• Education of Primary School Mathematics
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• v.12 no.2
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• pp.117-132
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• 2009

The purpose of this study was analysis on types of strategies and errors when the sixth grade students were solving proportion problems of mathematics textbooks. For this study, proportion problems in mathematics textbooks were investigated and 17 representative problems were chosen. The 277 students of two elementary schools solved the problems. The types of strategies and errors in solving proportion problems were analyzed. The result of this study were as follows; The percentage of correct answers is high if the problems could be solved by proportional expression and the expression is in constant rate. But the percentage of correct answers is low, if the problems were expressed with non-constant rate.

• Korean Journal of Human Ecology
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• v.7 no.2
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• pp.97-113
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• 2004

This study was to investigate the relationship between parent attachment, peer support and behavior problems of middle school students. The subjects were 591 male and female students in the first and third grade of the middle school and their mothers in Busan. The instruments used for this study were Inventory of Parent Attachment Scale, Peer Support Scale and Behavior Checklist for Adolescents. The results were as follows: 1. The first grade students had stronger attachment on father and mother than third grade. The third grade students had perceived peer support more than first grade. Female students had stronger attachment on mother and perceived peer support more than male students. And there was no significant sex difference in attachment on father. In the case of female students, internalizing and externalizing behavior problems increased grade. But, in the case of male students, there was no grade difference in internalizing and externalizing behavior problems. In the case of first grade students, there was no sex difference in internalizing behavior problems. In the case of first grade students, males had more externalizing behavior problems than females. But in the case of third grade students, females had more externalizing behavior problems than males. 2. As parent's education level was higher, students had stronger attachment on parents and perceived more peer support. As family income was higher, students had stronger attachment on father and perceived more peer support. 3. In case of female students, parent attachment and peer support were correlated negatively with internalizing and externalizing behavior problems. In case of male students, attachment on fathers and peer.

• Korean Journal of Child Studies
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• v.36 no.5
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• pp.189-208
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• 2015

The purposes of this study were twofold. Firstly, we sought to examine the effects of the severity of behavior problems of children with autism spectrum disorders and maternal stress coping styles on maternal parenting stress. Secondly, we investigated whether maternal stress coping styles moderate the relationship between the severity of children's behavior problems on parenting stress. The participants of this study comprised 106 mothers of children with ASD who were aged 6 to 18. In order to measure the research variables, the Parenting Stress Scale(Hwang, 2002), the Korean version of Child Behavior Checklist for Ages 6-18(Oh, Kim, Ha, Lee, & Hong, 2010), the Ways of Coping Checklist(Kim, 1987) were used. The data were analyzed by means of descriptive statistics and hierarchical multiple regression analyses. The results indicated that both the severity of externalizing behavior problems and the emotion-focused stress coping styles had significant and positive effects on parenting stress. Second, the stress coping styles had no moderating effect on the relationship between the severity of behavior problems(externalizing behavior problems, internalizing behavior problems) and maternal parenting stress.

• Journal of Korean society of Dental Hygiene
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• v.19 no.5
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• pp.753-763
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• 2019

Objectives: To examine the association between chewing problems and depression in a representative sample of Korean adults. Methods: This study included 4,887 participants aged 19 years or older. Chewing problems were self-reported. Depression was measured using the PHQ-9 scale, which scored the frequency of symptoms over the last two weeks. Logistic regression analysis was used to estimate the odds ratio (OR) and 95% confidence intervals (CI). Results: There was a significant positive correlation between chewing problems and depression. Compared to those without chewing problems, participants with chewing problems had a 1.62 times higher risk of mild depression (OR=1.62; 95% CI:1.29-2.05), a 2.27 times higher risk of moderate depression (OR=2.27; 95% CI:1.52-3.38), and a 6.15 times higher risk of severe depression (OR=6.15; 95% CI:2.31-16.37). Conclusions: Results of this study indicate a significant association between chewing problems and depression. In addition, chewing problems were found to have a stronger relationship with higher severity levels of depression.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.139-149
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• 1998

The purpose of this study is to check out whether the method that students make problems and anouence them to both students and teacher in the next class influence on the students' intersts, attitudes, logical thinking ability and lerning achievement in mathematics. The following is the experimental design and procedure. First, the author divided students into two groups. One is the experimental group and the other is the control group. These two groups' students consist of the advanced level, the intermediate level and the elementary level according to the students' learning proficiency Second, the author used the different teaching method between the experimental group and the control group. The author gave the experimental group's students the learning assignment problems according to their three levels and made students present the problems to the instructor and classmates in the next class. On the other hand, the author gave the control group's students learning assignment problems according to their three levels, and made them only submit their assingment to the instructor. The results of this study are as follows : 1)The method of solving and presenting the self-made problems on the basis of the informations to solve the given preceding model learning problems according to students' levels made students' learning attitudes more positive even though the method couldn't enhance the students' interests in mathematics. 2)The method of solving and presenting the self-made problems was effective to improve the logical thinking ability for especially the intermediate level's students among the three levels. In addition, the intermediate level's students showed great positive changes in their improvements of the learning achievment. It is assumed that this result is caused by two major factors(reasons). One is students' confidence that they can solve the fundamental problems without difficulty. And the other is students' desire to solve the problems of the intermediate level or more advanced level.

• Journal of Korean Academy of Nursing
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• v.40 no.3
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• pp.453-461
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• 2010

Purpose: In this study differences in behavioral problems between children at risk for Attention Deficit Hyperactive Disorder (ADHD) and normally developing children were identified. Further, relationships between parental stress, depression, and child behavioral problems according to ADHD symptoms were explored. Methods: Participants were 222 elementary school children and their parents. The ADHD risk group was determined by the Korean-ADHD Rating Scale. Data were collected using the Korean-ADHD Rating Scale, Korean version of Child Behavior CheckList (K-CBCL), Parenting Stress Index, and Beck Depression Inventory. Data were analyzed using t-test, Pearson correlation coefficients, and regression analysis. Results: 1) The ADHD risk group showed higher levels of behavioral problems, parenting stress, and maternal depression than the normal group. 2) There were significant relationships between ADHD scores and parenting stress (r=.66), maternal depression (r=.35), internal behavioral problems (r=.47), and external problems (r=.55), but, ADHD risk scores were negatively correlated with social competence (r=-.40). 3) The regression analysis revealed that ADHD levels affected the child's internal behavioral problems, mediated by maternal depression ($\beta$=.29, p<.001). Conclusion: The study results show that higher risk scores for ADHD indicate a significant effect for behavioral problems. Also, parenting stress and depression influence child's behavioral problems. These results suggest that identification of children at risk for ADHD and development of parental education programs would contribute to the prevention of behavioral problems and aggravation of the ADHD symptoms.

• Korean Parent-Child Health Journal
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• v.5 no.2
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• pp.161-176
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• 2002

Among the causes of childhood behavioral problems - that is, physiological, psychological, and environmental factors -, the common element of non-organic psychological and environmental factors is influences from the parents. Roles of mother who does the biggest emotional exchange with the child after birth may have substantial association with the childhood behavioral problems. In this connection, the present explanatory study was conducted for the purpose of understanding the causal structural relationship in which mother's child caring behaviors affect child behavioral problems. The data collection period was July 2 - 7, 2001. The subject was 4th, 5th, 6th graders' mothers in 4 elementary schools located in Daejoen city and 299 surveys were used in the analysis. As for the tools used in this study to assess the mother's child caring Behavior Scale by Park, Seong-Yeon and Yi, Sook (1990) was used to measure the mother's behaviors. The child behavioral problems were measured with the Korean-Child Behavior Checklist (K-CBCL), standardized into the Korean version by O, Gyung-Ja, Yi, Hye-Ryon, Hong, Gang-Eui, and Ha, Eun-Hye. For the data processing, the frequency and the percentage were calculated, and the analyses of variance, correlation were carried out. The result of this study is summarized as follows: First, the examination of the effect of mother's general characteristics on the mother's caring behavior shows that significant differences are made by the active participation (p=0.020) in the occupation, affection(p=0.000), authority control(p=0.013), achievement(p=0.030), active participation(p=0.032) in the education level, consistency regulation(p=0.007) in the religion. Second, the examination of the effect of mother's caring behaviors on the child behavioral problems shows that significant differences are made by some child behavioral problems in the affection, achievement, consistency regulation, authority control, over protection caring behaviors. Third, as for the correlation between mother's child caring behavior and child behavioral problems, a significant correlation is revealed between the negative child caring behavior and child behavioral problems.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.683-688
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• 2018

In the 21stcentury, teachers must welcome new technology to ensure the best learning in virtual classrooms, aside from the physical classroom. Google Classroom provides a vital chance to promote blended learning and professional development. The purpose of this study is to specify the procedures in problem design when employing blended problem-based learning (BPBL) and to design problems for learning the contents of the subject. The design of problems is crucial for effective BPBL. The underlying theory of BPBL is that learning is most effectively initiated and facilitated by posing and solving real-life problems that interest the learner, because working on such problems makes learning meaningful and motivates students. Ineffective problem-based learning (PBL) could affect students when acquiring sufficient domain knowledge, activating appropriate prior knowledge, and properly directing their own learning. The procedures for designing good problems are composed of the selection of educational content, figuring out the learner's characteristics, finding problems, setting up roles and situations, and writing down problems. Using these procedures, we designed five integration problems covering the contents of management subjects. Planned management subjects based on BPBL in a Mongolian university focuses on the process of designing problems.

• Journal of the Korean Institute of Landscape Architecture
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• v.31 no.4
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• pp.25-38
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• 2003

The main problems of disordered and congested urban landscape are due to the lack of holistic management that can control various elements of forming a city. Especially, the color of urban landscape is problematic because it is related to individual and social characteristics as well as to physical characteristics. Therefore, temporary expedients that can solve only visualized problems can not be a proper solution for color problems of urban landscape. This study originated from the question about why the color of disordered and congested urban landscape has not been improved. This study aims at directly improving the urban environmental color by finding out what the actual problems related to color are, and what the solutions would be. The goal of this study is to find a holistic systematic problem-solving method. Problems of urban environmental color are identified from both literature review and questionnaires to the expert group, such as environmental planning, design group, and the landscape executive group. Through mapping of relationships among these problems, the intellectual map was made to layout the structures of problems. Based on this method, the structures of problems of urban environmental color were classified into 5 categories: 1) the items related to the administrative structure, 2) the items related to the color management goal and system, 3) the items related to the color planning and design phase, 4) the items related to the color consulting committee, and 5) the items related to the present state of color use. Thus, in order to solve the color problem in urban landscape, practical strategy is strongly required. It is not a temporary expedient but a holistic approach. The solution for the problems of urban environmental color could be divided into 6 types; ‘regulations amendment’,‘color standard amendment’,‘color management plan’,‘color education’, and ‘advertisement for the goal of color management’. Regulations amendment among these types was proposed as the most effective method due to the close relationship with problem categories. Thus, as the solution for the problems of urban environmental color, the ‘color management system’ was suggested. Detailed contents the suggested color management system were divided into three parts; 1) legislation by regulations, ordinance and acts, 2) management by controling the level of guidelines, and 3) the standards for execution of this system.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.37-66
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• 2008

This study has been carried out with the aims of developing a comprehensive inventory of peer relation problems, which is based on the Korean Inventory of Interpersonal Problems Circumplex scales (KIIP-C). It also aims to examine reliability and validity of the inventory, and provide a preliminary norms. For the current study, inventory items were culled from the following sources: the Korean Inventory of Interpersonal Problems Circumplex scales (KIIP-C), various current scales dealing with peer relations of children, and a survey of children's peer relation problems. The preliminary items for each scale were administered to 220 fourth through sixth graders. The resulting skewness of distribution, kurtosis, mean and standard deviation, item-total correlation, internal consistency, and meanings of the items were comprehensively considered in selecting the final 64 items. In order to check on reliability, internal consistency, convergence and discrimination reliability of the final items and scales, the data were collected from 1,046 fourth through sixth graders currently attending four elementary schools. The study results can be summarized as follows. Internal consistency of the inventory of peer relation problems showed the range between .70-.94 (median value of .75), split-half reliability between .67-.83 (median value of .75), and test-retest reliability between .69-.88 (median value of .81). Inter-correlation of 8 scale scores and factor analysis results of individual ipsative scores showed that the circumplex property of inventory of peer relation problems is appropriate. Regarding correlations between various existing indices and scales related to peer relation problems, both convergence reliability and discrimination reliability were found to be fair. When the scale scores for the inventory of peer relation problems compared according to the factors of gender and grade, the primary effects of gender and grade were statistically meaningful whereas effects of interaction between gender and grade were not. This study can be considered meaningful in that it constructed an inventory for a comprehensive evaluation of peer relation problems specific for children and provided preliminary norms.