Elementary Schools In South Korea Research Articles

Affective and Social Competencies of Elementary School Students in the Use of Digital Textbooks: A Longitudinal Study.

This study investigates the impact of digital textbooks, which play an important role in post-COVID-19 digitalized education, on the development of elementary school students' affective and social competencies. The study quantitatively analyzed three years of student panel data collected from 1,418 students in the third and fourth grades of a digital textbook pilot elementary school in South Korea. This study examined differences in the development of affective and social competencies between the treatment group (n = 708), who used digital textbooks for three years, and the control group (n = 710), who used digital textbooks for two years and returned to paper textbooks. Results showed that the affective competencies of self-efficacy, learning motivation, and learning attitudes were higher in the treatment group than in the control group, and the social competencies of communication, collaboration, and sociability were also higher. Implications for digital education research and related policies are provided, and limitations and suggestions for future research are discussed.

Exploring patterns in South Korea students’ life satisfaction trajectories

ABSTRACT This research aimed to pinpoint unique trajectories in children’s life satisfaction, as well as explore the individual and contextual factors associated with these trajectories. The sample consisted of 2,602 children (50.4% boys) from elementary schools in South Korea. This study conducted the latent class growth analysis, identifying three distinct trajectory groups: low-level (5.5%), high-decreasing (26.0%), and mid-level (68.5%). Self-esteem, sleep duration, warm and consistent parenting, high academic achievement satisfaction, and high levels of friend and teacher relationship were significantly associated with membership in the high-decreasing group. Implications were discussed based on these results.

Children’s Perceptions of Elementary School in South Korea Before and After Entering School

Children’s Perceptions of Elementary School in South Korea Before and After Entering School

Active Job Behaviors of Generation Z Elementary School Teachers

<p style="text-align:justify">The purpose of this study was to classify the active job behaviors of Generation Z (Gen Z, born after 1995) elementary school teachers and investigate relevant variables that significantly affect such a classification. A total of 375 Gen Z elementary school teachers who passed the National Elementary Teacher Qualification Test and had worked in elementary schools in South Korea participated in this study. The data collected identified the types of active job behaviors among Gen Z elementary school teachers using cross-tabulation through Latent Profile Analysis (LPA). A multinomial logistic regression analysis was conducted to identify the predictors that influence the types of active job behaviors of Gen Z elementary school teachers. The results were as follows: First, there are four types of active job behaviors of Gen Z elementary school teachers: Ideal, relational, non-participatory, and passive job performance types. Second, teacher efficacy, learning agility, organizational commitment, and principals’ transformational leadership influenced the types of active job behaviors of Gen Z elementary school teachers. The results offer insights into the human resource management of Gen Z elementary school teachers and have significant implications for improving the active job behavior of Gen Z elementary school teachers.</p>

Stability of the Communication Function Classification System among Children with Cerebral Palsy in South Korea.

Interest in the prognosis of skill levels has been an important issue among children with cerebral palsy (CP). This study aimed to verify the stability of the Communication Function Classification System (CFCS) in 2- to 18-year-old children with CP. Data collected from 171 children with CP who received rehabilitation therapy in hospitals or attended special elementary schools in South Korea were reviewed. They were divided into two groups, children <4 years and children ≥4 years. Participants were evaluated over 1-year and 2-year intervals from the first rating. Agreement between the three measurements and the weighted kappa were analyzed. At the 1-year interval, results demonstrated a high agreement rate of the CFCS in children ≥4 years old, and during the 2-year interval the study revealed a low agreement rate in children aged 2–4 years. The results indicated the stability of the CFCS in children ≥4 years old but some change of the CFCS in 2- to 4-year-old children. Moreover, the findings suggested that the change of the CFCS varied with time and age. Based on these results, it is recommended that the CFCS assessments be performed periodically, especially among 2- to 4-year-old children with CP.

A Study on the Prerequisites for the Complexity Adaptive System of Elementary Schools in South Korea

A Study on the Prerequisites for the Complexity Adaptive System of Elementary Schools in South Korea

Stability of the gross motor function classification system in children with cerebral palsy for two years

BackgroundThe prognosis of gross motor function is a major concern for therapy and intervention in children with cerebral palsy (CP). The classification system for gross motor function, the Gross Motor Function Classification System (GMFCS), is actively studied because it could be useful in the communication between professionals and families. This study aimed to verify the stability of GMFCS over 2 years in children with CP aged 2–12 years.MethodsThe GMFCS level of 100 children with CP who underwent rehabilitation therapy in hospitals or who attended special elementary schools in South Korea were collected in the study. The agreements across three measurement points were analyzed in these children.ResultsThe weighted kappa coefficients were statistically significant (p < .05). The coefficients ranged from 0.690 to 0.789 in children with CP aged 2–12 years. The lowest coefficient of 0.557 was observed in children with CP aged 2–4 years between the first and third measurements points.ConclusionsThe results provided evidence of GMFCS stability for the first year and change of the GMFCS during the two-year study period in children aged 2–4 years. Moreover, the findings indicate that the stability of GMFCS varies with time, duration, and age. It is recommended that GMFCS assessments be performed periodically, which are even more necessary for children with CP aged 2–4 years.

Prevalence and use frequency of personal care product of female students in elementary school in South Korea

Prevalence and use frequency of personal care product of female students in elementary school in South Korea

Factors Affecting Health-Related Behaviors in Younger School-Age Korean Children

PurposeAlthough many studies have reported factors influencing school-age children's health behaviors, most focus on later childhood and early adolescence. It is important to understand children's own perspectives on their health-related behaviors to promote child health. This study identified factors affecting health-related behaviors among younger school-age children via self-report assessments. Design and methodsParticipants (N = 636) were children aged 8 to 9 years (second and third grade) at six elementary schools in South Korea. The variables examined were child characteristics, health locus of control, perceived parental attention, peer support, school environment, and health-related behaviors. A hierarchical linear regression analysis was performed to identify factors predicting younger school-age children's health-related behaviors. ResultsSocioeconomic status (family affluence score) had the strongest impact on health-related behaviors, followed by health locus of control, parental attention, and peer support. Living with both parents also had a positive effect. The present results suggest that children within aged 8 to 9 years have the ability to consciously choose and implement health-related behaviors. ConclusionsBased on these findings, recommendations are as follows: 1) collaboration between parents and health professionals, which, given the importance of parental attention, represents the best approach for guiding children's health-related behaviors; and 2) attention paid to children from low-income backgrounds (at both the school and community levels) can help prevent health inequalities arising from socioeconomic status.

Comparing Collaborative and Cooperative Gameplay for Academic and Gaming Achievements

This article reports an empirical study that explores gender differences in both cooperative and collaborative social gaming in relation to achievements and attitudes. Another aim was to compare students’ game attitudes, feelings toward group work, and achievements in cooperative versus collaborative digital game-based learning environments. One hundred sixty-four, sixth-grade students from five different classrooms at an elementary school in South Korea participated voluntarily in this study. A total of 2 boys and 2 girls were randomly assigned to each group, resulting in 20 groups for each of the grouping conditions. Based on interaction effects, results suggest that male students show more positive game attitudes in collaborative conditions, whereas female students show more positive game attitudes in cooperative conditions. Data also suggest that males show more positive feelings toward group work than females, irrespective of grouping conditions. Regarding academic and gaming achievements, female students showed higher academic achievement in collaborative conditions, while male students scored higher on academic achievement under cooperative conditions. Findings from this study indicate that gender-balanced groups show significantly higher gaming achievement in collaboration compared with cooperation. Results are interpreted with reference to future research and classroom practices.

Contents for Integrity Education at the Elementary School in South Korea using 4 Components Theory of Morality made by J. Rest

Contents for Integrity Education at the Elementary School in South Korea using 4 Components Theory of Morality made by J. Rest

MODERATING EFFECT OF STRESS ON THE RELATIONSHIP BETWEEN BODY IMAGE AND PHYSICAL APPEARANCE MANAGEMENT BEHAVIOR \r\nAMONG SCHOOL - AGE CHILDREN IN SOUTH KOREA\r\n

Ponte Academic JournalJan 2018, Volume 74, Issue 1 MODERATING EFFECT OF STRESS ON THE RELATIONSHIP BETWEEN BODY IMAGE AND PHYSICAL APPEARANCE MANAGEMENT BEHAVIOR \r\nAMONG SCHOOL - AGE CHILDREN IN SOUTH KOREA\r\nAuthor(s): Insook LeeJ. Ponte - Jan 2018 - Volume 74 - Issue 1 doi: 10.21506/j.ponte.2018.1.15 Abstract:Purpose: The purpose of this study was to identify the body images, appearance management behavior, and stress of senior elementary school students, and examine whether stress has a moderating effect on the relationship between students’ body image and physical appearance management behavior. \\r\\nMethods: A descriptive cross-sectional design was used. Data were collected from November to December 2016 in elementary schools in South Korea, and 130 senior students participated. \\r\\nResults: Participants’ mean body image scores were 12.66 out of 20, while their physical appearance management behavior and stress scores were 70.24 and 60.78, respectively. Physical appearance management behavior was negatively correlated with body image (r = -.228, p = .010) and happiness (r = -.177, p = .047), and was positively correlated with stress (r = .317, p < .001) and having a favorite entertainer (r = .379, p < .001). The moderating effect of stress on the relationship between the appearance management behavior and body image was significant (β = .198, p = .015). Therefore, the stress level shows the effect of moderating the influence of the body image on the physical appearance management behavior. \\r\\nConclusion: Among individuals with high stress, physical appearance management behavior was high even when students’ body image was highly positive. These results can be used as basic data for developing educational programs required to help early adolescent students develop and maintain their desirable body images, and thus grow into psychosocially healthy and confident adolescents and adults.\\r\\n Download full text:Check if you have access through your login credentials or your institution Username Password

Friendship Dynamics of Adolescent Aggression, Prosocial Behavior, and Social Status: The Moderating Role of Gender.

Interactions with friends are a salient part of adolescents' experience at school. Adolescents tend to form friendships with similar peers and, in turn, their friends influence adolescents' behaviors and beliefs. The current study investigated early adolescents' selection of friends and friends' influence with regard to physical aggression, prosocial behavior, and popularity and social preference (i.e., likeability) among fifth and sixth graders (N = 736, 52% girls at wave1, N = 677, 52% girls at wave 2) in elementary schools in South Korea. The moderating role of gender on early adolescents' friend selection and influence was also examined. With longitudinal social network analysis (RSiena), we found that youth tended to select friends with similar levels of physical aggression and popularity, and their friends influenced their own physical aggression and popularity over time. The higher youth were in social preference, the less likely they chose physically aggressive peers as friends. Boys were more likely to select highly popular peers as friends compared to girls, and influence effects for physical aggression and popularity were stronger for boys compared to girls. The results underscore the importance of gender in friendship dynamics among Asian early adolescents.

전국 초등학교 통합교육 환경에서 인성교육과 봉사학습 실행 실태

The purpose of this study was to identify the current status of character education and service-learning in inclusive elementary schools in South Korea and to suggest better ways to implement the programs for all students with and without disabilities through a national survey with 34 items developed by the researchers. A total of 205 elementary schools with special classes were selected by a stratified sampling method based on the number of students in elementary schools across the nation. Responses to the survey from 365 teachers of 183 schools were analyzed for this study. Most schools implemented character education and service-learning programs, and students with disabilities also participated in those programs. Character education programs such as school violence prevention and proper language usage education, and service-learning programs such as helping hands and campaign activities were most frequently conducted. However, the reflective activities and celebrations in service-learning programs were less rigorously implemented and the support for students with disabilities was limited. Thus, further study of curriculum-related various content and systematically organized structures for character education and service-learning programs is suggested. Also various support for students with disabilities should be provided to enhance their participation in diverse types of character education and service-learning, and to improve the quality of inclusive education for all.

The Effects of Chewing Cinnamon Flavored Gum on Mood, Feeling and Spelling Acquisition

&lt;p&gt;The purpose of the study is to investigate if the effects of chewing cinnamon flavored gum can increase mood, feeling and spelling acquisition. 5th grade students (n=22) at Ilshin elementary school in South Korea served as participants. The same students were required to take 4 spelling tests with 1 given every day over the course of 4 days. For the 1&lt;sup&gt;st&lt;/sup&gt; day, students were required to answer pre-questionnaires pertaining to mood and feeling before studying the spelling words. Students were then given 15 minutes to study while using the rote learning techniques to memorize spelling words; however, they were not given any gum. Afterwards, students were required to take the spelling test to determine memorization achievement. Lastly, students were required to retake the post-questionnaires based on mood and feeling again. On days 2-4 the same protocol was performed, however with 5, 10 or 15 minutes of gum chewing. The results indicated that in terms of the test scores, 15 minutes of chewing resulted in better performance than 5 or 10 minutes of chewing. However, there were no significant outcomes related to the mood and feeling scores. Future research should examine the type of information used for the memorization task, since recall vs. recognition tasks may be differentially affected by chewing.&lt;/p&gt;

The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

&lt;p class="apa"&gt;The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (&lt;em&gt;n&lt;/em&gt;=22) has undergone concept mapping training while the control group (&lt;em&gt;n&lt;/em&gt;=20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen.&lt;/p&gt;

Exploring Effects of Intrinsic Motivation and Prior Knowledge on Student Achievements in Game-based Learning

This study investigates the effects of students’ intrinsic motivation and prior knowledge on student achievement in learning Chinese in a game-based learning environment. A total of 140 fourth-grade students from an elementary school in South Korea participated in this study. An instructional game called “Hanjamaru,” which is designed to teach Chinese characters, was implemented for four weeks. During the experiment, students’ prior knowledge, intrinsic motivation in gaming, and achievements learning Chinese were quantitatively measured. Findings from this study demonstrate that both students’ prior knowledge and intrinsic motivation affect their achievements in learning Chinese. Also, there students’ prior knowledge and intrinsic motivation affected each other; that is, a group low in intrinsic motivation but with higher prior knowledge showed comparatively higher student achievements. These findings suggest that students’ prior knowledge should also be considered while designing and adopting game-based learning in order to engage students with different levels of intrinsic motivation.

What type of content are smartphone users addicted to?: SNS vs. games

Based on a sample of 944 respondents who were recruited from 20 elementary schools in South Korea, this research surveyed the factors that lead to smartphone addiction. This research examined the user characteristics and media content types that can lead to addiction. With regard to user characteristics, results showed that those who have lower self-control and those who have greater stress were more likely to be addicted to smartphones. For media content types, those who use smartphones for SNS, games, and entertainment were more likely to be addicted to smartphones, whereas those who use smartphones for study-related purposes were not. Although both SNS use and game use were positive predictors of smartphone addiction, SNS use was a stronger predictor of smartphone addiction than game use.

Exploring students at risk for reading comprehension difficulties in South Korea: the RTI approach applying latent class growth analysis

The purpose of this study was to identify students at risk of reading comprehension difficulties by using the responsiveness to intervention (RTI) approach. The participants were 177 students in Grades 1–3 in three elementary schools in South Korea. The students received Tier 1 instruction of RTI from March to May 2011, and their performance was measured using a curriculum-based measurement, the BASA-Maze, at monthly intervals. Latent class growth analysis was employed to analyze the data. Results identified four empirically distinct classes for the first grade and five such classes for the second and third grades. Additionally, students were classified into groups of those who need (i.e., at-risk students) and those who do not need Tier 2 instructions for reading comprehension in each grade. The importance of RTI and the critical role of progress monitoring for early identification of comprehension difficulties were discussed, and suggestions for future research were provided.

An Overview Of The Lexical Approach And Its Implementation At A Public Elementary School In South Korea

An Overview Of The Lexical Approach And Its Implementation At A Public Elementary School In South Korea