• Journal of the Health Care and Life Science
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• v.11 no.2
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• pp.381-391
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• 2023

This study analyzed the perception of equality of opportunity among young people in Korean society using data from the 1st, 2nd, and 4th supplementary surveys of the Korea Education and Employment Panel II (KEEP II). The direction of analysis is to explore whether family background and academic activities (career maturity, academic achievement) during high school, economic situation, social relationships, and level of personal competency during adolescence are linked to the perception of equal opportunity. The analysis method established a structural equation model with the perception of equality of opportunity as the final dependent variable and confirmed the causal relationship using the LISREL program. As a result of the analysis, it was confirmed that the factors affecting young people's perception of equality of opportunity are the economic situation at the time of youth and the level of personal competency. The results of the study confirm the awareness of equality of opportunity among young people entering Korean society, and are expected to be used as information needed to create a social foundation so that they can play a responsible role as members of society.

• Korean Journal of Social Welfare
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• v.64 no.4
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• pp.189-207
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• 2012

This study aims to explore the effect of youth activity on aspects of individual, family, and school life on youths. Also, this study verifies the consideration of self-esteem as a mediated variable in reporting the effectiveness of youth activities. For the purpose, this study collected data from 1,088 high school and junior high school students in Jeollabuk-do, and performed a final data analysis from 1,063 of those students. SPSS 19.0 and Amos 18.0 were used to analyze the data. As the result of study, youth activities have a positive significant effect on individual, familial, and school life for the youth involved. The results also show that youth activity experiences contribute to self-esteem completely in the youths' individual aspect, and to partially in both familial and school life as well. This study suggested direction in conjunction with the activation of youth activities by analyzing the effectiveness of youth activities from a variety of viewpoints such as individual, familial, and school life for the youths involved.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.348-356
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• 2019

The purpose of this study was to identify latent classes in changes of mothers' daily life stress over six years from multicultural families and to test its relationship with early adolescents' perceived neglecting parental attitudes and their academic achievements. For achieving this purpose, as the study sample 1,039 students were gathered from the 4th grade of elementary school to 3rd grade of middle school, using Growth Mixture Modeling, Multiple Group Analysis, and One-way ANOVA. The results were as follows. First, latent classes of mothers' daily life stress were categorized into three types: high-stable trajectory, moderate-changing trajectory, and low-changing trajectory. Second, these three types showed different characteristics in early adolescents' perceived neglecting parental attitudes and academic achievements. Third, early adolescents' perceived neglecting parental attitude were not significant determinants of the latent classes while academic achievements were. The findings of this study may provide a framework for understanding the relationships among mothers' daily life stress and early adolescents' perceived neglecting parental attitudes and their academic achievements in multicultural families and practical implications for providing social support to overcome daily life stress of mothers in multicultural families.

• Journal of Home Health Care Nursing
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• v.22 no.2
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• pp.228-236
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• 2015

Purpose: This descriptive study investigated the relation between nursing students' emotional intelligence and self-esteem. Methods: A cross-sectional descriptive study was employed. The subjects were 323 students from a nursing college in B City. Data were collected using questionnaires on emotional intelligence and self-esteem from October to December, 2014. Results: The nursing students scored 3.61 out of 5 in emotional intelligence and 2.92 out of 4 in self-esteem. There were significant differences between emotional intelligence and self-esteem according to age, gender, daily life stress, satisfaction with the nursing major, learning stress, subjective academic achievement, and peer relationships. Emotional intelligence also showed significant differences in accordance with the motivation to choose the nursing major and the field in high school. Positive correlations were observed between emotional intelligence and self-esteem in nursing students. Conclusions: Based on those findings, it is necessary to develop and apply an array of educational programs to help nursing students improve their emotional intelligence and self-esteem throughout the college curriculum. These efforts will also be effective in building their satisfaction with the nursing major and view of nursing profession.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.424-437
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• 2008

In this study, we collected teachers' opinions with regard to the effects of the instruction using analogy generation, the disadvantages of the instruction, the problem-solving methods of the instruction, and the teacher's role in it, and accordingly tried to investigate its effectiveness with the analysis of students' academic achievements and motivation, and through the student's interview, after applying the activities of creating generated analogies, finding the difference between the objects and comparisons, and presenting new-known genetics concepts as the students themselves generated analogies. As a result of a teachers' workshop on instruction using analogy development, it was expected to have a positive effect on students' understanding of scientific concepts in genetics, which were found to be difficult for students to understand in learning biology. Students found analogy examples for concepts in genetics in daily life, compared their analogs to those of peers, and examined inconsistencies between targets and analogs through the process of discussion, which finally led to their correct perception of scientific concepts in genetics. In addition, instruction using student-generated analogies proved to have a more positive effect on improving academic achievement and motivating learning, compared with traditional expository instruction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.10
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• pp.4970-4978
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• 2013

This study was performed to determine the relationships between social supports and depression symptoms among high school students in urban areas. The self-administered questionnaires were given to 514 students located in Daejeon city during the period from April 1st to May 31th, 2010. As a results, the level of depression symptoms was significantly higher in proportion to lower level of social support of families and friends. And the level of depression symptoms was positively correlated with level of social support of families and friends. In multiple regression analysis, the factors of influence with the level of depression symptoms was sex, school grade, academic achievement, friendship with the school fellow, satisfaction of school life and satisfaction of family life. Especially explanatory powers to the level of depression symptoms increased by social support of families and friends. As a conclusion, the level of depression symptoms among high school students implies closely related with level of social support of families and friends.

• Korean Journal of Culture and Social Issue
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• v.8 no.1
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• pp.103-139
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• 2002

Korean society has significantly changed with the onset of a dramatic economic crisis in 1998. From 2000, however, the Korean economy has recovered and currently Korea is enjoying a similar standard of living and economic growth as the pre-1998 levels. This study is a follow-up analysis, comparing the results examining the success attribution of Korean students and adults in 2001 with the results obtained before the economic crisis in 1997. Using the indigenous psychological approach, this study compares the similarities and differences in Korean students and adults' attribution of their personal success before and after the economic crisis. A total of 988 participants, consisting of 481 primary, junior high, senior high and university students and 507 adults (236 fathers and 271 mothers of the students) completed the questionnaire developed by Kim and Park (1998). The results indicate that students perceived their academic achievement and adults perceived successful family life as their most proud achievement. Successful family life included items such as academic success of children, healthy development of their children, and harmonious family life. The person who provided the most significant support for students were parents and for adults, it was their spouse. For students, the importance of friends' social support increased during the high school years. In terms of type of social support, emotional support was reported to be the most important for both students and adults. As for the reason for their success, majority of students and men reported self-regulation and for women, supportive family environment was reported as being the most important. Comparing 2001 results with the 1997 results, the importance of family increased after the economic crisis. Even with the dramatic economic crisis, however, some of the underlying pattern remain strong (such as importance of academic achievement for students, family life for adults, the importance of social support, especially emotional social support from family members, and believing that self-regulation would lead to success). The similar pattern of results obtain before and after the economic crisis indicate that the above results reflect a fundamental values and belief system deeply imbedded in Korean mentality.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.40 no.3
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• pp.107-115
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• 2017

The purpose of this study is to find and compare the differences in stress level, stressor, and coping style of high school students according to their personality traits. And to identify the personality traits contributing to stress reduction. The results of the study can be used as basic data for reducing the stress of adolescents to improve their academic achievement and maintain mental and physical stability. The questionnaire survey was conducted for 10 days from June 7 to June 16, 2017 for S high school students in Chungbuk Province. The study employed four measuring instruments as Ego-gram, Ok-gram, stressor scale, and stress coping type scale. Individual personality traits were classified into ego-states and ok-states in TA (Transactional Analysis). Stressors are classified into 5 categories (school life, home life, human relationship, myself, environment) and stress coping styles are classified into 4 categories (problem-focused coping, social-support coping, feeling-focused coping, hope-thinking coping) used in the previous studies. The collected data were analyzed using T-test, ANOVA, and multiple regression analysis. As a result, the stress level of high school students showed significant differences according to sex, year, grade, sleeping time, personality traits, and coping styles. Personality traits that contributed to the stress increase were NP, AC, 'you positive', 'i negative' and personality trait that contributes to stress reduction is 'you negative.' Therefore, we can judge that individual personality traits have significant effects on stress level, stressor, and coping style and need to find the effective stress management method suitable for individual personality traits using counseling, repetition training, self-suggestion etc.

• Journal of Digital Convergence
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• v.14 no.7
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• pp.45-56
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• 2016

The purpose of this study was to determine the association between depressive symptoms and psychological stress, and to investigate the factors affecting depressive symptoms among male high school students. The study subjects were 573 male students surveyed from a self-administered questionnaire in October 2015. As a result, the distribution of psychosocial stress of surveyed students was 14.8% of health group, 71.9% of latent stress group, 13.3% of high-risk stress group. Depressed level of 71.4% of the distribution is normal group, mild depression group 25.30%, moderate depression group 3.0%, 0.3% was severely depressed group. The factors influencing the students' depressed levels were subjective health status, whether breakfast, sleep hour per day, academic achievement, worries, satisfaction with school life, perceived family income and psychosocial stress has been selected. In particular, the stress is related to the high depression. Therefore, it is considered that stress management is necessary in order to reduce the students' depression.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.493-508
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• 2022

Chemistry is the subject which includes properties, change, and composition of matter. Chemistry has the system which explains observable properties and change with microscopic level, it explains them using scientific theory and laws. In the national-level curriculum, the properties and changes of matter are continuously dealt with from elementary school to high school, and the curriculum are organized so that students could strengthen their understanding about matter. In other words, understanding of the properties and changes of matter is the base to explain everyday life with the view of chemistry, and these two are classified as domains of chemistry in the 2015 revised science curriculum. In this study, we confirmed students' understanding about properties of matter and change of matter, through the analysis about results of the National Assessment of Educational Achievement (NAEA). For that purpose, this study analyzed the 12 items about properties of matter, and 19 items about change of matter, which were used in the NAEA from 2015 to 2019. According to the results of classifying and analyzing questions according to the core concept, the understanding about the two domains significantly changed between the proficient achievement-level students and basic achievement-level students. Depending on the achievement-level, there was a difference in explaining the phenomenon by using the perspective of particles, and by associating scientific concepts and models, or there was a difference in understanding the inquiry related to these two domains. Based on this analysis, this study discussed some implications to be improved on teaching-learning for 'properties of matter', and 'change of matter'.