• Human Ecology Research
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• 제53권1호
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• pp.1-16
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• 2015

This study aims to examine the effects of high school students' time management behaviors on their satisfaction with educational consumption and school life. Three hundred seventy-six high school students in Seoul participated in this investigation. The SPSS ver. 19.0 program was adopted for the descriptive analysis, factor analysis, Cronbach's ${\alpha}$, and multiple regression analysis. The results of the present study can be summarized as follows: first, the levels of time management behavior, satisfaction with educational consumption at school, and satisfaction with school life were relatively high. Second, an analysis of the relative influence on satisfaction with educational consumption revealed that the students' time management behavior was the most influential factor, followed by academic achievement. As the levels of time management behavior and academic achievement were high, the level of satisfaction with educational consumption was high. Finally, an analysis of the relative influence of satisfaction with school life also revealed that the students' time management behavior was the most influential factor, followed by academic achievement. Based on the findings, that is, the effects of high school students' time management behavior and other involved variables on their satisfaction with educational consumption and school life, a future study can present specific ways to enhance the level of satisfaction with educational consumption and school life.

• 한국간호교육학회지
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• 제22권3호
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• pp.326-333
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• 2016

Purpose: The purpose of this study was to investigate the effect of parent-adolescent communication on academic stress and peer relationship perceived by high school students. Method: A total of 154 students were recruited from a high school in C city. Data were collected by means of self-reported questionnaires from September 1 to 18, 2015 and analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression analysis with SPSS 20.0. Results: Positive correlations were found between father-adolescent communication and peer relationship(r=.35, p<.001), and between mother-adolescent communication and peer relationship(r=.22, p=.006). Negative correlations were found between father-adolescent communication and academic stress (r=-.23, p=.004), and between mother-adolescent communication and academic stress(r=-.17, p=.039). Conclusion: These results suggest that identifying the effects of father-adolescent communication and parent-adolescent communication programs on academic stress and peer relationship is required.

• Educational Technology International
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• 제19권1호
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제27권3호
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• pp.173-180
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• 2016

Objectives: The purpose of this study was to explore the influence of high school students' mental health on their academic achievement and school dropout rate by using longitudinal data. Methods: For this study, 153 high schools were randomly sampled on a nationwide scale. The descriptive data was collected from a school information internet site which is organized by the Korean Ministry of Education. We used the schools' mean scores on the Adolescent Mental Health Problem-Behavior Questionnaire-II (AMPQ-II) scale which was used for estimating students' mental health in the 2013 school-based mental health screening test. The data analysis was conducted by using hierarchical regression analysis. Results: The results of this study showed that the AMPQ-II scale's mean scores have significant effects on the following year's academic achievement and annual dropout rates. Especially, the AMPQ-II scale's mean scores tend to increase the school dropout rate in vocational schools. Conclusion: The finding of this study is that Korean high school students' mental health states significantly influence their academic achievement and school dropout rate.

• 한국산학기술학회논문지
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• 제21권1호
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• pp.593-603
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• 2020

본 연구는 일부 여자고등학생들의 학업스트레스와 절망감과의 관련성을 파악하고자 시도하였다. 조사대상은 D광역시에 소재하고 있는 인문계 여자고등학교 학생 334명으로 하였으며, 조사는 2018년 8월 20일부터 9월 20일까지 구조화된 무기명 자기기입식 설문지를 이용한 설문조사에 의하였다. 연구결과, 조사대상자의 절망감 수준의 분포는 「정상범위군」 61.6%, 「경도 절망감군」 23.1%, 「중등도 절망감군」 12.9%, 「중증 절망감군」 2.4%이었다. 조사대상자의 절망감은 학업스트레스가 낮은 군보다 높은 군에서 유의하게 높은 것으로 나타났으며(p=0.000), 학업스트레스와 유의한 양의 상관관계를 보였다(r=0.371, p<0.01). 로지스틱 회귀분석 결과, 절망감이 나타날 위험비는 학업스트레스 총점이 낮은 군에 비해 높은 군에서 9.27배 유의하게 증가하였다. 다중회귀분석 결과, 절망감에 영향을 미치는 요인으로는 학교생활에 대한 만족도, 부모와의 대화여부, 규칙적 식사 여부, 시험에 대한 스트레스, 공부에 대한 스트레스 및 진로에 대한 스트레스가 유의한 변수로 선정되었다. 이상과 같은 연구결과를 볼 때, 여자고등학생들의 절망감은 학업스트레스와 유의한 관련이 있음을 시사하고 있다. 따라서 학업스트레스 요인을 적절하게 통제할 수 있는 프로그램의 개발 및 운영이 필요하다고 본다.

• 교육녹색환경연구
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• 제8권1호
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• pp.23-33
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• 2009

The purpose of this study was to examine the basic academic achievement of technical high school students, their learning capability about major, their adaptability to school instruction and whether those factors of them was linked to their career in an effort to suggest workable reform measures. Technical high school seniors to grasp their basic learning capabilities and their opinions on the curricula. The findings of the study were as follows: First, the civil engineering students at technical high school weren't fully able to understand what they learned because of their poor basic achievement. They should take all the required courses to fix their academic deficiencies in the first year of high school, and client-centered additional education should be provided about particular subjects, such as mathematics, which they should learn to study their major. Second, many of the students chose technical high school through the advice of parents or since they weren't able to go onto academic high school. So they entered technical high school without knowing well about their major, and vocational education wasn't properly publicized. As students make a critical career decision in middle school, the government should build permanent pavilions for vocational-education exhibition where interested students can acquire information and explore their career without any restraints. Current fragrant vocational education that is based on experiential learning should be avoided. Third, the government substituted regular classroom teaching for field practice, and that resulted in providing just uniform instruction, destroying learning atmosphere and eventually holding teachers back from offering quality education. To remedy the situation, two different sorts of classes should be prepared. One type of classes are for college- bound students, and the others are for job-seeking students. College- bound students should receive education about humanities to improve their academic deficiencies, and job-seeking seniors should be allowed to take field-practice courses at authorized companies in the second semester. It's advisable personally and socially to help ensure their successful and immediate social adjustment.

• 한국조사연구학회지:조사연구
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• 제11권1호
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• pp.43-61
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• 2010

이 연구에서는 한국교육고용패널(KEEP) 중학생 2차~4차 패널데이터를 사용하여 고1~고3 학생의 학업성취 변화를 추정한다. 특히 학업성취의 단순한 변화추정이 아니라 학교수업과 과외 외에 혼자 학습하는 공부시간 변화에 따른 학업성취 변화가 어떤 양상을 나타내는 지를 확인한다. 분석에 사용된 변수는 고1~고3까지 매년 혼자 학습하는 공부시간(주당 평균)과 9등급 학업성취를 역산한 것이다. 패널자료를 사용한 변화추정을 위해 잠재성장모형 이 분석되고 자료분석에 사용된 프로그램은 LISREL 8.8이다. 분석결과, 고등학생이 스스로 하는 공부시간이 학업성취 초기상태와 변화궤적에 정적인 영향을 미치는 것으로 나타났다. 이는 학생의 학습활동과 학업성취를 이해하는 중요한 정보로 활용될 것으로 여겨진다.

• 한국학교보건학회지
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• 제21권1호
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• pp.1-9
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• 2008

Purpose : To investigate the degree of apearance satisfaction, self-es teem and school maladjustment and the corelation among the three variables in elementary, middle and high school student. Method : The subject of this study was total 878 students of elementar y, midle, and high schol in Seoul. The data were collected through a sel f-administered questionaire f rom June, 18 to June, 29, 2007. Results : The mean of apearance satisfaction was 29.8. Apearance sati according to school, presence of parents, academic performance, and the number of friend. The mean of self-estem was 77.9. Self-esteem showed significant diferences according to grade, academic performance, and the number of friend. The mean of school maladjustment was 54.3. School maladjustment gender, academic performance, and the number of friend. In the corelation among three variables, there was a positive corelation betwen apearance satisfaction and self-esteem but there was a negative corelation betwen appearance satisfaction and school maladjustment, and also a negative corr multiple linear regresion analysis to investigate influencing factor on schol maladjustment, apearance satisfaction and self-estem were significant variables. Conclusion : We should make regular education program and provide students through school classes which help from their parents.

• 한국학교수학회논문집
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• 제2권1호
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• pp.133-144
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• 1999

This study aims at identifying the effect of problem posing on the academic achievement in high school mathematics. As subjects of the study, two classes of first grade in high school were selected. One of them was treated with problem posing learning, the other was treated with learning-in-a-body. Each has 40 students and was also divided into two groups(high- level and low-level) according to their learning-level. Two instruments were used for this study. One was the teaching-learning method developed by the researcher. The other was TTCT(Torrance Test of Creative Thinking). The 't-test' was used for this study and the significant level of test was within 5 percent. The results of this study are as follows: 1. The group with problem posing learning showed significantly higher academic achievement(learning-ability) than the one with learning-in-a-body. 2. There was no significant difference in the academic achievement(creativity) between the two groups. But there was significant difference in the creative factors. 3. There was no significant differences in the academic achievement between high-level-groups in each group. 4. There was significant difference in the academic achievement (learning-ability) between low-level groups in each group. And there was significant difference in the creative factors. On the basis of the results above, the following conclusions could be made. The problem posing learning method was more effective in the academic achievement in highschool mathematics than learning-in-a-body. Especially low-level group was more effective than high-level group. These facts implies that it is more effective for a teacher to adopt the problem posing learning considering the students' learning-levels.

• 가정과삶의질연구
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• 제34권6호
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• pp.1-14
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• 2016

The purpose of this study is to examine the relation among adolescents' perception of parental overprotection, goal-seeking orientation, self-handicapping and academic procrastination. Questionnaires were administered to 1200 male and female high school students in Gyeonggi Province. A total of 942 questionnaires were statistically analyzed through mean, standard deviation, frequency analysis, one-way analysis of variance, Pearson's correlation analysis, and multiple regression analysis. The major results of the study are as follows: First, adolescents' academic procrastination differed by school grades. Second, for the high-performing group, self-handicapping, goal-seeking orientation and parental overprotection were significant predictors of their academic procrastination. For the mid-level performing group, self-handicapping and goal-seeking orientation were significant predictors of their academic procrastination. For the low-performing group, self-handicapping was the only predictor of their academic procrastination. Third, for the high-performing group, self-handicapping meditated the relation between parental overprotection and academic procrastination. Those results provide useful information regarding proactive support or intervention for adolescents' academic procrastination.