• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.17 no.1
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• pp.19-26
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• 2006

Objectives : The object of this study was to examine computer game playing patterns and psychopathologies related to computer game addiction in school-age children. Methods : The subjects were 533 elementary school students (4th to 6th grade) in Kangdonggu, Seoul. We evaluated computer playing patterns of all subjects using computer game playing pattern questionnaire, and determined the risk group of computer game addiction by internet game addiction scale score. We evaluated subscale score of K-CBCL from parents of all subjects, and conducted correlation analysis and logistic regression analysis between computer game addiction and subscale score of K-CBCL. Results : In 488 responders, 10.2% of started playing computer game in preschool age, and 67.2% started at low grade of elementary school. The mean frequency of computer game play per week was 3.66 days. Mean time spent playing computer games per day was 1.89 hours. 'Simply for fun' was the most common reason far playing computer games (40.8%). Male subjects showed statistically significant differences in age of starting computer game, frequency of computer game play per week, reasons for playing computer game and computer game addiction scale scores. There were significant correlations between computer game addiction scale scores and academic performance, somatic complaints, attention problems, and internalizing problems in K-CBCL. But In logistic regression analysis, only attention problems among K-CBCL subscales showed significant predictability to computer game addiction. Conclusion : Upper grade elementary school students experienced computer game playing at the very early age, and spend much time in playing computer games. There were significant correlation and predictability between computer game addiction and attention problems.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.35-46
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• 2003

Problem solving ability, having been thought as one of the most important goals of science education is also a primary task for the current education. Indeed, the students' problem solving ability has shown almost no actual progress, despite our long accumulated science education. Under this circumstances, cooperative learning, a way to grow students' positive inter-dependence and problem solving ability in the basis of their active participation and discussion, was proposed as an effective teaching method. But, results have not consistently shown the advantage of cooperative learning over traditional learning for promoting academic achievement in science. Studies have consistently shown greater effectiveness on affective aspects. But, relatively few have focused on biology in Korea. The purpose of this study was to examine the effects of cooperative learning on the achievement and attitude of high school biology students. The pretest-posttest control group design was applied. The sample consisted of 50 11th-grade female students in experimental group(cooperative learning Student Team Achievement Division model) and 50 students in control group(traditional learning). Students in both groups recieved identical content instruction on the unit 'II. Methabolism'. These groups were treated for 13 hours during 5 weeks. Achievement data were collected using a 24-item multiple-choice test(content validity= .85). Science attitude was measured by an instrument which adapted by Kim In Hee(1994). The instrument(Cronbach $\alpha$=.89) included 40 items in four subscales: attitude toward science, social meaning of science, attitude toward science class, and scientific attitude. An analysis of covariance (ANCOVA) was used as the data analysis procedure. For the achievement data, no significant difference exists between the cooperative and traditional groups (p> .05). But, cooperative learning was effective in low-ability students(p < .05). For the science learning attitude data, cooperative learning was more effective than the traditional one(p< .05). Students in the cooperative group acheived better than those in traditional one especially in the subscale of attitude toward science class. There was no meaningful difference of the two methods in both high and average ability students, while cooperative learning was more effective than the traditional one in low ability students(p<.05).

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.993-1009
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• 2011

The purpose of this study was to find the effects of RSM-based astronomical observation program about Astronomical Spatial Concept and Self-Directed Learning for the Scientific Gifted Students. For this purpose, this research developed RSM-based astronomical observation program. This program was totally consisted 10 lessen. there was 3 part in this program. It contained Preparation Stage (step 1-2), Observation Stage (step 3-8), Clean up Stage (step 9-10). To find the effects of RSM-based astronomical observation program on Astronomical Spatial Concept and Self-Directed Learning for Scientific Gifted Students. 20 participants was selected. these students were attended at a scientific gifted class(5th grade) of an elementary school located in Ulsan. First, Astronomical Spatial Concept was used to find the effect of the Astronomical Observation program based RSM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, RSM-based astronomical observation program was a positive effects on Astronomical Spatial Concept of the Scientific Gifted Students (t=3,875, p=.001). Second, RSM-based astronomical observation program was a positive effects on Self-Directed Learning of the Scientific Gifted Students (t=5.783, p=.000). According to this research, RSM-based astronomical observation program was verified to improve Astronomical Spatial Concept and Self-Directed Learning on the Scientific Gifted Students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.577-586
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• 2017

The purpose of this study is to try to structuralize the perception of the mothers of science-gifted elementary students using the concept mapping approach. The mothers who participated in this research had children who were 5th and 6th graders selected as science-gifted by a regional education office, a science high school and two national universities in a city. One of the authors interviewed 26 mothers, and extracted 50 general statements of their perceptions about the career path of their children. Ten mothers who participated in interviews sorted a shuffled pack of statement cards. The categorization of the statements into the dissimilarity matrix was carried out by SPSS multidimensional scaling analysis and hierarchical cluster analysis to generate a conceptual diagram. After that 140 mothers rated each statement using a Likert-type response scale from one to five. The result showed six clusters of parental views such as were 'Burden of private education, grades and going to the next grade,' 'Thinking about career guidance in gifted education and school,' 'Parental roles in child career education,' 'Difficulties in career guidance at home,' 'Demand for strengthening the parental capacity for career guidance,' and 'Demand for social support.' 'Demand for social support' obtained the highest sympathy from mothers of elementary science gifted.

• Journal of the Korea Society of Computer and Information
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• v.24 no.11
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• pp.209-218
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• 2019

The purpose of this study is to longitudinally analyze the relationship between parenting effectiveness of parents of multicultural families and self-esteem and achievement motivation of multicultural adolescents. The study used the data of Multi-cultural Adolescent Panel Survey (MAPS). Of the six years of data from the 1st survey (elementary grade 4 students) in 2011 to the 6th survey ($3^{rd}$ year middle school students) in 2016, this study employed and analyzed the data from year 2012 ($2^{nd}$ survey, fifth graders), year 2014 ($4^{th}$ survey, 1st year middle school students), and year 2016 ($6^{th}$ survey, $3^{rd}$ year middle school students). The results of applying the Autoregressive Cross-lagged Model to examine the longitudinal relationship between parenting effectiveness of multicultural families and self-esteem and achievement motivation of multicultural adolescents are as follows. First, parenting effectiveness of parents of multicultural families, and self-esteem of multicultural adolescents, and autoregressive effects of achievement motivation were found to have a positive (+) effect with the passage of time. Second, the parenting effectiveness of parents of multicultural families at the previous time was found to have a significant positive (+) effect on the cross-lagged effect on self-esteem and achievement motivation of multicultural adolescents at a later time. Third, the self-esteem of multicultural adolescents at the previous time at the previous time was found to have a significant effect in the positive (+) direction on the cross-lagged effect affecting achievement motivation of multicultural adolescents at a later time. Fourth, it was found that the cross-lagged effect of the parenting effectiveness of parents of multicultural families on achievement motivation of multicultural adolescents was greater than the cross-lagged effect of self-esteem on achievement motivation of multicultural adolescents. This study is meaningful in that the longitudinal data are used to verify the causal orientation between three variables over time to examine the relationship between parenting effectiveness of parents of multicultural families and self-esteem and achievement motivation of multicultural adolescents.

• Journal of the East Asian Society of Dietary Life
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• v.20 no.5
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• pp.668-679
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• 2010

The purpose of this study was to analyze the relations of children's skipping meals after researching eating habits and lifestyle, parents' appreciation in nutrition behavior and dietary intake, throughout the research based on 4th to 6th grade students, total of 362 children at an elementary school in Inchoen. There were 104 students in skipping meals group and 258 students in eating meals group, with the average ages of 10.9, and 10.8, respectively. The average height and weight were 144.5 cm, 38.6 kg for skipping meals group, and 145.7 cm, 39.3 kg for eating meals group. Parents' appreciation of importance in breakfast showed a significant difference in whether children skip the meals or not (p<0.01). 43.7% of parents in skipping meals group answered that they serve breakfast everyday, compared to eating meals group with the percentage of 94.9%, showing significant difference in frequency of serving breakfast for their children (p<0.001). The skipping meals group answered that the reason they do not have breakfast is because they do not have time, which showed the highest percentage of 41.2%. For the eating meals group, 40.5% of students answered that they do not have appetite, which also showed difference (p<0.001). The skipping meals group tended to wake up later than those who have breakfast in the morning(p<0.01). The breakfast time for skipping meals group was later than the eating meals group, and according to whether they have breakfast of not, it showed a difference as well(p<0.01). Total score of nutrition attitude in skipping meals group and eating meals group were 30.8 and 32.1, showing that eating meals group showed more good in nutrition attitude (p<0.05). Daily intakes of energy (p<0.01) and protein (p<0.01) in skipping meals group were significantly lower than those in eating meals group. Skipping meals group bad lower rates in INQs of protein (p<0.01) and zinc (p<0.01), showing that skipping meals group is having low quality meals in nutrition. In conclusion, this study revealed that students with skipping meals are more likely to have meals that lacks nutrition or have low quality meals, and the time of rising hour in the morning, frequency of eating snacks can also affect whether or not they skip meals.

• Research in Community and Public Health Nursing
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• v.13 no.4
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• pp.743-756
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• 2002

Purpose: This study is a descriptive and comparative study that compares health state and school adaptation between children in divorced family and in normal family. Study results will provide a basic data for the development of an intervention program designed to help children in divorced family adjust to their crisis. Method: The study subjects consisted of 700 children in 4th. 5th or 6th elementary school grade, residing Seoul and Kyunggi regions. Among these subjects, 123 were children with divorced family and 577 were children with normal family. The health status of the subjects was measured by Health Symptom Questionnaire developed by Shin and revised by the investigators. The instrument consisted of 30 items measuring physical and emotional health symptoms. The level of school adaptation of the subjects was measured by School Adaptation Scale developed by Lee, which consisted of 4 dimensions with 20 items what measures relationship with peer students, learning activity, observance of regulation, and participation of school activity. The investigators visited the schools and collected data in the classes using the questionnaire after explaining the purpose and procedures of the study to the children. The data were analyzed by descriptive statistics, $\yen\"{o}2$-test, t-test, ANOVA using the SPSS PC + statistical program. Result: First, the mean health state score in children with normal family (M=11.99) was higher than that in children with divorced family (M=19.15), showing a significant difference (t=-6.51, p=.000) between the two groups, which suggests that children with normal family have better health state than children with divorced family. Second, the mean school adaptation score in children with normal family (M=38.99) was higher than that in children with divorced family (M=26.97), showing a significant difference between the two groups (t=104.07, p=.000), which suggests that the school adaptation of children with normal family is better than that of children with divorced family. Third, in comparison of health state between the two groups by general characteristics. there were significant differences between the two groups in sex. the most contributing factor to health status of the children, school year. birth order, religion, school achievement, amount of monthly pocket money, parents level of formal education, occupation of parents, economic status (p<.05). Forth, in comparison of the level of school adaptation between the two groups by general characteristics, there were significant differences between the two groups in most variables (p<.05), suggesting that children with normal family had better capacity of school adaptation than children with divorced family. Conclusion: As a result. this study showed that the parent's divorce had great influence on children's health status and school adaptation capacity. The implication for nursing is that there is a need to develop supportive interventions for the high-risk children who have decreased health states and school adaptation capacity due to the divorce of their parents. In addition, it is recommended that further studies should be conducted to explore protective factors for the prevention of health and adaptation problems in children.

• Child Health Nursing Research
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• v.7 no.3
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• pp.308-321
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• 2001

Behavior modification is an approach to decrease degree of obesity through changing maladaptive eating habit and life style. It produces small amount of weight loss but it has few side effects and low dropout rate. It also has great effectiveness on maintenance of decreased weight. This study was performed to investigate effects of behavior modification on physical variables, fat and thin habit, and self-esteem in obese elementary school children. Sixty two students of 4th, 5th, and 6th grade were selected from two elementary schools located in the suburbs of Seoul. Thirty four children in one school were assigned to experimental group and twenty eight children in another school were assigned to control group. All subjects were healthy and were not on any type of obesity control. Behavior modification, in this study, was consisted of introduction, self-monitoring and stimuli control, education about diet and physical activities, individual counseling and reinforcement, requesting personal assistance, cognitive restructuring, and closing and long-term planning. Experimental group was received 60～70 minutes of behavior modification once a week for 8 weeks from October 16 to December 22, 2000. Control group was not received any intervention. Data were collected before and after intervention by measuring physical variables, fat and thin habit, and self-esteem. Physical variables consisted of obesity index, skinfold thickness, body fat(percentage of body fat, fat mass, fat free mass), serum lipids(total cholesterol, HDL-C, LDL-C, triglyceride) and serum leptin. The results were as follows ; 1. physical variables 1) Obesity index of the experimental group was significantly decreased after behavior modification. But there was no significant difference between two groups. 2) The increase of skinfold thickness was significantly low in the experimental group compared to the control group. 3) Percentage of body fat and fat mass were significantly decreased in the experimental group. Fat free mass was significantly increased in the experimental group. 4) Total cholesterol, HDL-C, triglyceride and serum leptin between the experimental group and control group showed no significant difference. LDL-C was significantly decreased in the control group. 2. Thin habit score was significantly increased in the experimental group. In subcategories of habit, thin scores of life style, attitude, social relationship, nutrition were signifi- cantly increased in the experimental group. 3. Self-esteem score was significantly increased in the experimental group. These results indicate that behavior modification is effective in decreasing percentage of body fat and fat mass, in less increasing skinfold thickness and in increasing fat free mass, thin habit, and self-esteem. In conclusion, behavior modification can be used as safe and effective strategy for managing obesity in elementary school children.

• Journal of the Korean Society of Food Science and Nutrition
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• v.45 no.12
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• pp.1830-1837
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• 2016

In this research, the perception and foodservice quality satisfaction of free school meals were surveyed by elementary school students in Busan. The survey was conducted on 600 elementary students of 4~6th graders. The total score for perception of free school meals was 4.47/5.00 points. Sixth graders showed a statistically significant higher score than fourth graders (P<0.01). The overall score for satisfaction of free school meals was 4.55 points. In terms of grade, sixth graders showed a statistically significant higher score than fifth graders (P<0.05). For satisfaction of foodservice quality, average score was 4.55 points. In terms of lower-level categories, areas of food, menu, sanitation, service, and environment yielded 4.47, 4.62, 4.62, 4.53, and 4.48 points, respectively. In terms of differences by grade, sixth graders showed a statistically significant higher average score for satisfaction of foodservice quality than fourth and fifth graders (P<0.01). The overall score for perception of free school meals and overall satisfaction of foodservice quality showed a statistically significant positive correlation (P<0.01, r=0.781). In each category of foodservice quality, areas of food (r=0.733), menu (r=0.677), sanitation (r=0.636), service (r=0.673), and environment (r=0.588) showed statistically significant positive correlations (P<0.01).

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.1-19
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• 2013

The purpose of this study was to develope and implement a project teaching learning process plan in order to improve a creativity and character for 'residential space utilization' section of Technology Home Economics in middle school. The teaching learning process plan consisting of 15-session lessons had been developed and implemented according to the ADDIE model mixed with 6 project learning steps. In the development stage, 8 activity materials(7 individual and 1 group activity sheets) and 7 teaching learning materials(2 sets of pictures & photos, 4 moving pictures and 1 space plan resources book) were developed for the 15-session lessons. The plans applied to 5 classes 163 students in the second grade of G middle school in Gwangju during Oct. 17th to 18th of Nov. 2011. The results from the survey and portfolio showed that the 15-session lessons had overall achieved the general goal of the project teaching learning process plan to improve a creativity and character. Students were stimulated by individual and group activities with creativity and character elements in the class. The students evaluated the whole process of 15 lessons were interesting and helpful to improve creativity and consideration and cooperation of aspect of character. The individual and group results of the portfolio were excellently and creatively done with the average of nearly 85% points. The researcher also found the improving process of students in the whole classes. This plan might apply to other parts of housing as well as various other areas of home economics.