• 대한가정학회지
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• 제50권5호
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• pp.25-38
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• 2012

Drawing on social and cultural capital theory, the study investigates the influences of social capital and cultural capital on the academic achievement of children in out-of-home care. We collected data from 494 children living in out-of-home services, including institutional care facilities, foster care homes, and group homes. To analyze the collected data, a multiple regression analysis method was used. In addition, the IV (instrumental-variables) estimation was utilized to rule out the possibility of reverse causality. The level of children's social capital was measured through children's relationships with parents and friends, parental monitoring, etc. The level of children's cultural capital was measured by their cultural activities, such as going to museums, and playing musical instruments. Children's personal characteristics and placement history in out-of-home services were used as control variables. We found that among personal characteristic variables, self-esteem, depression and anxiety, and delinquency affected the academic achievement of the children. Cultural capital, but not social capital, positively affected the level of academic achievement of the children. Based on the study results, implications for child welfare practice were discussed.

• International Journal of Advanced Culture Technology
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• 제11권3호
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• pp.211-224
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• 2023

This study surveyed 2nd graders of B high school and 1st graders of A university in Gyeongnam on factors such as behavior control and interaction in non-face-to-face classes, easy or difficult concepts presented in chemistry I and general chemistry textbooks. Based on the results of the survey, the effect of changes in the difficulty level of concepts presented in chemistry I and general chemistry and changes in class types (face-to-face and non-face-to-face) on students' academic achievement by level was compared and analyzed. In the face-to-face class, the average score between the first and second semesters was similar according to the change in the difficulty of the concepts presented in chemistry I and general chemistry. In the non-face-to-face class, the average score of chemistry I in the second semester was quite low, and the average score of general chemistry was rather high. In non-face-to-face classes, the average score of chemistry I in the second semester of low-level students was significantly lowered due to changes in the difficulty of the concept and changes in class types on academic achievement by level. In the case of 10% of students at the lower level, the academic achievement of chemistry I decreased in both the second semester regardless of the changes in the difficulty level of concepts and the changes in class types.

• Educational Technology International
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• 제22권1호
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• pp.87-109
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• 2021

The purpose of this study was to understand the influence of the level of social emotional competence of college students on their achievement emotion, life satisfaction, and academic achievement. To this end, a survey was conducted with 301 college students in the Busan and Gyeongnam areas of Korea in 2019. The students were divided into high, medium, and low levels according to social emotional competence. Then, on the basis of these divisions, their achievement emotion, life satisfaction, and academic achievement were compared with oneway ANOVA. The results indicated that students with high social emotional competence had higher average scores in positive achievement emotion: enthusiasm, hope, and pride; lower average scores in negative achievement emotion: anger, anxiety, shame, frustration, and boredom; and higher average scores in life satisfaction, and academic achievement compared to the group with middle and low social emotional competence. Based on the results, this article discusses considerations and recommendations for follow-on studies. It also highlights the need for social emotional competence education in Korea against the backdrop of intense pressure on students to perform well academically and a culture where emotion is not freely expressed.

• 한국컴퓨터정보학회논문지
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• 제20권6호
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• pp.99-106
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• 2015

본 연구는 중학생의 학업적 꾸물거림이 학업성취도에 미치는 영향력을 밝히고자 하였다. 또한 중학생이 인지하는 스트레스 정도가 학업성취도에 미치는 영향력이 있는지를 분석하였다. 먼저 이론적 고찰과 선행연구를 검토하여 중학생의 학업적 꾸물거림의 하위요인인 행동적 요인, 인지적 요인, 정서적 요인이 학업성취도에 영향을 미치는 것으로 가정하였다. 또한 중학생의 스트레스가 학업성취도에 미치는 영향력이 있는 것으로 가정하였다. 연구결과 중학생의 학업적 꾸물거림의 하위요인인 행동적 요인, 인지적 요인, 정서적 요인이 스트레스와 학업성취도에 부분적으로 직접적인 영향력이 미치는 것으로 나타났다. 중학생의 스트레스는 학업성취도에 미치는 영향력이 없는 것으로 나타났다. 본 연구는 규명된 연구결과를 바탕으로 중학생의 학업성취도에 대한 정책적 시사점을 대안으로 제시하였다.

• 한국과학교육학회지
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• 제35권6호
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• pp.931-938
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• 2015

고등학생의 인식론적 신념, 메타인지 및 과학 탐구 능력은 과학 학업성취도에 직접적인 영향을 미쳤다. 또한 인식론적 신념은 과학 탐구 능력과 메타인지를 통해 과학 학업성취도에 간접적인 영향을 미쳤으며, 메타인지는 과학 탐구 능력을 통해 과학 학업성취도에 간접적인 영향을 미치는 것으로 나타났다. 과학 학업성취도에 미치는 직접적인 영향력은 과학 탐구 능력이 가장 컸고, 간접적인 영향력은 인식론적 신념이 가장 크게 나타났다. 그러므로 학교 과학 교육에서 고등학생의 과학 학업성취도를 높이기 위해서는 과학 탐구 능력이 우선적으로 고려되어야 하고, 학업성취도와 과학 탐구 능력에 직 간접적인 영향을 미치는 인식론적 신념과 메타인지에 대해서도 더 많은 관심을 가질 필요가 있다. 그리고 인식론적 신념과 메타인지 및 과학 탐구 능력을 종합적으로 고려한 다양한 교육 프로그램의 개발과 교수 학습 방법을 개발해야 할 것이다.

• Educational Technology International
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• 제7권1호
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• pp.59-79
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• 2006

The purpose of this study is to measure the impact of motivation on academic achievement and satisfaction of adult learners in an e-Learning environment, and to come up with strategies to improve the effectiveness of e-Learning for adult learners. In order to find answer, devices were developed, tested for validity and reliability, and use for testing variables for 289 adult learners. To measure the impact of achievement motivation on learning in job training, a multiple regression analysis was performed. The analysis results show that achievement motivation has an impact on academic achievement with significance level .001, but does not have an impact on a learner's satisfaction. Further analyses on the subcategories of achievement motivation show that individual-oriented motivation affects achievement with significance level of .001, while social-oriented motivation does not. From this finding, some strategies to boost individual-oriented motivation are suggested to enhance effectiveness of job training in e-Learning environment. Further strategies to boost individual-oriented motivation should be developed by studying various aspects of e-Learning such as learning environments, learning culture, learning modes and methods, and evaluation.

• 아동학회지
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• 제14권2호
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• pp.149-168
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• 1993

The purpose of this study was to develop a theoretical model from which to test the influence of family background and work experience on the level of rural high school students' (N=381) occupational aspirations. In the basic model, mother's occupation directly influenced occupational aspirations. Father's education influenced occupational aspirations directly and also indirectly through students' academic achievement. The number of working hours per week had a direct and negative influence on academic achievement. In a different path, working hours had an indirect positive influence on academic achievement through parents' different treatment which especially focused on the fact that parents gave students more freedom compared to the relationship they shared before the students began to work. Enjoying school, studying homework, and extra reading were influenced by students' number of working hours. Two variables, extra reading and job characteristics, predict the social acceptance work attitudes which are a direct predictor of occupational aspirations. Academic achievement had a greater total effect on the level of occupational aspirations than any other variables.

• 전기학회논문지P
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• 제53권3호
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• pp.152-157
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• 2004

The purpose of the study was to identify the effects of LT cooperative learning and traditional competitive learning on academic achievement by the level of learning ability in industrial high school students. The results of the study were as follows; the score of posttest of the experimental low grade group was significantly higher than that of control low grade group (p<.05), and the score of posttest was significantly higher than that of pretest in the experimental low and middle grade group (p<.05). Based on these results, it was concluded that LT cooperative learning had positive effect on the enhancement of industrial high school student's academic achievement than the traditional lecture learning. Its effect on high grade students was negative, but its effect was significantly positive on both middle grade and low grade level students.

• 대한지구과학교육학회지
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• 제7권2호
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• pp.192-202
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• 2014

The purpose of this study was to examine the effects of science lessons using mind mapping on creativity and academic achievement in science. The subjects of this study were fifth-grade students selected from four classes of an elementary school located in Busan. For ten weeks, the experimental group of 40 students were taught using the mind mapping technique. The comparative group, also of 40 students, was taught in normal classes which used a standard text-book. Children were given a test on science processing skills and academic achievement in science to measure the effects of mind mapping. The Likert scales were used to gather student's feedback on creativity and academic achievement in science. Through these procedures, the following results were obtained: First, mind mapping had a greater effect on science processing skills than the normal classes, where a text-book was used. Second, mind mapping was effective in improving the student's academic achievements in science at a greater level than the normal classes where a text-book was used. Third, after viewing results of the Student Recognition Investigation, we found that the students showed a higher level of interest in science lessons that used mind mapping, and were better able to understand the scientific theories. As a result, the elementary science class with mind mapping developed greater science processing skills and saw higher academic achievement in science. We conclude that science classes that use mind mapping have the potential to develop better science processing skills and improve academic achievement in science.

• 아동학회지
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• 제26권4호
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• pp.157-171
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• 2005

Causal relationships between school maladjustment and related variables were examined in 371 5th grade elementary school students. School maladjustment was ascertained by revised the School Adjustment Test(Lim, 1993; Song, 1999). After analysis of differences in internal locus of control, academic stress, and academic achievement between the school maladjusted and adjusted groups, the study built a structural equation model of school maladjustment-related variables goodness of fit was tested with LISREL 8 for Windows. Significant differences were found in internal locus of control, academic stress, and academic achievement by level of school maladjustment. Internal locus of control, academic stress, and academic achievement both directly and/or indirectly influenced school maladjustment. These variables explained 64% of the variances in school maladjustment.