• Korean Journal of Child Studies
• /
• v.35 no.3
• /
• pp.137-156
• /
• 2014

The current study examined the relations between sixth-grade elementary school children's perceptions of daily hassles, optimistic thinking, and subjective well-being. This study also investigated the moderating effect of optimistic thinking on the relationship between daily hassles and subjective well-being. A total of 474 sixth-grade elementary school children participated in this study. First, children's daily hassles were negatively related to optimistic thinking and subjective well-being. As children perceived higher levels of daily hassles, they showed lower levels of optimistic thinking and subjective well-being. Children's optimistic thinking was positively related to subjective well-being. Second, children's optimistic thinking moderated the relations between daily hassles and subjective well-being. Specifically, for children with higher levels of optimistic thinking, their subjective well-being decreased with increasing levels of daily hassles related to parents and teachers. However, for children with lower levels of optimistic thinking, there was no relation between daily hassles and subjective well-being. These findings suggest that optimistic thinking could be an important means by which we could improve children's subjective well-being, especially when they experience higher levels of daily hassles.

• Journal of The Korean Association For Science Education
• /
• v.6 no.2
• /
• pp.15-33
• /
• 1986

The main purpose of this study is to analyze the fourth and sixth grade in the elemental)' science contents using piagetian thinking patterns. An analysis of the elementary Science contents used the systems of Han Jong-Ha(1977), Lee Won-Shic and Lee Sang-On(1979). They analyzed the science contents based on Piagets' cognitive developmental stages. According to the results of this study, science contents consist of more difficult concepts those of children's thinking level. In other words, 6.4-19.3 percent to 23.5-25.0 percent in the fourth and sixth grade of the science contents are consisted with abstract level concepts that formal operational children can perform. But each grade, 99.2-95.3 percent of children have a difficulty in understanding such a abstract level concepts. They are in the concrete operation thinking level. Therefore, we say that children have difficulty in understanding of science contents and may lose interest in the contents.

• The Korean Journal of Health Service Management
• /
• v.7 no.2
• /
• pp.179-190
• /
• 2013

This study evaluated the interest of parents of elementary school children on the examination with their memory of results, their consistency and their compliance with results sheets to improve effects of School dental health management project. This study recruited 1,334 second-, third-, fifth- and sixth-grade students at two elementary schools located in Daegu metropolitan city performing School Dental Examination Project in 2008 and investigated whether the students visited dental hospitals following results of the examination, how the parents remembered the results and how their memory was same with real results based on results of the examination, the parents' memory of results. The parents of second- and third-grade students showed good memory of malocclusion and number of Caries and higher consistency for dental caries. The parents of fifth- and sixth-grade students showed good memory of dental caries. Visiting rates of dental hospitals accordance with grade were 75.7% due to dental caries in second- and third-grade students and 60.5% due to malocclusion in fifth- and sixth-grade students. Among students with abnormal results of the examination, 77.1% of the children with dental caries of parents having same memory with real results visited the hospitals while 52.7% of those of parents having different memory with them did.

• Journal of Families and Better Life
• /
• v.27 no.3
• /
• pp.145-158
• /
• 2009

The purpose of this study was to investigate the effects of socio-demographic variables, family emotional environment and maternal discipline style on school children's emotional regulation. Subjects of this study consisted 953 elementary school students drawn from 4 elementary schools in Cheong-ju city and Cheongwon-gun. Data were analyzed by the methods frequency, percentage, Cronbach's ${\alpha}$, factor analysis, Pearson's correlation, and hierarchical regression using SPSSWIN 12.0 program. The results of this study were as follows: First, girls used greater problem-focused coping than boys did. Children in sixth grade used more problem-focused coping regulation compared to those in fourth grade. When children perceived higher level of family communication, emotional support, participation of family rituals, family worries, and parental conflict, they were more likely to use problem-focused coping. Additionally, both maternal supportive discipline and behavioral controlling discipline styles increased children's problem-focused coping. Second, girls presented greater emotional venting than boys did. Children in sixth grade expressed higher level of emotional venting compared to those in fourth grade. While family communication, family worries, and parental conflict increased children's emotional venting, family emotional support and participation of family rituals decreased it. Only mothers' psychological controlling discipline positively predicted children's emotional venting. Third, girls presented higher level of children's aggressive expression than boys did. The lower level of family support increased children's aggressive expression. Higher level of family worries and parental conflict increased it as well. Also, children's aggressive expression was positively predicted by mothers' psychological controlling discipline. Fourth, girls presented greater avoidance than boys did. Children in sixth grade expressed higher level of emotional avoidance compared to those in fourth grade. In family emotional environment, while family support lowered children's emotional avoidance, family worries and parental conflict increased it. Moreover, mothers' psychological and behavioral controlling discipline styles positively explained children's emotional avoidance. In conclusion, family emotional environment was the strongest factor to predict school children's emotional regulation among other variables.

• Journal of the Korean Home Economics Association
• /
• v.45 no.4
• /
• pp.77-86
• /
• 2007

The purpose of this study is to explore the number and type of proverbs known by elementary school children and explain what variables might influence the proverbs' perception. From Seoul and Chonbuk areas, 632 forth, fifth, and sixth graders at elementary school participated. They completed an open-ended questionnaire asking them to list as many proverbs as they know and probing their experience in the use of proverbs with grandparents, parents, and peers. The results showed that the participants listed a total of 185 proverbs, at an average of six proverbs each, and that 63% were a concrete proverb consisting of only concrete and visible nouns. Children reported relatively different ratios of concrete/abstract/complex proverbs according to their grade. Sixth graders perceived more proverbs which included nouns than other graders. Multiple regression analysis revealed that children's grade and using proverbs with peers influenced their proverb perception. These results may suggest a possibility of relationship between figurative language and cognitive development related to thinking of late school-age children.

• Journal of Families and Better Life
• /
• v.11 no.2
• /
• pp.182-194
• /
• 1993

The purpose of this study was to investigate 1) the effect of family economic stress and parental support on behavior problems of children and 2) family economic stress parental support and behavior problems of children according to their sex and age. The subjects were 72 third grade children and 131 sixth grade children selected from five elementary school(105 male and 98 female) The questionaire was used as a methodological instrument and the statistics used for data analysis were frequency percentile mean ANOVA scheffe test t-test Results of this study indicated that behavior problems of children were increased by family economic stress and were decreased by parental support. The findings also indicated an indirect effect of family economic stress on behavior problems of children : increased stress was associa- ted with lower parental support and lower parental support was associated with higher behavior problems of children Boys were higher than girls in agression and delinquency and sixth grade children were higher than third grade children in obsession.

• Journal of Korean Elementary Science Education
• /
• v.34 no.4
• /
• pp.434-446
• /
• 2015

The purpose of this study was to investigate elementary school students' conceptions about the knowledge source and the mechanism about the greenhouse effect, and the relationship between the greenhouse effect and the global warming. Participants were 157 sixth graders (boy : n=79, girl : n=78) from six elementary schools located in the same city. The open-ended questionnaire was used to examine the students' spontaneous ideas depicted by their drawings and/or writings. The results of this study are as follows: First, although there is no the content on the greenhouse effect in the elementary school curriculum document, the children in this study indicated that the main source of their knowledge about the greenhouse effect came from 'school class' (31.8%); Second, although the children did not take a class about the greenhouse effect itself, 14.0% of children had a relatively high level of the mental model on the phenomenon; Third, more than 90% of the children did not have the correct understanding about the relation between the greenhouse effect and the global warming.

• Child Health Nursing Research
• /
• v.5 no.1
• /
• pp.27-37
• /
• 1999

It is very important for elementary school students in sixth grades who are reaching the age of puberty to acquire right knowledge and desirable attitude toward sex so that can overcome psychological instability caused by physical growth, be responsible for their behaviors and lead happy lives. Therefore, the purpose of this study was to find out the effects of sex educatin in the population of primary school students. The subjects of this study were 767 six-grades in one private and two public elementary school in Seoul. The research tool was a questionnairebased on a literature review. The sex education given to the subjects included 50 minutes lecture. The research methodology included data collection done before and the sex education was given to the subjects, to assess their knowledge of, and attitude toward sex, one week later after the sex education was given to assess change in knowledge of, and attitude to, sex. The data was analyzed through pc-SAS program. real numbers, percentage, 1-test, and ANOVA were utilized. The results of this study are as follows : 1. After sex education, the score of sixth grade elementary students’ sex knowledge was higher than before(t=11.92, p=0.0001) 2. After sex education, the score of sixth grade elementary students’ sex attitude was higher than before (t=2.08, p=0.0373). From the above findings, it can be said that sex education given to the children reaching the age of puberty significantly influences their knowledge of, and attitude toward. Therefore, for children to have the sound knowledge and positive attitude of sec, it is suggested that sex education should be included in their curriculum in order that systematic sex education be practiced.

• Journal of the Korean Home Economics Association
• /
• v.26 no.4
• /
• pp.43-52
• /
• 1988

This study is intended to reveal the nutritional realities of school children due to their box lunch. The samples were chosen at random from the third grade to the sixth grade children in an elementary school in Seoul : 122 male and 111 female children, 233 children in all. among the subjects, 44.3% have a family of four, 34.3% have over 500,000 won of family income a month, and 44.3% of their mothers graduated from a high school. The average intake of calories is 573.6 Kcal, and the ratios of the calory intakes to the recommended amounts are 90.6% in the third grade children and from the fourth grade to the sixth grade, 79.5% in the male children and 82.9% in the female children. The average consumption of protein is 21.0g and the ratio of animal protein is 41.4%. the ratio of energy yield nutrients is 67.4% : 14.5 : 18.0 (carbohydrate : protein " fat). Considering the recommended amounts, the intake of protein is enough; the consumption of vit, A, thiamine, niacin are appropriate;and the intake of calories, Riboflabin and ascorbic acid, calcium, iron are deficient. Even though there is no significant difference between the socioeconomic factors (the standard of education of the subjects' mothers and family income0 and the intakes of calories and protein, there is a tendency that the consumption of protein intake si more abundant in the middle class than in any other class. The subjects' distribution of the physical growth index, is as follows; A (6.9%), B(19.3%), C(48.5%), D(13.7%) and E (11.6%). As the subjects' intake of calcium increases, the weight shows significant improvement (p<0.001). As the consumption of calories increases, the physical development shows significant improvement (p<0.05), and the weight shows significant increase (p<0.001).

• Journal of Korean Biological Nursing Science
• /
• v.13 no.3
• /
• pp.253-261
• /
• 2011

Purpose: The purpose of this descriptive study was to identify gender differences in predictors on dietary self-efficacy in fifth and sixth grade elementary school children. Methods: The data were collected by a questionnaire given to the 408 children between June 7 to June 17, 2011. Descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and stepwise multiple regression were used to analyze the data. Results: There were gender differences in dietary self-efficacy, exercise self-efficacy, dietary practice and depression. Dietary self-efficacy had a significant positive correlation with exercise self-efficacy and dietary practice and negative correlation with depression for both girls and boys. The predictors of dietary self-efficacy for boy were exercise self-efficacy and dietary practice, these factors explained 37.1% of the total variance. In girls, exercise self-efficacy and dietary practice were significant predictors and explained 38.7% of dietary self-efficacy. Conclusion: Based on the finding of this study, it is needed to develop a nursing intervention for dietary self-efficacy in elementary school children including to promote exercise self-efficacy and dietary practice.