• Journal of the Korea Institute of Information and Communication Engineering
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• v.18 no.10
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• pp.2544-2550
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• 2014

The purpose of this paper is to identify the correlation of entrance score by observation and nomination system and performance assessment score for the gifted children in IT. In other words, the purpose of this paper is to investigate the reliability of observation and nomination system by analyzing and comparing entrance scores and performance assessment score during the period of attendance for the gifted children in IT. For this purpose, the gifted children are selected and analyzed in a gifted science center attached to a university at Seoul Metropolitan Area. The analysis results show that there is meaningful correlation between entrance score and performance assessment score. That is, if high scores in entrance exam means high scores in performance assessment scores. The result will be useful to trust and extend observation and nomination system for the selection of gifted children in IT.

• The Korean Journal of Elementary Counseling
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• v.10 no.1
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• pp.19-38
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• 2011

The purpose of this study was to develop a cognitive-behavioral academic stress coping training for reduction of elementary school children's academic stress and improvement the ability to handle academically stressful situation with effective way, to examine its effects. For this, we assigned students of Y elementary school in Gyeongnam Province to two groups at random. From a group of 12 each, one group became the experimental group and the other the control group. And the program was applied twice a week to the experimental group who had totally six 40 minutes sessions of the research own making. Moreover, students evaluated the effects of the program via questionnaire regarding to academic stress and strategy for it. From 120 students of Y elementary school in Gyeongnam province for 3weeks, the study gathered data through the questionnaire for academic stressful situation to know this which students of elementary school often experience. From this, the results are reflected in the program. Also cognitive behavioral group counselling program for teenagers in crisis and existing programs used to adjust academic stress was redeveloped as available form for students in elementary school to compose the cognitive-behavioral Academic stress coping training. In short, the results of the study is as follows. In the study, first, It was showed that cognitive-behavioral academic stress coping training decreased stress which can be caused in situation causing academic stress with a school record, lesson, study and task. Second, The cognitive-behavioral academic stress coping training showed the effect to improve coping strategy for academic stress. In detail, a passive-aversive coping strategy and a helpful coping strategy of coping strategy was enhanced meaningfully but the effect getting to an active coping strategy was limited.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.829-834
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• 2013

This study intended to find out an efficient teaching-learning method by identifying the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement in class. This study analyzed the relationship between the achievement goal directivity and the average and standard deviation of self-regulated learning strategy as well as the relationship between the achievement goal directivity and the learning achievement of self-regulated learning strategy and also analyzed the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement, based on the result of survey targeting 133 university students attending the Department of Social Welfare. The findings show that the higher the tendency of achievement goal directivity and self-regulated learning ability, the higher the academic performance, which means that it is necessary to resolve any anxiety through motivation control training and mentoring learning for academic achievement of students and inducing their proactive participation in class.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6756-6766
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• 2014

The aim of this study was to validate the influence from academic stress caused by the achievement pressure of their parents and the adjustment effect of self-differentiation. The data was collected from 257 students from the 19th of May, 2014 to the 30th of May, 2014 for freshmen and sophomores of a college in the Kyoungbook region to validate the study. The SPSS/PC 18.0 program was used for the statistical analysis. Hierarchical multiple regression analysis revealed more less influence of academic stress caused by the achievement pressure((${\beta}=.111$, p<0.05) of their parents but there was no reasonable value in validating the adjustment effect to reduce the academic stress by self-differentiation, i.e., it should be a non-linear and complex effect rather than a simple linear relationship for self-differentiation.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.199-213
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• 2011

The factors contributing to learning can be broadly classified into four different groups; Learner's characteristic variable, Instructor's characteristic variable, Learning task characteristic variable and environmental characteristic variable. And the first thing we need to do here is understanding of learner's characteristics among those factors in order to devise a plan for education. Accordingly, the purpose of this study is to find out what impact the affective traits (self-concept learning habits learning attitude), one of the learner's features, have on the mathematics-learning achievement and to seek for a good teaching method with reference to elementary school students' learning accomplishments and attitudes. For this, a questionnaire survey was conducted of 78 students of two fifth-grade classes in an elementary school located in South Chungcheong Province in this study. In consequence, it has been shown that the mathematics-learning achievement has the greatest relevance to the self-concept in connection with mathematics followed by the self-concept in connection with learning, the learning habits relating to mathematics, the attitude towards mathematics, the learning habits concerning studies and the attitude towards learning.

• Journal of Engineering Education Research
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• v.8 no.4
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• pp.5-19
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• 2005

Computer based teaming system has considerable influence upon teaching technique and teaming efficiency. It is possible to make a learner-oriented teaching in the online learning system. In this case, it can provide easily and immediately learner with various information that relate to class status, for example, attendance, examination score and so on. In the case of conventional off-line education, however, it is inefficient to provide the information of class status for learners compared with on-line system. In this paper, we propose a monitoring system of class status which can provide various information of teaming status for learners, instructors and advisors. It is useful to advise student's course work and job. The main purpose of this system is to prepare a monitoring system of class status on a web based e-class system. It achieves self-monitoring systems which provide a feedback data as a result of class for students.

• Journal of Convergence for Information Technology
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• v.9 no.11
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• pp.159-170
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• 2019

This study examined the influence of academic self-efficacy of Faculty-student inter action and peer relations. The subject were collected from 289 dental hygiene students J region, three colleges of between November 5, December 30, in 2018. The data was analyzed by descriptive, pearson correlation coefficient and multiple regression. Faculty-student interact ion was correlated with peer relations(r=.434) and had a positively correlation with academic self-efficacy(r=.282) with improved of major satisfaction and higher academic performance, a much more vigorous active faculty-student interaction and peer relations of level of academic self-efficacy. The results reveals to develop program co-relationship in order to improve academic self-efficacy.

• Journal of Convergence for Information Technology
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• v.11 no.7
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• pp.272-277
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• 2021

This study aimed to identify the relationship between academic and clinical practice stress and major satisfaction of nursing students. The data was collected from 140 nursing students by the online survey. Data were analyzed using SPSS 18.0. As a result of analyzing the differences in academic stress, clinical practice stress, and major satisfaction according to general characteristics, it was found that academic stress had a difference with religion (F = 14.348, p < .001). And there was a statistical difference in major satisfaction with grade (F = 4.582, p = .004). As for the correlation between academic and clinical practice stress, and major satisfaction, academic stress and clinical practice stress were positively correlated (r = .388, p <.01), and clinical practice stress had a positive correlation with major satisfaction (r=.336, p<.01). Therefore, it is considered that it is necessary to develop a program to lower academic stress in order to improve the satisfaction of the majors of nursing students.

• Journal of Nutrition and Health
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• v.44 no.2
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• pp.131-139
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• 2011

The purpose of this study was to obtain information related to life style characteristics, school achievement and snacking behaviors among underweight and overweight adolescents in Ulsan area. The survey was carried out by self-questionnaires with 464 adolescents (333 underweight and 131 overweight). The results were as follows: Average BMI of the subjects was $19.81{\pm}3.10\;kg/m^2$ which was normal range, but average BMI of underweight and overweight were $16.90{\pm}1.19\;kg/m^2$ and $25.38{\pm}2.16\;kg/m^2$ respectively. The 49.5% of underweight and 94.7% of overweight students have correct perception about their body image. In the sleeping time, 58.9% of underweight and 66.4% of overweight students go to bed after PM 12 o'clock. In the regularity of eating breakfast, 68.5% of underweight and 67.9% of overweight students skipping breakfast at least 5 times per week. 32.6% of the subjects had snack once or more a day. Underweight students had more frequently ate snack than overweight students. The criteria of choosing snack were taste (77.4%), nutrition (9.3%), and price (6.3%). Food as snack they frequently had fruits, milk & milk products, cookies in order. Underweight students had more dodkboki & sundae, candy & chocolate and cake & bread than overweight students, although overweight students had more milk & yogurt than underweight students. The group who had a higher school record, they significantly had more fruits, milk & milk products (p < 0.01) and had not less nutritious foods (p < 0.001). This study may provide basic information on weight status, sleeping and snacking behaviors of adolescents. Therefore they should have nutrition education program to improve their life style and snacking patterns for underweight and overweight adolescents toward healthy weight.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.217-238
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• 2004

본 사례 연구는 수학 교사로서 연구자가 학급에서 중간 정도의 학업 성적을 가지면서 특히 언어 영역이 상위의 학생이 수학 성적에서는 최하에 있는 수학 학습 부진을 보이는 한 여학생을 선정하여 매일 수학을 가르치면서 이 학생의 수학 학습의 부진 요인에 대한 해답을 찾고자 했다. 본 연구에서는 비구조화된 인터뷰, 관찰기록, 전화, 이메일, 부모와의 인터뷰이며, 객관적인 자료를 위해 수학 기본능력 검사, 수학 내신성적, 대학수학능력 모의고사, 진로탐색 검사 등의 자료를 수집하였다. 이렇게 수집된 모든 자료를 일기 형식의 연구 일지에 기록하여 이 학생의 변화에 대한 기록을 하였다. 본 연구에 따르면, 이 여학생은 낮은 지능과 잘못된 계열 선택, 기초학습 및 선수학습의 결손, 학교와 학급에 대한 부적응, 교사와 학생간의 부정적인 인간관계, 수학교과에 대한 불안감, 학습 실패 경험의 누적에 의한 자신감 상실, 학생의 능력 수준을 고려하지 않은 부모의 높은 기대치 등의 요인에 의해 수학 학습에서 어려움을 겪고 있는 것으로 나타났다.