• Korean Journal of Social Welfare Studies
• /
• v.49 no.4
• /
• pp.5-30
• /
• 2018

The purpose of this study was to develop and empirically evaluate a theoretical model that delineated the processes whereby parents' socioeconomic status affected students'academic achievement via parental support and students' ego-resilience. The proposed model was tested with the first and second wave of a cohort sample of the first grade middle school students from the Korean Children Youth Panel survey by using linear structural relations techniques. The results of analysis showed firstly that parents' socioeconomic status, parental support and students' ego-resilience directly affected the level of students'academic achievement with statistical significance. Secondly, parental support, the proxy of social capital of the family, was contingent upon the parents'socioeconomic status. Thirdly, in addition to its direct effect, parents'socioeconomic status gave indirect effect on students' academic performance through parental support and ego-resilience. Based upon these results implications for social work intervention were provided.

• The Journal of the Korea Contents Association
• /
• v.14 no.11
• /
• pp.1008-1018
• /
• 2014

The purpose of this study is to investigate whether there are differences in academic self-efficacy and test anxiety between two groups(depending on gender and English achievement levels) of Korean middle school students. The subjects are 98 students who are 36 male and 62 female students. Two Questionnaires were administered to measure the learners' academic self-efficacy and test anxiety level. And the collected data were analyzed by t-test to examine the differences between two groups. The results of this study showed that there were statistically very significant differences in academic self-efficacy and test anxiety between two(male-female) groups. But there were no differences statistically in academic self-efficacy and test anxiety between two(high level-low level) groups. Further studies need to be conducted carefully considering the limitations of this study in terms of its instruments and subjects. Also the differences in other affective variables between two groups need to be studied in the future.

• The Korean Journal of Community Living Science
• /
• v.28 no.2
• /
• pp.289-300
• /
• 2017

This study was performed to investigate the effects of academic stress and academic burnout on smartphone addiction in junior high school students. A survey was conducted using a convenient sample drawn from 306 students at six junior high schools in Seoul. Data were analyzed using the SPSS 23.0 program. The results show that 21.6% of students were at risk of smartphone addiction. The high risk of smartphone addiction group used smartphone longer during weekdays and weekends. In addition, the high level of academic stress and academic burnout groups showed higher smartphone addiction scores compared to the lower level of academic stress and academic burnout groups. Smartphone addiction was positively correlated with academic stress and academic burnout. Furthermore, the results show that academic achievement and attending class, academic stress and disengagement, and academic burnout affected smartphone addiction. Therefore, to prevent smartphone addiction in adolescents, academic stress should be reduced in adolescents as well as develop educational programs to help students release or control their academic stress.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.9
• /
• pp.387-396
• /
• 2020

The purpose of this study is to identify the variables of metropolitan and provincial offices of education that affect the academic achievement of unit schools, and to predict how academic achievements dynamically change with the support of offices of education. The results of academic achievement of 606 general high schools in 16 metropolitan and provincial offices of education(rates of attaining more than normal education in Korean, English, and mathematics subjects) were analyzed using a multi-level model and system dynamics. As a result of the analysis, it was confirmed that the provincial and provincial offices of education's efforts to increase the efficiency of local education finance, the efforts to reduce teacher administration, and the facilitation of faculty training were the variables of the provincial and provincial offices of education. In addition, through policy experiments, efforts to revitalize teacher training were the most influential factors in academic achievement of unit schools, followed by efforts to streamline local education finances and to reduce the administrative work of teachers. In order to improve the academic achievement of unit schools, the functions of the metropolitan and provincial offices of education should be strengthened based on the education accountability, and policies need to be established in the mid- to long-term perspective.

• English Language & Literature Teaching
• /
• v.13 no.3
• /
• pp.253-273
• /
• 2007

This study explores issues on how students' variables are related to their educational achievement in English subject. The National Assessment of Educational Achievement (NAEA) is conduced every year to measure educational progress and achievement, and to monitor the quality of education at the national level and appropriateness of the national curriculum. It also serves the purpose to collect background information affecting educational achievement. The background information is gathered by using questionnaires for students, teachers and school administrators. Among the student variables in the national level educational achievement assessment is self-regulated learning, which is composed of self-efficacy, self-control and learning strategy. In the NAEA in 2005 it was found that the features of self-regulated learning were significantly correlated to test scores in English. The findings from the analysis of the trends of the relationships between test scores in English and information on students' self-regulated learning provide implications for the national curriculum as well as for learning and teaching.

• Journal of Fisheries and Marine Sciences Education
• /
• v.12 no.2
• /
• pp.224-243
• /
• 2000

The purpose of this study is to analyze the effects of constructivist instruction applying cooperative learning skill on science academic achievement, science inquiry ability, self-regulated learning, and science related attitude. The subjects of the study were 157 2nd grade junior high school students in Pusan. Subjects were randomly assigned to two groups, experiment and control group. Two groups received 14 sessions training for about 1 month which was done by researcher. The experiment group received constructivist science instruction and the control group received teacher-centered instruction. Constructivist science instruction applying cooperative learning skill consists of five phases: problem recognition, hypothesis establishment, experiment observation, clarification, and application phases. The results of this study are as follows: Constructivist science instruction applying cooperative learning skill had a significant effect on science academic achievement, self-regulated learning and science attitude improvement of middle school students but had no significant improvement of science inquiry ability. And constructivist science instruction had an effect on science academic achievement improvement of the students having high level science inquiry ability. Research suggestions and implications for teaching are discussed.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.13 no.4
• /
• pp.201-211
• /
• 2017

This study provided a rubric prior to the performance of a task in a coding class and aimed to verify its effect. As for the research contents, this study redesigned the rubric developed in the preceding studies for the purpose of this study, presented that to the students and conducted a verification of its effects on the computer efficacy and academic achievement of the students who participated in the experiment, conducting a class. For this purpose, with 41 students in an experimental group, to which the rubric was presented to conduct the class and 39 students in a control group to which the rubric was not presented to conduct the class, this study conducted a six-week class and conducted a survey on their self-efficacy in the computer and a test to measure their academic achievement before and after the experiment. As a result, there were more positive effects on both computer efficacy and academic achievement in the group to which a rubric was presented and in which a rubric evaluation was conducted than in the control group. Through the result of this study, it was noted that the evaluation method presenting more specific and more detailed standards for performance and the level of the standards would have positive impacts on the learners' learning.

• International Journal of Advanced Culture Technology
• /
• v.8 no.3
• /
• pp.45-53
• /
• 2020

Professor's role is one of various ways to improve students' academic achievement. Professors can be role models for students, motivate them to achieve higher performance, and have various influences on them. Therefore, depending on professor's role, students' attitudes and behaviors may be different, and their academic achievements may also be different. In this regard, this research focused on the intellectual growth that can be regarded as Chinese students' academic achievement. Thus, the importance of professor's intellectual stimulation behavior was emphasized and it was clarified as a way to improve the intellectual growth. Furthermore, students with a higher level of growth need strength, they are more likely to have higher intellectual growth because they put a premium on their self-growth. In order to increase the influence of professor's intellectual stimulation, we focused on the student's growth need strength. Thus, this research examined the moderating effect of growth need strength between intellectual stimulation and intellectual growth. The results showed that intellectual stimulation improved intellectual growth. In addition, growth need strength positively moderated the relationship between intellectual stimulation and intellectual growth. Therefore, it suggested the implications that professors should behave appropriate behavior according to students' personal characteristics.

• The Mathematical Education
• /
• v.61 no.2
• /
• pp.359-373
• /
• 2022

This study aims to examine the differences in the longitudinal relationship between academic stress, mathematics self-efficacy, and engagement in mathematics class according to the math achievement level. According to the results, academic stress, math self-efficacy, and math class engagement were stable over time for the high and low groups. Also, In the high group, math self-efficacy had a negative longitudinal mediation effect in the influence of academic stress to math class engagement. Whereas, in the low group math class engagement had a positive longitudinal mediation effect in the influence of academic stress to math self-efficacy. This means that the academic stress affects differently according to the math achievement level, and mathematics teachers should reflect these results in their teaching/learning strategies so that students can increase their mathematics self-efficacy along with their engagement in mathematics classes.

• Journal of Korean Home Economics Education Association
• /
• v.29 no.4
• /
• pp.149-159
• /
• 2017

The objective of this study was to investigate the effects of family meals on eating behavior, academic achievement, and quality of life among middle school students. A total of 302 participants were recruited from a middle school at Goyangsi. We asked participants about family meals, eating behavior, academic achievement, and quality of life, using structured questionnaires. Family meal questionnaires were classified according to frequency, rules, and awareness. The findings of this study were as follows. First, there were significant differences between rules(p<0.05) and awareness (p<0.05) of family meals and family type. Second, there were statistically significant differences between frequency and awareness of family meals and eating behavior, academic achievement, and quality of life. On the other hand, there was a significant difference between rules about family meals and eating behaviors and quality of life. Third, we found that factors of family meal were positively related to the eating behavior, academic achievement, and quality of life at the level of statistical significance. Finally, we found that participants with a higher frequency of family meals and more positive eating behavior were more likely to higher academic achievement and quality of life than those in lower frequency of family meals and less positive eating behavior among middle school students. The frequency of family meals has a strong effect on higher academic achievement and better quality of life. In conclusion, engagement in family meals was related to better eating behavior, academic achievement, and quality of life among middle school students. Our findings may warrant further studies to support the benefit of family meals in improving eating behavior, academic achievement, and quality of life among high school students as well as middle school students.