• The Korean Journal of Community Living Science
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• v.21 no.2
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• pp.179-190
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• 2010

The purpose of this study is to examine the relationships between gender, gender role identity, parents' affectionate behaviors and care in Chinese middle school students. Also, this study examines the differences in care among Chinese middle school students with respect to parent's socio-demographic variables. The subjects were 478 3rd grade middle school students in Tianjin, China. The major findings were as follows. There were significant differences in care of Chinese middle school students with respect to mother's job and age. In other words, a higher level of care of Chinese middle school students was shown in students who had an unemployed mother, labour mother or mothers of 46 years and over. As result of examining the main effects of gender, gender role identity and parent's affectionate behaviors caring for Chinese middle school students, there were significant with respect to gender role identity and parents' affectionate behaviors. Masculinity, femininity and androgyny identity demonstrated a higher care than undifferentiated identity. Also, a higher level of care was associated with higher parents' affectionate behaviors. There were interaction effects caused by gender and gender role identity in care for Chinese middle school students. Also, there were interaction effects caused by gender and parent's affectionate behaviors on the nature of care for Chinese middle school students.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.51-58
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• 2022

This study aimed to identify the effect parent-adolescent intimacy and parent-adolescent communication on the resilience in male and female middle school students. Data were collected by 276 middle school students using a self-questionnaire. With SPSS 21.0, frequencies, percentages, mean, standard deviation, independent t-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression were used to analyze the data. Communication with father and intimacy with father were identified as factors influencing the resilience of male middle school students, and communication with father and intimacy with mother were identified as factors influencing the resilience of female middle school students. Communication with fathers has been identified as a factor influencing the resilience of middle school boys and girls, so it is necessary to develop and apply educational programs for positive communication between middle school students and fathers. It is necessary to develop and apply an intervention program to improve intimacy between male middle school students and fathers and intimacy between female middle school students and mothers.

• Korean Journal of Community Nutrition
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• v.12 no.4
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• pp.489-500
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• 2007

The purpose of this study was to determine factors affecting intention to participate in school breakfast programs of middle and high school students in Seoul using the Theory of Planned Behavior. Out of 2,280 questionnaires distributed to the middle and high school students, 2,060 were returned (90.4% response rate) and 1,799 were analyzed (78.9% analysis rate). To determine factors affecting intention to participate in school breakfast programs, logistic regression analyses were conducted for middle and high school students, respectively. For logistic regression, data of 1,217 out of 1,799 students (637 middle and 580 high school students) were used after excluding 582 students which had an answer 'Not sure' to the question about intention to participate in school breakfast programs. In case of middle school students, male than female students (OR = 1.504), the students who skipped all breakfast (OR = 1.851), who ate breakfast $1{\sim}2$ times (OR = 3.474) or $3{\sim}4$ times (OR = 1.950) than those who ate breakfast everyday during weekdays of the previous week were more likely to participate in school breakfast programs. In case of high school students, male than female (OR = 1.967), the students who skipped all breakfast (OR = 4.187), the students who ate breakfast $1{\sim}2$ times (OR = 3.024) or $3{\sim}4$ times (OR = 2.095) than those who ate breakfast everyday during weekdays of the previous week were more likely to participate in school breakfast programs. In addition, both possibility of middle and high school students' participation in school breakfast programs increased as the satisfaction with school lunch service (OR = 1.704, 1.653) increased. Middle school students who perceived their household income level 'low or middle low' (OR = 1.999) than those who perceived their household income level 'middle' and the students who had more positive 'attitude' (OR = 1.311) toward eating breakfast were more likely to participate in school breakfast programs. However, high school students who had higher 'perceived difficulty in access to breakfast' (OR = 1.370) were more likely to participate in school breakfast programs. The results of this study could be useful data to plan and develop school breakfast programs in Korea.

• Journal of the Korean Society of Food Culture
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• v.17 no.5
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• pp.560-568
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• 2002

This study was carried out to compare the dietary behaviors and the nutrient intake of a middle school and a high school girls in Iksan. The subjects consisted of 132 middle school girls and 122 high school girls in Iksan. The proportion of subjects eating meals irregularly was higher in the high school girls (98.6%) than in the middle school girls(78.7%). The proportion of subjects skipping a meal also was higher in the high school girls(61.5%) than in the middle school girls(53.8%) and most of them (65.8%) skipped breakfast though they thought breakfast was the most important meal of a day (87.4%). The subjects tended to overeat at lunch (38.6%), and at dinner (55.9%). The main reasons of skipping a meal were 1. They had no time (49.3%), and 2. They had poor appetite (24.7%) Mean daily energy intake was 2198.5Kcal in the middle school girls and 2150.5Kcal in the high school girls and mean daily intake of protein, iron, vitamin $B_1$, vitamin $B_2$ and niacin was significantly higher (p<0.05, p<0.01) in the middle school girls than in the high school girls. Mean daily calcium, iron, vitamin $B_1$, vitamin A and C intake of middle school girls were lower than those of RDA and all nutrients intake of high school girls except for phosphorus was lower than those of RDA. The index of nutritional quality (INQ) was under 1.0 for calcium, iron, vitamin A, $B_1$ and C. Mean blood level of cholesterol, triglyceride, Hb, Hct, GOT, GPT were 170.9mg/dl, 78.9mg/dl, 13.1g/dl, 39.5%, 18.8mg/d and 15.7mg/dl, respectively.

• Korean Journal of Human Ecology
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• v.7 no.4
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• pp.99-113
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• 2004

The purpose of this study to find out of the middle school students' knowledge, consciousness and behavior of the environmental problems. The sample of this study were 489 middle school students in Busan area. The collected data were statistically analized by using SPSS program. The major findings were as follows: 1. The level of middle school students' consciousness of environmental problems is 4.07 out of perpect 5. The highest was waste pollution(M=4.35), and the lowest was noise pollution(M=3.39). The level of middle school students' behavior of environmental problems is 3_49 out of perpect 5, which is somewhat lower than the consciousness of environmental problems. The highest was air pollution(M=4.11), and the lowest was water pollution(M=3.23). 2. The middle school students' consciousness and behavior of environmental problems showed passive corelation$(P<.01)$ : The higher the consciousness of environmental problems is better the behavior of environmental problems. 3. The level of middle school students' knowledge of environmental problems showed notable difference with sex$(P<.01)$ and a school year$(P<.05)$.

• Journal of the Korean Society of School Health
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• v.22 no.2
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• pp.73-84
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• 2009

Purpose : This study was aimed to investigate the effect of knowledge and competence of first aid treatment among middle school students after the education on the injury treatment. Methods : The study design was randomized pretest and post-test control group nonsynchronized design. Study subjects were 32 3rd-grade students of Y middle school in P city and 34 3rd-grade students of M middle school in P city in this research. Among two 3rd-grade classes, one classes were randomly assigned to experimental group (32 students) and two were control group (34 students). The intervention for experimental group was providing five-time 45-minute injury treatment education. Results : 1. The First hypothesis : After intervention on the injury treatment education, knowledge of injury treatment in the experimental group was significantly higher than that of the control group(t=-6.480, p<.001). 2. The Second hypothesis : After intervention on the injury treatment education, competence of injury treatment in the experimental group was significantly higher than that of the control group(t=-15.121, p<.001). Conclusion : These findings suggest that the injury treatment education can facilitate knowledge of injury treatment, competence of injury treatment in the middle school student. Therefore, it is considered that the injury treatment education can be utilized as a effective way to implement the 7th nation curriculum.

• Journal of Families and Better Life
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• v.26 no.2
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• pp.71-81
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• 2008

This study checks if the PITR (Person in the Rain) test can diagnose the stress caused by school-work for middle school students, in that the PITR responses correlates with the degree of stress. The subjects in the study are 483 middle school thirdgraders from 8 middle schools in Daegu city. Research tools used are an Academic Stress Scale and a PITR test. For data analysis is adopted with t-test and Chi-square test. The results from the study are as follows. First, the stress of middle students scores 2.47/4 that means that the school stress is average, and there is no gender difference in scores. Second, PITR test shows that boys draw more rain than girls, straight rain with stronger wind, hide face more, no good facial expressions more often than girls. Girls on the contrary show more stable lines, bigger puddles, place protections more appropriately. Third, those with higher academic stress use more unstable strokes, less number of or insufficient direct protections than those with less academic stress, and draw indirect protection such as umbrellas before rain or clouds. The study concludes that a PITR test can be useful in diagnosing the academic stress of middle school students.

• Journal of the Korean Dietetic Association
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• v.11 no.4
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• pp.405-417
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• 2005

The purpose of this study was to evaluate students' satisfaction with foodservice of middle school by region in Gangwon province. Students’ satisfaction concerning foodservice quality characteristics was surveyed by using importance performance analysis(IPA) technique in middle school foodsevice operations. Middle school students from four cities(Gangnung, Sokcho, Wonju, Chuncheon) were surveyed by self-developed questionnaire. Total of 1,025 questionnaires(female 521 and male 504 respectively) were analyzed using SAS program. The results of this study are summarized as follows: 1.The performance level of foodservice quality attributes was significantly different according to region. 2.The attribute of the highest performance level was taste of food. The attributes of the lower performance level were waiting time of meal service and treatment about complaints. The attributes of the higher importance level were hygiene of food and dining room and hygiene of spoon and cup and drinking water table. 3.Satisfied quality attributes identified were taste of food and variety of menu. Dissatisfied quality attribute identified was treatment about complaints. 4.The satisfaction of middle school lunch service was lower than their elementary school period. 5.The satisfied quality attributes of middle school foodservice were portion size, facility of dining room, hygiene of food, variety of menu compared with their elementary school period.

• Journal of the Korean Society of School Health
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• v.30 no.2
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• pp.136-145
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• 2017

Purpose: This study was conducted to examine the degree of suicidal ideation, social support and self-esteem on depression in middle school students. Methods: The study, based on a correlation study design, selected participants from five middle schools by convenience sampling. Data were collected from April 19 to June 13, 2015 from the 427 participants included in the study. The data were analyzed using SPSS / Win 20.0. Results: There was a significant correlation between depression, self esteem, social support, and suicidal ideation. Depression was negatively correlated with self-esteem(r=-.47, p<.001) and social support(r=-.45, p<.001), while being positively correlated with suicidal ideation(r=.64, p<.001). Conclusion: The findings indicate that depression in middle school students can increase the risk of suicide. Self-esteem and social support of middle school students are also important resources for reduce depression and suicide prevention.

• Journal of the Korean Society of School Health
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• v.17 no.2
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• pp.35-46
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• 2004

Purpose: This study investigated the prevalence of middle school students with ADHD and the level of middle school teacher's knowledge, coping strategies, and educational intervention for ADHD. Methods: There were 185 teachers and 6,381 middle school students at the 6 middle schools in Pusan. The data was collected from December 20, 2003 to January 10, 2004. Results: 195 middle school students had ADHD (3.1%). The male students with ADHD made up 4.4% of the total students and the female students with ADHD totaled 1.3%. The mean score of middle school teacher's knowledge about ADHD was 21.86 of the score total 32. The teachers used a negative coping style less than an active and passive coping style. Of the educational interventions, the environmental intervention in the classroom was used more than the educational intervention activity. 61.1% of the teachers responded that they did not know very much about ADHD. 93.5% of the teachers had no educational experience with ADHD. 94.1% felt that they needed an education program about ADHD and over half of them intended to participate in an ADHD education program. Conclusion: Based on the results of this study, we concluded that the middle school teachers felt that they had insufficient knowledge about ADHD. They wanted the opportunity to increase their knowledge of ADHD. Therefore, it is necessary for educational programs about ADHD for teachers to be developed and made available to them.