• Human Ecology Research
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• v.53 no.5
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• pp.581-594
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• 2015

This paper analyzes the effects of adolescents' cultural disposition and self-conscious emotion on empathy according to gender and age. Data were collected from self-report questionnaires for 385 adolescents in Chungbuk province. The major results of the study were as follow: First, adolescents who perceived high collectivism showed a high ability on perspective taking. Additionally, girls who had high guilt showed a high ability on perspective taking. Sixth graders who had high guilt and low shame and eleventh graders who had high pride showed high ability on perspective taking. Second, boys who perceived high collectivism and guilt, and girls with high individualism, low shame, and high guilt showed a high ability towards fantasy. Sixth graders who had high individualism and guilt and low shame, eighth graders with high guilt and eleventh graders with high individualism, collectivism and guilt showed high ability towards fantasy. Third, adolescents with high collectivism showed high ability on empathic concern. Additionally, boys, girls, and eleventh graders with low shame and high guilt, and sixth graders with low shame showed a high level of empathic concern. Fourth, all adolescents with high guilt showed a high level of personal distress. Additionally, eighth graders with low individualism and eleventh graders with low pride showed a high level of personal distress. In conclusion, the significant relationships among cultural disposition, self-conscious emotion, and empathy are different for gender and age groups. Implications for future studies are provided.

• Korean Journal of Child Studies
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• v.24 no.4
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• pp.29-40
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• 2003

Data were collected from 392 4th and 6th grade students by questionnaires and analyzed by Pearson's correlation, ANOVA and multiple regression analysis. More problem behavior was reported by 4th than by 6th graders and by boys than by girls; the gender difference was larger in 4th than 6th graders. Low school satisfaction, authoritative parenting, male gender, and higher age predicted problem behavior. Within group variables that predicted problem behavior were low authoritative parenting, low school satisfaction. Male gender, and low self-control in the 4th graders ; low self-control and school satisfaction in the 6th graders; low authoritative parenting and school satisfaction in girls ; and low school satisfaction, higher age, and low self-control in boys.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.69-84
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• 2001

The purpose of the present study is to investigate the relationship between self-concept and clothing behavior of elementary school children. For this purpose. 301 third and sixth graders two schools in Daegu-city were sampled. The \`Test of Self-Concept\` and \`Questionnaire on the Clothing Behavior\` were administered purpose of this study. The collected data were analyzed by the SPSS/PC Windows programs according to the research issues. Means and standard deviations were calculated and a three-way analysis of variance was applied to analyze the effects of grades, sex(gender) and self-concept on the clothing behavior. The major results of this study were as follows: 1. It was found that the mean score of the clothing behavior was significantly different depending the level of self-concept (group). The mean scores of manageability. psychological dependency interest and conformity of the high self-concept. group were significantly higher than those of the low self-concept group. But. there was no significant difference between the high and low self-concept groups in the mean score of comformity. 2. There were statistically significant differences between the sex of children in the mean score of the clothing behavior. It was found that the mean score of manageability, psychological dependency and interest of the female students were significantly higher than those of the male students. However the mean score of the comfortability of male students was significantly higher than that of the female students. In the meantime there was no significant difference between the sex of students in the mean score of comformity. 3. There were statistically significant differences in the mean score of the clothing behavior according to the graders of children . It was found that the mean scores of manageability, psychological dependency, interest and comfortability of the third graders were significantly higher those that of the sixth graders. But, there was no significant difference depending the grades of students in the mean score of conformity. 4. There were statistically significant interaction effects between the sex and the grade of children on the mean score of interest and comfortability. It was found that the mean score of interest of male third graders was higher than that of male sixth graders. The mean score of comfortability of the female third graders higher than that of sixth graders.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.117-138
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• 2010

The purpose of this study was to investigate the effects of early storybook reading intervention participation on the first graders' language abilities in low income families. The subjects consisted of 148 first graders and their primary caregivers. The intervention group was composed of 100 first graders who participated in the early storybook reading intervention program in childcare or kindergarten. The comparison group comprised 48 first graders from equivalent social and economic backgrounds, who did not participate in the program. The language abilities of the children were tested and questionnaires regarding the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors were completed by the children's primary caregivers. The data were analyzed by means of structural equation modeling. The results indicated that early intervention participation was directly associated with children's higher language abilities in first grade and indirectly influenced the children's language abilities through the home literacy environment, children's reading activities at home and parents' perceptions of their children's reading behaviors.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.275-288
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• 1996

The purposes of this study were to investigate children's prosocial behavior by age and sex and to examine the relationship between children's prosocial moral reasoning and prosocial behavior by costs and types of tasks. The subjects were 300 3th-and 6th-graders enrolled in elementary schools in Seoul. The revised form of Prosocial Moral Dilemmas including costs and types of tasks was used. The tasks of prosocial behaviors included time-cost tasks, money-cost tasks and physical strength-cost tasks. For data analysis, the paired t-test, two-way ANOVA, and Pearson's Correlations were used. Major findings were as follows; (1)There was age difference in children's prosocial behavior. 6th-graders performed at a higher level than 3th-graders. Sex differences weren't significant. In low- and high-cost tasks and in time-, money-, and physical strength-cost tasks, there were (2) Scores on high-cost behavior tasks were higher than on low-cost tasks. (3) Children's prosocial moral reasoning was positively related to prosocial behavior; in low- and high-cost tasks, and in time-, money-, and physical strength-cost tasks.

• The Mathematical Education
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• v.42 no.1
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• pp.19-39
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• 2003

The purpose of this study is to find out effective ways to take care of the 8th and 10th graders' disposition causing math. disliking. To accomplish this goal, we proceeded as follows : First we categorized the 11 factors recognized as the reasons of math. disliking into 4 math. disliking causes such as psychological f: environmental cause, conceptual cause, relational cause and application related cause. Second, to take care of these tow causes, we developed materials which are closely related with the contents of the 8th and 10th graders' school mathematics. Third with these materials we taught the students who had proved to have the math. disliking trend, for one semester. As a consequence of this experiment we arrived at the following results. As for psychological & environmental causes, 35.7% of the 8th graders and 17% of the 10th graders proved to have been improved significantly. This result shows that the curing of the psychological & environmental causes is more effective in the 8th graders than in the 10th graders. i.e., the curing effects of the students' psychological & environmental cause for disliking math. decline as they get older. As for conceptual causes, 35% of the 5th graders and 30% of the 10th graders proved to have been improved significantly. In case of the 8th graders this ratio was similar to that of the other causes. But as for the 10th graders this ratio was a little low compared with that of the case of relation causes and application related causes. As for relational causes, 35% of the 5th graders and 49% of the 10th graders proved to have been improved significantly. Especially the 10th graders improved greatly. Among the four factors that compose this cause, especially hierarchy and connection factors were effectively cured. On application related causes, 47% of the 5th graders and 57% of the 10th graders proved to have been cured significantly. And among the four types of causes listed above, this was the most successfully cured one. Of the two factors of this cause, the basic application factor appeared to have been improved in all experimental groups. In connection with teaching methods, we found out the followings two facts. First, the more teachers push students to solve their tasks with their own efforts, the higher is the ratio of owe. Second, the more teachers teach students personally, the more effective are the teaching results.

• School Mathematics
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• v.12 no.2
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• pp.137-150
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• 2010

This study has planned to understand the counting ability of mathematical low achievers(MLAs) in low grades of elementary school. For this, four MLAs of second graders were chosen as a experimental group and four MLAs of fourth graders and two mid-achievers of second grades were chosen as a comparison group. Every students were individually interviewed and their data were analyzed with three respects: accuracy, speed, efficiency. The results are the following three. First, the experimental group is still not used to counting. They counted slowly, made many mistakes and errors, and used inefficient strategies during counting. Second, It is hard to expect natural improvement of their counting performance as growing up. Finally, the explicit correlation between counting ability and arithmetic ability is not drown in this study, but the possibility still remains. These results tell us that we need to stress counting activity to MLAs when they are low graders.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.17-32
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• 2004

Factor analysis of data collected from 336 elementary school children provided difficuitness and susceptibility as the temperament factors, and affect and control as the nurturing factors. Results showed that non-susceptible children with low controlling mother perceived their cognitive competence positively while highly susceptible children showed no differences in their self-competence by mothers' controlling behavior. Perceived cognitive competence of susceptible boys and of susceptible 3rd graders were low when their mothers asserted low control. Thus, mothers' controlling behavior supported perceived cognitive competence in highly susceptible boys and 3rd graders. That is, the effect of mother's behavior on child's self-competence was moderated by child's characteristics. These results partially supported the Conditional Model.

• Research in Community and Public Health Nursing
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• v.26 no.2
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• pp.119-127
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• 2015

Purpose: This study is attempted to figure out the characteristics of sexual abuse victimization in low- and high-grade elementary school children and furthermore to help develop appropriate preventive educational programs against sexual abuse by grade. Methods: Data were collected from 156 sexual abuse victims who were elementary school children and visited the Child Sexual Abuse Response Center in D City during the period from 2010 to 2012. Differences in general and victimization-related characteristics between low and high graders and the correlations among the characteristics were analyzed. Results: The results showed statistically significant difference between low and high graders in two variables: offender-victim relationship, and the type of sexual abuse. Offender-victim relationship was in a significant correlation with the duration of victimization (r=.576, p<.001), frequency of abuse (r=.546, p<.001), location (r=-.479, p<.001), and time (r=.435, p<.001). The type of sexual abuse was in a significant correlation with frequency (r=.175, p=.029) and time (r=.261, p=.001). Conclusion: Appropriate educational programs should be developed for preventing sexual assaults in consideration of difference in victimization-related characteristics between low and high graders. In addition, such programs should be applied fittingly to the learners'grade, gender, and cognitive level.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.1-15
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• 2007

This study was conducted to analyze recognition, applicability, class satisfaction, and needs as well as students' attitudes for eating behavior by 1st and 3rd graders of a mixed middle school located in Gyeonggi area in relation to food and nutrition section of the Technology and Home Economics curriculum and thereby provide basic data for development of strategies of educational effect maximization of food and nutrition in the curriculum. 522 questionnaire were collected and statistically processed. Findings from this study are as follows. Both 1st and 3rd graders were found to exhibit relatively low preference for technology and home economics curriculum. While 1st graders were more interested in the subject than 3rd graders, the frequency of practical use of the food and nutrition section in every day life was higher in 3rd graders than that in 1st graders. For food and nutrition section of the subject, preference level of the 1st graders was higher than 3rd graders. The 1st graders were higher than 3rd graders in the needs for food and nutrition section as well as in usefulness in every day life of the unit. The applicability in every day life of the unit was found to be generally higher, with 1st graders having a higher level of applicability than 3rd graders (p<0.001). Class satisfaction of the unit was higher in 1st graders than 3rd graders, with the most satisfactory unit being 'basics and practice of cooking' both for 1st and 3rd graders. Needs for food and nutrition unit were higher in 1st graders than 3rd graders, with the unit highly needed being 'basics and practice of cooking' both for 1st and 3rd graders. Regarding interrelation of the degree of preference, need, applicability and class satisfaction, as the preference was high on food and nutrition, the degree of need, applicability, and class satisfaction was high. As respondents recognized food nutrition section necessary, they were more satisfied and showed high applicability for the section. Therefore, contents of food and nutrition section should be improved with re-organization of educational and subject contents so that they will be best fit for students by grade, to increase preference, applicability and necessity in every life. In addition, to maximize the applicability of the subject in everyday life, sufficient class-time should be assigned for the purpose of experiment- and practice-based education, and a wide range of teaching strategies are needed to increase students' interest in the subject.