• Journal of Families and Better Life
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• v.26 no.3
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• pp.131-147
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• 2008

The main purpose of this study is to examine the effects of the fathering practice on children's sociality. The subjects of this research are 569 (grade 6) students who are from 4 elementary schools, and 511 (grade 3) students who are from 4 other middle schools in Seoul and Gyeonggi province. The data was collected using two kinds of questionnaires: Canfield's (1995) Fathering Practice Scale and Urn Guy-Sung's (1999) Children's Sociality Scale. The data was analyzed by frequency, mean, standard deviation, percentage, Cronbach's alpha, t-test, one-way ANOVA, Scheffe's post hoc test, and hierarchical regression. The major results of this research are summarized as follows: First, there were differences in children's sociality according to children's and fathers' perceptions of the fathering practices. I classified 1080 students into 4 groups by mean${\pm}$1/2standard deviation of the children's and fathers' perceptions of the fathering practices. The results showed that children's sociality tends to be higher when the children's perceptions of the fathering practice are at a high level (Group 1 and Group 2), compared to when the fathers' perceptions of the fathering practice are at a high level (Group 3 and Group 4). Second, hierarchical regression was divided into two models so as to know how the effects were different from the children's and fathers' perceptions of the fathering practice on children's sociality. In the first model, only the fathers' variables were inputted and fathers' perceptions on fathering practice has significant effects on children's sociality. In the second model, both the children and fathers' variables were inputted into analysis. The fathers' perceptions of the fathering practice were not influenced, but children's perceptions of the fathering practice had great effects on children's sociality. Third, as the result of hierarchical regression with age, mid-childhood has significant effects on children's perceptions of the fathering practice on children's sociality. In addition, early adolescence is an important variable in the effects of the fathers' perceptions of the fathering practice on children's sociality. As a result the fathers' perceptions of the fathering practice are important and influential variables on children's sociality. In the result of this study fathering practice is necessary in children's development.

• The Korean Journal of Community Living Science
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• v.13 no.3
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• pp.1-15
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• 2002

This study investigated the perceptions toward the elderly of elementary school children in Incheon area. The subject of this study were 264 elementary school children in grade 2, 4, 6 and their mothers. Instruments included the inventory of the perceptions toward the elderly. The main results obtained from this study were as follows The degree of children's perceptions toward the elderly differed according to children's sex, age, birth order, mother and father's education, income of the family, religion and the attitudes of parents toward the elderly. Also the degree of children's perceptions toward the elderly differed according to whether grand parents are alive or not, whether they live together in the same household or not, the age of grand parents, their financial ability, health of grand parents.

• Korean Journal of Child Studies
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• v.26 no.3
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• pp.43-59
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• 2005

A sample of 578 adolescents responded to self-report questionnaires. Results showed that parental education levels and occupation and adolescent perceptions of their socioeconomic status were positively related to maternal expectations. Adolescent perceptions of their socioeconomic status were related to maternal emotional support and adolescent self-esteem. Adolescent achievement motives were positively related to parental education levels and adolescent perceptions of their socioeconomic status. Maternal expectations/emotional support and adolescent perceptions of their socioeconomic status were positively related to adolescent achievement motivation. Maternal expectations played a mediating role between parental educational levels and adolescent perceptions of their socioeconomic status and adolescent achievement motives. Maternal emotional support and adolescent self-esteem played mediating roles between adolescent perceptions of their socioeconomic status and achievement motives.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.86-92
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• 2010

Although constructivist assessment has been emphasized by many science educators, most elementary school teachers are still not familiar with this. In order to investigate the causes of this problem, we examined the perceptions of pre-service elementary school teachers toward constructivist science assessment and the relationships among the perceptions toward constructivist science assessment, the views on science teaching and learning, science teaching efficacy beliefs, and the perceptions toward constructivist science learning environment. Analyses of the results revealed that the perceptions of pre-service elementary school teachers toward constructivist science assessment were higher than those of the elementary school teachers reported previously. The results of a stepwise multiple regression analysis indicated that the views on constructivist science teaching and learning and personal science teaching efficacy beliefs were the significant predictors of the perceptions toward constructivist science assessment.

• Journal of Families and Better Life
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• v.16 no.4
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• pp.107-124
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• 1998

The purposes of this study were to find the general trends of single mothers' and adoescents' family resources stress perceptions coping and psychological well-being to examine the differences and correlations among single mothers' and their adolescents' variables and to analyze the effects of socio-demographic variables and family stress influencing psychological well-being. The subjects were the 568 single mothers and their adolescents living in Kwangju. The major findings were as follows; 1. Scores of single mothers' and their adolescents' family resources stress perceptions were lower than median but their stressors problem solving-focused coping life satisfaction and depression were higher than median. Single mothers' stressors coping stress perceptions were significantly higher than their adolescents' 2. Single mothers' family rsources stressors stress perceptions coping life satisfaction and depression were positively related to adolescents' 3. Single mother family's l fe satisfaction were influenced by stress perceptions problem solving-focused coping family strengths. Single mother family's depression were influenced by stress perceptions emotion-focused coping.

• KDI Journal of Economic Policy
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• v.40 no.3
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• pp.45-68
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• 2018

We uncover a nexus between actual inflation, inflation perceptions and expectations in Korea through analyzing micro as well as aggregate data from the Consumer Survey. We document two novel findings. First, households' subjective perceptions of inflation exert more impact on expectation formation than actual inflation. Second, inflation perceptions are broadly in line with the trajectory of the inflation trend. This is attributable to the fact that changes in actual inflation have been generated mainly by the consumption items whose price changes are perceived more sensitively as those items are frequently bought or have a larger share in household expenditures. Conducting a cross-country comparison, we find that information rigidity in expectation formation process and the nexus between perceptions and expectations of inflation prove to be stronger in Korea. Additionally, we reconfirm the existing finding that the scope of information utilized for forming inflation expectations is fairly circumscribed.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.315-326
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• 2013

In this study, we investigated elementary school teachers' and students' perceptions of the reading materials in science textbooks. Participants were 181 teachers from 23 elementary schools who were teaching science and 643 third- to sixth-grade students from 12 elementary schools. A questionnaire for teachers consisted of 18 items and a questionnaire for students consisted of 11 items about their perceptions of the reading materials in science textbooks. Nine to twelve items, according to grades, examining the actual uses of each reading material in science textbooks were also included to both questionnaires. The results indicated that teachers have positive perceptions about reading materials and frequently use them in case of needs for supplement and/or enrichment of science learning. Novice teachers were found to have less positive perceptions about reading materials than expert teachers. Over 70 percent of students responded that they read all reading materials. Fifth- and sixth-grade students were tended to have less positive perceptions about reading materials than third-grade students. Finally, students tended to have more positive perceptions about reading materials than their teachers.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.217-225
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• 1996

Science-related attitudes, perceptions of science classroom environments, and their relationships were investigated for a sample of 535 primary and secondary school students. Two scales of the Test of Science-Related Attitudes and five scales of the Classroom Environment Scale(CES) were administered. Students' perceptions of preferred science classroom environments were also investigated using the same scales of the CES and compared with those of actual classroom environments. The results indicated the primary school students had the most positive attitudes on Enjoyment of Science Lesson and Career Interest in Science. They also had the highest scores on perceptions of actual classroom environments, while the high school students had the lowest scores. Regarding the relationships between science-related attitudes and perceptions of classroom environments, multiple correlations for the five scales of the CES were found to be significant(p<01). The scores of four scales-Involvement, Teacher Support, Order and Organization, Rule Clarity-are significantly correlated with the scores of Enjoyment of Science Lesson. Students' perceptions of preferred classroom environments on the four scales of the CES are significantly higher than those in actual environments. However, students' perceptions of actual environments on Task Orientation are similar to those of preferred environments, and are not significantly correlated with Enjoyment of Science Lesson. Educational implications are discussed.

• Journal of the Korean Home Economics Association
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• v.48 no.10
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• pp.143-157
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• 2010

This study performed to develop a basic framework of adolescent's perceptions about multicultural families, the children of multicultural families, the impacts of cultural exchange on cultural diversity, and multicultural efficacy. The participants were 368 students from four high schools in the Seoul area. The data were analysyed by ANOVA, Duncan-test, and multiple regression. The results revealed significant differences; perceptions of the multicultural family was the highest among those who believed the perceptions would increase, while the lowest among those believing to decrease. Perceptions of multicultural efficacy showed significant differences in thought about education for understanding other country people, the multi media experiences of multicultural families, knowledge about the multiculture, and thought about an increasing number of multicultural families. There were significant correlations among perceptions about the multicultural family, the children in the multicultural family, the impacts of cultural exchange on cultural diversity, and efficacy of the multicultural environment.

• The Korean Journal of Community Living Science
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• v.26 no.4
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• pp.717-729
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• 2015

This study explains the differences in household work sharing and perceptions of equitable and unequitable household work sharing in dual-earner households by gender. The study also examines the effects of household work sharing and perceptions of equitable and unequitable household work sharing in dual-earner households. The sample consisted of 270 males and 349 females in their twenties to fifties in dual-earner households. Data analysis methods included frequency analysis, t-test, and multiple regression analysis methods. First, there were significant differences in household work sharing by gender. Second, there were significant differences in perceptions of equitable and unequitable household work sharing between males and females. Third, there were significant differences in perceptions of equitable and unequitable household work sharing in dual-earner households. These results verify differences in perceptions of equitable and unequitable household work sharing by gender in dual-earner households and demonstrate differential effects of factors influencing perceptions of equitable and unequitable household work sharing in dual-earner households.