• 한국융합학회논문지
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• 제9권10호
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• pp.407-414
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• 2018

본 연구는 중학교 2학년 남학생의 문제행동에 미치는 영향을 주는 요인을 확인하고자 시도되었다. 연구대상은 J도 Y시에 위치한 중학교의 중학생 116명이었으며, 연구도구로는 일반적 특성과 한국형 소아우울척도, 학업 스트레스 검사, 청소년 문제행동 질문지를 포함한 구조화된 설문지가 사용되었다. 자료수집은 17년 9월부터 10월까지 이루어졌으며, 자료분석을 위해 기술통계, independent t-test, one-way ANOVA, Pearson correlation coefficient, 그리고 multiple regression이 사용되었다. 본 연구결과 중학교 2학년 남학생의 문제행동에 대한 주요 예측요인은 성적, 부모와의 관계, 친구관계임이 확인되었다. 이는 중학교 2학년 남학생들의 문제행동과 관련하여 관계적인 측면의 중요성을 의미하는 것으로, 따라서 본 연구는 청소년의 건강한 인간관계의 경험 및 형성을 위한 지도방안, 교육방침, 프로그램 개발 등의 필요성을 제시하고자 한다.

• 한국과학교육학회지
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• 제16권4호
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• pp.477-485
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• 1996

The purpose of this study was to identify the preferable motivation types in science-learning and to find out the relationship between these types and scientific achievement of students in the secondary school. The subjects of the study were the second grade 581 students sampled by random cluster sampling method in three middle schools and three high schools. Three motivation types in science learning were analyzed, and they were named to task-orientation, ego-orientation and work-avoidance. From our results, secondary school students preferred task-orientation and work-avoidance to ego-orientation. In the case of task-orientation, high school students, especially in male group, had much preferable tendency than that of middle school students (p<0.001). It is interpreted that, as the level of scientific content of texts or the cognitive level of students were higher, a preference for the motivation type was focused to the task-orientation, especially in male group. In the case of ego-orientation, the female group showed much preferable tendency than that of male group in middle school (p<0.05). However, the female group in high school students was not different from the other groups in this motivation type. In the case of work-avoidance, there were not only a significant difference between males and females in the middle school (p<0.001), but also difference between middle and high school students in female group (p<0.05). It showed that female group had much preferable tendency than that of male group, and this tendency was decreased to the higher grade students in secondary school. From the analysis of correlation between motivation types and scientific achievement, task-orientation and work-avoidance were correlated to the scientific achievement. Its results were interpreted that the scientific achievement could be accomplished by the external motivation stimulus as well as the scientific content of texts. The task-orientation were comparatively correlated to the intelligence quality. It means that the students having high intelligence quality showed much preferable for the task-orientation.

• 산업융합연구
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• 제20권12호
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• pp.125-133
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• 2022

본 연구에서는 학업열의와 자아존중감의 관계에서 학습시간이 중학생의 성별, 지역별, 학년에 따라 매개효과가 있는 가를 알아보고자 하였다 이를 위해 경상남도 소재의 중학생 1,045명을 대상으로 학습시간, 학업열의, 자존감에 대한 설문조사를 실시하였다. 연구대상의 일반적 특성에 따른 학업열의, 학습시간, 자존감의 차이를 파악하기 위하여 차이검증을 실시하였고, 주요 변인간의 상관관계를 파악하기 위한 상관분석을 실시하였으며 학습시간의 매개효과를 검증하기 위하여 회귀분석을 실시하였다. 분석결과, 첫째, 중학생의 학업열의는 집단별 차이가 나타나지 않았다. 학습시간은 시지역 중학생이 읍면지역보다 유의미하게 높게 나타났고, 자존감은 여학생보다 남학생이 높고, 시지역학생이 읍·면지역 학생보다 유의미하게 높았고, 학년이 올라갈수록 자존감은 낮은 것으로 나타났다. 둘째, 상관분석 결과 학습시간, 학업열의, 자존감은 정적상관관계를 나타내었다. 셋째, 집단별로 나누지 않은 전체집단에서는 학업열의가 자존감에 이르는 직접 경로와 학습시간을 거쳐 자존감에 이르는 부분 매개모형에서 학습시간의 부분매개효과가 모두 유의하게 나타났다. 성별로 구분하여 분석한 결과에서는 남학생을 제외한 여학생만 부분매개효과가 나타났고, 지역별 분석결과는 시지역의 학생에게만 부분매개효과가 나타났다. 학년별 분석결과는 중학교 2학년 학생만 부분매개효과가 나타났다. 급격한 신체적, 정서적, 인지적 발달 중인 중학생의 자아존중감을 향상시키기 위해서는 성별, 학년별 개인 차이뿐 아니라 살고 있는 지역도 고려한 교육과 상담이 이루어져야 할 것이다.

• 가정과삶의질연구
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• 제26권2호
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• pp.1-12
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• 2008

The variables studied in relation to adolescents' prosocial behaviors were grade, prosocial moral reasoning, empathy, self-esteem, parental prosocial behaviors, support and marital conflict, social economic status, peer prosocial behaviors and support, teacher support, school life satisfaction and achievement. The sample consisted of 837 seventh and tenth grade adolescents. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, t-test, Pearson's correlation and multiple regression. Several major results were found from the analysis. First, female students had more prosocial behaviors than male students. Second, male and female students' prosocial behaviors showed positive correlations with grade, prosocial moral reasoning, empathy, self-esteem, parental and peer prosocial behaviors and support, teacher support and school life satisfaction. However, female students' prosocial behaviors had a negative correlation with parental marital conflict. Third, important variables predicting male and female students' prosocial behaviors were empathy, peer prosocial behaviors and parental prosocial behaviors. Important variables predicting male students' prosocial behaviors were teacher support and prosocial moral reasoning. On the other hand, the important variable predicting female students' prosocial behaviors was self-esteem.

• 대한가정학회지
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• 제49권3호
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• pp.23-37
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• 2011

This study attempted to examine the influences of achievement pressure from parents and the discrepancy of real self and ideal self on the academic achievement motivation among adolescents. To achieve the purpose of this study, a survey was conducted among 1140 students including 559 middle school students in second grade and 581 high school students in second grade in Seoul and Gyeonggi-do. The results of the study showed that male students were more effected by the achievement pressure from parents than female students and the ideal discrepancy of self-discrepancies had a greate effects on academic achievement motivation regardless of gender. In conclusion, higher achievement pressure and lower ideal discrepancy represented higher academic achievement motivation.

• 대한공업교육학회지
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• 제42권2호
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• pp.89-107
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• 2017

이 연구의 목적은 중학생들의 기술교과의 기술영역의 학업수행에 있어서 겪는 어려움의 인식을 분석하고, 그 영향 변인을 조사하는데 있었다. 이 연구의 대상은 전국의 중학생들이며, 조사를 위하여 학년과 지역을 고려하여 총 420명을 선정하고, 설문조사를 실시하였다. 자료의 수집은 우편으로 이루어졌으며, 분석은 SPSS 22.0K를 이용하였다. 이 연구의 결과는 다음과 같았다. 첫째, 기술 교과의 기술영역의 학업수행에서 중학생이 겪는 어려움은 보통수준으로 인식되었다. 둘째, 중학생들은 기술 교과 학업수행의 어려움 인식의 원인으로 경험(기회)의 부족으로 응답하였다. 셋째, 학업수행과정에서 관련용어와 이론에 대하여 여학생이 남학생보다 어렵다고 인식하고 있었다. 세부적인 문제해결활동에서도 문제 확인, 해결방안 구상, 해결방안 선정, 모형제작, 해결방안테스트, 개선점 수정에 대하여 여학생이 남학생에 비해 더 어렵다고 인식하였다. 넷째, 기술교과 학업수행에 대한 어려움은 용어, 이론, 실습활동에 대하여 2학년, 3학년, 1학년 순으로 어렵다고 응답하였다. 다섯째, 기술교과 학업수행의 어려움 인식의 영향 변인으로는 설명 이해 지식 부족, 내용 지식 혼동, 기술 관심 부족, 수업 시간 부족, 평가기준 이해 부족이 모두 영향을 주는 것으로 나타났다. 여섯째, 세부적인 문제해결과정에 대한 어려움에 영향을 주는 변인으로는 설명이해, 내용지식혼동, 기술관심, 수업시간, 평가 기준 이해가 영향을 주는 것으로 나타났다.

• Educational Technology International
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• 제17권2호
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• pp.229-251
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• 2016

This study was designed to investigate the relationship between middle school students' smart media competency and online learning outcomes. The context of this study was on online inquiry-based mathematics and science learning environment, and four-hundred and fifty-five (455) 7^th to 9^th grade students in Korea participated in this research. To assess students' smart device competency, Smart Media Literacy Quotient (SMLQ) which consisted of 18 items regarding the operation ability of smart media and its application (14 items) and positive beliefs of smart media (4 items) was administered to each student. The findings of this study first showed that students' smart media literacy varied according to their characteristics such as gender, grade, class (subject), and socio-economic status. Female students' scores were higher in overall smart media literacy operation and learning ability of smart media than male students. 7^th grade middle school students represented lower smart media literacy scores, compared to 8^th and 9^th graders. Also, minority students were significantly lower in smart media literacy, operation and learning ability of smart media, and positive belief of smart media than the non-minority students. Second, overall smart media literacy and operation and learning ability of smart media varied among high, medium, and low score achievers in inquiry tasks. Low scored students in inquiry tasks were significantly lower in overall smart media literacy and operation and learning ability of smart media than medium scored students. Lastly, smart media literacy also varied by students' dropout/completion. Students who dropped out reported significantly lower scores in overall smart media literacy, operation and learning ability of smart media, and positive belief of smart media.

• 한국식품조리과학회지
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• 제28권6호
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• pp.829-837
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• 2012

This study was investigated seafoods provided by school food service and students' preferences for and perceptions of seafoods. The subjects were 275 second grade(age 14-16) students of 4 middle schools in Gyeongnam. The results were as follows. The most main seafoods intake place was 'home'(65.8%). 'School food service' took meaningful ratio(20.7%) of students' seafoods intakes. In the intake amount of seafoods provided by school food service, 'all' took 22.5%(male 31.6%, female 14.1%), 'more than provided' took 1.5%(male 3.0%, female 0%). Male students ate seafoods more than female students did(p<.001). In seafoods providing frequency, '2~3 times a week' took 74.5%, '4~5 times a week' took higher ratio in males' schools, while '0~1 times a week' took higher ratio in females'(p<.05). In perceptions of seafoods, most subjects had positive perceptions as 'good for health'(3.95), 'various kinds'(3.75) except 'good peculiar smell' got smallest point(2.85). In means of learning about seafoods names, 'by looking at everyday menu' took 64.6%. In taking nutrition education, 'no nutrition education' took 69.5%. In preferences for seafoods using 5-point scale, males' preferences were higher than females'(p<.001). 48.1% of males got higher than 4 point, while 14.1% of females did. In improvement measures of seafoods, 'provide various kinds'(47.3%) took highest ratio. In preferences for seafoods by seafoods kinds, preference for 'crustacean' was highest while preferences for 'shell fish' and 'fish' were relatively low. Both male and female students highly preferred laver, shrimp, swimming crab, small octopus, fish cake and tuna canned goods. Male students' preferences were higher than female students' for most kinds of seafoods. In preferences for seafoods by cooking methods, preferences for 'grilled', 'stir fried', 'pan fried' were relatively high, 'braised', 'deep fried', 'steamed' were relatively low. Males' preferences were higher than females' for every cooking method except 'steamed'.

• 한국과학교육학회지
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• 제32권1호
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• pp.64-81
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• 2012

본 연구의 목적은 중학생들의 과학자, 기술자, 공학과학자, 기술자, 공학자에 대한 중학생들의 이미지와 인식 비교 79자에 대한 이미지 및 인식을 비교 분석하는 것이다. 본 연구는 중학교 3학년 학생 110명을 대상으로 하였고, 검사 도구는 Fralick 등(2009)이 개발한 'Draw a scientist at work and draw an engineer at work'와 그에 대한 체크리스트를 번안 수정하여 사용하였다. 일하는 과학자, 기술자, 공학자의 그림을 그리고 외형적인 특징과 일하는 장소, 일하는 행동, 다루는 대상 또는 사물에 대하여 서술하도록 하여 분석한 결과는 다음과 같다. 첫째, 중학생이 인식하는 과학자가 취급하는 대상 또는 사물로는 플라스크, 비커, 시험관이 가장 많았으며 남학생과 여학생간의 차이가 없었다. 학생들이 그린 과학자 이미지에서 복잡한 기계나 설계도를 묘사한 경우가 다수 나타나 학생들이 과학자와 공학자를 유사하게 인식하는 반면 공구, 다리, 건물에 대한 묘사는 없는 것으로 보아 과학자와 기술자는 구분하여 인식하고 있었다. 둘째, 기술자가 일하는 곳은 공장이나 카센터 등으로 인식하였고 스패너, 망치 등의 공구를 이용하여 차량을 수리하는 것으로 묘사하였다. 기술자의 외형적 특징으로 과학자에서는 매우 낮은 비율로 나타났던 작업복과 모자의 빈도가 현저히 높게 나타났다. 학생들의 그림에서 나타난 기술자의 행동으로는 남학생과 여학생 모두 손으로 만들거나 고치는 공통적인 이미지로 표현하였다. 셋째, 공학자가 일하는 곳은 실내이며 기계를 다룬다는 공통적인 이미지를 가지고 있었으며 남학생의 경우 공학자가 컴퓨터로 설계하거나 발명하는 모습을 주로 표현한 반면 여학생들은 차량을 고치거나 만드는 일을 한다고 인식하여 성별에 따라 차이가 나타났다.

• 한국생활과학회지
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• 제11권2호
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• pp.211-222
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• 2002

The study was performed to investigate the dietary behaviors and attitudes toward the lesson of Food and Nutrition in Home Economics course among middle school students in rural area. The participants of the study were 647 second-grade students in a middle school in Geumsan-gun, Chungcheongnam-do. The main nutrition problems of the students were found to be deviated food-intake habits and irregular meal time. Twenty six percent of female students and 14.8% of male students skipped breakfast. Seventy three percent of the total students have a tendency of food aversions. The food groups they dislike most were vegetables and pulses. They answered they got nutrition information mostly from the class at school. Their favorite topic in the lesson of Food and Nutrition was cooking. Some students did not like Food and Nutrition because it requires too much memorization. Teaching methods they liked were lecture, discussion, and audio-visual presentation. Although 81.7% of the students thought that the lesson of Food and Nutrition was useful, only 17.1% of the students practiced what they learned from the lesson. These results confirm that nutrition education in middle school is essential to the students in rural area and that it is needed to find an effective teaching method and materials for them to change positively their food behaviors at daily life.