• 한국지역사회생활과학회지
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• 제21권2호
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• pp.179-190
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• 2010

The purpose of this study is to examine the relationships between gender, gender role identity, parents' affectionate behaviors and care in Chinese middle school students. Also, this study examines the differences in care among Chinese middle school students with respect to parent's socio-demographic variables. The subjects were 478 3rd grade middle school students in Tianjin, China. The major findings were as follows. There were significant differences in care of Chinese middle school students with respect to mother's job and age. In other words, a higher level of care of Chinese middle school students was shown in students who had an unemployed mother, labour mother or mothers of 46 years and over. As result of examining the main effects of gender, gender role identity and parent's affectionate behaviors caring for Chinese middle school students, there were significant with respect to gender role identity and parents' affectionate behaviors. Masculinity, femininity and androgyny identity demonstrated a higher care than undifferentiated identity. Also, a higher level of care was associated with higher parents' affectionate behaviors. There were interaction effects caused by gender and gender role identity in care for Chinese middle school students. Also, there were interaction effects caused by gender and parent's affectionate behaviors on the nature of care for Chinese middle school students.

• 한국컴퓨터정보학회논문지
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• 제24권7호
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• pp.161-168
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• 2019

The purpose of this study is to analyze the mediating effects of anger level on the effects of middle school students' school adjustment on smartphone addiction. In order to accomplish the purpose of this study, the following research problems were set up. First, what is the relationship between Chinese smartphone addiction, anger level, and school adjustment of Chinese middle school students? Second, what is the effect of smartphone addiction on middle school students' anger level and school adjustment? Third, what is the mediating effect of the level of anger in the process of affecting the school adjustment to smartphone addiction by Chinese middle school students? The subjects of this study were five city schools and seven municipal schools in J-do, among which 450 students were enrolled from April 23 to May 18, 2018. A total of 439 copies were used for the analysis, except for 11 unexplained questionnaires or unfairly responded to the collected questionnaires. The conclusions based on the results of this study are as follows. First, there are negative correlations between the sub-factors of smartphone addiction and the sub-factors of school adjustment. Among them, tolerance is only positively correlated with the peer relationship. The sub-factors of smartphone addiction have negatively correlated with anger expression, anger control, and anger suppression. Second, the effect of sub-factors of smartphone addiction on the level of anger was 3.6%, and the effect on school adjustment was 4.2%. Third, The anger level of the middle school students affected the school adjustment by the smartphone addiction has a partial mediating effect of 0.8%.

• 한국지역지리학회지
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• 제23권2호
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• pp.354-365
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• 2017

본 연구는 대구 화교중고등학교 학생들의 이중적 언어사용과 혼종적 정체성을 분석하였다. 이러한 현상은 중국어와 한국어 혹은 중국인과 한국인이라는 요인이 교차하는 지대에서 이루어지는 다양한 관계적 활동들에 의해 생성하고 변화한다. 화교학교 학생들은 유아기에 한국 어머니와 외가로부터 한국어를 자연스럽게 배운 뒤, 성장하면서 화교 아버지와 친가로부터 중국어를 학습함에 따라 이중적 언어습관이 형성된다. 그리고 화교학생의 상당수는 한국학교에서 유치원 교육을 받고 있지만 초등학교 이후부터 거의 모든 학생들은 화교학교에서 공식적으로 중국의 사회 문화 역사를 학습하였다. 화교학생은 가정, 학교 그리고 로컬에서 부모, 형제와 자매, 교사, 친구, 이웃과 중국어와 한국어를 매개로 대화를 한다. 이들은 상황에 따라 중국어와 한국어를 혼합하여 사용하고 있으며, 또한 두 언어를 특별하게 구별하여 인식하고 사용하지 않는다. 화교학생은 자신의 정체성을 중국인과 한국인 모두로 이해하는 혼종적 특성이 나타나고 있다. 또한 이들의 일부는 자신의 정체성을 한국인 반, 중국인 반으로 규정하기도 한다. 본 연구 결과의 객관화를 위해 서울, 인천, 부산에 위치한 화교중고등학교의 학생들을 대상으로 한 후속 연구가 필요하다.

• 말소리와 음성과학
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• 제13권1호
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• pp.25-36
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• 2021

This study examined the perception and production of eight English fricatives /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, and /ʒ/ by thirty Chinese English majors and thirty Chinese middle school students through a fricative identification test, an intelligibility test, and a goodness rating test and focused on error patterns and the perception-production relationship. The results showed that substitution errors occurred frequently in the perception and production of English fricatives by both the English majors and the middle school students. Further, the error patterns were attributed to various influencing factors such as the negative transfer from Chinese consonant inventory, hypercorrection or overcompensation mistakes, deficiency of L2 teaching, and acoustic similarities. Significant overall correlations were found between the fricative perception and production by the two subject groups but were not manifested in all the eight fricatives, indicating that Chinese learners' perceptual competence of target fricatives was not necessarily tied to their productive excellence of those sounds in all cases. Furthermore, precedences of perception over production were incompletely manifested in the eight fricatives, which suggested that perception might not always be a necessary prerequisite for production. Additionally, subject group and vowel context differences were observed. The English majors performed better than the middle school students, both perceptually and productively, and the subjects' performances in perception and production varied when vowel contexts changed.

• 아동학회지
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• 제26권5호
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• pp.39-57
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• 2005

Participants in this study of adolescents residing in differing ecological environments were 200 Korean-Chinese middle school students of Yanji, China, and 200 Korean middle school students of Gyeongbuk Province, ROK. Instruments were the Inventory of Parent and Peer Attachment(Armsden & Greenberg, 1987), Social Competence Inventory(Doh & Falbo, 1999), and Self-Perception Profile for Adolescents(Harter, 1988). For Korean-Chinese adolescents, attachment with mothers directly influenced peer relationships and school adjustment; indirect influence was mediated by self-concept. For Korean adolescents, attachment influenced peer relationships and school adjustment only indirectly by self-concepts. These findings contrast with those of Choi & Lee(2005) suggesting that the socio-emotional outcome of attachment should be understood in relation to socio-cultural context as well as developmental stage.

• 한국생활과학회지
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• 제18권3호
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• pp.641-656
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• 2009

The purpose of this study was to compare Chinese-Korean adolescents' with Korean adolescents's academic achievement motivation, parental expectation, teacher expectation, self-efficacy. The object is 492 students in the middle school 2th and high school 2th grade who are from Chinese-Korean school and Korean school in Seoul and Incheon. The major results of findings were as follows: First, Chinese-Korean adolescents were more high than academic achievement motivation in Korean adolescents. Second, juniors in middle school were more positive than parental expectation in high school. Third, Chinese-Korean adolescents were more positive than teacher expectation in Korean adolescents, and juniors in middle school are more positive than ones in high school. Forth, Chinese-Korean adolescents were more high than self-efficacy in Korean adolescents.

• 한국식생활문화학회지
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• 제24권4호
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• pp.359-365
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• 2009

The objective of this study was to investigate a method to improve and to increase the utilization of Korean traditional food in middle school students by examining preferences and perceptions. Middle school students in Seoul area were surveyed from 29 November to 6 December 2007. The results are summarized as follows: 83.9% students ate Korean food as breakfast. The reasons for the success of Korean food were 'Nation's traditional food' (29.2%), 'fit in taste' (27.4%), and 'suitable match of nutrients' (24.8%). Students responded that the following needed to be changed in order to improve Korean food: 'alleviation of strong taste' (30.3%), 'various cooking methods' (23.9%), and 'convenience of eating the food' (22.1%). Meal preferences in this survey of middle school students were 'Korean food' (4.09), 'Western food' (4.08), 'Japanese food' (4.00), 'Chinese food' (3.91) and 'Fast food' (3.55). Perceptions in the taste of Korean food were 'spicy taste' (3.28), 'hot taste' (3.22), and 'salty taste' (3.15). Male students (3.23) perceived a higher salty taste than female students (3.05). Expectations for the taste of Korean food included 'spicy taste' (3.16) and hot taste (3.03). Male students (3.25) anticipated the spicier taste more than female students (3.05).

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권4호
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• pp.267-296
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• 2009

We used the quantitative method to compare with Chinese junior middle school students' mathematics belief systems in Chaoxian and Han nationalities, and their correlations within its own group. By comparison, the results revealed that all students in Han and Chaoxian nationalities hold multiple beliefs, and their belief systems are not stable. In addition, there were some differences and similarities between their belief systems in two nationalities, and significant correlations were founded.

• 동아시아식생활학회지
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• 제17권3호
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• pp.289-303
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• 2007

This report includes basic data on nutrition education for Chinese adolescents living in Korea. A total of 183 Chinese adolescents living in Incheon participated in the survey. Body composition was analyzed by the Inbody 4.0., and questionnaires on personal dietary behavior were administrated. When compared with the body measure indices of Korean adolescents, we found that height was similar, but weight greater ($5{\sim}12 kg$) among the participants. Regarding obesity, 30.0% of all students were obese (BMI>25), especially the high school boys (42.0%). But in the case of middle school boys, the rates of obesity and under weight (BMI<18.5) were the same (both of them at 22.9%). The average WHR (Waist Hip Ratio) of the female high school group (0.9) was over the normal range. The average percent body fat for each group was also over the normal range. The percentage of students having breakfast everyday was 52.2%, and the rate of skipping breakfast was 25.0%. In the obesity group, the rate of skipping breakfast was remarkably high (P<0.05). Because lunch service was not available at the schools, a lunch box from home was the most popular pattern (43.1 %), but eating out was also popular at 36.6%. For the male high school students, the eating out rate was 62.8%. Since many have-lived in Korea for a few generations, the students' eating practices were much closer to the Korean pattern. For their ordinary meal pattern, 96.0% of the students included Korean foods. however, for New Years Day, the rate of having Gyo-Ja was 75.2%, and having Wol-Byung at Choo-seok was 78.6%, showing that the Chinese tradition still remains. In the case of food preferences, the percentage having Kimchi everyday was 62.1 %, but those drinking green tea was 13.1 %. For cold drinks, the rate for drinking them more than twice per week was 71.6%. The most preferred cooking method was frying with oil (50.6%). Among the students who had visited China (or Taiwan), the rate for 'bad food familiarity' was 37.0%, and the rate for 'did not know Chinese traditional course menus' was 71.3%. As a result of combining eating practices from both China and Korea, and the absence of lunch service in Chinese schools, students are showing bad dietary behaviors. therefore, it is necessary to provide proper nutrition education and a system for lunch service in Chinese schools.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권4호
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• pp.333-345
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• 2010

This study focuses on student engagement in Chinese middle school mathematics classrooms. By the recording and quantitative analysis on video case, this study explored the main acts and time of student engagement. The data showed that among the student engagements: (1) Students' responses to teacher's question occurred most frequently; (2) Collective responses were much more than the individual responses; (3) Students' responses and classroom practice spent the longest time; (4) The most frequent student engagements occurred in the aspects of classroom practice; and (5) Students rarely asked a question to teachers. The study also suggested that teacher's effective guidance could improve the level of student engagement and the content of classroom practice is very important to the quality of student engagement.