• The Korean Journal of Community Living Science
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• v.23 no.2
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• pp.117-128
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• 2012

This study investigated the manner in which extraversion, openness to experience and creativity related to school adjustment and explored the mediating role of creativity in extraversion-school adjustment and openness to experience-school adjustment relationships. The participants of this study were 258 undergraduate students from around the capital city and Pusan Greater Metropolitan area. The results revealed that extraversion related positively to openness to experience, creativity and school adjustment. Openness to experience related positively to creativity and school adjustment and creativity related positively to school adjustment. Furthermore, creativity was found to mediate the effects of openness to experience on school adjustment. The influence of openness to experience on school adjustment occurred indirectly through the facilitation of creativity. The importance of extraversion, openness to experience and creativity to predict undergraduate student's school adjustment is also discussed.

• The Journal of Korean Society for School & Community Health Education
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• v.13 no.1
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• pp.65-75
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• 2012

Objectives: This study aims at grasping the socio-demographic variable, safety education experience, personality type and accident experience and analyzing if the personality type influences on the accident experience. Methods: For 330 third-year students at one middle school located at Gyeonggi-Do, questionnaire survey was performed on 16th, October, 2010. Excepting data of 19 students poor in contents, 311 students' data were analyzed. Results: The results of analysis are like followings. 1. As for relation between the socio-demographic variable and accident experience, it showed statistical significance in sex and how to go to school. And there was no statistical significance in parents' job, educational level of parents, residential type, school record and allowance. 2. As for relation between safety education experience and accident experience, safety education doing school than family lowered accident incidence outstandingly. When safety education frequency increased one time, possibility to experience accident decreased to 30%. 3. As for relation between 4 personality types of MBTI and accident experience, Thinking(T) experienced accident more than Feeling(F). Moreover, it showed difference in accident type and injuried degree. This results were statistically significant. As the result of analyzing the injuried degree by sex only in Thinking(T) and Feeling(F), female students had statistically significant difference. Conclusions: Health care providers should develop school safety programs by characteristics of personality.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.583-595
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• 2009

The study was to see if the perceptions of pre-service kindergarten teacher toward the education of children's fundamental habit would show different characteristics based on their school type, education learning experience, and practicum experience. Subjects were 200 students majoring in early childhood education who were attending 3-year colleges and 4-year universities in Jellabuk-do and Daejeon. Preceding researches were referenced to develop questionnaire for the research method. The collected data was analyzed through t-test and Chi-square test. The followings are results: First, the interest in education showed significant difference in school type, but not significant difference in education learning experience and practicum experience. Second, the recognition in educational goal showed significant difference in practicum experience, but not significant difference in school type and education learning experience. the educational content showed significant difference in education learning experience, but not in school type and practicum experience. the recognition in educational principal showed significant difference in school type, but not significant difference in education learning experience and practicum experience. the recognition in educational method showed no significant difference in school type, education learning experience and practicum experience. Third, the recognition in educational hardship toward teaching showed significant difference in school type, education learning experience and practicum experience. The results of study would provide the righteous cognitive establishment of children's fundamental habit education and serve the appropriate guidelines being professor for our perspective kindergarten teachers. Also, they would be utilized as basic information to plan the direction of children's fundamental habit education to develop the program of children's life guidance.

• Korean Journal of Child Studies
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• v.33 no.6
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• pp.51-69
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• 2012

The purpose of this study was to investigate the differences in children's daily experience and school adjustment of elementary school according to children's gender and self-care and to explore the relationship between children's daily experience and school adjustment. Data were collected from the NYPI panel survey of 2010. The data were analyzed by means of Cronbach's ${\alpha}$ tests, means, standard deviations, Two-way ANOVAs, and Pearson's Correlation. The results of this study were as follows : 1. There were some significant differences by gender and self-care in daily experience. Girls spent more time in watching TV but less time in games than boys. And self-care children spent less time in learning and reading, but more time in game and TV watching. Also there was a interaction effect of learning experience by gender and self-care. 2. There were some significant differences by gender and self-care in school adjustment. Girls showed more positive school adjustment than boys. And children who are cared for by their parents showed more positive learning and school rule adjustment. 3. There were some significant relationship between children's daily experience and school adjustment.

• Korean Journal of Environment and Ecology
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• v.33 no.3
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• pp.341-353
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• 2019

The purpose of this study was to examine the influence of urban forest and school forest experience programs on attitude toward the forest, psychological well-being, and stress of high school students. The subjects of this study were 26 students from a high school located in B-dong in Hwaseong, Gyeonggi Province. They were divided into the experimental groups participating in urban forest experience and the control groups participating in school forests experience. Each group participated in the five weekly two-hour long forest experience program. We conducted a pre- and post-experience questionnaire surveys using the scale of environmental attitude toward the forest, the scale of psychological well-being, and the scale of academic stress to observe mental and psychological changes of the high school students. Data were analyzed by SPSS 23.0 program and a Wilcoxon sign rank test. There was a significant increase in the attitude toward forests of high school students participating in the forest experience programs. The groups participating in the school forest experience showed an increase in the psychological well-being although it was not statistically significant, and the groups participating in the urban forest experience showed a statistically significant increase, indicating that the forest experience affected the psychological well-being of the high school students. The groups participating in the school forest experience showed a decrease in the academic stress although it was not statistically significant, and the groups participating in the urban forest experience showed a statistically significant decrease, indicating that the forest experience affected the academic stress of the high school students.

• Journal of Korean Society of Rural Planning
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• v.19 no.2
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• pp.163-172
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• 2013

The purpose of this study is to survey on parents' preference and estimate parents' Willingness to pay(WTP) for after-school rural experience program in daegu city by choice experiment(CE). The results of this study are as follows; First, we divided after-school rural experience program into three types, namely: nature seeing, play exercise and learning experience. Second, the study has shown that parents prefer learning experience among those after-school rural experience programs. Among attributes which form a experience program, instructor certificates, consuming time and expense for participant are statistically effecting significant impact. Third, the result of estimation on willingness to pay for development of after-school rural experience program is as follow. The willingness to pay for learning experience is 6,337won, willingness to pay for instructor certificates is 14,102won and it for consuming time is 2,926won. Therefore, composition centering learning experience is better and instructor who has expert certificate is required. It is much better to compose that the consuming time is longer and the expense for experience is lower. But there is limitation because this survey was conducted based on an assumption, so it could read over estimation problem. The result of this study may provide useful information to develop after-school rural experience program using rural resources and to improve rural tourism policy.

• Journal of Forest and Environmental Science
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• v.34 no.6
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• pp.490-496
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• 2018

The present study aimed to identify the importance of forest experience activity by examining what effects forest experience activity has on primary school students. The study population consisted of 108 students enrolled as fourth graders in primary schools in Chuncheon as of November 2017. The study measured the changes in their attitude toward forest and personality from before and after forest experience activity. The results indicated that the primary school students who participated in forest experience activity showed statistically significant increase in attitude toward forest and personality. In other words, the study identified the positive effects of forest experience activity on recognizing the importance of nature and personality building. The present study aimed to test the importance and effects of forest experience through forest experience activity outside of the classroom, as well as to present the validity of promoting forest experience activity.

• Journal of Forest and Environmental Science
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• v.39 no.3
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• pp.140-149
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• 2023

We surveyed to assess the impact of the mood states and sentiments resulting from forest experience on the school life satisfaction of Korean boarding middle school students (n=90). The average mood state score was 2.32 on a scale of 1-5, with the subscale of vigor scoring the highest (3.19). The average sentiment score was 3.08, with the subscale of subjective happiness scoring the highest (3.08). The average school life satisfaction score was 3.66, with the subscale of interpersonal relationships scoring the highest (3.91). The mood states resulting from forest experience explained 39.6% of the variance in school life satisfaction, and the regression model showed a significant fit (F=9.077, p<0.001). Similarly, sentiments resulting from forest experience explained 47.4% of school life satisfaction, with the regression model showing a significant fit (F=10.569, p<0.001). It can be concluded that forest experience positively impacts the school life satisfaction of Korean boarding middle school students.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.32-45
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• 2010

The purpose of the present study is to develop ecological experience learning program for the wetland so that elementary school students can recognize the significance and values of wetland and have the attitudes to protect it through their ecological experience learning, and investigate changes in elementary school students' perception for wetland. The experimental class was composed of 26 elementary school students and took the ecological experience learning. The comparison class was also composed of 26 students who took theoretical learning for wetland. It was found that knowledge and attitudes for wetland of the experimental class were significantly high not only in the knowledge area but also in the affective area than those of the comparison class. And it was found that interest and curiosity into wetland were elevated also in the results of the qualitative evaluation, suggesting that we could get the effect of ecological experience learning. Therefore, it is thought that above all, more experience learning programs for wetland are needed to develop for elementary school students' right view of nature and minds to love it by continuously finding and providing materials of experience learning like those of this research in the future.

• Journal of the Korean Society of School Health
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• v.30 no.2
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• pp.154-163
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• 2017

Purpose: This study aimed to understand the current situation of Korean adolescents' sexual experience and its characteristics by school level, gender, and related factors to their sexual experience. This could be the basic evidence for the development of various sex education programs for the youth. Methods: This study used the 11th online survey data on youth health behavior (2015) and all 68,043 students who participated in the study were included for the analysis. The binominal logistic regression model was used to identify the characteristics and relevant factors of sexual intercourse experience. Analysis was performed by complex sample design using SPSS/WIN 18.0. The statistical significance was defined as p<.05 with a two-sided test. Results: The factors related to sexual experience of adolescents included grade, sadness and hopelessness, smoking, Internet addiction, and sex education in school, for middle school boys. For middle school girls, grade, residence area, sadness and hopelessness, smoking, drinking, and sex education in school were related. For high school boys, the factors were grade, living with parents, economic situation, sadness and hopelessness, smoking, drinking, and Internet addiction. For high school girls, grade, sadness and hopelessness, smoking, and drinking were found to be related factors. Conclusion: The results of this study suggest that a practical program considering adolescents' level and characteristics should be developed and applied.