• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.103-121
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• 2016

This study examined the effects of marital relationships, mother's parenting stress and positive parenting behavior on the behavioral problems of preschoolers. For this purpose, we created a structural equation model and examined the goodness of fit of the model using the RMSEA, SRMR, TLI, and CFI. The participants were 986 4-year-old preschoolers and their mothers taken from the 5th year of the Korea Children's Panel. The results of this study were as follows: First, a negative marital relationship had a significant negative effect on behavioral problems of preschoolers directly. And a negative marital relationship had a significant indirect effect on behavioral problems of preschoolers through the parenting behavior. Second, parenting stress had a significant negative effect on behavioral problems of preschoolers directly. And parenting stress had a significant indirect effect on behavioral problems of preschoolers through the parenting behavior. These findings imply that both improving marital relationships and regulating mothers' parenting stress and parenting behavior need to be emphasized when designing prevention and intervention programs aimed at improving the behavioral problems of preschoolers.

• Culinary science and hospitality research
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• v.23 no.2
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• pp.23-34
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• 2017

The current study aims to demonstrate the causal relationships of supervisory support, workplace fun, job satisfaction and customer orientation of Y Generational service provider in the Korean hotel industry. In order to achieve the study purpose, the data were collected from 284 hotel employees who were born from 1981 to 2000, which is considered as Generation Y. To analyze the data, frequency, correlation, regression, PROCESS Macro and confirmatory factor analysis were undertaken using SPSS and AMOS version 18.0. The results show as follows: First, factor of workplace fun had a positive influence on job satisfaction and customer orientation. Second, factor of supervisory support had a positive influence on job satisfaction but its effect on the customer orientation was not significant. Third, job satisfaction had a significantly positive effect on customer orientation. Lastly, job satisfaction was revealed as a significant mediator between dependent variables(supervisory support and workplace fun) and customer orientation. Eventually, this study found that the more workplace fun and job satisfaction employees have, the higher customer orientation they show. Supervisory support was revealed as an indirect factor to enhance customer orientation through job satisfaction.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.329-354
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• 2015

The purpose of this qualitative study was to develop a social skills training program for improving early school-age children's social behaviors and to investigate its effectiveness by observing their experiences on the program with a qualitative method. Data were collected from 7 children using observer's descriptive notes and reflective notes, compliment notes by assistant leader, program leader's weekly journals, children's weekly journals, and video recordings. Four theme categories and 11 sub-lower categories emerged. Theme categories were (1) relationship building, (2) changes in emotional expressions, (3) changes in prosociality, and (4) changes in social skills. This study observed early school-age children's positive changes in social behaviors and emotional expressions through the social skills program.

• Journal of Science Education
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• v.43 no.3
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• pp.318-328
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• 2019

The purpose of this study is to investigate the teacher-students interactions shown in the images of elementary science class by preservice teachers. We applied nine analysis criteria in three domains such as emotional support (climate, regard for student perspectives, teacher sensitivity), classroom organization (instructional learning formats, behavior management, productivity), and instructional support (quality of feedback, language modeling, concept development) in the aspects of positive or negative interactions The results show that majority of student-teachers tended to prefer positive interactions especially regarding instructional learning formats or concept development. For the image of avoided class, they tended to show negative interactions related to instructional learning formats or regard for student perspectives. However, they showed extremely lower frequencies for some categories of negative interactions. Female preservice teachers tended to have slightly higher frequencies for some positive interactions than their counterpart. The findings indicate possible approaches to teachers' professional development and further research.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.137-158
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• 2011

This study is to investigate the effect of music therapy Program on Problem Behaviors and Social Skills Children with ADHD. The participants of the study were first and second graders in B elementary school in J city. They were observed in unsuitable behavioral patterns in school life by their homeroom teachers. Fifteen participants were divided into control and experimental group: The control group was eight and the experimental group was seven. Group music therapy was conducted two times a week for seven-week period. It took 35-40 minutes per therapy after school. Child Behavior Checklist-Korean, Social Skills Rating System, Social Acceptance were administered in pre- and post-stages. For the analysis of the data, Mann-Whitney U test was used. The findings from the research are summarized as follows: 1) The experimental group who was treated in music therapy showed a positive effect on problem behaviors. That is to say, the participants in the experimental group improved in emotional and cognitive stability while they significantly decreased attack behaviors; 2) The experimental group statistically showed significant improvement in their social behaviors compared to the control group. The music therapy group significantly increased social skills such as cooperation, self-assertion, and self-control. However, they did not improve responsibility as social skills in a significant manner; and 3) The experimental group showed higher degree of social acceptance than the control group. However, the result did not show a significant difference between the groups. In conclusion, the study proved positive effects of music therapy on ADHD children's uncarefulness, attack behaviors, and social skills for seven-week experimental period.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.315-328
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• 1999

The purpose of this study was to investigate the effects of psychological learning environment generated by science teachers upon students' affective perceptions and cognitive learning. The subjects of the study were consist of 2.693 students from secondary school. The students' perception were examined by the tools of PLEIS(Psychological Learning Environment Instrument by Science teacher). SAMS(Science Anxiety Measurement Scale). HARS(High schools' s Attitude Related Science). and ALWSS(Attitude toward Laboratory Work Scale in Secondary school). and cognitive learning outcomes assessed to TIPS II (Test of Integrated Process Skills II ) and science test score. The results of this study suggest that positive psychological learning environment by science teacher should be offered to students for the improvement of science achievement. and learning environment will be used as an instrument of self assessment for improving science teaching strategy. Understanding of relationship among psychological learning environment, affective perception and cognitive learning will be helpful to the design of science teaching and learning process.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.33-48
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• 2018

The purpose of this study was to explore five-year-old popular child's behavior patterns through participant observation and to analyze the collected data with qualitative method. One popular child was selected from D child care center of P city in Kyeonggi province. Peer-nomination method was used to select the popular child. Participant observation was conducted from April to November in 2017 through 36 observations in free choice activities. As well as observation records, formal and informal interview records with parents and teachers, parent counseling journals, observation journals, and child's personal records were used to understand the popular child. Three steps, including recording, coding, and making themes, were conducted to analyze the data. The main results of the research were as follows: The behavior patterns of popular child in this study presented both positive and negative sides. The positive behavior patterns included consideration, responsibility, high concentration, and a sense of humor. The negative behavior patterns showed control and exclusion. This study has implications for development of educational program and environment to enhance positive peer relationship.

• Korean Business Review
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• v.18 no.2
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• pp.1-20
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• 2005

This study examined the relationships between career commitment and job attitudes and the moderating effects of organizational support in their relationships in a sample of 230 employees of Korean venture firms. The results indicated that career commitment was positively related to skill development, and negatively to career withdrawal intention and turnover intention and that organizational support moderated the relationships between career commitment and career withdrawal intention and between career commitment and turnover intention. Finally, the implications and the limitations of this study were discussed.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.47-65
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• 2010

The current study aims to examine differences of mother's child-rearing attitude by background variables of infant's and mothers, the influence of mother's child-rearing attitude, temperament and goodness of fit of infant's on adjustment to childcare center, and relative influence among elements. Subjects for the study were 165 infant's of two year old attending 8 childcare centers in Seoul, Gyeonggi-do and Jeju-do, and their mothers and homeroom teachers at childcare centers. As a result of the study, it was found that there was no difference in background variables such as sex and order among siblings of infant's, childcare experience and average hours at childcare centers a day, and mother's age and job, while there were differences in mother's child-rearing attitude by mother's education, household's monthly income and mother's working hours per week. Also it was observed that mother's restrictive attitude, positive attitude and infant's regular temperament influenced their adjustment to childcare centers, and relatively influential elements on general adjustment to childcare centers were mother's restrictive attitude and positive attitude. That IS, it was found that as mother's restrictive attitude and positive attitude were high, infant's general adjustment to childcare centers became high. These study results show that if infant's learn basic rules and habits from parents at home by having positive relationship with mothers, getting appropriate educative instruction, having proper autonomy and obtaining positive assessment from their mothers, rather than strict restriction or bluff, can adapt themselves to childcare centers with no difficulty.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.335-347
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• 2018

The purpose of this study was to find more effective mental health intervention for school based intervention with mental health problem in an elementary school. A systematic review was conducted according to the PRISMA checklist. We accessed databases including RISS, KISS, and the National Assembly Library of Korea. Subject studies were classified according to type of intervention, subject characteristic, and evaluation. Finally, twenty-five studies matched the inclusion criteria. According to types of intervention, it was classified into four types which are psychoeducation(self-management skills, social skills, social emotional learn ing), behavior intervention(positive behavior support, modeling), psychotherapy(art therapy, counseling and parent coaching), and recreation intervention(robot intervention, horticultural therapy). The most of subjects were intellectual disability, the following subjects were ADHD. The most areas of evaluation were emotional change and attention. The findings of this review support school based intervention and provide evidence. And it can be used as an important basic data for preparing more effective mental health-related school-based interventions.