decided how to resolve conflict situations with different problem-solving results. It will be necessary to prepare a teaching/learning plan that can fully implement multicultural mathematics education in the mathematics classroom where Korean language learners with different cultural and linguistic backgrounds belong. The results of this research can contribute to raising awareness of the need for follow-up researches to find ways to reduce the learning gap between Korean languge learners and non-Korean languge learners. It is expected that this research will contribute to understanding the perceptive characteristics of Korean language learners about learning mathematics and to prepare a plan to utilize them in mathematics lessons.