• The Research Journal of the Costume Culture
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• v.14 no.5
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• pp.776-789
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• 2006

The purpose of this study was to investigate the relationships between lifestyle types, demographic variables, and clothing consumption orientations of male and female adolescents. The method of this study was a survey research by using questionnaires. Subjects were 393 high school students in Seoul. Four lifestyle types of adolescents were derived by cluster analysis: 'digital orientation type', 'material orientation type', 'positive enterprise type', and 'achievement orientation type'. The material oriented students spent high expense on clothes, had higher preference of imported products, had more sensuous consumption orientations, did more impulsive buying, and were more influenced by advertisements than other types of students. Digital oriented students had mothers with low educational background, low academic records, spent small expense on clothes, and had less sensuous consumption orientation. There were more male students than female students in positive enterprise type and the students of this type had upper middle academic records, had higher sensuous consumption orientation and did less impulsive buying. There were more female students than male students in achievement oriented type and this type had high academic records, had mothers with high educational background, and spent small expense on clothes. They had low level on most of the clothing consumption orientation and were especially less influenced by advertisement. This research confirms that the clothing consumption orientations are associated with the lifestyle of adolescent.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.2
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• pp.25-45
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• 2016

This study investigates how high school students with low academic achievement seek and use information. Participants were seven US students in an American Literature and Composition course of the $11^{th}$ grade Remedial Education Program who completed a class project that required comprehensive information seeking and use. Data were collected through comprehensive observation and individual interviews with each student, the teacher, and two library media specialists. Additionally, we gathered and analyzed the instructions the teacher and the two library media specialists provided and all documents each student produced to complete the class project. The process of data analysis was supported by QSR NVivo. The findings of the study implied that students experienced cognitive and affective challenges for their information seeking and use required for the tasks and suggested that technological and individual conferencing would motivate the students to continue their information seeking and use. We then conclude the study with some important implications that can be used as a basis for designing information literacy instructions for students with low academic achievement.

• Journal of the Korean earth science society
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• v.26 no.7
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• pp.611-623
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• 2005

The purpose of this study is to explore the effects of self-directed field learning practices on student’s academic achievement and self-directed learning characteristics regarding the level of learning ability. To conduct this study, 196 students of high school students in Busan were chosen and parted into either the experimental group (98 students) or control group (98 students). Each group is classified into three categories: high level (24 students), middle level (50 students), and low level (24 students) according to the level of learning ability by the academic achievement pre-test. The areas chosen for experimenting this study range from Dusong peninsula, Molundae in Saha-gu, Songdo in Seo-gu, Pusan. Then the inquiry-model of self-directed field learning which focuses on learner-centered activity was designed based on theories concerning field learning and self-directed learning, and was applied to the experimental group. In conclusion, this teaching method using self-directed field learning is expected to improve academic achievement in science subject and increase students’ self-directed learning characteristics regardless of the students' level of academic achievement.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.387-394
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• 2019

The purpose of this study was to investigate the effects of writing science diary on science learning motivation, science academic achievement and ecological sensitivity of elementary students. Teaching unit was focused on 'The structure and function of plants' in 6th grade science text book. The subjects of study were 51 students of two classes. One class of 25 students, experimental group, wrote science diaries as homework. While the other class of 26 students, comparative group, performed homeworks with fill-in-the-blank worksheets. The results of this study can be summarized as follows: First, writing science diary had a meaningful effect on improvement of science learning motivation. Second, writing science diary had a meaningful effect on improvement of science academic achievement. Third, writing science diary had a meaningful effect on improvement of ecological sensitivity. And we could find that students had a favorable impression and high satisfaction level about writing science diary from the questionnaire.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.907-915
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• 2021

In this study, in order to investigate the relationships between the self-efficacy, career maturity, and information subject achievement of information-specialized high school students according to information subject classes, their correlations were analyzed through a survey of 214 second and third year students enrolled in two information-specialized high schools in Seoul. The main results are as follows. First, in the analysis of differences in self-efficacy, career maturity, and information subject achievement according to demographic characteristics, there was no significant difference according to gender, grade, extracurricular or individual learning for information subjects. The more they recognized that their grades belonged to the upper group, the higher their sense of self-efficacy and information subject achievement were perceived, and the higher their career maturity. Second, the students' self-efficacy was analyzed to have a positive effect on their career maturity and information subject achievement. Finally, it was found that the students' career maturity had a positive effect on their information subject achievement. Based on the above results, we briefly present the development direction for the education system to improve students' self-efficacy, career maturity, and information subject achievement.

• The Korean Journal of Community Living Science
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• v.17 no.4
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• pp.137-149
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• 2006

The purpose of this study was to examine the relation of middle school students' stress in relation to certain variables, those of grade, gender, academic achievement, coping behavior and self-concept. The subjects were 574 students selected from 4 middle schools in the Incheon area. The instruments included a stress index, coping behavior questionnaire and self-concept inventory. The statistics used from this data were t-test, one-way ANOVA (Scheff test), correlation analysis and multiple regression analysis. This study showed that middle school students' stress was influenced significantly by the grade, gender and achievement in school. Also, coping behavior and self-concept were influenced significantly by the grade, gender, and achievement in school. Correlation analysis indicated that student's stress and certain coping behavior were postively correlated, especially avoidance coping behavior indicated a higher correlation to students' stress than active coping behavior. The relationship between stress and self-concept indicated a negative high correlation. It was also found that avoidance coping behavior, family self-concept, general self-concept, school and class self-concept, grade and academic achievement were significant predictors of middle school students' stress.

• Korean Educational Research Journal
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• v.41 no.2
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• pp.1-23
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• 2020

The purpose of this study is to investigate the relationship between physical fitness factors and academic achievement among high school students. As a research method, cardiopulmonary endurance, flexibility, muscular strength, muscular endurance, quickness, BMI index, and academic achievement of high school students were measured for 641 male and female high school students in 2014 and 2017. The results of this study show that cardiopulmonary endurance is correlated with cardiopulmonary endurance factors (p<0.05), cardiopulmonary endurance is correlated with flexibility and quickness (p<0.05), and flexibility is correlated with academic achievement (p<0.01). Muscle strength was correlated with quickness and body fat (p<0.05), and muscle endurance was correlated with muscle strength, quickness, and BMI (p<0.05), and correlation between quickness (p<0.01), and there was a correlation between academic achievement (p<0.01). The conclusion of this study is that developing and implementing a more effective physical fitness program can contribute to the academic achievement and physical fitness of domestic high school students because various physical activities have a positive relationship with academic achievement in addition to physical fitness.

• Korean Journal of Child Studies
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• v.32 no.2
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• pp.1-13
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• 2011

This research exercise was undertaken in order to examine whether academic achievement, academic attitudes, achievement goals, and family process had an influence on beliefs about intellectual ability. The subjects were 434 junior-high school students in Seoul and Incheon. The results of this study indicated that 162 students with incremental beliefs had higher scores in all five sub-factors of academic attitudes, two sub-factors in their achievement goals (namely their mastery goals and approach performance goals), and four sub-factors of family process (closeness, monitoring, communication, and approval) than 155 students with entity beliefs. The results of the binary logistic regression analysis revealed that academic self-perceptions, attitudes towards teachers, goal values, approach performance goals, closeness, and communication factors significantly affected beliefs about intellectual ability.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.61-76
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• 1996

The purpose of this study was to apply the instructional strategies for conceptual change prescribed by Posner et al(1982) to the astronomic content domain taught in the elementary and middle school and to analyze the characteristics of students' knowledge revealed in the test before, during and after the instruction. Also, it was to investigate the intercorrelation of cognitive levels, spatial ability and science achievement. The major findings of this study are as follows: 1. Students had a great variety of misconceptions related to the motion of the moon before the instruction, that is, the phases, the names of phases and the cause of changing phases by the moon's orbit about the earth, the moon's appearance and location at the given time, the relative positions of earth, moon and sun during a lunar eclipse, the cause that a full moon is not at the line of node once a month. In the analysis of students' responses concerning the cause of changing phases of the moon and a lunar eclipse, the results indicate that the great majority of students had rote learning rather than meaningful learning in the middle school. 2. Students' reponses during the instruction concerning the changing phases of the moon and the predictive knowledge about the motions of the earth and the moon were analyzed. 1) According to the results of the test given before and after experiment, after discussion, achievement score of the whole of subjects and groups in both preformal and formal cognitive levels appeared to increase linearly. 2) There was no statistically significant differences of achievement scores before and after experiment, after discussion between preformal group and formal group in cognitive levels. 3. Distribution of achievement scores according to the whole of subjects and groups in preformal and formal cognitive levels shows that there was a statistically significant difference between pretest and posttest. 4. Types of conceptual changes concerning the cause of changing phases of the moon that occurred from pretest to posttest were classified as accommodation, incomplete accommodation, assimilation, no change and no model. Six of the seven students starting instruction with alternative frameworks didn't sustain those alternative models throughout instruction. Five of these six students accommodated completely and the last one partially. Seventy-nine percentage of students taking instruction with fragmental models assimilated correct propositions at the end of the instruction. These results suggest that conceptual change model prescribed by Posner et al(1982) has promised the meaningful learning to students taking with fragmental models, especially in cases where students with misconception enter instruction. 5. High correlation between achievement score of simple-recall items and that of written items in pretest and posttest indicates that the higher students got the score in simple-recall items the better they also performed in written items. However, there was no statistically significant differences among cognitive levels, spatial ability and science achievement in the whole of subjects and groups according to the cognitive levels.

• School Mathematics
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• v.2 no.1
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• pp.73-95
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• 2000

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning at the first and second elementary school mathematics. The assessment standards were also developed to differentiate students’ levels of achievement with ‘high’, ‘mid’ and ‘low’ categories. Furthermore, this stuffy suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.