• Korean Journal of Child Education & Care
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• v.17 no.1
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• pp.75-98
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• 2017

This study examined the possibility of clustering using 5-year-old children's basic learning ability and mothers' achievement expectation anxiety, and compared the impact of the children's self-regulation ability and mothers' learning involvement for each cluster. The subjects were 239 children (120 boys & 119 girls) aged 5 and attending 9 kindergartens in Seoul, Gyeonggi and Incheon, and also their mothers. The collected data were analyzed using non-hierarchical (K-means) cluster analysis and multivariate logistic regression analysis. The findings of this study were as follows. First, the mother-child pairs were classified into four clusters of 'high learning ability-high expectation anxiety', 'high learning ability-low expectation anxiety', 'low learning ability-low expectation anxiety', or 'low learning ability-high expectation anxiety'group. Second, the level of child's self-monitoring, self-control, and mother's respect and love were significantly higher in the 'high learning ability-low expectations anxiety' group than the 'low learning ability-high expectation anxiety' group. Also, pressure for academic achievement was higher in the 'high learning ability-high expectation anxiety' group than the 'low learning ability-low expectations anxiety' group. Third, child's self-monitoring, mother's pressure for academic achievement, home learning activities, and respect/love for child predicted the clustering using children's basic learning ability and mothers' achievement expectation anxiety.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.521-537
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• 2022

State curiosity and state anxiety in the science learning have a great influence on academic performance and achievement. Since the levels of state curiosity and anxiety can change at any moment, it is essential to identify the levels of student's state curiosity and state anxiety throughout the course of science learning. Accordingly, we assessed the changes in state curiosity and anxiety levels sensed by 5th- and 6th-grade elementary school students depending on their exposure to the violation of expectation. To this end, we classified science learning into three situations: confronting a scientific task, checking the result, and learning science concepts. As a result, there was no significant difference in state curiosity level of the nVOE group who confronting the result consistent with their expectations in checking the result after confronting a scientific task, but the state curiosity level of the VOE group who facing violation of their expectation increased. In the VOE groups, there was no significant change in the state curiosity level of the VOE-R group who correctly inferred the reason for the result, but that of the VOE-FR group who could not correctly inferred increased. The state anxiety levels of the VOE and nVOE groups decreased after checking the result of the task. The state anxiety level also declined in the VOE-R group. In contrast, there was no significant change in state anxiety level of the VOE-FR group. In learning science concepts of the result after checking the result, the state curiosity of the VOE, nVOE, and VOE-FR group all faded. No significant change was observed in the state anxiety level of the nVOE group, whereas the VOE, VOE-R, and VOE-FR group presented a decreased state anxiety. This study discusses the educational implication of these findings and its outcomes are expected to broaden the understanding of emotional states of students in science learning.

• Korean Journal of Culture and Social Issue
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• v.18 no.2
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• pp.153-167
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• 2012

This study was focused on five factors of Hasteful behavior and conducted to examine characteristics of the factors with relationship between Hasteful behavior and type A behavior. 207 adults(18-59 aged) answered the Hasteful Behavior Questionnaire and Type A Behavior Questionnaire. 136 items in established type A behavior or type A personality scale were collected. 136 items were reduced to 6 factors and 29 items. The components of Type A Behavior consists of success striving, impatience, failure anxiety, job immersion, activity, quickness. The factor analysis of Hasteful Behavior resulted in five factors. This was consistent in priority research. Each factors of Hasteful Behavior and type A behavior showed positive correlation. Hasteful behavior under time pressure had positive relations with success striving, failure anxiety, job immersion, activity, and quickness. Hasteful behavior under uncomfortable or isolation had a relation with impatience. Hasteful behavior in bordem had positive relations success striving, activity and quickness. Hasteful behavior in expectation of rewards had positive relations with success striving, impatience, failure anxiety, and quickness.

• Korean Journal of Social Welfare
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• v.69 no.4
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• pp.177-202
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• 2017

We usually expect that children in residential care are not able to have excellent academic achievement, even though their school achievement in adolescence is crucial as a part of whole lifespan development. The purpose of this study is to carefully understand characteristics and experiences of only a few academically talented children in residential care and to find out the practical suggestion to support the academic performance of children in residential care. For this purpose, we had interviewed eight children in depth and analyzed the data using a qualitative case study method. As a result, we found a total of 21 subcategories and 5 categories. The categories included that 'always being faithful despite being not fast', 'believing myself when I face limitations', 'conflict in high support and high expectation', 'sometimes refusing to support on me, but I am leaning on my mind', 'relieving anxiety by studying'. In conclusion, we found that the central theme of 'running to change prejudice into hope' were found through the cases with excellent academic achievement. Based on the results, we suggested the guidelines to consider when developing and providing the academic support services for children in residential care.