• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.102-112
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• 2013

The purpose of this study was to investigate the influence of parent and peer attachment on school adjustment of 5th and 6th graders. In order to achieve this research purpose, following research questions were established. First, does attachment to parents influence on school adjustment of 5th and 6th graders? Second, does attachment to peers influence on school adjustment of 5th and 6th graders? Third, what are relative influences of parent and peer attachment on school adjustment of 5th and 6th graders? Three hundred eighty nine 5th and 6th graders in Busan participated in this study and completed Inventory of Parent and Peer Attachment and School Adjustment Scale. Collected data were analyzed using Two-way ANOVA and ${\eta}^2$. The major findings of this study were that parent attachment and peer attachment would significantly influence on school adjustment of 5th and 6th graders; Relative influence of Parent attachment and peer attachment would differ depending upon sub-factors of school adjustment. These results were discussed in terms of theoretical and practical implications. Finally, the limitations of this study were commented and suggestions for future research were made.

• Journal of the Korean Home Economics Association
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• v.47 no.1
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• pp.65-73
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• 2009

The present longitudinal study examined reciprocal influence between self-esteem and academic achievement using cross-lagged autoregressive model. This study employed data(four wave) from Korea Youth Panel Survey. Participants were 300 students(143 boys, 157 girls) who were 4th graders in 2004 and 7th graders in 2007. The results of this study indicated that 4th graders' self-esteem influenced 5th graders' academic achievement, in turn, 5th graders' academic achievement influenced 6th graders' self-esteem. However, students' self-esteem in 6th grade did not influence their academic achievement during 7th grade. Conversely, 6th graders' academic achievement influenced 7th graders' self-esteem.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.75-82
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• 2000

The purpose of this study is to investigate the recognition fur mathematics subject in the 5th and 6th graders elementary students. To carry out this study, the 5th and 6th graders recognition as learning mathematics subject was investigated by questionaire. The questionaire was analysed by using frequency and percentage. The 5th and 6th graders had difficulties in the hierarchical problem because mathematics is very systematic and hierarchical, and other had difficulties in studying mathematics because the explanation of the problem solving process in the textbook was not detailed. Others had difficulties in studying mathematics because of quick loaming progress, in applying the formulas and property of mathematics.

• Clinical and Experimental Pediatrics
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• v.54 no.1
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• pp.29-35
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• 2011

Purpose: Korean adolescents have severe nighttime sleep deprivation and daytime sleepiness because of their competitive educational environment. However, daytime sleep patterns and sleepiness have never been studied using age-specific methods, such as the pediatric daytime sleepiness scale (PDSS). We surveyed the daytime sleepiness of Korean adolescents using a Korean translation of the PDSS. Methods: We distributed the 27-item questionnaire, including the PDSS and questions related to sleep pattern, sleep satisfaction, and emotional state, to 3,370 students in grades 5-12. Results: The amount of nighttime sleep decreased significantly with increasing age. During weekday nights, $5-6^{th}$ graders slept for $7.95{\pm}1.05h$, $7-9^{th}$ graders for $7.57{\pm}1.05h$, and $10-12^{th}$ graders for $5.78{\pm}1.13h$. However, the total amounts of combined daytime and nighttime sleep during weekdays were somewhat greater, $8.15{\pm}1.12h$ for $5-6^{th}$ graders, $8.17{\pm}1.20h$ for $7-9^{th}$ graders, and $6.87{\pm}1.40h$ for $10-12^{th}$ graders. PDSS scores increased with age, $11.89{\pm}5.56$ for $5-6^{th}$ graders, $16.57{\pm}5.57$ for $7-9^{th}$ graders, and $17.71{\pm}5.24$ for $10-12^{th}$ graders. Higher PDSS scores were positively correlated with poor school performance and emotional instability. Conclusion: Korean teenagers sleep to an unusual extent during the day because of nighttime sleep deprivation. This negatively affects school performance and emotional stability. A Korean translation of the PDSS was effective in evaluating the severity of daytime sleepiness and assessing the emotional state and school performance of Korean teenagers.

• Human Ecology Research
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• v.53 no.3
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• pp.265-277
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• 2015

This study examines child emotional intelligence in relation to mother's emotional expressiveness and reaction to child negative emotions. A sample of 352 children and mothers from 4 elementary schools in Seoul and Gyeonggi participated in the study. Child emotional intelligence and mother's reaction to child negative emotions were evaluated by child-report, and mother's emotional expressiveness was assessed by mother-report. Data were analyzed by descriptive statistics, two-way analysis of variances, Pearson's correlation and multiple regression analyses. The findings were as follows. First, mothers of boys showed more oversensitive-reaction to child negative emotions than mothers of girls. Mothers of 6th-graders showed more emotion-minimizin-greaction to child negative emotions than mothers of 5th-graders. Second, girls showed a higher level of overall emotional intelligence than boys. Girls showed a higher level of emotion expression and emotion regulation than boys. The 5th-graders showed higher level of emotion expression than 6th-graders; however, 6th graders showed a higher level of emotion perception than 5th-graders. Third, more emotion-coaching-reaction and less oversensitive-reaction by mothers predicted a better emotional intelligence of children. A mother's appropriate emotional socialization behaviors associated with child emotional intelligence were discussed.

• Korean Journal of Human Ecology
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• v.6 no.1
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• pp.15-27
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• 1997

The purpose of this study was to examine the effects from social supports and global self-worth on stresses for the children. The subjects were 438 children of the 5th grade in Elementary School and the first grade in Junior High School in Taejeon. The instruments used for this study were Children's Social Support, Global Self-Worth and Stress Scale. The data were analyzed using t-test, Pearson's correlation, multiple regression and path analysis. The main results of the study were as follows; 1. The stresses were different depending on age. When the family and the teacher give higher social supports, the 5th graders have higher global self-worth. When the family gives higher social supports, the stresses were decreased for the 5th graders. When the children have higher global self-worth, the stresses were decreased. 2. When the first graders in Junior High School experienced higher global self-worth and social supports from their friends, family, teacher, the stresses were decreased. 3. The first graders in Junior High School experienced more stresses than the 5th graders in Elementary School in parent-related and academic-related domains. But the first graders in Junior High School experienced less stresses than the 5th graders in Elementary School in friend-related domains. 4. The path analysis showed that social supports from friends and family explained 15% of the stresses for the 5th graders in elementary school. Social support from friends, family, and teacher explained 28% of the stresses for the first graders in Junior High School. 5. For the 5th graders in Elementary School, social supports from friends and family had direct influences on the global self-worth. And the global self-worth had direct influence on children's stresses. But for the first graders in Junior High School, social supports from friends, family, and teacher had direct influences on the global self-worth. And the social supports from friends had direct and indirect effects on children's stresses. 6. For predicting the stresses, the most significant variable was the global self-worth for the 5th graders in Elementary School and the first graders in Junior High School.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.11-25
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• 2009

This study aimed to investigate protective factors and risk factors in elementary students' life satisfaction. Participants were 2844 (1524 boys, 1320 girls) children who grades were 4th, 5th, 6th in KYPS (Korea Youth Panel Survey). Data mining decision tree model was performed with sex, appearance, delinquency, family income, attachment to parents, parental monitoring, attachment to teachers, academic achievement, peer delinquency, and attachments to peer. The results revealed that : (1) For 4th graders, academic achievement, attachment to parents, and appearance were significant predictors for life satisfaction. (2) For 5th graders, attachment to parents, academic achievement, parental monitoring and appearance were significant predictors for life satisfaction. (3) For 6th graders, attachment to parents, appearance, parental monitoring and delinquency were significant predictors for life satisfaction. Protective factors and risk factors were changed according to interactions between significant independent variables. These results suggest that children's diverse conditions should be considered individually in programs for children's life satisfaction.

• Journal of the Korean Society of School Health
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• v.19 no.1
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• pp.45-54
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• 2006

Purpose : The purpose of this study is to find out the relationship between internet addiction and stress coping behaviors among the 5th․6th graders Methods : there were 609 5th․6th graders from 13 school located in Jeongeup city and the data were collected from June 1-10, 2004. Research instrument to test internet addiction was 4-points summated scale composed of 20-items and the instrument to examine stress coping behaviors was also 4-points summated scale composed of 30-items. The data was analyzed by frequency, percentage, χ2-test, Pearson's Correlation Coefficient and multiple regression analysis using SPSS/PC 10.0. Results : The results were as follows: 1.The degree of internet addiction were 2.4% of addiction, 36.5% of addiction tendency and 61.1% of non-addiction. 2. In the relation between the degree of internet addiction and subscale stress coping behaviors, Internet addiction had significant positive correlation to the passive-avoiding coping (r= .202, p= .000) and aggressive coping(r= .233, p= .000). Multiple regression analysis revealed that the most powerful predictor of internet addiction was passive-avoiding coping. Aggressive coping and active coping had significant effects on internet addiction. These predictive variables of internet addiction explained 10.2% of variance. Conclusion : From the above findings, the authors concluded that it is necessary to develop a program for prevention of the internet addiction and education of stress coping behaviors can be recommended for prevention of the internet addiction.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.335-354
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• 2013

The purpose of this study was to investigate cognitive development and logical thinking formation levels of elementary gifted students and to compare with those of elementary regular students. For this purpose, 79 gifted elementary school students and 114 regular elementary school students in Kyunggi Province were participated, and GALT(Group Assessment of Logical Test) was administered to them. The results obtained in this study were as follows. First, the logical thinking scores of elementary gifted students were significantly higher than general students'(p<.05). Comparing the distribution of cognitive development level, elementary gifted students showed higher ratio in formal operation and lower ratio in concrete operation compared to the general students. It was interpreted that the cognitive development of gifted students preceded general students'. Second, analyzing according to the grade of elementary gifted students, logical thinking scores were significantly different between 5th graders and 6th graders(p<.05). Compared to 5th graders, logical thinking and formal operation ratio of 6th gifted graders showed significantly higher. The scores of four logical thinking areas except for conservational logic and correlational logic of 6th gifted graders showed significantly higher than 5th gifted graders'. Both 5th and 6th graders showed the highest formation ratio in combinational logic, and the lowest ratio in correlational logic. Third, logical thinking scores of gifted students according to gender did not show a significant difference(p>.05). The gifted boys reached formal operation more than gifted girls, but stayed more in the concrete operation. There was gender difference in correlational logic. The gifted girls showed significantly higher than gifted boys in correlational logic(p<.05).

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.