• The Journal of Korean Society for School & Community Health Education
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• v.17 no.1
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• pp.75-87
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• 2016

Objectives: The purpose of this study was to examine the relationships of the drinking and smoking behaviors of health science majors to their knowledge of and attitude toward drinking and smoking in an effort to determine the influential factors for their drinking and smoking. Methods: The subjects in this study were 380 selected health science majors in two four-year universities and a three-year college that were respectively located in Seoul and Chungcheong Province. A survey was conducted with structured questionnaires from September 1 to 15, 2015. As for statistical data analysis, a statistical package SPSS 18.0 was utilized. Results: There were significant differences between the male and female students in smoking(p=0.000), and no gender differences were found in drinking(p=0.754). The male students who both drank and smoked outnumbered the female students who did, and the female students who only drank outnumbered the male students who did. And the differences were statistically significant(p=0.000). There were statistically significant differences according to smoking and drinking in relationship with professors(p=0.020), peer relationship(p=0.035), drinking attitude(p=0.033, smoking knowledge(p=0.008) and smoking attitude (p=0.006). The factors that affected drinking were religion and the drinking of fathers, and the factors that exerted an influence on smoking were gender, academic year, form of residence, religion and the smoking of family. Conclusions: A lot of temperance and antismoking education programs should be provided for college students in their early school years in the form of peer teaching and in association with their major classes. Besides, they should be encouraged to join clubs related to temperance and antismoking, and professors should try to facilitate their relationship building.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.482-491
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• 2018

This study intended to identify different level of teacher-efficacy, perception of principals' leadership and peer collaboration as it pertains to a teachers' job stress and job satisfaction in Elementary school. Samples include 1,031 teachers in elementary school from Korean Children & Youth Panel Survey(KCYPS) and data were analyzed using Latent Class Analysis(LCA) to identify different patterns of teacher-efficacy and perception of principals' leadership and peer collaboration. Multivariate analysis of variance were employed to identify the influence of predictors for classification of teachers' job stress and job satisfaction among latent classes. The study found three latent classes at risk class, middle-level adaptive class, and adaptive class and results showed that each distinctive class can be identified by some of predictors. Teachers at adaptive class showed higher teacher-efficacy and positive perception of principals' leadership and peer collaboration than teachers at risk and middle-level adaptive class. Also, teachers at adaptive class showed lower job stress and higher job satisfaction than teachers at two other classes. The study suggests that help teachers based on personal profile are effective rather teacher-efficacy and perception of principals' leadership and peer collaboration.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.85-101
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• 2007

The subjects for this study on delinquent behavior, substance use and risk/protective factors consisted of 301 Korean-American students in grades 6 to 12. Findings were that (1) the delinquent behavior rate of adolescents using alcohol, tobacco or other substances was higher than that of non-using adolescents, increasing the odds of delinquent behavior from 3 to 45 times. (2) The probability of delinquents in the substance users group was higher by 7 to 44 times than in the non-users group. (3) The relationship with delinquent behavior of risk factors and substance use was much stronger than the relationship with delinquent behavior of protective factors and substance use. (4) The strongest predictor of delinquent behavior or substance use was the peer-individual domain.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.449-457
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• 2016

Adolescence is a period of transition from child to adult and is a very important period in which to think about the direction to go in the future and establish one's ego. However, the level of life satisfaction experienced by Korean youths in the adolescent period has been shown to be the lowest among OECD countries. It is very critical to understand which factors are important in determining the level of life satisfaction and how they affect it. In this study, to analyze the factors which affect the life satisfaction of youths and their learning attitude - essential school activity prior to life satisfaction in the youth period, we firstly focused on the relationships with their parents, peers and teachers as potential factors affecting their learning attitude and life satisfaction. This study found that Parenting Style, Peer Attachment and Relationship with Teachers significantly influenced Life Satisfaction either directly or indirectly. We analyzed the structural relationships among these factors using the structure equation model, discussed the analysis results and concluded with further research directions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.275-285
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• 2020

This study aimed to track changes in students' perception about schools over time, to analyze how participation in the Education Welfare Priority Support Project(hereafter "the Project") explains the changes, and to determine how the results of changes affect students' learning engagement, self-confidence, and peer relationship. Data were collected from 103 schools nation-wide(51 elementary and 52 middle schools) from 2015, 2016 and 2017 from 820, 911, and 837 students, respectively. The data were analyzed by applying a latent growth model with two stages: unconditional and conditional. The findings are that first, the perception about schools by the students who participated in the Project increased over time; and second, that the improvement of students' perception of schools has a positive influence on their learning engagement, self-confidence, and peer relationship. In the future, it was suggested that programs aimed at improving positive perception about schools should be provided to all students led by teachers, and a customized integrated support program should be arranged to students in need of intensive support by the educational welfare specialists.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.87-103
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• 2011

The purpose of this study was to develop a teaching-learning program for the unit 'youth sex and peer relationship' of middle school seventh - grade technology & home economics by applying Keller's ARCS model in five stages: analysis, design, development, implementation and evaluation. In the analysis stage, earlier studies of motivation were analyzed, and a survey was conducted to select ARCS strategies, in the design stage, in which way motivation strategies should be designed, in the development stage, a teaching-learning program for eight sessions was developed in accordance with the two practical problems. In the implementation stage, middle school seventh graders took six sessions according to the program, in the evaluation stage, the highly applicable teaching-learning program was finalized in response to the needs of the students. This study focused on revising ARCS strategies which provide in the teaching-learning programs by implementing and evaluating. Students desired for interesting instruction. It was necessary to develop new ARCS strategies can apply to Home Economics.

• 대한공업교육학회지
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• v.43 no.1
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• pp.41-57
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• 2018

The purpose of this study is to help research and application about effective strategies to improve school adjustment of students by investigating the influence of specialized vocational high school students' emotional intelligence on school adjustment. A survey was conducted to 760 engineering major students at the vocational high schools from 18 vocational high schools of 5 major metroplex. A questionnaire consists of measurement tool for emotional intelligence (40 questions) and one for school adjustment (20 questions). The findings of this study are as follows: First, students with high emotional intelligence showed a higher level of school adjustment than students with lower emotional intelligence, and they also has a higher standard in all sub factors of school adjustment, Second, it is found that the explanatory power of emotional intelligence on school adjustment is 33.6%. It means the higher the emotional intelligence of the students, the higher the school adjustment, so it can be seen that emotional intelligence might be one alternative that increases school adjustment for specialized vocational high school students. Furthermore, emotional intelligence shows the greatest explanatory power to peer relationship in school adjustment sub factors. This is showed that students with high emotional intelligence have good peer relationship than students with lower emotional intelligence relatively. Also, it can be known that school adjustment is high because the better peer relationship is, the higher self-efficacy, class immersion, resilience and so on are.

• Korean Journal of Human Ecology
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• v.17 no.3
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• pp.367-375
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• 2008

The purpose of this study is to examine the mediation effects of relationships of parent-child and between-peers based on the effects of economic difficulty on quality of life of elementary school students. Data was obtained from students (N= 493) at seven elementary schools in Choongbuk Province and analyzed with SPSS 12.0 and Structural Equation Modeling with AMOS 5.0. The major findings are as follows: economic difficulty gives a direct effect on elementary students' quality of life and is mediated with parent-child and between-peers relationships. Also, economic difficulty influences children's quality of life when a parent-child relationship is combined with a between-peers relationship. On the basis of these results, this study suggests that welfare centers and elementary schools have to teach students to have desirable sense of value. Also, schools need to provide education programs for parents to improve parent-child relationship and various activities for students to develop between-peers relationship.

• Journal of Korean Home Economics Education Association
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• v.25 no.3
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• pp.79-91
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• 2013

The purpose of this study was to investigate the relation among peer support, family strength and self-control. This subjects were the 438 high school students living in Gwangju. Data were analyzed with SPSS 18.0 program. The major findings were as follows; First, the high school students' peer support and family strength scores were higher than median(3.00). Also, long-term satisfaction pursuit scores were higher than median and the immediate satisfaction pursuit scores were lower than median. Second, peer support showed significant difference according to sex. Family strength showed partially significant difference according to standard of living and parents' education achievement. Self-controls showed significant difference according to sex and father's education achievement. Third, family strength and the self-control showed significant correlation. Forth, the high school students' self-control was influenced by role sharing and problem solving, communication and family bonding and fathers' education achievement. And the high school students' self-control was explained about 15% by these variables. In conclusion, the role of home is important. it is necessary to enhance the education of financial stability and to improve self-control in order to help the students enhance solidity among family and communicate affirmatively.

• The Korean Journal of Elementary Counseling
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• v.7 no.2
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• pp.101-115
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• 2008

The purposes of this study were to consist an anger control program in order to help children confirm and modify their cognitive errors in peer anger-provoking situations(Lee Mi-gyeong, 2006), that and to examine the effects of this program on anger-provoking experience, anger controllability and peer relationship. The cognitive-behavioral anger control program was consisted of 16 sessions. The focus of the program were placed on perceiving angry feelings, confirming automatic thinking and cognitive errors and acquiring how to correct the cognitive errors(1st-10th sessions), and checking cognitive errors in 13 anger-provoking situations and practicing way to correct the errors(11th-15th sessions). To examine the effects of the program, 10 children who had a lot of anger-provoking experiences, and were poor at anger control and faced difficulties with peer relationship were selected. The cognitive-behavioral anger control program was implemented for eight weeks, twice a week, 40 minutes each. The collected data were analysed by the ANOVA method using the SPSS and Kwakstat(Kwak Ho-wan, 1993). What cognitive errors children made and how they modified the errors during the program were checked. The findings of the study were as follows: The cognitive-behavioral anger control program served to cut down on the anger-provoking experiences, to improve their anger controllability, to boost their peer relationship, and that effect lasted till six weeks later. And the cognitive errors they made during the program were in the order as follows: stating the oughtness of their behavior, followed by naming, seeing everything in black and white, emotional judgment, mind reading, linking the situation to themselves, overgeneralizing, and hasty conclusion. The ways to correct the cognitive errors were in the order as follows: putting oneself in another's place, explaining in a different manner, looking for proof, thinking of it is so difficult to indure, thinging of there is moral to it, and thinking of how angry after passing time.