• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.181-195
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• 1999

This research is produced as a applet of learning materials, and is made with the internet languages HTML, Java, and NamoWebeditor. It contains "Greatest Common Divisor and Least Common Multiple", "Parallel translation of function of second order", "Pythagoras Theorem", which is the current middle school mathmatics textbook for third graders. The keynote of this research is that the students can study individually through logging into the internet on their own computers; the program is made using graphics and animation on order to develop the learners′ interest in mathematics. I hope that this research can supplement our currently insufficient internet educational data.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.27-38
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• 2016

Objective: This study examined the influence of maternal attachment on adjustment in adolescence and investigated whether paternal attachment had any moderating effects on the relationship between maternal attachment and adjustment in adolescence. Methods: The participants of this study were 300 second graders from two middle schools in Seoul. We measured paternal and maternal attachment as perceived by the participants, adjustment in adolescence through school life adjustment, depression, and relational aggression. The study applied correlation analysis and hierarchical regression analysis suggested by Baron and Kenny (1986). Results: First, participants with high parental attachment showed high levels of school life adjustment, low level of depression, and low levels of relational aggression, demonstrating healthy psycho-social adjustment in adolescence. Second, paternal attachment played a facilitating role in the process of high maternal attachment's positive influence on school life adjustment. Third, paternal attachment mitigated the process of low maternal attachment's negative influence on depression. Conclusion: Our findings highlight the importance of emotional communication, support, and intimacy between parents and children in middle school. Furthermore, it emphasized the importance of the paternal role and involvement in the mother-child relationship.

• Human Ecology Research
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• v.52 no.5
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• pp.483-494
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• 2014

The purpose of this study was to investigate the causal relationship of early adolescents' personal variables and social support on their self-esteem by grade. Information on 226 6th graders from elementary schools and 226 1st year students from middle schools in Busan was collected. Early adolescents' prosocial behavior, academic achievement, social support, and self-esteem were assessed using their self-reports. For the data analysis, Cronbach's ${\alpha}$, t -test, Pearson's correlation coefficient, and multiple regression were used. The collected data were analyzed by the SPSS ver. 21.0 program for Windows. The major findings were as follows: first, early adolescents' prosocial behavior, academic achievement, social support demonstrated a significant difference between grades. Second, peers' social support was the most powerful determinant of self-esteem in both the 6th graders from elementary schools and the 1st year middle school students. Third, prosocial behavior had the greatest total effect on self-esteem in the case of both groups of students. The middle schoolers' academic achievement had no causal effect on their self-esteem. The findings from this study indicate that early adolescents' personal variables and social support are important elements that affect their self-esteem differently depending on their grade. Further, the findings of this study can be used as fundamental data to develop a teaching plan and provide counseling for early adolescents in order to increase their self-esteem.

• Journal of Industrial Convergence
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• v.20 no.11
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• pp.157-164
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• 2022

This study attempted to understand the mediating effect of learning time in the effect of academic burnout on self-esteem of middle school students. To this end, a survey of 1,045 middle school students in Gyeongsangnam-do was conducted on academic burnout, learning time, and self-esteem. It was analyzed in four ways through questionnaire responses. First, as a result of analyzing the differences according to the collective characteristics of academic burnout, learning time, and self-esteem, there was no difference between groups, and self-esteem was significantly different by gender and grade. Second, as a result of correlation analysis, academic burnout and learning time showed a negative correlation with self-esteem, and learning time and self-esteem showed a positive correlation. Third, as a result of regression analysis, all learning times were partially mediated in the effect of academic burnout on self-esteem. This not only directly affects the self-esteem of middle school students, but also indirectly through learning time. Fourth, in the analysis by gender, it was confirmed that male students had no statistically significant effect on self-esteem, but female students had a significant statistical effect on self-esteem, so only female students had a partial mediating effect. As a result of the analysis by grade, the effect of learning time on self-esteem was significant in the 1st and 2nd graders of middle school, but the effect of learning time on self-esteem was not significant in the 3rd graders of middle school. Through the survey of this study, it was suggested that education and counseling should be conducted in the middle school period, which is a rapid growth period, considering that academic burnout has a different effect on learning time and self-esteem by grade as well as gender approach.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1063-1071
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• 2012

The purpose of this study is to investigate the relation between the classification ability quotient and cortisol-hormonal change of middle school students. Thirty-three students, second graders in middle school, performed the classification task that can be an indicator of students' classification ability. And then amount of the secreted hormone was analyzed during task performance. The study results were as follows: First, the classification methods of students mostly utilized visual, qualitative. Their classification patterns for each subject were static, partial, and non-comparative. Second, the amount of stress-hormone was secreted from students during the experiment decreased in overall after the free classification. It seemed that student-centered activity relieved stress. Third, the classification ability quotient turned out to be significantly correlated to the stress hormone, which means that there was a close relationship between classification ability and stress level. It was also considered that stress had a positive effect on the improvement of classification ability. This study provided physiologically more accurate information on the stress increased in the learning process than other conventional studies based on reports or interviews. Finally, researchers could recognize the effect of stress in the cognitive activity and the need to find an appropriate level of stress in learning processes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.299-323
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• 2018

This study confirmed the life career branching points, and studied qualitatively the career strategy and career identity at that time. The participants in this study were three students from third graders of middle school, three ones from third graders of high school, and three before and after college graduation, which correspond to the vertical transition stage of school education. Three participants were selected before and after 30 years of age, three before and after 40 years of age, and three before and after 60 years of age. Subject analysis of the contents of the 18 interviews, showed that the life career branching point appeared in middle school grade 3, high school grade 3, until employment after graduation, within 3 years after entering their first job, early 40 years, 60 years old, and 80 years old. Second, external situations were due to the influence of important others, or external stimuli, environment, and career events. Third, negative emotions were repeated for each life career branching point. Fourth, as a result of the interview, the career identity confusion was repeated in every life career branching point. Fifth, the career strategy at the life career branching point was categorized as an approach strategy and avoidance strategy.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.767-775
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• 2019

This study was conducted to analyze explicit and implicit teaching cases of scientific terms in accordance with the 2015 revised curriculum, pointing out the problems of current textbooks in terms of scientific terms education and proposing method to improve them. Scientific terms used in eight science textbooks of 2015 revised curriculum, third and sixth graders of elementary school, first graders of middle school and first graders of high school were extracted, and cases used explicitly and implicitly were collected and analyzed. Brief summary of the results of the study is as follows. First, scientific terms were used in elementary, middle, and high school science textbooks at a rate of about 15 to 30 percent of the total vocabulary contained in the textbooks, which is on average more than five times larger than those in foreign countries based on the number of scientific terms included on each page. Second, among the scientific terms used in science textbooks, the percentage of scientific terms in which semantic education is achieved through explicit means was 9.7 to 18.8 percent, which naturally means that the remaining 80 percent or more of the scientific terms are presented in the form of implicit education. Third, even though the ratio of explicit term education should be higher in the lower grades, the ratio of explicit term education in elementary schools was lower than 10% in the sixth grade.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.419-432
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• 2013

This study investigates the actual status of Saturday program operation in Busan and explores the routes for acquiring information about the Saturday program and satisfaction with the program operation with the subjects of middle school students residing in Busan in order to develop efficient operation methods and also find ways to enhance the participation rate of the students. Therefore, with the subjects of 569 first, second, and third graders at 3 middle schools located in Busan, this research investigated the actual status of Saturday program operation in Busan to figure out the participation rate and satisfaction of the Saturday program, efficient operation methods for the Saturday program and ways to encourage participation in the Saturday program. It is needed to install cooperative Saturday program support centers to be operated collaboratively by local autonomous entities and the offices of education afterwards. And it is necessary to figure out which institution should take charge of the Saturday program according to the requests from teachers and students so that the proper institution can secure the budget and manpower and build a system to develop and operate the Saturday program.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.335-354
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• 2013

The purpose of this study was to investigate cognitive development and logical thinking formation levels of elementary gifted students and to compare with those of elementary regular students. For this purpose, 79 gifted elementary school students and 114 regular elementary school students in Kyunggi Province were participated, and GALT(Group Assessment of Logical Test) was administered to them. The results obtained in this study were as follows. First, the logical thinking scores of elementary gifted students were significantly higher than general students'(p<.05). Comparing the distribution of cognitive development level, elementary gifted students showed higher ratio in formal operation and lower ratio in concrete operation compared to the general students. It was interpreted that the cognitive development of gifted students preceded general students'. Second, analyzing according to the grade of elementary gifted students, logical thinking scores were significantly different between 5th graders and 6th graders(p<.05). Compared to 5th graders, logical thinking and formal operation ratio of 6th gifted graders showed significantly higher. The scores of four logical thinking areas except for conservational logic and correlational logic of 6th gifted graders showed significantly higher than 5th gifted graders'. Both 5th and 6th graders showed the highest formation ratio in combinational logic, and the lowest ratio in correlational logic. Third, logical thinking scores of gifted students according to gender did not show a significant difference(p>.05). The gifted boys reached formal operation more than gifted girls, but stayed more in the concrete operation. There was gender difference in correlational logic. The gifted girls showed significantly higher than gifted boys in correlational logic(p<.05).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.11
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• pp.3315-3320
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• 2009

The purpose of this study is to examine the positive effects of gratitude training on grateful disposition, life satisfaction, affective well-being, and self-esteem for Korean middle school students. 77 third graders of middle school in Gyeonggido participated in this 4-week experimental study. They were divided into 39 for an experimental and 38 for a controlled group. In an experimental exercise, participants were instructed to write their blessing down on their gratitude notebooks. On the other hand, in a controlled exercise, participants were instructed to write about their career, invention and English story by school programs. The results of the study are as follows; After gratitude training participants showed significant increase in grateful disposition, subjective well-being and self-esteem. This study showed that gratitude training is effective to middle school students in terms of their grateful disposition, subjective well-being and self-esteem.