• The Korean Journal of Elementary Counseling
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• v.9 no.2
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• pp.235-250
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• 2010

The subjects of this study were 180 elementary school students from multi-cultural families and general families. The purpose of this study was to examine the differences in self-concept and career development within two groups and the correlations between self-concept and career development. Also, it was to investigate the self-concept's effects on career development. The results were as follows: First, the children from general families showed higher academic-occupational exploration than those in multi-cultural families. Second, the self-concept had significant correlations with career development in both groups. And there were stronger correlations in children from multi-cultural families. Third, the regression analyses of two groups showed that academic self-concept had significant effects on career development in both groups, but there were higher effects in children from multi-cultural families.

• Journal of the Korea Society of Computer and Information
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• v.27 no.5
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• pp.205-213
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• 2022

This study is to analyze the relationship among potential variables of self-development, social development, learning readiness, and academic ability using data from the Panel Study on Korean Children, which was surveyed in 2014, and to find factors affecting the academic ability of preschool children will be. The subjects of this study were 6-year-old children of 1113 households among 2150 households in the 7th Panel Study on Korean Children(2014) data, excluding non-responders and system-missing 1037 households. As a result of analyzing the path effect of the research model, it was found that, between self-development and academic skills, self-development had a direct effect on academic skills and also had a significant indirect effect through social development and learning readiness as a medium. In addition, it was found that learning readiness had the greatest influence among self-development, social development, and learning readiness on academic skills. As a result, the academic skills of preschool-age children should be treated with great importance in order to develop them into talents with creativity and problem-solving ability.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.1-22
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• 2011

The purpose of this study was a comparative of the differences, relationships and impacts between the self-concept and career development for elementary schoolers by gender. The subjects of this study were 259(133 boys and 126 girls) elementary schoolers. The instrument used in this study was Jung Jong Jin's(1996) self-concept Inventory and Ahn Chang gyu & Ahn Hyeon eui's(2006) Holland career development Inventory. The collected data were analyzed with a SPSS 12.0 program. The major findings of the study were as follows: (1) the mean score of boy(M=54.857, SD=7.593) was higher than girl(M=52.302, SD=8.908) in 'emotional-self'. (2) (1) the mean score of girl(M=42.200, SD=5.918) was higher than boy(M=37.372, SD=7.600) in 'gender-related prejudice about occupation'. (2) the mean score of boy(M=36.544, SD=5.544) was higher than girl(M=35.008, SD=5.118) in 'autonomy' (3) the revealed that self-concept was highly correlated with boy's(r=.175~.761) and girl's(r=.199~.667) career development. (4) (1) the 'academic-self' had an impact of the boy's(5.6%~56.3%) and girl's(8.4%~48.7%) career development. (2) the 'social-self' had an impact of the boy's(2.6%~5.9%) and girl's(2.7%~4.3%) career development. (3) the 'emotional-self' had an impact of the boy's(1.9%~37.0%) and girl's(11.2%) career development. (4) the 'physical-self' no had an impact of the boy's and girl's career development. The findings of the study illustrated that the self-concept for elementary schoolers had an impact career development.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.119-134
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• 2014

This research looks at the effects of portfolio-based lessons to help female middle school students understand and develop their self identity, and to examine the influence of various factors within the school and home environment. The participants were 256 female middle school students in Gangneung-si, Gangwon-do and the analysis was done using the SPSS/WIN 12.0 program. The 6 portfolio-based teaching lessons were made with the aim of developing each subordinate scope in every module for development of self-receptiveness, uniqueness, closeness, tendency of planning the future, and independence. Results of the pre and post-test revealed that scores of self-receptiveness and uniqueness increased. Content analysis revealed that the students pursued their talents and interests through the portfolio activities, and made specific plans for their future careers. In sum, the results demonstrate that the students became specifically and systematically concerned about their future career. The results of hierarchical regression showed that self-receptiveness developed when their parents' attitudes were not rejecting and their peer relationships were positive. Uniqueness was shown to develop as the fostering attitudes of parents were receptive. Closeness developed as fostering attitudes of parents were receptive and as their relationships with peers were positive. The students' tendency to plan the future developed as fostering attitudes of parents were receptive and as their relationships with teachers were good, and independence was shown to develop as the fostering attitudes of parents were not rejecting. Results of a two-year follow-up study appeared that self-receptiveness scores decreased as time passed, so students had highest scores in their first year and lowest scores in their third year. Scores of uniqueness, tendency of planning the future, and identity increased in the students' second year and then remained steadily afterward.

• KLA journal
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• v.49 no.4 s.394
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• pp.54-56
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• 2008

• Journal of the Korean Society for Library and Information Science
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• v.39 no.2
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• pp.321-346
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• 2005

This research is a case study with the subject of 5th grade elementary students, practice a developmental bibliotherapy, and check the influence on the self-actualization. The subjects of this research is 20 students of 5th grade C elementary school in Gyeonggi Province, (including experimental group.10 students, control group: 10 students) and we practiced 12 times for 6 weeks. The result of the experimental group represents meaningful effects in the scales of inner-directed, self-actualization value, feeling reactivity, spontaneity, self-regard, self-acceptance. Then, we found in the lasting scale that the effect was lasting after 3 weeks. Therefore, we conclude that a developmental bibliotherapy can gives elementary students a positive influence, and help them form their proper notion as human being.

• Culinary science and hospitality research
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• v.21 no.4
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• pp.236-250
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• 2015

This study investigated dietary education and education satisfaction from the perspectives of academic ability improvement, psychological-emotional development, and self-respect. For this reason, empirical analysis was performed on the relationship between dietary education activity, education satisfaction, and self-respect. The purpose of this study is to appreciate the importance of dietary education, to focus the attention of researchers on dietary education and to provide fundamental materials. The results drawn from analysis are as follows. Firstly, it was discovered that the degree of dietary education has positive relationships with both academic ability improvement, and psychological/emotional development. Secondly, self-respect has positive relationships with academic ability improvement, and psychological/emotional development in terms of education satisfaction. Thirdly, after analyzing the influences of dietary education activity on self-respect, it was indicated that self-respect has a positive relationship with dietary education activity. Therefore, continuous and consistent dietary education needs to be performed at home, as well as at school, at the national level to establish appropriate dietary knowledge to teenagers, rather than simply delivering knowledge. It is also suggested that the education that can form self-respect be required.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.211-228
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• 2014

The present study aims to identify the ego, marriage and parenting-related psychological characteristics of mothers of infants with developmental risk, as well as to perform comparative analysis between their psychological characteristics and those of mothers of normal infants. For this purpose, we used SPSS 21 statistical software to calculate the average and standard deviation values, and also conducted frequency analysis and t-tests. The study subjects were mothers of 1584 normal infants and 186 infants with developmental risk, who were classified by Korean Denver II developmental screening test from a total of 1802 families listed in the 3rd year data from the Panel Study on Korean Children in 2010. Our results revealed a significant difference in the martial satisfaction and husbands' parenting participation between two groups, among the marriage-related psychological characteristics. There was also a significant difference in the parenting knowledge, style and stress among the parenting-related psychological characteristics. However, a statistically significant difference was not observed in the ego-related psychological characteristics of mothers. These results are thought to serve as baseline data for the infants with developmental risk at the precautionary level.

• Journal of Korean Library and Information Science Society
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• v.39 no.2
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• pp.213-226
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• 2008

The purpose of this study was to analyze the effect of bibliotherapy for developing children's social competence. Specifically, this study investigated the relationship between bibliotherapy and social competence for elementary school children. In this study, social competence includes self-esteem, self-control, peer-relationship. As a result, bibliotherapy was significantly to related to self-control, self-esteem, peer-relationship. These results will be contributed to learn and develop social competence through bibliotherapy.

• Journal of the Korean Home Economics Association
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• v.46 no.3
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• pp.87-101
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• 2008

This research was based on a case study of a child who experienced difficulties in ego development due to her mother's compulsive and depressed behavior. Twenty-four therapeutic play sessions, including 16 sessions involving sandplay, were conducted. Based on discussions by Neumann and Kalff, the child's early psychic development and ego development were observed during these sandplay. As part af this investigation, I conducted counseling sessions in the sandbox where the atmosphere was free and safe. The sessions were based on mother-child unity with the therapist. As a result, the child exhibited restoration of mother-child unity and showed the journey of constellation of self and ego development. The results of this research indicate the effectiveness of sandplay in accelerating ego development.