• Korean Journal of School Psychology
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• v.18 no.3
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• pp.399-423
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• 2021

We used structural equation modeling to analyze data from 298 high school students in South Korea to investigate the relationship between student-perceived teachers' calling and students' academic burnout and the mediating effects of student-perceived need-supportive teaching and students' basic psychological need satisfaction. The results showed that student-perceived teachers' calling was not directly related to students' academic burnout and that student-perceived need-supportive teaching mediated the indirect negative relationship between student-perceived teachers' calling and students' academic burnout. Furthermore, student-perceived need-supportive teaching and students' basic psychological need satisfaction sequentially mediated the indirect negative relationship between student-perceived teachers' calling and students' academic burnout. Implications and suggestions for future research are discussed based on these results.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.47-60
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• 2008

The appearance regulations of many middle and high schools have received attention as the social concern over infringement of students' human right is heightened. This study aimed at examining students' perception of and attitude toward appearance-related regulations enforced by high schools in Seoul. For this purpose, a survey was conducted with 866 freshmen and sophomore students from six Co-Ed high schools located in Seoul. Students evaluated each of the 50 appearance-related regulations in terms of how strong they perceive the regulation is enforced in their school, how important they believe the regulation is, and finally, how much they actually observe it. The results indicated that regulations related to school uniforms are perceived important, and also were well-observed. Students, however, showed low levels of observance toward some regulations--i.e., regulations of hair styles or garments worn with school uniforms(coats, scarves, or turtlenecks). Students' personal characteristics were also found to influence their perception and observance of the regulations. This study has an implication for teachers and administers. For these regulations to be more effective, it was suggested that schools communicate the importance of appearance-related regulations to students and convince them, or consider revising their policies to reflect students' perspectives.

• The Korean Journal of Coaching Psychology
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• v.6 no.2
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• pp.1-26
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• 2022

This study investigated the effect of student-perceived teacher's calling on student's well-being and the mediating effects of student-perceived emotional support and adaptive cognitive emotion regulation strategies. We analyzed data from 494 high school students in South Korea by using structural equation modeling. The results showed that student-perceived emotional support from the teachers mediated the relationship between student-perceived teacher's calling and adaptive cognitive emotion regulation strategies. Also, adaptive cognitive emotion regulation strategies mediated the relationship between student-perceived emotional support and student's well-being. Furthermore, student-perceived emotional support and adaptive cognitive emotion regulation strategies sequentially mediated the indirect positive relationship between student-perceived teacher's calling and student's well-being. Based on these results, implications and recommendations for future research are discussed.

• Journal of the Korean School Mathematics Society
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• v.21 no.3
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• pp.207-225
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• 2018

Large-scale international comparison studies for a decade have shown Korean students' negative affective constructs and engagement. In addition to this general finding, this research aimed to provide details in Korean students' affective constructs and engagement. With the latent profile analysis, we found five groups of individuals showing qualitatively different characteristics in their affective constructs and engagement. Particularly, it is required to pay more attentions to two groups with relatively negative views on engaging teaching in mathematics lessons. The findings in this research suggested that different approaches could be required to improve affective constructs and engagement in each group. This necessitated further research on achievement and influential factors on each group's characteristics of affective constructs and engagement.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.43-57
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• 2019

The purpose of this study is to analyze the relationship between parental perfectionism, academic stress, and life satisfaction among high school students. For this purpose, 290 high school students from the P region were surveyed. We performed a t-test to see if there were significant differences in students' life satisfaction and perceived academic stress between the low parental perfectionism group and the high parental perfectionism group. The results of the study are as follows. First, the low parental perfectionism group reported a significantly higher level of life satisfaction than high parental perfectionism group. Second, the relationship between perceived parental perfectionism and students' academic stress was significant, which shows that the high parental perfectionism group perceived a higher level of academic stress than the low parental perfectionism group. The results indicate that parents' perfectionistic tendencies can lead to higher levels of academic stress of their children, which also can reduce their life satisfaction.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.308-322
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• 2017

It is the purpose of the study to investigate how high school students understand the concept of carbon cycle according to their spatial perception ability. For this, a total of 30 male students and 33 female students, who belong to the science course of the 2nd grade at a general co-education high school located in a megalopolis of Korea and have finished the class of Earth Science I in the first semester, took part in the spatial perception ability test, and four male students and four female students were selected as members of two groups : one group of higher spatial perception ability and the other group of lower spatial perception ability, and they agreed to participate in the study and have got the test of the carbon cycle concept. The results are as followings. It was found that the students who had higher spatial perception ability recorded more scores in the carbon cycle concept, state change concept, and process concept at the factor of word association and the carbon cycle concept, state change and process concept at the factor of drawing than those who had lower spatial perception ability. Connecting link used in the systemic viewpoint was disclosed like this in the factor of causal map of those who had higher spatial perception ability : one student 2 and another one student 1 and the other two students 0 : and in the factor of drawing three students 1 and the other 0 ; But nothing was found in the factors of causal map and drawing of those who had lower spatial perception ability. In addition, it was also found that those students who had higher spatial perception ability, when compared with those students who had lower spatial perception ability, have understood the fact that carbon moves through the interaction of the earth system's lower parts; Three students, who showed higher spatial perception ability, had a low level of systemic thinking concept, and one student who had higher spatial perception ability and four students who had lower spatial perception ability did not have a systemic thinking concept.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.1-16
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• 2019

The purpose of this study is to explore the relationship between parental attitudes, teachers' autonomy support as perceived by high school students, and the self-directed learning abilities of high school students. A total of 341 high school students from South Korea participated in the study. A survey instrument was used to measure parental attitudes, teacher autonomy support, and students' self-directed learning ability. The results of the study are as follows. First, the rearing attitudes of parents were perceived by the participants as oriented more toward being attainable and relatively less self-directed. There were no significant differences between male and female students, though male students were more likely to perceive their parents' attitudes as more attainable-oriented. The results also show that, in terms of self-directed learning skills among high school students, the more goal-oriented, compassionate, and autonomous the parental attitudes are, the likelier are students to have developed self-directed learning skills. Second, the male students were more aware of the autonomy support of teachers than were the female students. This shows that the results have significant predictive power over the self-directed learning ability among high school students. Accordingly, the perception of autonomy support by teachers affects the development of self-directed learning among students. We can therefore conclude that self-directed learning skills develop most effectively in students who are supported by their teachers.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.163-166
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• 2006

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.263-272
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• 2022

The purpose of this study is to investigate the effect of developing and applying a program in the field of astronomy that can improve the spatial perception ability and task commitment of elementary science gifted students. The subjects of this study were 22 students in the advanced course in the elementary science gifted class affiliated with the Gifted and Talented Center of University B. In order to improve spatial perception ability and task attachment to students in elementary school science gifted class, a total of 12 educational learning programs were developed and applied. The results of this study were interpreted as quantitative analysis. The results of this study are as follows. First, the astronomy class had a positive effect on the spatial perception ability improvement of elementary science gifted students. Second, the astronomy class had a positive effect on improving the task commitment of elementary school science gifted students. Third, astronomy class of elementary school science gifted students was more effective in improving spatial perception than improving task commitment. Since elementary school science gifted students are selected with excellent intelligence, creativity, and task commitment, an Individualized Education Program (IEP) is developed and applied to better express their potential giftedness. In addition, in order to express more in-depth giftedness in gifted education, it is necessary to pay attention to the development of programs that can express individual gifted characteristics.

• Journal of Industrial Convergence
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• v.20 no.4
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• pp.39-46
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• 2022

This descriptive survey study identified the factors influencing the abiliy of healthcare perceived by high school students. The survey was conducted from May 7, 2020, to Sep. 17, 2020 for 119 high school students in City D. SPSS WIN 22.0 program was used to for t-test and one-way ANOVA with Pearson's correlation coefficients and hierarchical regression analysis. The ability of healthcare perceived by high school students had a static correlation with the sub-domains of family function, that is, family cohesion(r=.65, p<.001) and family adaptability(r=.54, p<.001). For male students(β=.17, p=.012), those who reported a high level of perceived health status showed a high level of ability of healthcare(β=.25, p<.001). Significant influencing factors on high school students' health management ability were identified as gender (β=.17), their own health status perception (β=.23), and family cohesion (β=.45), and the explanatory power of the model was 50%. appear. Further research is hereby suggested for validation of the mediating role and effects of health care education programs to improve the family function perceived by high school students, encourage their practicing of health care management and help them to enter into healthy adulthood.