• Journal of the Korean Home Economics Association
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• v.38 no.12
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• pp.145-158
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• 2000

The purpose of this study was to examine the relative importance of parental expectations to adolescents'psychological, behavioral, school-based adjustment, and academic achievement. Subjects of this study consisted of 359 adolescents(177 boys and 182 girls) in Cheong-ju City. There was a statistically meaningful difference in the effect of parental expectations of academic performance on adolescents'adjustment according to sex of adolescents'. Maternal pressure, support form mothers, and paternal pressure were significant factors predicting adolescents'relative psychological adjustment and academic achievement. Support and pressure from mothers were associated with adolescents'behavioral adjustment. The research suggest that maternal pressure was the strongest risk factors in relation to the effects of parental expectations of academic performance on adolescents'adjustment.

• Proceedings of the Korean Society of Computer Information Conference
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• 2015.01a
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• pp.111-113
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• 2015

This paper investigate the empirical implications. They were to verify the influences of psychological and environmental factors toward performance satisfaction and durability. The results show that actional environment on academic satisfaction in learning is the most important factor. The effect of academic satisfaction on learning durability proved to be statistically significant. The results suggest that actional environment should be considered with top priority to increase the academic satisfaction. Learning satisfaction, academic vision, and academic satisfaction to enhance students' intention to continue studies are important.

• Journal of Korea Society of Digital Industry and Information Management
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• v.9 no.4
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• pp.111-118
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• 2013

Today, universities in Korea give a great effort to complement basic college scholastic ability of freshman. Maybe it could be unnecessary effort from university. However, we cannot just leave students who have poor academic performance about 10 to 30% in a university. Universities have to prepare to solve this problem. Thus government and universities investigate a lot of efforts but there is no guarantee. As a result, e-learning could be the best solution to complement poor academic performance of freshman and it also could be the best way to reduce financial burden of university. So, many universities introduce e-learning system and they also support professors to make e-learning content. We need to promote content usage and to improve overall operations. In this paper, we discuss poor academic performance problems under the current middle and high school education systems and review approaches to solve these problems. From this analysis, we propose the design of an effective e-learning system and a method of operation to complement students who achieve poor academic performance.

• KDI Journal of Economic Policy
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• v.38 no.1
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• pp.71-91
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• 2016

This paper examines the effect of the government college loan program in Korea on student academic performance, dropout decisions and loan defaults. While fairness in educational opportunities has been guaranteed to some degree through this program, which started in 2009, there has been a great deal of controversy over its effectiveness. Empirical findings suggest that recipients of general student loan (GSL) lower academic performance than those who received income contingent loan (ICL). Moreover, for students attending private universities, a higher number of loans received increased the probability of a dropout decision, and students from middle-income households had a higher probability of being overdue than students from low-income households. These findings indicate that expanding the ICL program within the allowance of the government budget is necessary. Furthermore, providing opportunities for students to find various jobs and introducing a rating system for defaulters are two necessary tasks.

• Educational Technology International
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• v.19 no.1
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• pp.123-151
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• 2018

This study aims to examine the effects of self-directed learning readiness (SDLR) on academic performance and the perceived usefulness for each elements of flipped learning. Based on their SDLR scores, 69 students were assigned to a high SDLR group and a low SDLR group. Academic performance was measured by the completion rate of a pre-class online learning and the final exam score, and perceived usefulness for each element of flipped learning was measured by a survey designed by the researcher. For academic performance, the high SDLR group showed a significantly higher completion rate than the low SDLR group, but no significant difference was observed in their final exam scores. Students in the high SDLR group perceived in-class student-centered activities as more useful than those in the low SDLR group. Additional qualitative analyses indicated that students needed more support from instructors and well-prepared peers. Finally, this study suggested that more examination on the various learning characteristics that may influence the effectiveness of flipped learning should be done.

• Educational Technology International
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• v.16 no.1
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• pp.58-83
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• 2015

Digital textbooks draw attention as a new format of educational material, using the advantages of information technology; this innovative learning tool requires consideration as a part of successful and effective learning. The main purpose of the article is to investigate the mediating role of self-regulation between digital literacy and learning outcomes (academic performance and learning motivation) when using digital textbooks as a learning tool in Middle School English. Both descriptive and regression analysis were used as data analyses methods. The main findings of this study were as follows: first, digital literacy and self-regulation significantly predicted academic performance and learning motivation; second, self-regulation fully mediated between digital literacy and academic performance; third, self-regulation partially mediated between digital literacy and learning motivation. The research results proved the effects of digital literacy and self-regulation on the learning outcomes and mediating role of self-regulation between digital literacy and learning outcomes. These results help to design and implement effective lessons when using a digital textbook in Middle school English.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.10-25
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• 2020

This study was conducted to identify the causes of academic weakness and to find the ways to cope with it for the students majoring in science and engineering at the top university in Korea. For this purpose, a questionnaire was conducted for students who experienced academic warning and poor academic performance at A university, and a total of 207 students responded. The results were divided into two groups majoring in science and engineering or not and the characteristics and differences of each group were analyzed. In addition, in-depth interviews were conducted with five students who had experienced academic warning and poor academic performance. As a result, the group majoring in science and engineering had a relatively low level of difficulty in forming interpersonal relationships and relatively high degree of participation of activities in their departments. The group majoring in science and engineering have a tendency to choose careers that are connected with their majors, and therefore, their response was relatively low due to lack of career goals. However, the group majoring in science and engineering had difficulty in academic performance due to the difference in basic courses and the level of recognition about self-learning strategy needed for university study was relatively low compared with the group majoring in non-science and engineering. When they experienced academic problems, they said that their interest, support, and positive feedback from professors helped them recover their motivation and continue their studies. Through these results, it was confirmed that intervention and support are needed considering the academic situation and characteristics of the students majoring in science and engineering.

• Journal of Families and Better Life
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• v.33 no.1
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• pp.41-59
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• 2015

The purpose of this study was to explore the patterns of investment on children, analyze the differences in academic performance and social relations by the patterns of investment on children, and variables that influence academic performance and the social relations of children. To achieve such research objectives, the raw data from the 2012 Korean Child and Youth Panel investigation were used for the research. The analytical subjects of this research were the parents and the third-grade students of a middle school and the analytical methods used were: frequency, percentage, average, standard deviation, Chi-squared test, ANOVA, Duncan's Multiple Range test, K-mean cluster, and multiple regression analysis depending on the research purpose. The results of the research are as follows. Firstly, as a result formalizing investment pattern on children, there were five patterns of: experience oriented investment, passive experience investment, private education oriented investment, aggressive investment, and passive investment patterns. Secondly, for the patterns of investment on children, the level of academic performance was found to be the highest within the aggressive investment and the experience oriented investment types. The social relation level was found to be the highest with the experience oriented investment, with it being low in private education oriented investment and passive investment patterns. Thirdly, for the factors influencing the academic performance of the children, it was found to be higher in aggressive investment, private education oriented investment, experience oriented investment and passive experience investment compared to passive investment. Some sociological factors were also found to be influential such as mother's age, father's education, sex of children, school area of children, type of house, and income. For the social relation level of the children, the factors of the aggressive investment, passive experience investment, and the experience oriented investment as well as the sociological factors by sex of children and income level are influential.

• Journal of Families and Better Life
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• v.28 no.6
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• pp.95-111
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• 2010

The purposes of this study were to show general trends in the aspects of psychological family environment (parental communication), peer factor, academic performance factor, depression perceived by adolescents and to examine possible changes in such trends in accordance with demographic variables and the family structure environment (parental marital status, family economic status, and parents' education level), and then to determine the effect of these variables on adolescents' depression. The subjects were 1009 middle and high school students in Seoul and Gyeonggi province. The main results were as follows: 1) Paternal communication was significantly lower in technical high school students, divorced/ separated parents, and families of lower economic status. Maternal communication was significantly lower in male students, divorced/sepa-rated parents, and families of lower economic status. Academic performance problems was significantly higher in males, technical high school students, divorced/ separated parents, families of lower economic status, and a less educated father. Peer relations was significantly lower in students of divorced / separated parents, and of families of lower economic status. Depression was significantly higher in technical high school students, divorced / separated parents, and families of lower economic status. 2) In the case of male students, paternal communication had both a direct and an indirect negative effect through peer relations on depression, while academic performance problems had both a direct and an indirect positive effect through peer relations on depression. Both peer relations and maternal communication had a positive and a negative direct effect on depression. School grade had both a direct and an indirect negative effect through paternal communication on depression. Parental marital status(divorced or separated) had both a direct and an indirect positive effect through academic performance problems on depression. Family economic status had only an indirect effect on discussed.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.81-99
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• 2021

The purpose of this study was to examine the effect of parent-child interactions on children's academic performance focusing on the mediating effect of children's executive function difficulty. The data for this study were drawn from the Panel Study on Korean Children(PSKC). The participants were 559 children of elementary school and their families from 8th wave(1^st graders), 9th wave(2^nd graders), and 10th wave(3^rd graders) of PSKC. The data were analyzed with structural equation modeling. The results of this study were as follows. First, mother-child interaction and father-child interaction didn't have a significant direct effect on children's academic performance. Second, mother-child interaction had a significant positive indirect influences on academic performance through children's executive function difficulty. The results of this study indicated that mother-child interaction and children's executive function difficulty are important for children's academic performance.