• Title/Summary/Keyword: Academic Association

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The Effect of Paternal and Maternal Behavior on Adolescents' Autonomous Academic Motivation (아버지와 어머니의 양육행동이 청소년의 자율학업동기에 미치는 영향)

  • Jung, Ji-Young;Kim, Hee-Hwa
    • Journal of the Korean Home Economics Association
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    • v.43 no.9 s.211
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    • pp.163-173
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    • 2005
  • The purpose of the present research was to explore the effect of paternal and maternal behavior on adolescents' autonomous academic motivation. The subject of the study were 532 middle school student in grades 1-2. The results of the study were as follows: 1. Autonomous academic motivation was higher among 1st graders than 2nd graders. 2. Factors that affected adolescents' autonomous academic motivation differed depending on sex and grade. The boys' and girls' autonomous academic motivation was affected by father's academic-expectation, mother's attachment and guidance, and frequency of mother's academic-involvement, but father's academic-pressure affected only girls' autonomous academic motitation. First and 2nd graders' autonomous academic motivation was commonly affected by father's academic-expectation. However, for older adolescents, the demand for autonomy-encouragement of the mother is greater than that for direct involvement.

KAAS at 30 Years: Past, Present, and Future

  • Maeng, Cheolkyu
    • Journal of Arbitration Studies
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    • v.31 no.3
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    • pp.91-107
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    • 2021
  • The Korean Association of Arbitration Studies faces its 30th anniversary in 2020 since its foundation in 1991 and is being celebrated and congratulated across the communities in and out of the country. However, the association seems to be standing at crossroads between a negative and positive direction. As shown in the past KAAS pattern in its academic activities, the academic community tends to focus relatively more on domestic issues, expanding its domestic network rather than international network for the past years. KAAS needs to turn its face to see the other side of the world, stretching its hands to the people outside first. For this purpose, this paper suggests that KAAS should strengthen its cooperative capability through the international cooperation division. KAAS' past 30 years of accumulated know-how and its academic network will play critical roles i-n expanding its partners across the global academic community. This paper delivers special thanks to the institutions, including the LMAA, CAC, SIAC, HKIAC, RSPP/ACRU, IDAC, and LAMC who sent cooperative works and congratulatory messages to KAAS 30th anniversary despite the COVID-19 pandemic situation.

Comparing Effects of Academic Achievement on Academic Self-Concept in Adolescent Siblings: The Mediating Role of Differential Maternal Treatment (형제와 비교한 아동의 학업성취가 자신의 학업적 자아개념에 미치는 영향: 어머니의 차별적 양육행동의 매개적 역할)

  • We, Hyun-Ah;Park, Seong-Yeon
    • Journal of the Korean Home Economics Association
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    • v.49 no.1
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    • pp.17-25
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    • 2011
  • This study examined the impact of academic achievement and maternal differential treatment on academic self-concept among adolescent siblings. The sample consisted of 438 students attending middle schools in Seoul (M = 15.2 yrs.), who had a sibling. Data were analyzed using Structural Equation Modeling. Academic achievement compared with a sibling and maternal differential treatment had direct effects on academic self-concept, indicating that children with higher academic achievement scores than their sibling and with perceived maternal differential treatment reported a significantly higher academic self-concept. Also, the relationship between academic achievement as compared with a sibling and academic self-concept was mediated by maternal differential treatment. These findings could be used in educational settings as a basis for improving the academic self-concept of early adolescents.

The Influence of Adolescents' Academic Stress on Academic Burnout and Academic Engagement: Focusing on the Moderating Effects of Parental Academic Involvement Behavior (청소년의 학업스트레스가 학업소진 및 학업열의에 미치는 영향: 부모의 학습관여행동의 조절효과를 중심으로)

  • Kim, Hye-Won;Jang, Yoon-Ok
    • Journal of Families and Better Life
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    • v.34 no.5
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    • pp.99-117
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    • 2016
  • The purpose of this study was to investigate the effect of adolescents' academic stress on academic burnout and academic engagement and the moderating effects of parental academic involvement behavior on the relation between academic stress, academic burnout and academic engagement. The main results of this study were as follows. First, adolescents' academic stress had an influence on academic burnout and academic engagement. The higher adolescents' academic stress was, the higher academic burnout and the lowerer academic engagement were. Second, adolescents'academic stress and parental adequacy results pursuit behavior influenced academic burnout. That is, the level of adolescents'academic stress and parental behavior encouraging academic progress of children caused the low academic burnout. And parental behavior encouraging academic progress of children appeared to have a moderating effect on the relation between academic stress and academic burnout. Third, adolescents'academic stress, parental behavior pursuing adequate result, encouraging academic progress and granting their children academic options influenced academic engagement. However, parental academic involvement behavior appeared not to have a moderating effect on the relation between academic stress and academic engagement.

The Effect of Mood Awareness and Emotional Expressivity on the Relationship Between Academic Stress and Adjustment (학업스트레스와 학업적응 간의 관계에서 기분인식과 정서표현의 조절효과)

  • Cho, Myung Hyun;Na, Jinkyung
    • Science of Emotion and Sensibility
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    • v.20 no.2
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    • pp.45-58
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    • 2017
  • The present study tested a hypothesis that mood awareness and emotional expressivity would attenuate the association between academic stress and adjustment. In support of the hypothesis, the present research showed that emotional expressivity moderated the association between academic stress and adjustment among college students. That is, the association was attenuated by emotional expressivity when academic stress was high more than when academic stress was low. Curiously, we also identified an interesting diversion between two factors of mood awareness. Specifically, mood monitoring moderated the negative association between academic stress and adjustment, whereas mood labeling did not. That is, mood monitoring was particularly effective when academic stress was high, but mood labeling showed substantial benefits regardless of the level of academic stress. Overall, the present results suggest that mood awareness (in particular, mood labeling) and emotional expressivity serve as cognitive and behavioral protective factors that can buffer academic stress among college students.

Research and Publication Ethics: Developing Procedures to Avoid Questionable and Poor Academic Activities

  • KIM, Dongho;YOUN, Myoung-Kil
    • Journal of Research and Publication Ethics
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    • v.2 no.2
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    • pp.21-24
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    • 2021
  • Purpose: This paper aims to evaluate and reinstate preventative guidelines necessary for a sound academic journal (or academic conference) for the articles published by KODISA and its branch journals. As questionable or predatory academic journals and academic conferences are rapidly increasing, preemptively establishing preventative standards have become essential to obviate questionable academic activities. Research design, data and methodology: This is an analytical study that explores and examines research, publication ethics, and misconducts. For this purpose, research ethics related data in overseas and domestic academic journals have been examined and analyzed. Results: The issues identified from this research are as follows: enhancing the expertise of editor-inchief (no concurrent jobs for major and non-major area); clarifying the index; complying with the review policy (The review policy should be publicly announced); complying with anonymous review process; complying with 3 peer-review policy, complying with the publication policy as per field of study; avoiding conference hosting at holiday resorts unless unavoidable; complying with the planned programs and cancelling events if not feasible; following proper review standards and management for all journals, including the journals publishing large number of articles (all materials should be prepared in case explanatory data is required); complying with the marketing policy standards; complying with the impact factor; excluding personal solicitation; and complying with the general policy. Conclusions: Questionable and predatory academic activities by academic organizations and journals will continue, and it is the responsibility of the individual scholars to identify and reject these types of dubious academic activities. This study provides standards to prevent the possibility of questionable academic activities that have been conducted in the past. The analysis and findings will strengthen the continued efforts of KODISA as it strives to be a transparent, ethical, and professional academic association, and the association will continue to foster an academic environment that is well-respected by scholars and practitioners throughout the world.

Mediating Effect of Academic Self-Efficacy on the Relationship between Academic Stress and Academic Burnout in Chinese Adolescents

  • Jung, Inkyung;Kim, Jung-hyun;Ma, Yuanyuan;Seo, Chanran
    • International Journal of Human Ecology
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    • v.16 no.2
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    • pp.63-77
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    • 2015
  • The current study investigated how academic stress, academic burnout, and academic self-efficacy relate to each other; in addition, this study examined the mediating effects of academic self-efficacy on the relationship between academic stress and academic burnout of Chinese adolescents. A total of 412 students attending third-grade from two different middle schools (ninth-grade in the United States) located in Jiading District of Shanghai participated in the final analysis. By using structural equation modeling (SEM) and the maximum likelihood estimation procedures of AMOS 20.0, the latent variable measurement models were confirmed. The results and conclusions of this study are summarized as follows. A positive correlation between academic stress and academic burnout was soundly supported by this study. Meanwhile, both academic stress and academic burnout indicated negative correlations with academic self-efficacy. The modeling indicated that academic self-efficacy has a partial mediating process and a direct effect on the relationship between academic stress and academic burnout. Thus, academic stress and academic burnout were significantly weaker when academic self-efficacy was higher. In the field of education and curriculum, these results are applicable for restructuring or developing Chinese middle school curriculum utilizing useful methods for adolescents to develop their academic self-efficacy.

The Influences of Parents' Academic Achievement Pressure and Adolescents' Self-Discrepancies on Academic Achievement Motivation (부모의 성취압력과 청소년의 자기불일치가 학업적 성취동기에 미치는 영향)

  • Jung, So-Hee;Yang, Sung-Eun
    • Journal of the Korean Home Economics Association
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    • v.49 no.3
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    • pp.23-37
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    • 2011
  • This study attempted to examine the influences of achievement pressure from parents and the discrepancy of real self and ideal self on the academic achievement motivation among adolescents. To achieve the purpose of this study, a survey was conducted among 1140 students including 559 middle school students in second grade and 581 high school students in second grade in Seoul and Gyeonggi-do. The results of the study showed that male students were more effected by the achievement pressure from parents than female students and the ideal discrepancy of self-discrepancies had a greate effects on academic achievement motivation regardless of gender. In conclusion, higher achievement pressure and lower ideal discrepancy represented higher academic achievement motivation.

Reciprocal Influences between Self-esteem and Academic Achievementamong Elementary School Students (초등학생의 자아존중감과 학업성취 간 통시적 상호영향)

  • Lee, Kyung-Eun;Lee, u-Lie
    • Journal of the Korean Home Economics Association
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    • v.47 no.1
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    • pp.65-73
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    • 2009
  • The present longitudinal study examined reciprocal influence between self-esteem and academic achievement using cross-lagged autoregressive model. This study employed data(four wave) from Korea Youth Panel Survey. Participants were 300 students(143 boys, 157 girls) who were 4th graders in 2004 and 7th graders in 2007. The results of this study indicated that 4th graders' self-esteem influenced 5th graders' academic achievement, in turn, 5th graders' academic achievement influenced 6th graders' self-esteem. However, students' self-esteem in 6th grade did not influence their academic achievement during 7th grade. Conversely, 6th graders' academic achievement influenced 7th graders' self-esteem.

Determinants of Academic Achievement Among High School Seniors

  • Moon, Hyuk-Jun
    • International Journal of Human Ecology
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    • v.13 no.1
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    • pp.17-28
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    • 2012
  • This study determines what affects the academic achievement of senior high school students in the context of the individual, family, and school environment. The sample selection consisted of 1484 high school seniors in Korea. The following are the results of this study: First, female students scored higher in academic achievement than male students. Second, academic achievement by male students was related to levels of school satisfaction, academic motivation, and family strength, while academic achievement by female students was related to levels of parents' education, family income, ego-resiliency, school satisfaction, academic motivation, and family strength. Third, the most important predictor of academic achievement for male and female students is academic motivation, followed by school satisfaction. The present study highlighted the necessity to develop academic achievement improvement programs appropriate for both genders of senior high school students.