• Korean Educational Research Journal
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• v.40 no.1
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• pp.1-16
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• 2019

The purpose of this study is to explore the relationship between parental attitudes, teachers' autonomy support as perceived by high school students, and the self-directed learning abilities of high school students. A total of 341 high school students from South Korea participated in the study. A survey instrument was used to measure parental attitudes, teacher autonomy support, and students' self-directed learning ability. The results of the study are as follows. First, the rearing attitudes of parents were perceived by the participants as oriented more toward being attainable and relatively less self-directed. There were no significant differences between male and female students, though male students were more likely to perceive their parents' attitudes as more attainable-oriented. The results also show that, in terms of self-directed learning skills among high school students, the more goal-oriented, compassionate, and autonomous the parental attitudes are, the likelier are students to have developed self-directed learning skills. Second, the male students were more aware of the autonomy support of teachers than were the female students. This shows that the results have significant predictive power over the self-directed learning ability among high school students. Accordingly, the perception of autonomy support by teachers affects the development of self-directed learning among students. We can therefore conclude that self-directed learning skills develop most effectively in students who are supported by their teachers.

• Korean Journal of Health Education and Promotion
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• v.26 no.4
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• pp.49-62
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• 2009

Objectives: Few studies have focused on health behaviors and health status among teachers even though these are one of principles and values of WHO's Health Promoting Schools. In this study, we described health behaviors and health status among teachers and explored the differences of these by personal and school characteristics. Methods: A stratified and random cluster sampling design was used to obtain a cross-sectional sample. A total of 59 elementary, middle and high schools in Seoul and Gyeonggi areas were included in which 333 teachers (males 40.6%, females 59.4%) participated in this survey. Chi-square tests were conducted with SPSS 17.1. Results: Overall, health behaviors and health status among teachers were better than the general public according to Korea National Health and Nutrition Examination Survey. Male and middle/high school teachers had higher prevalence of alcohol dependence and of driving under the influence of alcohol. Also, their rate of wearing seat belts were lower compare to female. In other hand, female, health and nutrition teachers, rural school teachers had lower prevalence of meeting recommended levels of physical activity. Underweight were more prevalent to them in contrast to male with higher prevalence of obesity. In addition, teachers of health promoting schools were not likely to ride on a car with a drunk driver. They also have a lower prevalence of skipping breakfast and have higher positive perception of health for themselves. Conclusion: Teachers' health should be given higher concerns as a key component of school based health promotion. Gender and age specific programs should be considered to develop health promoting programs for them.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.51-65
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• 2019

The purpose of this study was to collect information for the improvement of sewing practice classes and to draw implications by carrying out an investigation into the perception and needs of 185 students in the first grade of high school for sewing practice classes. The results of the study are as follows. First, most of the students perceived that the instructional objectives of the practicum as the utilization in everyday life. The students' perception of the class was moderately positive. In terms of the subfactors, the participation level appeared to be the highest while the comprehension level was the lowest. Also, the utilization level showed the greatest difference between male and female students. The results suggest that female students were more positive in their perception of the class than the male students because of the significant difference in the subfactors of class perception, excluding utility and teaching learning method satisfaction. Second, it appeared that the students were likely to use these skills in everyday life as a result of the sewing practice classes. In terms of the practice content, students preferred working individually in terms of organizing their own projects, making their own selections, and freely deciding the size of their products. This study demonstrated that the students preferred teacher-centered classes when acquiring skills and knowledge and student-centered classes when brainstorming and performing the teacher's role. In terms of instructional management, the students preferred four to six 50-minute long lessons per semester and no group work involved.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.346-354
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• 2015

The purpose of this study was to be a help with designing science curriculum and developing science programs for the science gifted students by comparing their preferences about science class forms and class environments between science gifted students and normal students. For this study, 2 classes of science gifted students and 5 classes of normal students in 4th, 5th grade joined in this survey and their preferences about science class forms and class environments were checked using questionnaire. As a result, the following findings were obtained. First, in the area of class form, from comparing their preferences about teaching content domain, science gifted students showed meaningful higher preferences in all factors such as clarification, structuralization, thinking of high level and diversification. In comparing their preferences about teaching process domain, science gifted students also showed meaningful higher preferences in all factors such as diversification and self directed learning. Second, in the area of class environment, from comparing their preferences about classroom domain, science gifted students showed meaningful higher preferences in all factors such as teacher's support and rule and organization. In comparing their preferences about mentality domain, science gifted students also showed meaningful higher preferences in all factors such as influence of friends and parents. Third, in science gifted students, from comparing their preferences by gender about science class forms and class environments, female students showed meaningful higher preferences in factors of clarification. And in other factors females showed similar preference tendency with male students. In normal students' comparing, female students showed meaningful higher preferences in factors of teacher's support. And male students showed meaningful higher preferences in factors of high level thinking and influence of friend and influence of parents.

• Journal of the Korean Dietetic Association
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• v.10 no.3
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• pp.364-374
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• 2004

This Study was carried out to investigate dietary life and recognition of diet related factors in elemantary, middle and high school students. This study was surveyed by questionnaires and data were analyzed by SPSS program. Comparative analysis was conducted according to three school student groups(elementary childrens, middle school students, high school students). The subjects were 1,886 school students(female 893, male 959) of 51 schools in nationalwide region. The Distribution of subjects was elementary school childrens 544, middle school students 661 and high school students 681. The results are summarized as follows. Only Sixty percent of the subjects had breakfast regularly. About one forth of the subjects had the habit of skipping breakfast or eating 2-3 times per week. Pricipal reasons of skipping breakfast were 'busy'(50.7%) and 'not delicious or poor appetite'(31.0%). Regularity of having breakfast and reasions of skipping breakfast were significant differences according to school student groups(p<0.001 respectively). About half of the subjects didn't have sufficient amounts in breakfast. Most subjects(92.1%) had lunch regularly by virtue of school lunch service. One forth of the subjects had dinner irregularly. Pricipal reasons of skipping dinner were 'not delicious'(41.7%), 'busy'(15.1%) and 'weight loss'(14.3%). Regularity of having dinner and reasons of skipping dinner were significant differences according to school student groups(p<0.01, p<0.001 respectively). The most delicious meal was dinner in 56.7% of the subjects and lunch in 37.1% of the subjects. There was significant difference in recognition of most delicious meal according to school student groups(p<0.001). Only ten percent of the subjects thought that nutrition education was not needed. Diettitian was recognized as nutrition educator in sixty percent of the subjects. Only 5 percent of the subject recognized teacher as nutrition educator. There were not significant differences in most delicious meal and nutrition educator according to operation type of school lunch service. The findings suggested continuous attention and guidance for healthy dietary life and necessity of nutrition education for both school students and their parents.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.1-19
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• 2008

The purpose of this study was to find out the stress level, dietary behavior score, and relationship between stress level and dietary behavior score of middle school male students in Daejeon. Eight items of stress such as family, study, amusement, health, friend, girl friend, teacher, and daily life, and 3 items of eating behavior such as diet regularity, dietary balance and healthy diet were analyzed. The data were gathered by questionnaires from 140 students in Joong gu, Daejeon city during July 10 to 14, 2006 and 128 questionnaires(91.4%) were analyzed. The conclusion of this study were summarized as follows: 1st, the total stress level was 2.36 out of 5 full scales. The study related stress was the highest 2.93, and the stress related to girl friend was the lowest, 1.96, though there were no significant differences among the 8 kinds of stress items. 2nd, the total score of dietary behavior was 3.02 out of 5 full scales. 3rd, when the students were divided into 3 groups(low, meddle, and high group) according to the stress level, the middle group showed the highest score of dietary behavior, while the high group showed the lowest score, but non-significant. 4th, according to the relationships between stress levels and dietary behavior scores, significant relationships were found between the total stress score and dietary balance. And diet regularity score were influenced by stress items such as family related, study related, and health related.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.225-243
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• 2009

This study investigates the use of different speech act of apology strategies between male and female EFL college students by comparing the components of intensity, stylistic competence, and semantic formulas. The data was collected from 37 participants who were studying freshmen English reading course at the Department of English Education of C University in Seoul. Most students were English majors taking pre-teacher course of teaching English for secondary school students. The participants were divided into two gender groups of male and female. The discourse completion test (DCT) which was revised from the speech act of apology by Olshtain and Cohen (1990) was provided with the participants after the researcher explained the speech act of apology in ten situations. The speech act of apology depends on situation variables: social solidarity, severity of offense, and social status. The results show that in the preference of intensity, male and female have almost the similar ratio in high (female: 24.7%, male 24%) and low intensity (female: 75.3%, male: 76%). In the use of stylistic competence, male group (21%) expresses more diversely formal features than female group (12%), while female (87%) use more informal features than male (66%). Most of participants show a limitation in the use of speaking four types of semantic formulas: expression of apology (APOL), acknowledgment of responsibility (RESP), offer of repair (REPR), and promise of forbearance (FORB). As nonnative speakers, the participants cannot conduct the semantic formula in some situations regardless of the tasks provided. The results suggest that English teachers should recognize pragmatic variations in which students feel difficulty in appropriate speaking strategies on apology. This study also contributes to teaching learners the strategies and speaking patterns in the course of various apology situations.

• Journal of Korean Elementary Science Education
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• v.39 no.4
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• pp.494-505
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• 2020

In this study, we surveyed characteristics of the science related collaborative problem solving competency of pre-service elementary teachers, especially required in the digital age. The participants in online survey were 119 pre-service elementary teachers of National University of Education located in Gangwon province. The analyzed results of survey were as follows: First, pre-service teachers performed their task responsibly in collaborative problem solving context related to science. However, they lacked competencies in making rubrics for problem solving processes or outcomes, and setting up rules about team activities. Second, in using ICT technology, the competencies of utilizing tools such as app and software lacked compared with the competencies of searching data in online and using ppt. Third, there was no statistically significant difference among groups by their intensive major in university or selective subject in high school. Nevertheless, pre-service teachers majoring in natural science showed more persistence than those majoring in humanities in problem solving context. Finally, there was no significant gender difference except 'clear communication and accomplishment'. That is, female pre-service teachers performed more responsible in their task and showed more fluency in communication and presentation within their group than male counterparts. Based on these results, implications in the field of pre-service teacher education were discussed.

• Journal of the Korean Society for Library and Information Science
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• v.56 no.3
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• pp.5-26
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• 2022

The purpose of this study is to analyze high school students' understanding and use of the recommended books lists. The survey distributed to high school students in seven high schools located in Seoul, and 311 students responded. Using SPSS 24, the data was analyzed by frequency, binary logistic model, and one-way ANOVA. Results show the followings. First, the meaningful factors affecting students' use of recommended books lists are gender, grade levels, and the degree to which students think recommended books lists include the books that are suitable and interesting. Particularly, the degree to which students think recommended books lists include the suitable books for them is the strong factor affecting students' use of the recommended books lists. Second, male students are less likely to use recommended books lists than female students. Male students consistently are less likely to use the recommended books lists made by school librarians, subject teachers, and reading experts and/or organizations. Third, teacher-librarians believed that the recommended books lists would help students who do not enjoy reading and have difficulties in reading. However, the study finds that students who enjoy reading and read well are more willing to use the recommended books lists made by school librarians, subjects teachers, and reading experts and/or organizations than those who do not. Fourth, students are most willing to use the recommended books lists for college preparation. The findings suggest the further research topics in designing the recommended books lists suitable for high school students and in scaffolding the high school students' use of book information reflected in recommended books lists.

• Korean Journal of Health Education and Promotion
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• v.29 no.1
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• pp.109-120
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• 2012

Objectives: The objectives of this study were to assess the implementation status of Health Promoting Schools (HPS) among elementary, middle and high schools and to identify characteristics of the schools that affect the implementation of HPS. Methods: A total of 703 teachers (male 32.2%, females 67.8%) from 70 elementary, middle and high schools in Seoul and Gyeonggi participated in the survey. A 60-item self-evaluation questionnaire was used to assess implementation status of HPS. Results: Implementation of HPS in elementary schools were more favorable than middle and high schools after controling for participants' characteristics, such as age, gender, and their duties at school (<0.001). Being a private school was associated with higher score on implementation of HPS in both elementary (${\beta}$=0.170) and middle/high schools (${\beta}$=0.275). However, being located in rural areas (${\beta}$=-0.409) and having larger number of students (${\beta}$=-0.521) were associated with lower score on implementation of HPS in middle/high schools. Conclusions: Middle and high schools, especially large public and/or rural schools, were less favorable in implementing HPS. Therefore, supporting those schools are necessary and developing evaluation and monitoring system for HPS implementation will contribute to promote students' health.