• Korean Journal of Childcare and Education
• /
• v.13 no.2
• /
• pp.21-37
• /
• 2017

Objective: The current study aimed at examining the mediation effects of children's self-esteem and self-control in learning between perceived academic achievement at $4^{th}$ grade and $6^{th}$ grade. This article proposes that perceived academic achievement boosts self-esteem and self-control in learning and both in turn, influence subsequent perceived academic achievement. We especially attempted to empirically prove that a serial multiple mediation of self-esteem and self-control in learning between the perceived academic achievement at two time points exists. Methods: We analyzed the longitudinal data of 1,881 children from the $4^{th}$ to the $6^{th}$ wave data of the '2010 Korea Children and Youth Panel Survey (KCYPS)' by means of a Hayes's PROCESS(2012) program. Results: The results revealed that perceived academic achievement at $4^{th}$ grade influenced children's self-esteem and self-control in learning at $5^{th}$ grade. Children' self-esteem and self-control in learning subsequently predicted perceived academic achievement at $6^{th}$ grade. Children's self-esteem significantly predicted self-control in learning supporting the hypothesis of serial multiple mediation. Conclusion/Implications: In conclusion, children's self-esteem and self-control in learning behaviors both mediated the association between perceived academic achievement at $4^{th}$ grade and at $6^{th}$ grade. The findings imply the importance of consideration of both psychosocial and behavioral aspects in understanding the academic performance during childhood.

• Research in Mathematical Education
• /
• v.11 no.3
• /
• pp.197-207
• /
• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

• Journal of Families and Better Life
• /
• v.26 no.6
• /
• pp.135-141
• /
• 2008

This longitudinal study investigated the causal relationships between academic achievement and self-esteem using data from a 4-year investigation(2003-2006). Academic achievements and self-esteem were assessed for a sample of adolescents (male 187, female 201) in KYPS (Korea Youth Panel Survey). Cross-lagged autoregressive analyses indicated that for academic achievement and self-esteem, these two variables were reciprocally interrelated in middle school. However, thereafter, middle school 3rd grade students' self-esteem influenced high school 1st grade students' academic achievement, while high school 1st grade students' academic achievement influenced high school 2nd grade students' self-esteem.

• Journal of Preventive Medicine and Public Health
• /
• v.10 no.1
• /
• pp.52-58
• /
• 1977

By evaluating the health status by Cornell Medical Index in conjunction with their academic grade, we attempted to find out whether any health condition may affect on their academic carrier. CMI health questionnaire was filled out by student and matched with one's own academic score if the previous year. Academic score was classified into 5 grades: excellent, very good, good, fair and poor. Difference in number of questions between sections was corrected by standard score method with means of 50 and standard deviation of 10. Differences in number of 'yes' answers between sections and between groups of students in each grade were statistically tested by two-way variance analysis method. On the other hand, influence of neuropsychiatric factors (section M-R) on the academic carrier was analyzed by $X^2-test$ with Fukamachi's classification. The following were the results obtained in this study: 1) Number of 'yes' answers in sections related to mood and feeling patterns (sections M-R) were appeared to be influential to academic carrier in male students, but not in female students. 2) Generally speaking, in groups of higher academic grade, number of 'yes' answers in each section was on an averege 50 or less, and in groups of lower academic grade, the number was 50 or more depending on sections. 3) Number of 'yes' answers between sections and between groups in each academic grade were significantly different both in male and female college students. 4) It was noteworthy that data obtained from CMI questionnaire might be variable subjectively by examinees with some factors at the time of administration.

• The Transactions of the Korean Institute of Electrical Engineers P
• /
• v.53 no.3
• /
• pp.152-157
• /
• 2004

The purpose of the study was to identify the effects of LT cooperative learning and traditional competitive learning on academic achievement by the level of learning ability in industrial high school students. The results of the study were as follows; the score of posttest of the experimental low grade group was significantly higher than that of control low grade group (p<.05), and the score of posttest was significantly higher than that of pretest in the experimental low and middle grade group (p<.05). Based on these results, it was concluded that LT cooperative learning had positive effect on the enhancement of industrial high school student's academic achievement than the traditional lecture learning. Its effect on high grade students was negative, but its effect was significantly positive on both middle grade and low grade level students.

• Journal of Fisheries and Marine Sciences Education
• /
• v.20 no.2
• /
• pp.209-221
• /
• 2008

While internet and cellular phones are very attractive to adolescents, they cause a lot of problems because of adolescent's addiction to internet and cellular phones. The purpose of this study is to investigate relations among overuse of internet and cellular phone and academic achievement with middle school students according to their sex and grade. For this purpose, the survey consist of 44-item, self-administered paper-and-pencil questionnaire from 444 two middle schools students located in Busan. Also, their academic achievements were used for statistical data processing. As a result, firstly, middle school students did not tend to be so seriously addicted to the internet and cellular phones. The internet was used more by male students and cellular phones by female students, and the more male and female students used the internet, the higher they tended to use the cellular phones. There was a negative correlation between the tendency of internet use and academic achievement, but there were no significant differences between genders. In terms of the tendency of using cellular phones and academic achievement, there were no correlations among male students, but there was a negative correlation in female counterparts. Secondly, in terms of grade, the 2nd-grade students had a higher tendency to use both of them than the 1st- and 3rd-grade counterparts. The tendency of using the internet and cellular phones, in each grade had significantly static correlation and the higher they tended to use the internet, the lower they had academic achievement the 3rd-grade. On the other hand, the tendency of using cellular phones, only 2nd-grade students had low academic achievement.

• The Korean Journal of Emergency Medical Services
• /
• v.26 no.3
• /
• pp.93-104
• /
• 2022

Purpose: This study examined the correlation between satisfaction with major, academic self-efficacy, and academic persistence with the general characteristics of students in a health-related field, to determine factors that affect academic persistence. Methods: The study was conducted on third- and fourth-grade health-field students at Daejion. The questionnaire consisted of a self-report, and a URL was sent by text message to students who agreed to participate after reading the purpose and necessity of the study. Results: Major satisfaction was 4.23 on average, academic self-efficacy was 4.15, and academic continuity was 4.25. Grade and school life satisfaction were the factors correlated with a significant difference in academic persistence. Significant positive correlations were seen between satisfaction with major (r=.637, p<.001) and academic self-efficacy (r=.563, p<.001); higher major satisfaction and academic self-efficacy led to higher academic persistence. Conclusion: A more systematic management approach needs to be conducted by developing active learning participation and applying customized counseling management and support programs by grade to improve the academic self-efficacy and academic persistence of students in health-related fields.

• Journal of the Korean Society of School Health
• /
• v.30 no.2
• /
• pp.113-123
• /
• 2017

Purpose: The purpose of this study was to examine and compare the academic engagement, academic burnout, stress, and social support among undergraduate nursing students by grade. Methods: The study is a descriptive comparative survey. The participants were 247 undergraduate nursing students enrolled in 3 universities located in G city. The collected data was analyzed with descriptive statistics, $x^2$ tests, and analysis of covariance, using SPSS/WIN 21.0 program. Results: The students showed significant differences in academic engagement, academic burnout, and stress according to their grade. The post-hoc analysis results showed that sophomores and juniors had lower academic engagement and higher academic burnout and stress than others (i.e., freshmen, or seniors). There was no significant difference in social support among nursing students. Academic engagement had a positive correlation with social support and a negative correlation with academic burnout and stress. Also, academic burnout had a positive correlation with stress and a negative correlation with academic engagement and social support. Conclusion: The findings indicate that nursing students in second and third grade were at risk of academic burnout and under severe stress. Therefore, sophomores and juniors need more attention and care to help them relieve and control stress and burnout and to improve their academic engagement. Also, the findings should be considered when developing plans and/or interventions for nursing students' major adjustment and academic achievement.

• The Journal of the Korea Contents Association
• /
• v.16 no.4
• /
• pp.231-240
• /
• 2016

The purpose of this study is to investigate the relationship among fatigue, personality, learning strategies, and academic achievement of medical students. 146 students from year 1 to year 4 at one medical school participated in this study. Students completed the fatigue, Big Five personality traits(Neuroticism, Extraversion, Openness, Agreeableness, Conscientiousness), learning, strategies. The academic achievement of students measured by GPA. The data were analyzed by t-test and stepwise multiple regression. The student's fatigue differed by grade, and the students of low grade had higher scores than high grade. But personality traits and learning strategies were not significantly different by grade. The factors that affect on academic achievement differ by grade. In low grade, neuroticism, extraversion, and rehearsal affected students' academic achievement. In high grade, conscientiousness and extraversion had an effect on the academic achievement of students. These results could guide the design of medical education improvement, and be useful in developing a supporting program for medical students.

• East Asian mathematical journal
• /
• v.39 no.2
• /
• pp.199-227
• /
• 2023

The Korean government initiated an educational policy regulating academic acceleration in schools (e.g., regulating teaching or assessing above-grade-level content) in order to normalize public education and prevent the growth of private tutoring. To analyze whether the policy is achieving its intended goals, this study examined how high school mathematics teachers responded to the policy. The findings indicate four distinct teacher responses: the teachers would teach above-grade-level lessons in classes, but not assess them on a test; the teachers sought academic acceleration to prevent excessive private tutoring, although the policymakers thought that teachers' academic acceleration results in an excessive demand for private tutoring; the teachers were willing to teach above-grade-level content for students, but they were reluctant to teach below-grade-level content due to the time constraints; and the teachers recognized that the policy limited their curricular autonomy, even though it was intended to ensure their autonomy. Implications for mathematics teacher educators and policymakers are discussed.