• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.194-200
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• 1995

The purpose of this study is to investigate the attitudes related to the science of elementary and middle school students. The instrument used for measuring attitudes was developed by Korea National University of Education. 1488 students were sampled by stratified cluster sampling method. The major findings of this study are as follows. 1.Elementary school students have significantly higher attitude scores than middle school students. 2.The value of Pearson's correlation coefficient among the sub-categories of science attitudes was 0.3773 - 0.6336, which was significant at the 0.001 level. 3.There was no statistically significant difference between grade and sex in middle school students. 4.There was statistically significant difference between grade and sex in elementary school students.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.521-528
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• 2017

The purpose of this study is to find the mediative effects of students' relationship with parents or teachers in the effective path of school violence experience on depression, and to find out the path difference between elementary and middle school students. We used 1,385 students' data collected from the Korean Youth General Survey, and analyzed by multiple group analysis of structural equation. The results showed that elementary school students' relationship with parents or teachers did not play a mediative role. But the middle school students' relationship with parents or teachers play a negative mediative role. It means that if students were damaged by school violence, elementary school students' parents and teachers did not play a specific role but middle school students' parents and teachers caused more depression. Based on these results, some implications for parents and teachers about school violence and depression were suggested.

• Journal of East-West Nursing Research
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• v.9 no.1
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• pp.83-90
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• 2004

Purpose: This study was to investigate the image of nurse perceives by students of elementary and middle schools in Seoul, Korea. Methods: The data were collected through questionnaire survey on 860 students. The survey was performed during May to Jun. 2003. The nurse image was analyzed through the instrument conceived by Il-Sim, Yang(1998) on the basis of four dimensions; traditional, social, professional and personal. The collected data analyzed using SPSS 11.0 with frequency, mean, standard deviation and t-test. Results: The results of this study were as follows. 1. There was a significant difference in the nurse's image between elementary and middle school students(p=.000), and the elementary students had more positive image. 2. The nurse's image of elementary school students had more positive than middle school students in traditional(p=.000), social(p=.000), professional(p=.000) and personal dimension(p=.015). In elementary school students, score of nurse's image was the highest in personal dimension, followed by traditional, professional and social in order. In middle school students, score of nurse's image was the highest in personal dimension, followed by professional, traditional and social in order. 3. The difference of nurse's image not showed statistical significance in sex, religion, experience of hospitalization(self), experience of hospitalization (family), nurses in family by general characteristics. Conclusion: As a result, elementary school student had more positive nurse's image than middle school student in all the aspects. But as they grow old, it changed negative. It is required to develop public information or education fit with student's age to image making by broadcasting and to improve the image nurses themselves.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.485-492
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• 2020

The purpose of this study is to find the mediative effects of social capital in the effective path of the satisfaction of education welfare project on school adaptation, and to find out the path difference between elementary and middle school students. We surveyed 153 elementary and 124 middle school students in Gangwondo. These data analyzed by multiple group analysis of structural equation. Elementary school students realized that social capital has an effect on school adaptation. Middle school students realized that the satisfaction of education welfare project has an effect on school adaptation, and social capital has an effect on school adaptation. There is not a mediative effect of school capital on the effect of the satisfaction on school adaptation for two groups. Based on these results, implications to improve the school adaptation for elementary and middle school students were suggested.

• East Asian mathematical journal
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• v.37 no.4
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• pp.381-400
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• 2021

In this study, we compare the multiple intelligence of gifted students with the multiple intelligence of their children recognized by their parents. The subjects of the study are 118 students and their parents at the gifted education center affiliated with A University. First of all, there is a difference between the multiple intelligence of gifted students and the multiple intelligence recognized by their parents. Parents are highly regarded their children in all multiple intelligence components. Second, there are differences in multiple intelligence of gifted students' gender. The difference in multiple intelligence of children recognized by parents depending on the gender of the student was similar to the student's results. Third, there are not much difference in multiple intelligence between elementary and middle school students. However, there is a big difference between students and parents in the elementary school group compared to the middle school students. Therefore, since multi-intelligence can be developed by individual experience and environment throughout one's life, an educational environment that reflects objective evaluation and student needs rather than parental subjective judgment should be created.

• Journal of the Korean Dietetic Association
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• v.17 no.1
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• pp.18-31
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• 2011

The purpose of this study was to evaluate the dietary behaviors as well as energy and nutrient intake in elementary and middle school students according to breakfast eating status. The survey was conducted using questionnaires and dietary records among 191 elementary school students and 280 middle school students residing in Chungnam. The subjects were divided into two groups according to frequency of eating breakfast: breakfast skipping (frequency of eating breakfast under 4 times/week) and breakfast eating (frequency of eating breakfast over 5 times/week). The rate of breakfast skipping was 27.2% for the elementary school students and 31.1% for the middle school students. The breakfast skipping group had a significantly lower frequency of having dinner, a lower proportion of eating at regular meal times, and a significantly higher frequency of leaving food after meals than the breakfast eating group for both elementary and middle school students. In the case of the elementary students, there was a significant difference in carbohydrate intake between the two groups. In the case of the middle school students, the intakes of energy, protein, carbohydrate, dietary fiber, vitamin A, vitamin B2, niacin, vitamin B6, folate, vitamin C, Ca, and Fe in the breakfast skipping group were significantly lower than those in the breakfast eating group. These results show that nutrient deficiencies among breakfast skipping individuals cannot be compensated for at the other meals during the day in middle school-aged adolescents whose nutrient requirements are high for growth. Therefore, in support of proper dietary management, it is necessary to promote and support breakfast eating in adolescents.

• Korean Journal of Community Nutrition
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• v.11 no.1
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• pp.25-38
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• 2006

This study was carried out to identify factors related to breakfasts in elementary, middle and high school students. This study was surveyed by questionnaires and data was analyzed by SPSS program. Exploratory analysis was conducted according to three school student groups (elementary children, middle school students, and high school students). The subjects were 1,886 school students (female 893, male 959) of 51 schools in the nationwide region. The distribution of subjects was elementary school children 544, middle school students 661 and high school students 681. The results are summarized as follows. Only sixty percent of the subjects had breakfast regularly. About one fourth of the subjects had the habit of skipping breakfast or eating it 2$\sim$3 times per week. Frequency of having breakfast and reasions of skipping breakfast were significantly different according to school student groups (p < 0.001 respectively). The rate of skipping breakfast was $14.4\%$ in elementary school, $16.1\%$ in middle school, and $25.0\%$ in high school. The main reason for skipping breakfast was 'not delicious or poor appetite' in elementary school ($42.5\%$), but 'busy' in middle ($50.2\%$) and high school ($61.1\%$). There was no significant difference in frequency of having breakfast according to living areas (rural and urban). There were not significant differences between frequency of having breakfast and BMI and degree of satisfaction on body weight. But there were significant difference in frequency of having breakfast according to economical status (p < 0.05). There were significant differences in degree of school performance according to frequency of having breakfast (p < 0.001) There was significant relationship between the time of attending school and the frequency of having breakfast. But there were significant relationships between frequency of having breakfast and time of rising. These findings suggested that the time of rising was controlled by having enough time that students eat breakfast. And mother (or person who prepares meals) must have more concerns about preparing breakfast for children and students.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.73-84
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• 2004

The Purpose of this study was to investigate the relationship between elementary and middle school students’ depression and their mothers’ parenting stress. The subject were 659 elementary and middle school students and their mothers. In the study, elementary and middle school students depression appeared significant difference to their sex/grade. Parenting stress related to learning expectation appeared significant difference to elementary and middle school students’ sex/grade. Elementary and middle school students depression appeared significant difference to Parenting stress. And as for correlating parenting stress to elementary and middle school students’ depression, the significance appeared in these factors.

• Korean Journal of Community Nutrition
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• v.21 no.1
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• pp.75-83
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• 2016

Objectives: The purpose of this study was to analyze correlation thresholds and assessment for salty taste and high-salt dietary behaviors by age. Methods: A total of 524 subjects including 100 each of elementary school students, middle school students, college students, and elderly as well as 124 adults were surveyed for detection and recognition thresholds, salty taste assessments, and high-salt dietary behaviors. Results: Elementary students had a lower detection threshold (p<0.05) and recognition threshold (p<0.01) than did the other groups. Salty taste assessments were lowest among elementary students, followed by middle school students, while college students, adults, and elderly had higher assessment score (p<0.001). Elementary students had significantly lower scores for high-salt dietary behavior than did middle school students, college students, adults and elderly (p<0.001). Middle school students had higher scores for high-salt dietary behavior than did elementary school students and elderly (p<0.001) but no meaningful difference was found in dietary behavior scores between college students, adults, and elderly. There were positive correlations between high-salt dietary behavior and detection thresholds (p<0.001), recognition thresholds (p<0.001), and salty taste assessment (p<0.001). High-salt dietary behavior was more positively correlated with salty taste assessment than detection and recognition thresholds for salty taste. Conclusions: This study suggested that salty taste assessments were positively associated with scores for the detection and recognition thresholds and high-salt dietary behavior.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.40-49
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• 2013

The purpose of this study was to investigate a motivation system about science learning and interest in science among elementary, middle & high school students and analyze on the their relations. For this, the questionnaires on interest in science that developed by Kind et al., (2007) were selected and translated. After that, second-grade 80 students, fourth-grade 87 students, sixth-grade 107 students, eighth-grade 123 students and eleventh-grade 128 students were required to accomplish a questionnaire on behavioral inhibition system/behavioral activation system about science learning (SL-BIS/BAS), interest in science. Based on these materials, SL-BIS/BAS by student's variables and relations of between the system to interest in science have been analyzed. The result of this study shows the followings. First, the sensitivity about SL-BIS was no significant difference in School levels. But sensitivity about SL-BAS and interest in science in elementary and high school was higher than it in middle school. Second, there were low negative correlation with SL-BIS and interest in science, and relatively high positive correlation with SL-BAS and interest in science. Through the results of this study, relations of motivation to related variables, and the motivation by student's variables are identified. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.