• Journal of Korean Home Economics Education Association
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• v.27 no.3
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• pp.35-46
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• 2015

This study investigates the level of middle school students' achievement perceptions of the objectives of Home Economics education. A survey was conducted using a convenient sample from 360 middle school students, and 332 subjects were used in the final analysis. First, the level of achievement perceptions of objectives of Home Economics education showed a score of 3.46(SD = 0.80), which was slightly higher than the median. Second, the achievement perceptions of objectives of Home Economics education showed significant differences in gender, the grade level, school type, and the level of school records. Third, according to a hierarchical regression analysis, male students' middle school, coeducational middle school, grade, gender, and school record level had significant effects on their achievement perceptions of objectives of Home Economics education, and the explanatory power of these independent variables was 30%.

• Journal of agricultural medicine and community health
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• v.34 no.2
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• pp.234-243
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• 2009

Objectives: The aim of this study was to establish the basic data for adolescents' mental health states in a community. Methods: 466 middle school and high school students were analyzed by visit-survey with an organized questionnaire from March to June 2008. K-YSR for measurement of mental health was used. Results: The score of total behavior (p<0.01), anxious/depressed (p<0.05), though problems (p<0.001), attention problems (p<0.001), aggressive behavior (p<0.01) and internalizing problems (p<0.05) in girls appeared significantly higher as compare to those the boys. Also, total competence (p<0.05) in high school students appeared significantly lower as compare to those middle school students. Withdrawn (p<0.01) in high school students appeared significantly higher as compare to those middle school students. The though problems (p<0.001) and aggressive behavior (p<0.05) in middle school students appeared significantly higher as compare to those high school students. The distribution of clinical group was school 93.8%, total competence 32.6%, attention problems 8.8%, total behavior problems 8.6%, anxious/depressed 7.7%, aggressive behavior 6.4% et. al. The social (p<0.05), anxious/depressed (p<0.05), attention problems (p<0.01), internalizing problems (p<0.05) and externalizing problems (p<0.05) in girls of clinical group were more frequent significantly as compared to those the boys of clinical group. Also, the social (p<0.01) in middle school students of clinical group was more frequent significantly as compared to those the high school students of clinical group. Conclusions: This study result will be significant in that it can provide basic data for the school mental health services.

• Journal of the Korean Society of Food Science and Nutrition
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• v.46 no.11
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• pp.1397-1407
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• 2017

The aim of a school attendance policy (SAP) is to ensure breakfast time for school-aged adolescents. Therefore, this study investigated the effects of SAP on dietary behavior, particularly breakfast consumption, among adolescent middle school students (n=426) in the Ansan area of Gyeonggi-do. After implementation of the SAP, the response rates for eating breakfast every-day among boys (P>0.05) and girls (P<0.05) slightly increased by 44.6% and 35.8%, respectively, compared to before the SAP. Further, the degree of satisfaction with breakfast increased among both boys ('satisfied' and 'strongly satisfied'; 32.4% and 21.6%, respectively) (P<0.01) and girls ('satisfied' and 'strongly satisfied'; 32.8% and 14.2%, respectively) (P<0.001) compared to before the SAP. Moreover, boys (56.8%) and girls (53.9%) were aware that the SAP increased breakfast-eating frequency. Increases in deep sleep as a result of the SAP were high in both boys (39.2%) and girls (47.1%), and sleeping hours among boys (P<0.05) and girls (P<0.01) increased compared to before the SAP. The respondents were aware of the positive effects on physical function such as reduction of physical fatigue (boys 40.1%, girls 38.2%) and improvement of physical health (boys 36.5%, girls 32.8%). Thus, systematic and sustained political support at the national level is required to encourage healthy breakfast eating and physical activity in middle school students.

• (The)Korea Educational Review
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• v.24 no.1
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• pp.199-225
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• 2018

Using the 3rd to the 6th wave data from the Korean Children and Youth Panel Survey(KCYPS), we examined the effects of academic characteristics and social relations on the trajectories of the life satisfaction among adolescents. OLS results showed that male students were more satisfied with their lives than female students in the 3rd grade of middle school. As academic characteristics, academic achievement and the level of class adjustment improved life satisfaction but the amount of learning time spent had a negative effect on life satisfaction. However, the effect of academic achievement lost its statistical significance after including variables of social relations. Relationships with parents, teachers, and friends had positive effects on life satisfaction. The longitudinal analysis using the fixed effect estimation also showed a similar result of the associations among the variables to that in the OLS analysis. The life satisfaction gap between male and female students narrowed over time from the 3rd grade of middle school to the 2nd grade of high school. The effects of relationships with parents and friends showed significant effects on both female and male students, but the relationship with their teachers was significant only for female students. Based on the results, we discussed the issues of Korean education related to the life satisfaction among adolescents.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.6
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• pp.796-806
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• 2012

This study was conducted to investigate dietary attitude, and nutritional knowledge of middle school students in Gwangju and examine their perception and utilization of food labeling systems. The total and mean dietary attitude scores were 75 and 49.47, respectively. The total and mean nutrition knowledge scores were 15 and 10.88, respectively. Girls showed significantly higher nutrition knowledge than boys (p<0.01). Overall, 62.9% of respondents checked food labeling, and there were significant differences in dietary attitudes among groups that did and did not checking labeling (p<0.001), with higher dietary attitude being associated with checking the label. Moreover, higher nutritional knowledge was associated with checking the food label. Individuals who checked the food label considered the expiration date (54.9%), product name (14.4%) and price (10.2%). The main reasons for checking food labeling were (in descending order) to confirm the expiration date (61.6%), determine the ingredients and nutritional information, learn how to store the product, and compare the price and weight with other products. The overall satisfaction with the food labeling system was 16.20 out of 30, and significant differences (p<0.001) were observed among individuals with high, moderate and low dietary attitudes, as indicated by satisfaction scores of 17.54, 16.32 and 14.86, respectively. Individuals with high, moderate and low dietary attitudes had nutritional knowledge scores of 15.79, 16.08, and 17.08 respectively. The overall score for understanding nutrition labeling was 4.71 out of 7, and the understanding differed significantly among groups (p<0.01), with those with moderate food attitudes having the highest score.

• Journal of the East Asian Society of Dietary Life
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• v.22 no.6
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• pp.744-757
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• 2012

This study was designed to obtain basic data for the globalization of Korean food and the expansion of food exports through contract foodservices. A survey of dietary habits and attitudes toward school foodservices was given to students in three American international schools served by a domestic contract foodservice management company located in Seoul and Gyeonggi area. The results showed an average of three meals taken daily 3.39 times for male students and 2.95 times for female students and the time required for a meal was about 24~26 minutes. The average breakfast frequency was 5.10 times(4.59 times for male students and 5.35 times for female students) and many students reported skipping breakfast due to a lack of time. The average weekly frequency of dining out was 1.78 times(2.15 times for male students and 1.60 times for female students). In all schools, irrespective of gender and grade, students responded that a desire for snacking was 'why they want to have cookies', and snacking hours were frequently listed as 'between noon and evening'. Many also responded that an unbalanced diet is the reason some snacks are 'not to their taste'. Overall, students were highly satisfied with the foodservice menu, although there was a significant difference in what was considered proper food temperature, proper food seasoning, suitable amounts of food, and freshness of food. Male and female students were specifically highly satisfied with the 'freshness of food materials' and 'variety of menu' respectively. Overall, all students were highly satisfied with the foodservice, including the 'cleanliness of tables and trays'.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.273-288
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• 2009

This study analyzed gender differences in variability with the results of National Assessment of Educational Achievement on Mathematics from 2003 to 2006, which subjects are 3rd, 9th and 10th grades. The purpose of the analysis was to explain gender differences in mean of mathematical ability scores from a different angle. The results and conclusions obtained in this study are as follows: First, regardless of grades and mean differences, male assessment scores were consistently more variable than female assessment scores. Second, for same male and female students, scores in later grades were almost consistently more variable than those in earlier grades. Third, for all grades, the ratios of males in an advanced and below-basic levels were generally higher than those of females in the same achievement levels.

• The Journal of Korean Association of Computer Education
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• v.20 no.2
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• pp.47-55
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• 2017

The purpose of this study is to investigate the predicting factors on the increase in computer entertainment behavior with the sample from KYPS data. The results of the Decision Tree model revealed that: (1) Neighbor supervision, self-belief, parent attachment, life satisfaction, and peer attachment were significant for the increase in computer entertainment behavior. (2) Neighbor supervision, class participation and leisure satisfaction were significant for male students' increase in computer entertainment behavior. (3) Optimistic disposition, teacher attachment, and peer attachment were significant for female students' increase in computer entertainment behavior. These results suggest that meaningful factors and their divers interactions should be considered in methods and programs for regulating and preventing the increase in computer entertainment behavior.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.265-275
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• 2003

The purpose of this study is to investigate the differences of science achievement between female- and male students in different assessment types, expecting the reconsideration of their scientific ability. to accomplish this purpose, the school science achievement score of 1,487 female- and male students in 2000 were analyzed from the perspectives of assessment methods and gender differences, achievement level and gender differences, and gender characteristics in correlation between each assessment type and total science score. The science achievement score in this study includes mi-term and final paper-and-pencil test in two semesters and performance assessment. The results are as follows. First, in the total science achievement score, whereas female students achieved significantly better than male counterparts in the 7th grade, there was no significant difference between two genders in the 8th and 9th grades. Second, as for the close-ended items, all students, regardless of their gender and grade, showed no significant difference. As for the open-ended items, whereas female students achieved significantly better than male counterparts in the 7th grade, there was no significant difference between gender in the 8th and 9th grades. As for the performance assessment, all female students, regardless of their achievement level, achieved significant better than male counterparts, which is very noteworthy. Third, in the uppermost achievement level, there was no significant difference not only in close- and open ended items but also in performance assessment. Fourth, male students' correlation between performance assessment and total science score was relatively higher than female students'. The result of this study, that female students did significantly better than male students in performance assessment, is interesting in that performance assessment is widely accepted as more reliable and valid method in measuring students' various ability than traditional paper-and-pencil test.

• Journal of Industrial Convergence
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• v.20 no.11
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• pp.157-164
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• 2022

This study attempted to understand the mediating effect of learning time in the effect of academic burnout on self-esteem of middle school students. To this end, a survey of 1,045 middle school students in Gyeongsangnam-do was conducted on academic burnout, learning time, and self-esteem. It was analyzed in four ways through questionnaire responses. First, as a result of analyzing the differences according to the collective characteristics of academic burnout, learning time, and self-esteem, there was no difference between groups, and self-esteem was significantly different by gender and grade. Second, as a result of correlation analysis, academic burnout and learning time showed a negative correlation with self-esteem, and learning time and self-esteem showed a positive correlation. Third, as a result of regression analysis, all learning times were partially mediated in the effect of academic burnout on self-esteem. This not only directly affects the self-esteem of middle school students, but also indirectly through learning time. Fourth, in the analysis by gender, it was confirmed that male students had no statistically significant effect on self-esteem, but female students had a significant statistical effect on self-esteem, so only female students had a partial mediating effect. As a result of the analysis by grade, the effect of learning time on self-esteem was significant in the 1st and 2nd graders of middle school, but the effect of learning time on self-esteem was not significant in the 3rd graders of middle school. Through the survey of this study, it was suggested that education and counseling should be conducted in the middle school period, which is a rapid growth period, considering that academic burnout has a different effect on learning time and self-esteem by grade as well as gender approach.