• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.30-40
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• 2017

The purpose of this study is to analyze the long term mediating effects of Self-regulated Learning(SRL) in the Relationships among the Perceptions of Middle School Students on the Democratic Attitude of Parenting(DAP) and their Relationships with Teachers(RT), and their Self-esteem(SE). The data sources were from the first (2010) and the third (2012) Korean Children & Youth Panel Survey(KCYPS). As a result, first, the perceived DAP had significant effects on the students' SE both directly and indirectly through SRL. Second, the perception on RT had indirect effects on their SE mediated by SRL. Third, this pattern in first year continued in two-year-later-SE. This study implies that DAP, RT, and SRL play important roles in the continuous development of adolescents' self-esteem.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.5
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• pp.2713-2723
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• 2014

This study adopts an ecological perspective to empirically navigate the issues surrounding the impact of parental abuse on the emotional development of adolescents. The data is used from the Korean Children and Youth Panel Survey 2011 (KCYPS 2011), which was conducted by the National Youth Policy Institute (n=2,270). Path models were constructed in which adolescents' environmental mediators (i.e., the relationship with parents, friends, and teachers; and school life) control their negative emotions (i.e., aggressiveness, negative physical symptoms, social weakness and depression); in turn to compare the difference between two groups based on parental abuse by using Structural Equation Modeling (SEM). As with the non-abused group (n=1,644), all the environmental mediators remained significant to control their negative emotion; whereas, the abused group (n=626) showed no significant pathway from their relationship with teachers and school life to negative emotion. This indicates that the abused group have limited number of the mediators to control their negative emotion than those of the non-abused group. For the non-abused group, the mediator with the highest total effect to control their negative emotion was the relationship with their friends; on the other hand, the abused group's mediator that showed the highest total effect to control their negative emotion was the relationship with their parents. Although the relationship with teachers remained significant as a mediator to affect school life for the both groups, teachers were not significant to control the negative emotion of the abused group. These findings suggest that the negative relationship with teachers in the abused group is a factor to threat the school adaptation of adolescents, which also leads to problems that are related to the emotional development of adolescents.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.85-102
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• 2015

The purpose of this study is to investigate the variables that affect the problem behavior of children and to examine the relationships between problem behavior of young children in relation to the child's characteristics(temperament and ego-resiliency), the mother's characteristics(parenting stress and personality characteristics), and the teacher's characteristics(teacher-child relationship and emotional expressiveness). The researcher surveyed 314 parents and 56 teachers of young children in the transitional period from 32 early childhood institutes in Daejeon. The summaries of the results of the study are as seen below. First, the child's gender and mother's education were statistically significant variables in explaining the variance in problem behavior of young children. More boys than girls showed more problem behaviors and children of mothers who graduated university showed less problem behavior. Second, teacher-child relationship was the most predictive variable in problem behavior of young children. Children who had good relationships with their teachers showed less problem behavior and children who had poor relationships with their teachers showed more problem behavior. The results of this study can provide basic data for consulting and developing program to prevent and treat the problem behavior of young children to consider the development of children.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.1-12
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• 2013

The purpose of this study was to investigate the gender and sibling composition differences in psychological well-being, and to analyze the effects of family and school environment on psychological well-being among Chinese adolescents. Data from 453 students of middle school were used for final analysis. This study found that only child adolescents showed higher levels of self-esteem and low levels of depression than adolescents with sibling. Regression analysis revealed that self-esteem were influenced by relations with teachers, peer relations and marital conflict among male only child adolescents and female adolescents with sibling. Self-esteem of female only child adolescents was affected by parenting behavior and relations with teachers, and self-esteem of male adolescents with sibling was affected by relations with teachers. Relations with teachers and parenting behavior had impact on depression of Chinese adolescents, but depression was not influenced by peer relations.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.123-127
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• 2020

The purpose of this paper is to improve academic understanding of middle school students' academic problems by examining their impact on Academic Engagement and Academic Burnout, and to provide basic data to them in preparing various solutions. The Multiple Regression analysis was conducted on 388 middle school students to check the degree of influence on Academic Engagement and Academic Burnout, environmental Variables (parent relationship, friend relationship, teacher relationship) and individual Variables (life satisfaction, happiness, Self-Esteem, autonomy, Attention focused, Grit, depression). According to the analysis of 388 middle school students, the factors affecting Academic Engagement were: attention concentration, teacher relationship, persistence, self-respect, life satisfaction, parent relationship, depression and happiness. Second, the factors affecting Academic Burnout were depression, teacher relationships, friend relationships, parent relationships, persistence, self-respect, and attention. Since then, these findings have suggested directions and implications to prevent Academic Burnout, of middle school students in Korea and to them to Academic Engagement.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.159-175
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• 2000

This study explored how communication with parents, relations with teachers and intra- and extra-mural activities were related to peer relationships. Data were collected from 453 middle school students in the city of Iksan. Results showed that students with more harmonious communication with parents reported more desirable peer relationships. More familiar and friendly relations with teachers was also associated with more harmonious peer relationships. As adolescents appeared more vigorous in intra- and extra-mural activities, they had friendlier peer relationships. Gender, communication with fathers, relations with teachers, and intra- and extra-mural activities had significant effects on peer relationships. Relations with teachers was the best predictor for peer relationships.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.1-16
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• 2019

The purpose of this study is to explore the relationship between parental attitudes, teachers' autonomy support as perceived by high school students, and the self-directed learning abilities of high school students. A total of 341 high school students from South Korea participated in the study. A survey instrument was used to measure parental attitudes, teacher autonomy support, and students' self-directed learning ability. The results of the study are as follows. First, the rearing attitudes of parents were perceived by the participants as oriented more toward being attainable and relatively less self-directed. There were no significant differences between male and female students, though male students were more likely to perceive their parents' attitudes as more attainable-oriented. The results also show that, in terms of self-directed learning skills among high school students, the more goal-oriented, compassionate, and autonomous the parental attitudes are, the likelier are students to have developed self-directed learning skills. Second, the male students were more aware of the autonomy support of teachers than were the female students. This shows that the results have significant predictive power over the self-directed learning ability among high school students. Accordingly, the perception of autonomy support by teachers affects the development of self-directed learning among students. We can therefore conclude that self-directed learning skills develop most effectively in students who are supported by their teachers.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.353-362
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• 2017

The purpose of this study aimed to investigate the mediating effect of self-esteem between attachment and depression in adolescents. The study specified theoretical assumptions based on internal working model and vulnerability model. The data were analyzed by structural equation modeling. A total of 2,058 adolescent data from 2015 Korean Children and Youth Panel Survey was used in this study. The results showed parent attachment, peer attachment, and teacher attachment did not have direct effects on adolescent depression, but have indirect effects. Self-esteem had direct and mediating effect on depression. The implications were discussed in relation to interpersonal relationships and self-esteem of adolescents for depression prevention.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.129-140
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• 2019

Objective: Teacher's professionalism means the ability to apply the knowledge, skills and attitudes related to child care effectively to carry out the child care process. Depending on the professionalism of the teacher, the teacher-infant interaction may be affected and the job satisfaction may be different. The purpose of this study was to investigate the level of perceived level of infant teachers' professionalism and to investigate the effect of professionalism of infant teachers on teacher-infant interaction and teacher's job satisfaction. In addition, through this study, it is aimed to help the infant teachers themselves to measure their own abilities and qualities and to develop individual growth by recognizing the importance of infant teacher's professionalism in the daycare center. Methods: For this study, a questionnaire survey was conducted on 329 infant teachers who were in charge of the ages between 0 and 2 years. The collected data were analyzed using SPSS / WIN 24.0 program. First, the mean and standard deviation of the subfactors of the infant teachers were determined in order to know the level of professionalism, teacher-infant interaction, In order to investigate the relationship between the variables, we conducted a Pearson correlation analysis. Finally, Multiple regression analysis was conducted to examine the effects of the teacher's professionalism on teacher-infant interaction and subfactors, and teacher job satisfaction and subfactors. Results: Teacher professionalism was found to have a positive effect on teacher-infant interaction, and caring interaction and teacher-parent-community relations were found to affect teacher-infant interaction. In addition, teacher professionalism had a positive effect on job satisfaction, and child development, curriculum, and teacher-parent-community relations were found to affect job satisfaction. Conclusion/Implications: Influence of teacher-infant interaction and teacher job satisfaction is different according to subfactors of teacher's professionalism. In particular, this suggests that it is necessary to consider ways to selectively raise the level of teacher professionalism according to the situation of infant teachers in each region.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.21-42
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• 2011

This study examined the effects of social capital, ego-resilience and sociodemographic variables on children's Happiness. The subjects were 426 5th and 6th grade students living in Seoul. Collected data was subjected to descriptive statistical analysis, t-test, and multiple regression analysis. Results were :(a) Happiness index was higher in the fifth grade and the higher the economic level. There were no significant differences in gender. (b) Ego-resilience was deeply related to Children's Happiness.