• Journal of Digital Convergence
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• v.8 no.3
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• pp.1-17
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• 2010

The purpose of this study was to set up the proper method of corporal punishment. The analysis was based on game theory. Major conclusion were as follows: First, the principle of maximum utility and a rational humane of students were assumed. Second, in the game situation of imperfect information, the actions deserved punishment were done by students and punishment was not done by teachers. Third, in game situation of incomplete information, when the probability of punishment is over 50%, ill actions were done by students. Forth, in game situation of complete information, the actions deserved punishment were not done by students, punishment didn't have to be done by teachers. Fifth, in game situation of complete information, when the written agreement for punishment of teacher-students was carried out, the student's school life satisfaction measurement was improved significantly.

• The Journal of the Korea Contents Association
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• v.13 no.4
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• pp.518-528
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• 2013

A number of schools have introduced the Reward and Punishment Mark System. It has been applied to children at school in order to minimize the ill effects that are often caused by physical punishment. In this case, teachers have caused problematic issues in the course of student life guidance at school. However, the application of the personal Reward and Punishment Mark System raises many other questions as well. Accordingly, there is the necessity of making up for its weak points on the systematic level. The purpose of this study is to understand the Effect of the Collective Reward and Punishment Mark System, as a substitute punishment to the physical punishment, applying the reward and punishment mark system not to an individual but to a group. The Collective Reward and Punishment Mark System for the upper grade students of primary schools showed a positive effect which assists their adaptation to school. To put it more concretely, according to the characters of the study subjects, the system has proved that boy students are more positively affected than girl students. It has been also revealed that those students in the fourth grade experience a positive change in all areas of the adaptation to school, while those in the fifth and the sixth grade were negatively affected. Moreover, those who hold a lower rank in respect of grade achievement experienced a more positive change than those standing among a high rank. It is expected that the Effect of the Collective Reward and Punishment Marks System, on the basis of the study, possesses affirmative intervention on the field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.7
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• pp.467-474
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• 2016

This study is intended to look into the effects of children's problem behaviors on the coping strategies of teachers involved in early childhood education (ECE). To achieve this, a survey was administered to 90 teachers involved in ECE at kindergartens and child care centers in Daejeon Metropolitan City. The findings showed that these teachers have a professionalism and suitability for their career and excellent ability to cope with the problems of children in this age group. The results showed that competent teachers had less tendency to put children in the corner or give physical punishment to them than incompetent teachers. Competent teachers didn't use coping strategies involving scolding or saying no with a somewhat loud voice, but rather pointed to each word accurately or helped the children express their feelings and understand their situation. However, their coping strategies may not always be suitable in all situations. When necessary, saying no accurately with an accompanying warning is also important. Consequently, career and professional knowledge are important for teachers involved in ECE, and it would be useful to collate the diverse strategies that they use.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.129-134
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• 2023

This study purports to investigate potential factors in various levels that affect respondents' use of youth facilities. Those levels include individual, family, and school. The data from 「2021 Youth Survey on Human Right Conditions」 will be analyzed. Hierarchical multiple regression analysis shows several results. First of all, respondents' age and level of human rights related information strongly influence respondents' use of youth facilities. Secondly, the analysis also shows that subjective well -being, abusive language and physical punishment from school faculty, and experience of human rights violation in schools affect the level of respondents' use of youth facilities. The order of effect sizes among significant variables are as follows; respondents' age, level of human rights related information, subjective well -being, abusive language and physical punishment from school faculty, and experience of human rights violation in schools. The independent variables in the model explain roughly 20 percent of whole variation of dependents variable.