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2010, Vol.7, No.1

  • 1.

    Middle school students' perceptions and their own level of peer relationship competence

    윤헤경 | LEE Jeeyon | 2010, 7(1) | pp.1~18 | number of Cited : 10
    Abstract PDF
    The purpose of this study is to explore middle school students' perception of peer relationship competence by concept mapping and to find out the importance of each statement describing peer relationship competence and their own level of competence. For this, 18 students solicited, gathered and analyzed statements that 160 middle school students' participated and wrote and then did multidimensional scaling and hierarchical cluster analysis. In addition, 156 students rated the importance of each describing peer relationship competence and their own level of competence. Results were as follows: First, 79 statements of peer relationship competence were solicited and as a result of concept mapping peer relationship competence were categorized as ‘emotional characteristic’, ‘enterprising’, ‘group harmony’, ‘social skill’, ‘material factor’, ‘physical factor’ and ‘external strong force’. Second, except for ‘group harmony’ in all categories, importance of peer relationship competence and middle school students' level of competence showed no significant differences. To compare with the precedent study about high school students, they consider external categories as a factor of peer relationship competence, but high school students considered internal categories divided into relationship formation and promotion as a factor of peer relationship competence. As this study explored middle school students' peer relationship competence in 7 categories, it suggested that program for middle school students who are having trouble with peer relationship and measurement scale considered characteristic of middle school students' peer relationship should be developed.
  • 2.

    The Effects of Knowledge Manipulation on Schemas Formation

    김억곤 | 2010, 7(1) | pp.19~35 | number of Cited : 5
    Abstract PDF
    This study was designed to examine the influences of changes in children's knowledge on prior knowledge. First graders recalled a series, if stories was examine as a function of personal knowledge about the main story character. Children's knowledge about the protagonist was manipulated prior to presentation of the stories, and the impressions on story were examined. A change in some of the children's impressions was then promoted, and the impact of this second knowledge manipulation on recall of previously heard stories was evaluated. This experiment was designed by two between factors(knowledge manipulation 1, 2) and one within factors(sessions). The results were analyzed using a repeated measure ANOVA. The results indicated that children's story recall was affected by second knowledge. Children revised their story reports in ways that were consistent with their newly acquired impressions.
  • 3.

    Effects of a Reality Therapy Group Program for Improving the Self-Esteem and Coping Behavior on Problem of School Violence-Students Who have been both victims and offenders of School Violence

    도기봉 | 오주 | 2010, 7(1) | pp.37~53 | number of Cited : 25
    Abstract PDF
    The purpose of this study was to test the effects of reality therapy group program on improvement of self-esteem and coping behavior on problems for students with both victims and offenders experience in school. The subject of this study was 20 high school students in Daegu city. The students were randomly assigned by ten separated into experimental group and control group. The experimental group took part in program once in a week and total 8 weeks, but the control group did not measure anything at all. As a results of this study, the self-esteem and coping behavior on problems of students in the experimental group was far more improved than that of students in the control group. Therefore reality therapy group program appeared to have positive effects on the improvement of self-esteem and coping behavior on problems for students with both victims and offenders experience in school. This study was the first research into the relationship between reality therapy and students who have been both victims and offenders of school violence and have great significance for the application of the reality therapy group program.
  • 4.

    The Mediating Effects of Cognitive Factor on the Relationships between Female Adolescent’s Depression and Somatization

    이선주 | Eun Hye Ha | 2010, 7(1) | pp.55~68 | number of Cited : 22
    Abstract PDF
    The purpose of this study was to investigate the mediating effects of cognitive factor, which were somato-sensory amplification, somatic attribution and self-focused attention, on the relationships between female adolescent's depression and somatization. The subjects of this study were 544 students in the 1st and 2nd grade in high schools located in Gwangju. They were assessed by The Center for Epidemiological Studies Depression Scale(CES-D), Korean Children's Somatization Inventory, Korean Versions of Somatosensory Amplification Scale, Symptom Interpretation Questionnaire and Self-consciousness Scale. The results were as follows: First, female adolescent's depression had a significant on total score of somatization. Second, cognitive facts, which were somato-sensory amplification, somatic attribution and self-focused attention, had significant effects on somatization. Third, somato-sensory amplification partially mediated the relationships between female adolescent's depression and somatization. Fourth, somatic attribution parlially mediated the associiations between female adolescent's depression and somatization.. Last, self-focused attention did not show mediating effects between female adolescent's depression and somatization. The results suggested that somato-sensory amplification and somatic attribution were proved to have the mediating effects between female adolescent's depression and somatization.
  • 5.

    The relationship between academic demand and academic burnout: the role of control

    김민애 | Sang Min Lee | 신효정 and 2other persons | 2010, 7(1) | pp.69~84 | number of Cited : 64
    Abstract PDF
    The aim of present study is to examine not only the relationship between academic demand and academic burnout but also the function of control on two variables based on the job demand-control model(DCM). The participants of this study were 490 middle school students. The result of hierarchical regression analyses and path analysis were as follow: control was confirmed not moderator but suppression variable in between academic demand and academic burnout. The results support that academic control was decreased the relationship between academic demand and academic burnout. These findings suggest that improving academic control may be effective on preventing and intervening academic burnout Finally, the limitations of this study were discussed.
  • 6.

    The Influence of the School Teachers’ Values on Attitude toward the Children from International Marriage Family

    Kye-Min Yang | 2010, 7(1) | pp.85~106 | number of Cited : 16
    Abstract PDF
    This study was explored for two purposes. The first was to examine the school teachers' attitudes toward the children from international marriage family, and the second was to find the influence of the school teachers' values on attitudes toward the children from international marriage family. For the purpose, 440 teachers from elementary school, middle school, and high school completed the questionnaires. The results were as followed: First, males had negative cognitive attitude and feeling pity toward the children from international marriage family, and they were high in authoritarian personality tendency, pure-blooded ethnic identity, and ethnocentrism. Second, age of 50 over group were higher authoritarian personality tendency, pure-blooded identity and ethnocentrism than the younger groups. Third, elementary school teachers had more positive emotional attitude and higher civilized ethnic identity and positivity of multicultural society than middle and high school teachers. Fourth, the teachers in the schools including the children from international marriage family were more negative cognitive, negative emotional attitudes, and high uncertainty avoidance tendency than the opposite. Fifth, in positive cognitive and emotional attitude toward the children from international marriage family, positivity of multicultural society, and civilized ethnic identity were influencing factors, but, in the negative cognitive and emotional attitude, authoritarian personality tendency and uncertainty avoidance tendency were influencing factors. Lastly, in behavioral attitude, uncertainty avoidance tendency, positivity of multicultural society, civilized ethnic identity and ethnocentrism influenced to a-little-close relationship formation, but, in close relationship formation, pure blooded ethnic identity and positivity of multicultural society were influencing factors. Based on the results, the implications for instruction of the students from international marriage family and the multicultural education for the teachers were discussed.