• Journal of the Korea Computer Industry Society
• /
• v.3 no.8
• /
• pp.1073-1084
• /
• 2002

A student's school records should be utilized not only as data for storage and a guide for entrance into future schools, but also as data for evaluating the student's school life whenever their parents or the student wants to. This study is based on the necessity of the communication between school and home by means of information communicative media, and the duty of faculty to provide the parents with information regarding the student's educational growth. For this purpose, a system was developed and discussed to permit both the students and their parents access to a database of the students' school records which were stored in the School Total Information Management System. This system had been promoted as part of an education information program, so that both students and parents could read it individually at any time.

• Journal of Families and Better Life
• /
• v.28 no.6
• /
• pp.95-111
• /
• 2010

The purposes of this study were to show general trends in the aspects of psychological family environment (parental communication), peer factor, academic performance factor, depression perceived by adolescents and to examine possible changes in such trends in accordance with demographic variables and the family structure environment (parental marital status, family economic status, and parents' education level), and then to determine the effect of these variables on adolescents' depression. The subjects were 1009 middle and high school students in Seoul and Gyeonggi province. The main results were as follows: 1) Paternal communication was significantly lower in technical high school students, divorced/ separated parents, and families of lower economic status. Maternal communication was significantly lower in male students, divorced/sepa-rated parents, and families of lower economic status. Academic performance problems was significantly higher in males, technical high school students, divorced/ separated parents, families of lower economic status, and a less educated father. Peer relations was significantly lower in students of divorced / separated parents, and of families of lower economic status. Depression was significantly higher in technical high school students, divorced / separated parents, and families of lower economic status. 2) In the case of male students, paternal communication had both a direct and an indirect negative effect through peer relations on depression, while academic performance problems had both a direct and an indirect positive effect through peer relations on depression. Both peer relations and maternal communication had a positive and a negative direct effect on depression. School grade had both a direct and an indirect negative effect through paternal communication on depression. Parental marital status(divorced or separated) had both a direct and an indirect positive effect through academic performance problems on depression. Family economic status had only an indirect effect on discussed.

• Journal of the Korean Home Economics Association
• /
• v.51 no.1
• /
• pp.17-26
• /
• 2013

The purpose of this paper is to analyze how social supports, such as family, teachers, and friends, affect the school adjustment of children who were abused by their parents, and suggest the interventional solutions in order to improve the social support system and school adjustment. 692 children, aged 4 to 6 in primary schools in Busan, were chosen for the survey and all of them are currently under children's service. Among the respondents, 485 children (70.1%) have experienced abuse, and neglect was the most frequent abuse experienced among them. Neglected children were influenced by teachers, families and friends' support in terms of social support for school adjustments. However, the emotionally abused children were influenced by families, teachers and friends in terms of social support for school adjustments. In addition, children who experienced physical abuse have been influenced by families and teachers'support. Support from friends has no meaning for them. As a result, this paper suggests that an effective interventional solution will be necessary for the school adjustment of abused children. The effective interventional solutions are firstly that neglected children require a high level of attention from their teachers and teachers should encourage parents with parental education and counseling to be helpful for their children. Secondly, emotionally abused children require strong family support through parents'education for child development and caring support programs. Finally, physically abused children need caring programs which develop supportive relationship skills both with parents and teachers for their adjustment in school.

• The Journal of the Korea Contents Association
• /
• v.14 no.11
• /
• pp.1041-1054
• /
• 2014

The purpose of this study is to investigate the influence of the parents' rearing attitude perceived by high school students and students' covert narcissism on the adjustment of high school students. For that, research data are collected from 580 high school students in Busan. 524 students' data are analyzed through SPSS Ver. 21.0 to examine correlations and influences of parents rearing attitude, students' covert narcissism and adjustment ability to schools. The results obtained in this study are as follows: First, the finding shows that the adjustment of high school students has a significant static corelation with parents' rearing attitude which is perceived by students. Second, affective attitude of parents' rearing attitude, has the strongest influence on students compliance in school. In addition, goal-oriented and rational attitude of parents has an impact on students' scholastic aptitude and academic achievement. Third, students' goal-instability of life which is one element of students' covert narcissism has negative effect on overall students' school life. Thus, these results suggest that for a better adjustment of high school students, various parent education training and development of programs that can help students set up goals are needed. It also highlights the importance of counseling.

• Journal of the Korean Society of School Health
• /
• v.15 no.1
• /
• pp.123-139
• /
• 2002

This study was conducted to identify the level of sexual awareness and the demand for sex education, to investigate the attitude toward and acceptance of heterosexual friendship, and to identify the experience and direction of sex education of parents. The data were collected from 119 parents with high school students by the structured questionnaire from June 1, 2001 to August 31, 2001. Parents and teachers showed a similar attitude on sexual awareness, but teenagers showed a different attitude. In terms of the level of feeling of and interest in 'sex', teenagers, parents and teachers were comfortably accepting it. As for sexual curiosity in puberty, 84.8% of the parents and 95.5% of the teachers responded that it was natural, whereas only 14.7% of teenagers responded that it was natural. But As for the item that 'sex is natural as one of human needs', 3.6% of the teenagers, 16.8% of the parents and only 1.2% of the teachers responded that it was not. As for the item that 'Man have a stronger sexual impulse than woman", 6.1% of the teenagers, 16.8% of the parents and 17.3% of the teachers responded that it was not. This indicates that teenagers have a far stronger sexist awareness, which also reflect that the sex culture of Korean society that regards sex as man's sexual monopoly. 64.2% of the teenagers and 90.2% of the teachers responded that it was impossible to overcome the sexual impulse, whereas only 8.4% of the parents responded that it was possible. As for the item of masturbation, 64.5% of the teenagers responded that it was possible for male students and not possible for female students. 67.2 of the parents and 91.1% of the teachers responded that it was possible regardless of sex. In case of pregnancy in adolescence, most of the responding teenagers, parents and teachers chose abortion. This indicates that respondents have a poor basic understanding of the life-despising climate, responsible sexual intercourse and motherhood protection. As for the item of 'female refusal on male sexual approach', respondents accepted female refusal as it was in orders of teachers, parents and adolescents. As for item of 'An assaulter is entirely to blame for sexual assault', all of three groups responded in the affirmative.

• Journal of the Korean housing association
• /
• v.1 no.2
• /
• pp.13-26
• /
• 1990

The purpose of this study is to investigate the effect of the residential environment on the scholastic attainment of middle school students and present the direction of better residential environment for mental faculties. A questionnaire was distributed to 537 middle school students and SAS Package was used. The results of this study were as follows.1. The scholastic attainment was significantly good when the number of family was four and it improved as the level of parents` occupation, parents` school career and household income got higher.2. As the distance to the facilities from the house got nearer, the level of arrangement in the house got higher, the degree of concern of parents on the education got higher and the scale of the house got lager, the scholatic attainment of middle school students become better significantly.3. The residential environment had an Independent effect on the scholastic attainment of middle school students.

• Korean Journal of Child Studies
• /
• v.28 no.5
• /
• pp.37-54
• /
• 2007

Variables studied in relation to children's school adjustment were child's sex, grade, and ego-resilience maternal employment, parents' age, parents' academic background, mother's emotional expressiveness, and monthly household income and perception of social support. Subjects were 548 4th, 5th and 6th grade students and their mothers. Results showed that children's school adjustment varied by child's grade in school and ego-resilience, parents' age, father's academic background, mother's emotional expressiveness and monthly household income. Children with higher ego-resilience, whose mothers showed more positive emotional expressiveness and who perceived more social support from peers, family, and teachers showed higher adjustment to school life. Among these, support of peers was the most significant variable.

• Journal of Families and Better Life
• /
• v.21 no.2
• /
• pp.31-38
• /
• 2003

This study was conducted to develop a Parenting Stress Scale that measures the day-to-day difficulties entailed in parenting for school-aged children. First, sixty seven items were collected as a baseline. Some of these items were pooled from existing parenting stress scales(Abidin, 1990; Kim & Kang, 1997), and the rest were generated based on interviews with parents of school-aged children. Secondly, Chi-Square tests were conducted and framer's V coefficients were calculated to determine the goodness-of-fit of the items. Twenty four items were selected from this step. The results of a factor analysis on these 24 items revealed two dimensions of this new Parenting Stress Scale, namely, 'school-related parenting stress' and 'general everyday life stress'. A test of construct validity also showed that this scale has adequate internal consistency.

• Journal of the Korean Society of Costume
• /
• v.64 no.2
• /
• pp.1-16
• /
• 2014

The purpose of this study was to examine the differences of the satisfaction with school uniforms according to demographic variables and to investigate the causal relations of parental control, school life satisfaction, and demographic variables to the satisfaction with school uniform. The research method was a survey method using a questionnaire. The subjects were 407 high school students (191 male, and 216 female) residing in Seoul and the suburbs of Seoul. Students were very satisfied with the convenience of not having to choose what to wear every morning, but the satisfactions with uniform cost and design were lower. The aesthetic, psychological, and status symbol satisfaction of school uniforms were higher as parents and adolescents had more communication, and the psychological and status symbol satisfaction of school uniforms were higher as the level of parental supervision for adolescents was higher. The female students had higher psychological satisfaction with school uniforms than the male students were. The aesthetic satisfaction of school uniforms was lower as mother's education level was higher. The adolescents from upper class families had lower aesthetic, psychological, and status symbol satisfaction with school uniforms than the adolescents from middle and lower class families. The satisfaction with school uniform was influenced by school life satisfaction the most, and the next in the order by grade (-), the social class (-), and the communication with parents. The factors that influenced school life satisfaction for students were parental supervision, school records, the discipline consistency of parents, and their communication with their parents. Therefore, the 4 variables had indirect effect on the satisfaction with school uniform through school life satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.5
• /
• pp.71-80
• /
• 2021

The purpose of this study is to explore the structural relationships among parents' educational involvement and parental efficacy on students' school life satisfaction and school achievement and to determine whether there are any differences depending on family type and school level. Using data from 2,497 families that participated in the 2018 National Survey on Children's Life, t-tests and structural equation modeling were conducted. The results of this study demonstrated that two-parent families reported higher levels of educational involvement than single-parent families and custodial grandparent families. Also, two-parent families raising children in elementary schools showed higher educational involvement than two-parent families raising children attending middle schools. Second, parental efficacy was found to mediate the effects of parents' educational involvement on students' school life satisfaction and school achievement. Third, the path coefficients between parents' educational involvement, students' school life satisfaction, and school achievement showed statistically significant differences depending on family type, with two-parent families having greater involvement than single-parent families and custodial grandparent families. Fourth, multiple group analysis reported a statistically significant difference in the relationship between parents' educational involvement and school achievement as well as parental efficacy and school achievement depending on the school level.