• Child Health Nursing Research
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• v.22 no.2
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• pp.137-144
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• 2016

Purpose: The purpose of this study was to investigate factors that influence maturity fears in elementary school girls. Methods: The participants were 118 3rd and 4th grade students from 3 elementary schools in 3 cities in Korea. Data were collected using questionnaires which included measurement scales for the relative variables and demographic data. Data were analyzed using t-test, ANOVA, Pearson correlation coefficients, and hierarchial regression analysis with SPSS/WIN 21.0. Results: The significant predictors of maturity fears were weight, father-child communication, frequency of maturity communication with father, and close relation with mother. Conclusion: For effective management of maturity fears in elementary school girls, programs including weight control, functional communication with father and supportive nurturance of mother should be developed.

• Korean Journal of Social Welfare
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• v.61 no.4
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• pp.5-33
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• 2009

This study attempted to evaluate the effectiveness of the Supportive Project for the Priority Region of Educational Welfare Investment(SPPREWI) which has been put into action in Korea as a part of national policies for poor school children. In so doing this study aimed to test SPPREWI's legitimacy as well as whether we have to continue this program or not. In order to fulfill this research purpose researchers identified several outcome indicators of SPPREWI, which represent psychosocial and cognitive adjustment. The variables pertaining to psychosocial adjustment domain are: self-concept; depression, anxiety, and suicidal impulse; inclination of assault and indignation; delinquency; school life adjustment; and change in social relations. The variables of cognitive adjustment include recognition of self-control in learning; control strategy of learning behavior; and preparedness for job hunting. In this study the quasi-experimental group contained students from schools which are under the SPPREWI. The control group was composed of students from schools which were free from SPPREWI but under the influence of deteriorating school environment. The quasi-experimental group and the control group were compared in terms of outcome indicators presented earlier. Within the quasi-experimental group both the students below poverty-line and the students above poverty-line were divided into two groups each by the level of service use, and were compared in terms of the outcome variables presented earlier. Study results supported the argument that SPPREWI was effective generally in improving students' school adjustment. Study results also showed that the variable of 'school nurturance' played a significant role in moderating the effect of SPPREWI on a couple of outcome variables specially when schools' overall educational environment was in poor condition. Implication as well as suggestion were presented on the basis of study findings.

• Journal of the Korean Home Economics Association
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• v.35 no.5
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• pp.61-72
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• 1997

The purpose of this study was to examine the developmental changes about self-perception from childhood to adult period. The subjects were 365 of 5th graders in elementary school, the 2nd graders in junior and senior high school, sophomore in college, and adults. The instruments used for this study were Harter's Self-Perception Profile for the children, adolescences, college students, and adults. The results were as follows. 1. From elementary school to junior high school, the score of scholastic, athletic, physical appearance, behavioral conduct, and global self-worth were decreased. At the developmental perspective, the junior high school students were highly anxious for self-perception. 2. Physical appearance were the best predictor of the global self-worth for all developmental stages. 3. Physical appearance, behavioral conduct predicted more about the global self-worth than any other factors for elementary and junior high school students. And for junior high school students, social acceptance and friendship also predicted about the global self-worth. Scholastic competence showed higher correlation with global self-worth for the senior high school and college students than elementary and junior high school students. 4. For college students, males had higer scores than females on ability-oriented but also relationship-oriented subscales. But the adults showed no differences in nurturance, household management, job competence depending on sex.