• Journal of Digital Convergence
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• v.14 no.5
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• pp.377-384
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• 2016

This study aimed to examine the difference of tobacco use, health behaviors and family factors according to the daily tobacco use among female adolescents in South Korea using cross-sectional national data. The study used raw data from the 11th Korean Youth Risk Behavior Web-Based Survey that was performed in 2015. Data of a total of 2,006 female students in high school were analyzed using SPSS/WIN 23. Of the girl 27.5% in high school reported current smoker. Approximately 19.2% of the participants were classified as a daily smoker group. In the multinomial logistic analysis, factors associated with daily smoking were mother's smoking habit, facilities of residence, subjective academic achievement and subjective economic status. In order to develop health promotion strategy and education programs, it is expected to consider factors found relevant in this study.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.161-162
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• 2019

교사의 자리 배치와 교우관계 형성의 관계성을 밝히려는 목적으로 2016년에 일반계 고등학교 3학년 문과반 학생 28명을 대상으로 사회 네트워크 분석을 하였다. 연구결과 학급 내 하위네트워크가 4개를 발견하였고, 친밀도가 가장 낮은 학생을 전체 네트워크의 구조적공백에 위치하였을 때, 긍정적인 교우관계를 확인하였다.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.446-463
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• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4660-4668
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• 2012

The purpose of this study was to investigate the relationship among stress, ego-resilience and school adjustment resilience of the high school girl students. A cross-sectional, descriptive study was conducted. The subjects were 250 students from 3 high schools located in I city. Data were collected on September, 2010 by using a structured questionnaire. The data were analyzed using PASW/WIN 18.0 program. The mean score of stress was 3.05, among the subitems, the score of the school related stress was the highest. The mean score of ego resilience was 2.86, and school adjustment resilience was 75.58. Stress showed significant differences according to satisfaction level with school and teachers. School adjustment resilience was significantly different in terms of satisfaction level with school and teachers, grade, alcohol drinking experience and having counter sex friends. And there were significant correlations among school adjustment resilience and school related, family related, friend related stress. These results suggest that the school life, teachers, and friends have important duties to improve school adjustment resilience. Therefore, it is needed to develop intervention program considerated school related factors to release stressors of the high school girl students.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.551-561
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• 2019

The purpose of this study was to investigate the relationship between entrance exam stress and oral care self-efficacy in girls high school. From June to July 2018, A self-reported questionnaire was administered to 192 high school students in the G area. The data were analyzed for independent t-test, one-way ANOVA and Pearson's correlation coefficient by using SPSS/WIN 21.0 program. Among the sub-sectors of entrance exam stress, exam tension/poor was the highest with 3.07 points, followed by Insufficient spare time stress 2.83 points, future uncertainty stress 2.57 points, and parent pressure stress 2.44 points. the variables related to exam tension/poor stress were academic performance (p<.01), family income level (p<.05), Subjective oral health status(p<.05), and daily brushing frequency(p<.01). The highest level of oral care self-efficacy was 3.13 points for brushing self-efficacy, followed by dental visits 2.80 points and interdental hygiene 2.64 points. As a result of analyzing the general characteristics and oral care self-efficacy, subjects related to brushing self-efficacy were subjective oral health status, caries snacking(daily), and caries drinks(daily)(p<.01). There were negative correlations between entrance exam stress and oral care self-efficacy. The higher the entrance stress, the lower the oral care self-efficacy. To prevent oral disease and increase oral care self-efficacy of students with high entrance stress, it is necessary to provide school oral health education programs that can facilitate oral health behaviors.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.717-733
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• 2021

This study is aimed to provide basic data to set the direction of polar literacy education and to raise awareness of the importance of polar research. Elementary, middle, and high school students' perception of the polar region was examined in terms of current status of polar information, impression regarding polar regions, and awareness of related issues. The study included 975 students from nine elementary, middle, and high schools, who responded to 16 questions, including close-ended and open-ended items. The results suggest that students had more experiences regarding the polar region on audiovisual media, but relatively limited learning experiences in school education. The impression they had of the polar region was confined to the monotonous image of a polar bear in crisis, following the melting of the glacier due to global warming. The students formed powerful images by combining scenes they saw in audiovisual media with emotions. In terms of recognizing problems in the polar region, the students were generally interested in creatures, natural environment, and climate change, but their interests varied depending on their school level and their own career path. The students highly valued the scientist's status as agents to address the problems facing the region, and gave priority to global citizenship values rather than practical standards. Based on the results, we suggest the following: introducing and systematizing content focusing on the polar region in the school curriculum, providing a differentiated learning experience through cooperation between scientists and educators, establishing polar literacy based on concepts that are relevant to various subjects, earth system-centered learning approach, setting the direction for follow-up studies and the need for science education that incorporates diverse values.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.10 no.1
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• pp.1-7
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• 2016

The aimed of the study was to investigate the referral rate of hearing screening for girls and boys senior high school in Gyeongsan and to consider the need for hearing screening. 359-girl and 205-boy were participated. Hearing screening was conducted tympanogram, automated otoacoustic emission(AOAE). Final referral rate was observed 9 girl (2.5%) and 19 boy (9.268%), respectively. There was no differences between boys and girls in tympanogram and AOAE. In conclusion, hearing screening for senior high school students needs to conduct tympanometry in order to screen hearing loss which is difficult to check through pure tone screening regardless of development of the Eustachian tube, and we need to make an effort to lower the false positive results.

• Journal of Nutrition and Health
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• v.50 no.5
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• pp.460-471
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• 2017

Purpose: The purpose of this cross-sectional study was to investigate intake-related factors of energy drinks and educational needs regarding energy drinks in female high school students. Methods: Subjects were 340 female high school students in Incheon, and data were collected using self-administered questionnaires. Statistical analysis was performed using the SPSS 20.0 program. Results: Subjects who had drunk energy drinks were 74.3% (249 subjects) of all subjects. The first time they drank an energy drink was significantly associated with grade (p < 0.05). In 75.1% of 249 subjects who had drunk energy drinks, the places for buying energy drinks were supermarkets and convenience stores near their homes. For the effects of energy drink intake, sleeplessness (44.6%) and no effect (41.7%) were cited, and 24.5% experienced side effects such as palpitation, tremors, etc. The scores for self-diagnosis of caffeine addiction were significantly higher in the low weight group compared to the overweight group (p < 0.05). The degree of caffeine addiction was significantly associated with effects of energy drink intake (p < 0.001) and type of side effects (p < 0.001). Willingness to stop consuming energy drinks (p < 0.001) and necessity of nutrition education about energy drinks (p < 0.05) were significantly lower in the caffeine addiction group compared to the general group. About 75.0% of subjects wanted to be educated about the side effects of energy drinks and caffeine. Conclusion: This study shows that female high school students need proper education about the effects of intake of energy drinks. Therefore, guidelines and a nutrition education program right intake of energy drinks should be provided as well as campaigns concerning the side effects of energy drinks and caffeine in female high school students.

• Journal of Nutrition and Health
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• v.56 no.6
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• pp.667-682
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• 2023

Purpose: This study aimed to investigate the changes in health behavior, mental health, and nutritional status of Korean adolescents before and after the coronavirus disease 2019 (COVID-19) pandemic outbreak. Methods: A total of 800 adolescents (12~18 years old) who participated in the 2019-2020 Korea National Health and Nutrition Examination Survey (KNHANES) were included as study subjects and divided into four groups (204 middle school boys, 172 middle school girls, 219 high school boys, and 205 high school girls). The 2019 and 2020 KNHANES data were classified into data collected before and after the COVID-19 outbreak, respectively. Results: After the COVID-19 pandemic outbreak, middle school boys showed an increased tendency toward becoming overweight and obese, with significantly increased levels of diastolic blood pressure and insulin. While there was no major change in the subjective health status among adolescents, the high school boys showed a significantly decreased physical activity after COVID-19 outbreak. Moreover, the proportion of middle school students feeling a little stressed significantly increased after the COVID-19 outbreak. The rate of skipping breakfast significantly increased in middle school girls, but the rate of having lunch with companions significantly increased among all adolescents after the COVID-19 outbreak. However, the intake of milk, vegetables, fruits, seaweeds, and pulses significantly decreased, although the intake of sugars, beverages, and seasonings significantly decreased as well, during this period. These changes may lead to an increased proportion of adolescents with insufficient intake of nutrients, including potassium, vitamin C, and riboflavin. Conclusion: These results highlight the impact of COVID-19 on comprehensive changes in physical and mental health status, lifestyle behavior, and nutritional status in adolescents, suggesting the need for targeted prevention and intervention for physical and mental well-being during the pandemic.

• The Korean Journal of Coaching Psychology
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• v.5 no.2
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• pp.101-125
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• 2021

This study tried to identify the psychological mechanisms that middle and high school students can adaptively solve various problems, and to identify differences according to gender and school level. To this end, the growth mindset was set as an independent variable predicting the problem-solving ability of middle and high school students, and ego-resilience and emotional intelligence were set as the mediating variables. As for the research data, responses of 94 middle school students(40 males, 54 females) and 134 high school students(63 males, 71 females) who participated through mobile and off-line were analyzed using SPSS 24.0 and AMOS 18.0. The results are as follows. First, differences according to gender and school level were significant only in emotional intelligence. Second, ego-resilience and emotional intelligence mediated the relationship between growth mindset and problem-solving ability respectively. Third, the dual mediation effect of ego-resilience and emotional intelligence was significant in the relationship between growth mindset and problem-solving ability. Based on these results, theoretical and practical discussions and implications for improving problem-solving ability of middle and high school students are presented.