• The Journal of the Korea Contents Association
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• v.12 no.6
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• pp.457-465
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• 2012

The purpose of study was to exploring on the educational values in after school physical programs. The participants were students in grades 5 (3), after school parents who are interested in sports activities (3), after school sports activities led by experienced teachers in three of were selected as study participants. The data were collected through in-depth interviews, collected data were transcribed and coded for domain analysis, classification analysis. The analysis of the results were as follows. After school physical activities, educational significance of the various values of physical activity experiences, meeting with school physical education and sport, educational welfare: the elimination of educational disparities, physical culture, introductory appeared.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.372-384
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• 2019

The purpose of this study was to investigate the meaning of the extracurricular activities in the early childhood education institutions because the discussions and the discrepancy between theoretical viewpoint and reality are gradually expanded. For this purpose, the classes of three early childhood education institutes were observed, and interviews with the instructors were conducted where extracurricular activities programs were implemented. The meanings of extracurricular activities in the early childhood education institutes were 'coexistence of newness and pleasure', 'meaning as learning', 'diverse teaching media experience' and 'inevitable limit' in the reality of formal lessons and other situations. Based on the results of this study, it is necessary to make comprehensive and complementary approaches between the formal curriculum and extracurricular activities for the future high quality extracurricular activity education. Continuous training and education of the instructor are required for better extracurricular activities.

• Journal of Digital Convergence
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• v.14 no.6
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• pp.477-487
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• 2016

This study examines the relationship between ego-resilience, mattering and school life adjustments of elementary students participating in physical activity after school. The number of subjects for this study were 429 who were participating in the physical activity after school in Gyeonggi-do. The reliability and validity test of the questionnaire and descriptive analysis, factor analysis, correlation were conducted by using SPSS 20.0 and structural equation model was conducted by using AMOS 20.0 program. The results are as follows; First, ego-resilience of elementary students participating in physical activity after school affects their mattering. Second, mattering of elementary students participating in physical activity after school affects their school life adjustments. Third, ego-resilience of elementary students participating in physical activity after school affects their school life adjustments. Lastly there is a causal relationship between ego-resilience, mattering and school life adjustments of elementary students participating in physical activity after school.

• 대한공업교육학회지
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• v.37 no.2
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• pp.77-98
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• 2012

The purpose of this study is to investigate what kind of activities by specialized highschool students who have a sense of learned helplessness do after school, and then to inquire if there would be any of differences between their school activities and after school activities. The students in J specialized highschool for vocational education, located in D city participated in the program of improving learning motivation for students with learned helplessness. We selected 15 out of them as the subjects who were judged to be suitable for this study through 'Convenience sampling'. The research methods of this study is qualitative research methods by observation and in-depth interviews. The results are as in the following. First, daily activities after school of the specialized highschool students with learned helplessness can be divided into 3 groups; leisure activities, learning activities, and sustenance activities. Most of the students spend a lot of time doing leisure activities such as playing with a computer, watching TV, doing something with their friend, and killing time. Secondly, the character of daily activities after school of the specialized high school students with learned helplessness is different from that of the students' school activities connected with their daily activities after school. Based on the results we need to consider the character of the students' daily activities after school so as to help the students with learned helplessness, especially in specialized school.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.354-368
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• 2022

The purpose of this study was to verify whether there were significant differences in the levels and relationships of emotional intelligence, school adaptation, self-resilience, positive human relationships, and depression between elementary school students who participated in after-school music activities and those who did not. The participants of this study were 379 fourth, fifth, and sixth grade elementary school students in the Capital Area and Gyeongnam Province participated in after-school music activities and 368 students who did not, totaling 747 students. For research analysis, t-test and multi-group analysis were performed, and the analyzed results are as follows. First, the level of emotional intelligence, self-resilience, positive human relationships, and school adaptation were higher in the participating group and the level of depression was lower than the group that did not participate. Second, as a result of multiple group analysis, the participating group had stronger influences on the paths of [emotional intelligence→self-resilience], [emotional intelligence→positive human relationship], [emotional intelligence→depression], [emotional intelligence→school adaptation], and [self-resilience→school adaptation] than those of non-participating group. Third, the participating group showed mediating effects from self-resilience, positive human relationships, and depression in the relationship between emotional intelligence and school adaptation. On the other hand, the non-participating group manifested significant mediating effects only from self-resilience and depression variables in the relationship between emotional intelligence and school adaptation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.469-480
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• 2020

The purpose of this study is to empirically analyze the effects of middle school students' participation in after-school sports on psychological well-being. A survey was conducted on 280 students in 7th, 8th, and 9th grades attending two middle schools in Gongju-si, Chungnam, for one month from September 8 to October 17, 2019. The scale developed by Ryff (1995) was used to measure psychological stability. Subfactors including self-acceptance (6 questions), positive interpersonal relationships (5 questions), autonomy (6 questions), environmental control (5 questions), purpose of life (5 questions), and personal growth (5 questions) comprised a total of 32 questions measured on the Likert 5-point scale. The internal fit score (Cronbach's alpha) was .76-.83, with 146 students (52.1%) participating in after-school sports activities. The effect was high in the participant group. All variables, including the six subfactors, were verified statistically. These findings are consistent with the studies of Kang Myung-hwa (2011) and Kim Pan-su (2012), which reported that the sports activities of middle school students directly affect the development of emotions. This study verified the need to strengthen after-school sports activities and to engage problem children. After-school sports activities should be reviewed in the context of social issues that are becoming increasingly serious.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.323-340
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• 2007

This study set out to analyze the learning types that most students were engaged in after school, to review the efficiency of private education through academic institutions or tutoring, and to examine the directions in the after-school learning in math under the current system. It also aimed to analyze the impacts of those after-school learning activities on school classes and to suggest some plans to help public education get back on the track. In the study the after-school learning activities in the math subject were categorized into taking classes at academic institutions, tutoring, and autonomous learning. The grades of the subject students were compared and analyzed for three semesters to find the directions right for the school classes.

• Journal of Digital Convergence
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• v.14 no.7
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• pp.347-353
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• 2016

This study aims to analyze how parents and their children participating in sports after school hours positively affects their communication and behavior based on the stratified sampling of 189 students (fifth and sixth graders) in Cheongju city C-province. The result from the exploratory factor and the structural analysis using SPSS18.0 showed that participating in sports improved parent-child communication including increasing their motivation, self-confidence, and self-esteem, and reducing children's problematic behavior such as anxiety, feeling insecure, insubordination, and aggressiveness. In order to improve the children's mental health, it would be essential to set various programs of after school sports and more importantly validate its quality.

• Social Workers
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• no.3 s.47
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• pp.40-43
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• 2006

촛불재단의 역할은 중대한 사회문제를 해결하는 데 도움을 줄 수 있는 활동에 보다 많은 사람들을, 보다 효과적으로 참여시키는데 있다. 중고생들의 봉사활동은 방과 후, 주말, 휴일, 방학 기간에 이루어지고 있는데, 교육청과 학교는 많은 기관과 단체를 사회봉사 기관으로 지정하고 학생들로 하여금 각 기관에서 활동 내용, 시간, 장소를 선별해서 활동하도록 권장하고 있다.

• Journal of Korean Society of Rural Planning
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• v.25 no.4
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• pp.87-97
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• 2019

본 연구는 방과 후 농업 체험활동 프로그램이 초등학생의 정서지능과 회복탄력성 향상 및 우울감 감소에 미치는 영향을 알아보고자 실시하였다. 서울시 초등학교에 재학 중인 4-6학년(11-13세) 초등학생 총 30명이 본 연구에 참여하였다. 참여에 동의한 30명의 학생 중 농업체험 프로그램에 참여를 희망한 18명은 실험군으로, 농업체험 프로그램에 참여를 희망하지 않은 학생 12명은 대조군으로 집단화 하였다. 실험군은 2018년 4월부터 7월까지, 총 12주간(주 1회, 회기당 60분)의 방과 후 활동으로 본 프로그램에 참여하였다. 초등학생의 정서적 건강 증진을 위해 사회정서학습 이론에 기반한 농업체험 프로그램을 설계하였다. 프로그램 실시 전과 후에 자기보고식 설문지를 이용해 정서지능, 우울, 회복탄력성을 측정하였다. 그 결과, 농업 체험활동 프로그램에 참여한 초등학생의 정서지능이 향상되었고(P=0.031), 우울감이 감소된(P=0.011) 반면 대조군에서는 유의한 차이가 나타나지 않았다(P>0.05). 회복탄력성은 실험군과 대조군에서 모두 실험 전후 유의한 차이가 없었다(P>0.05). 본 농업체험 프로그램에 참여한 아동들은 프로그램에 대해 높은 만족감을 보고하였다. 따라서 본 연구에서 사회 정서학습이론을 적용한 농업체험 프로그램이 초등학교 고학년 학생의 정서지능 향상과 우울감 감소에 효과적인 것으로 나타났다. 추후, 표본수를 확대하여 농업 체험활동 프로그램의 효과 검증 연구가 추가적으로 필요할 것이라 생각되며, 다양한 지역의 초등학생들에게 확대 적용하는 연구도 필요할 것이다.