• The Journal of the Korea Contents Association
• /
• v.18 no.6
• /
• pp.492-503
• /
• 2018

The purpose of this study was to analyze the effects of elementary school students' interpersonal stress and attitudes toward help on happiness. The subjects were 171 elementary school students. Data were analyzed using ANOVA, Pearson's correlation analysis, and hierarchical regression analysis. The results of the study are as follows. First, there was a significant negative correlation between interpersonal stress and happiness. Attitudes toward help had a significant positive correlation with happiness. Second, parents and peer relationship stress had significant negative influence on happiness. Third, help seeking attitude toward parents and teacher among the sub-factors of help seeking attitude had a significant positive influence on happiness. Fourth, the relationship between parental stress and happiness showed a significant mediating effect on parents and teacher attitude toward help. The relationship between teacher stress and happiness showed a significant mediating effect on teacher attitude toward help. The relationship between peer relationship stress and happiness had no mediating effect of attitude toward help. Based on these results, we discussed the importance of attitude toward help in the relationship between stress and elementary school students' happiness.

• School Mathematics
• /
• v.15 no.2
• /
• pp.443-457
• /
• 2013

This study investigated the perceptions of beginning teachers about teacher knowledge. Reflections and improvement of their class knowledge have been perceived as the most important factors by beginning teachers. In terms of utilization of actual classes, teacher knowledge, mathematical concepts and correlations such as connection linked to class contents and hierarchy have been used the most. Among the needed teachers knowledge, knowledge of student understanding and mathematics content knowledge was the most essential knowledge that could be mainly formed through classroom experience and teacher training program. On the other hand, knowledge about technology and assessment was not necessary or useful factor for beginning teachers. To facilitate formation of beginning teachers' knowledge, teacher introductory program, mentoring program, interactive relationship with teacher education institutes, curriculum improvement for teacher education institute and the development and dissemination of various teachers training program would be required.

• Korean Journal of Child Studies
• /
• v.31 no.3
• /
• pp.17-32
• /
• 2010

In this study, I examined the direct or indirect paths among the intra-personal factors as well as extra-personal factors affecting on children's peer competence. Subjects were 514 5-year-old children, their mothers, teachers. The teachers rated each children using Peer Competence Scale (Park, 2001) and completed emotion regulation and Student-Teacher Relationship Scale. The mothers responded to a questionnaire, including Parental Involvement Checklist (Cohen, 1989), parenting behaviors, and Children's Temperament. The data were used for path analysis with Amos 6.0 program. Results of this study were : (1) Children's temperament have an influence on children's peer competence through children's emotion regulation via mothers' parenting behaviors. (2) Children's temperament have an influence on children's peer competence through teacher-child relationship. (3) Mothers' parenting behaviors have an influence on children's peer Competence through mothers' management strategies of peer relations.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.1
• /
• pp.1-22
• /
• 2010

The purpose of this study was to examine the relationship between teacher's role and interaction patterns in mathematics classrooms. Teacher's role was divided into usual practices with students, usual practices with content and usual practices with students and contents, and interaction patterns were classified into report, inquiry and discussion. The subjects in this study were teachers and students in three fourth- grade classes in T elementary school located in Seoul. After the classes of every math teacher were observed, three teachers who played distinctively unique roles were selected in accordance with the results of the first-semester autonomous supervision, of open class for parents and of the instructional observation. Thus, there was a close relationship between the teacher roles and interaction patterns. And it's concluded that students are able to have a more discussion on each other's ideas in the student-centered classroom, and that teachers should perform active roles in that process. Given the findings of the study, there are some suggestions: First, the teachers appeared to fulfill consistent roles when their videotaped classes, study aids and performance assessment materials were analyzed, and they should play more active roles in mathematics class. Second, they should try to create the kinds of climate that encourages students to come up with ideas in an active manner. Third, earlier studies had focused on student-teacher interaction patterns, but this study found that the roles of the teachers depended on interaction with not only students but study aids and performance assessment materials, and that the interaction patterns hinged on their roles as well. Therefore more profound research efforts should be directed into this issue.

• Journal of Korean Home Economics Education Association
• /
• v.12 no.1
• /
• pp.33-45
• /
• 2000

The purpose of this study is to investigate that how much do middle and high school students feel stress and life satisfaction in usual life : how much do stress affect their life satisfaction : and which variables affect their stress and life satisfaction. The samples are 235 middle and high school students in Kangneung, The results of this study are summarized as belows; First. In the case of student’s stress, it is perceived that the degree of school life stress is higher than that of family life stress. And the level of family life satisfaction is higher than that the level of school life satisfaction. Second. the students who perceived a lower level of stress showed the higher life satisfaction. The family life stress is a more influential variable than school life stress to life satisfaction Third, the variables that affect the student’s life satisfaction are sex, the school achievement, the perception on the level of living, communication with the family. the relationship with the teacher and the family life stress. These variables account for about 58.8% of the variance of the student’s life satisfaction.

• Journal of Korean Home Economics Education Association
• /
• v.10 no.1
• /
• pp.95-106
• /
• 1998

The purposes of this study is to find middle school student's application of Home Economics course and its related variables. The samples are 323 middles school students in Kangneung. For the statistics analysis of this study, frequency, mean, Cronbach's a coefficient, ANOVQ, t-test, Pearson'correlation and multiple regression were calculated. The results of this study are summarized as follows ; 1. It is appeared that middle school student's application of Home Economics course are the food, human development and family relationship family, resources management and the consuming, the clothing. 2. Variables that affect middle school student's application of Home Economics course are the vocation of father, way of learning about home life skill, agreement with educational goal of Home Economic, evaluation of Home Economic teacher, evaluation of education field, participation in class of Home Economic and needs for Home Economics. 3. The explanation degree of these seven variables is 27.7% and needs for Home Economics is the most domineering variables.

• Journal of the Korea Society of Computer and Information
• /
• v.25 no.9
• /
• pp.159-166
• /
• 2020

The purpose of this research is to suggest some practical and policy implications for improving adolescent's self-esteem through analyzing longitudinally the effects of parental attitude, peer relationship, student-teacher relationship, school learning activity, life-goal on adolescent's self-esteem by using latent growth curve model. Analytical data was obtained from the KYCPS. The analytical results showed that the change model of adolescent's self_esteem turned out to be a leaner model in which the change rate and intercept were significant. Second, time dependent variables influence on adolescent's self_ esteem meaningfully. Third, time dependent variables influence on adolescent's self_ esteem changes significantly. This study proposed some policy implications basing on these findings.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.13 no.11
• /
• pp.5076-5082
• /
• 2012

This study aims at re-considering an exemplary teacher in Confucian scholar tradition at the present time of education where teacher's authority gathers dust, the relationship between a teacher and a student is getting hard-hearted and the discussion on the role of a teacher and expertise does not reach an agreement. For this, the article discussed it by dividing an exemplary teacher into a conception of authority, benevolence and example. In view from a Confucian scholar's standpoint, this article found that teacher's authority is rational authority, and it is a product of social institution and social role of a teacher. Moreover, more important finding was that reconciliation is highlighted rather than authority. In a Confucian scholar, it is focused on love and benevolence between a teacher and a student by having humanity as the foundation and courtesy as ways and means. Also a Confucian scholar has demanded a good moral character and professional qualifications of a teacher. This study concludes that teacher's authority is made by teacher's professionalism, social roles and spirit of benevolence; also it has been making a conception of a teacher in Confucian scholar tradition. This study suggests that it needs to re-think about the values and meaning of Asian tradition in our educational settings in which western culture and values is influencing Asian societies too much.

• Journal of Digital Convergence
• /
• v.18 no.4
• /
• pp.37-44
• /
• 2020

This study aimed to explore the relationship between Intelligent Robot Reacher(IRT)-student by examining the factors of their relationship perceived by middle school students. In doing so, we developed questionnaires based on the existing teacher-student relationship scale and conducted an online survey of 283 first graders in middle school. The collected date were analyzed using exploratory factor analyses with SPSS 23 and confirmatory factor analysis with Amos 21. The study findings identified four factors of IRT-student relationship namely "trust", "competence", "emotional exchange", and "tolerance". It is expected that the study can be used to discuss ways to enhance educationally significant interaction between students-IRT and teaching methods using intelligent robots(IRs). Also, the study will contribute to the understanding and development of various services using IRs. Based on the study finidngs, future studies should investigate the perception of various education stockholders (teachers, parets, etc) on IRT to elevate the Human-Robot Interaction in the education field.

• Korean Journal of Child Studies
• /
• v.30 no.2
• /
• pp.57-69
• /
• 2009

Instruments used in this study were the Peer Competence Scale(Park & Rhee, 2001), Infant Temperament Questionnaire(Chun, 1993), Emotional Intelligence Quotient Scale(Kim & Kim, 1998), Maternal Parenting Scale(Park & Lee, 1990) Parental Involvement Checklist(Cohen, 1989), and Student-Teacher Relationship Scale(Pianta, 1991). Subjects were 400 preschoolers and their mothers in Seoul. Data were analyzed by descriptive statistics, Pearson's correlation, and multiple regression analysis. Results indicated that (a) children of employed mothers had higher peer competence than children of unemployed mothers. (b) Closeness in teacher-child relationship was the strongest predictor for peer competence of children of employed mothers; maternal strategies promoting peer relationships was the strongest predictor for peer competence of children of unemployed mothers.