First-year Middle School Students Research Articles

변증법적행동치료 기술을 적용한 무용동작치료 프로그램이 학교 부적응 청소년의 자아존중감 향상에 미치는 영향

This study was conducted to examine qualitative changes in self-esteem and movement of research participants by providing a dance movement program applying dialectical behavior therapy techniques to school maladjusted adolescents. 12 first-year middle school students from Suwon were divided into an experimental group and a control group, with 6 students in each group. A short-term program was implemented twice a week for a total of 8 sessions. The program of this study applies the common factor of Dance Movement Therapy (DMT) and Dialectical Behaviour Therapy (DBT), which use a body-based therapeutic approach. The research question analyzed self-esteem and its subfactors, and a movement observation analysis was conducted accordingly to examine qualitative changes in the movements of the experimental group. As a result of the study, first, the dance movement therapy program applying dialectical behavior therapy techniques had a positive effect on improving the self-esteem of School maladjusted adolescents. Second, changes in movement showed improved social skills. This study has confirmed that a positive impact on the self-esteem of School-maladjusted adolescents, and it is hoped that future research will be encouraged using different treatment methods.

Development and psychometric testing of a questionnaire for the Korea Youth risk behavior survey to assess physical activity behaviors

BackgroundPhysical activity is essential for physical, mental, and cognitive health. Providing evidence to develop better public health policies to encourage increased physical activity is crucial. Therefore, we developed an in-depth survey as part of the Korea Youth Risk Behavior Survey to assess the current status and determinants of physical activity among Korean adolescents.MethodsWe developed an initial version of the questionnaire based on a review of validated questionnaires, recent trends and emerging issues related to adolescent physical activity, and the national public health agenda pertaining to health promotion. Content validity was confirmed by a panel of 10 experts. Face validity was confirmed through focus group interviews with 12 first-year middle school students. The test-retest reliability of the questionnaire was evaluated by administering it twice, approximately two weeks apart, to a sample of 360 middle and high school students. Additionally, the frequency or average number of responses was analyzed in a sample of 600 students who participated in the initial test-retest reliability evaluation of the questionnaire developed in this study.ResultsThrough item pool generation and content and face validity test, the final 15 questionnaire items were developed across five themes: levels of physical activity, school sports club activities, transportation-related physical activity, physical activity-promoting environments, and factors mediating physical activity. The test-retest reliability ranged from fair to substantial. Results from the newly developed survey reveal that only a minority of adolescents engage in sufficient physical activity, with only 17.2% and 21.5% participating in vigorous and moderate-intensity activities, respectively, for at least five days per week. Among school-based activities, 44.3% of students do not participate in school sports clubs due to reasons including absence of clubs and disinterest in exercise. The major motivators for physical activity are personal enjoyment and health benefits, whereas preferences for other leisure activities and academic pressures are the predominant barriers.ConclusionsThis study developed valid and reliable in-depth survey items to assess physical activity among Korean youths. It will hopefully enhance our understanding of adolescent physical activity, offering essential preliminary evidence to inform the development of public health strategies aimed at promoting adolescent health.

부모의 성취압력, 중학생의 학업스트레스 및 학교적응의 관계

Objectives This study investigated whether peer attachment moderates the mediating effect of academic stress on the relationship between parental achievement pressure and school adjustment in middle school students. Methods Data from the 2021 Panel Study on Korean Children (PSKC) involving 1,348 first-year middle school students were utilized in this study. The SPSS PROCESS macro version 4.0 software was employed to analyze the mediating (Model 4), moderating (Model 1), and moderated mediating effect (Model 14). Results First, parental achievement pressure indirectly affected school adjustment through academic stress in middle school students. Second, the impact of academic stress on school adjustment was moderated by peer attachment. Finally, the indirect effect of parental achievement pressure on school adjustment through academic stress was moderated by peer attachment. Conclusions This study demonstrates how peer attachment moderates the impact of parental and psychological factors on school adjustment among middle school students. It emphasizes the significance of interaction between social-relational and psychological factors on school adjustment during adolescence.

The Longitudinal Effects of Parenting Styles on Adolescents’ Grit: The Mediating Role of Subjective Well-Being

Objectives: Grit, defined as the perseverance of effort and consistency of interests for long-term goals, is associated with adolescents’ positive outcomes across various developmental domains. Previous studies have shown that parenting styles are linked to adolescents’ grit; however, the underlying mechanisms are not well understood. In the current longitudinal prospective study, we examined whether adolescents’ subjective well-being mediated the relationship between parenting styles and grit.Methods: Data from Korean Children and Youth Panel Survey 2018 was used for this study (KCYPS 2018). Our sample consisted of first-year middle school students (N = 2,590). The KCYPS 2018 currently has four waves of data, and we analyzed the data from waves 1 to 3 to investigate developmental changes within the same education system. We used Mplus 8.4 to examine longitudinal mediation models based on the autoregressive cross-lagged panel model.Results: Adolescents who perceived their parents as warm, structured, and autonomy-supportive at T1 tended to report better subjective well-being at T2, which, in turn, predicted higher grit at T3. Conversely, adolescents who saw their parents as rejective, chaotic, and coercive at T1 exhibited lower levels of subjective well-being at T2, which consequently predicted lower grit at T3.Conclusion: Our findings underscore the significance of parenting styles in promoting adolescents’ subjective well-being, which, in turn, enhances their grit. Consequently, researchers and practitioners should consider developing and promoting initiatives that educate parents about positive parenting styles to foster adolescents’ happiness and grit, which can further lead to many positive outcomes into adulthood.

중학생이 지각한 부모의 부정적 양육태도가 우울에 미치는 영향: 사회적 위축, 친구 관계, 교사 관계의 다중매개효과

This study examines the impact of middle school students' perceived negative parenting attitudes on depression and the mediating variables of social withdrawal, peer relationships, and teacher relationships to gain an understanding of adolescent depression. Structural equation modeling was employed for analysis using data from the 2018 Korean Children and Youth Panel Survey (KCYPS 2018) with 2,590 first-year middle school students. The results indicate that the mediating effect of social withdrawal in the relationship between middle school students' perceived negative parenting attitudes and depression was significant. Moreover, multiple mediating effects of social withdrawal, peer relationships, and teacher relationships were also significant in the relationship between middle school students' perceived negative parenting attitudes and depression. Based on these findings, discussions on preventive measures and interventions for adolescent depression in educational and counseling settings and local communities are provided, along with suggestions and implications for the limitations of this study and future research.

랜덤포레스트를 활용한 초⋅중학생 독서실행 영향 요인 탐색

Objectives The purposes of this study factors affecting elementary and middle school students’ reading practice were explored using the random forest technique. Methods For this purpose, data from the 13th year (sixth grade of elementary school) and the 14th year (first year of middle school) of the Korean Children's Panel were used. Using reading practice as a response variable and 111 explanatory variables from household, parent, child, and school/private education surveys, factors affecting their reading practice were explored based on the importance index, and a partial dependence plot (PDP) was used. We used this to understand the relationship of influence. Results As a result of examining the top 10 Mean Decrease Accuracy (MDA) predicting reading performance, in the case of 6th grade elementary school students, the results were achievement pressure, learning activities, teacher relationship, strict rules and directive atmosphere, overall happiness, academic stress, peer relationships, and school rules. , physical self-image, and self-esteem appeared in that order. In the case of first-year middle school students, the order was learning activities, achievement pressure, school rules, peer relationships, overall happiness, academic stress, strict rules and directive atmosphere, teacher relationship, physical self-image, and teacher support. Conclusions Factors that affect elementary and middle school students' reading practice are generally more influenced by the school environment than their parents, and the fact that parents' achievement pressure, school adaptation, and strict rules and directive atmosphere are predicted to affect reading practice. It can be seen that coercion has an effect to some extent. As for other variables, there was a difference in what was predicted by ‘self-esteem’ in the 6th grade of elementary school and ‘teacher’s support’ in the 1st grade of middle school.

The Effect of the Self-Regulated Method on Learning the High Dribbling (Fast) Skill Basketball for First-Year Intermediate Students

The purpose of this paper is to prepare educational units according to the self-regulated method to learn the high (fast) dribbling skill in basketball and to identify its effect for first-year middle school students. The researchers assumed that there is an effect of the educational units according to the self-regulated method in learning the high (fast) dribbling skill in basketball for students. There are statistically significant differences in favor of the experimental group. The researchers used the experimental method in the manner of two equal groups. The researchers identified the population as students from Al-Naqa Secondary School for Boys, one of the schools of the Diyala Education Directorate for the academic year 2023-2024. They numbered (372) students for all grades in it, and the researchers chose the sample from students. The first grade, which has a number of (86) students and a percentage of (24.19%), was selected from Division (A) so that the sample number was (40) students and a percentage of (46.511%). They were divided into an experimental group and a control group represented by (20) students for each group. And (5) students for the exploratory experiment from the research community. The study concluded that the use of the self-regulated method had a direct impact on the students’ learning of the high (fast) skill of dribbling basketball for students.

인공지능 리터러시를 위한 AI 융합 영어 쓰기 수업 모형 개발

Objectives This study aimed to develop a model for an English writing class integrating Generative AI for artificial intelligence literacy.
 Methods Literature and prior research on artificial intelligence literacy, prompt engineering, Generative AI, and the development of English writing class models were analyzed. The model prototype's purpose and theoretical foundation were established, validated for internal consistency by five experts in educational technology and English education. The prototype was tested with one English teacher and approximately 48 students over a two-week period in December 2023, refining its content for the final model.
 Results To achieve this, 31 first-year middle school students in Seoul were assessed through pre- and post-tests to measure their attitudes toward artificial intelligence literacy and English writing. The final class model consisted of seven stages, distinguishing between learner, instructor, and Generative AI roles. Nine teaching strategies were applied to 39 detailed stages of the class model, aligning with instructional design principles.
 Conclusions The developed model holds significance in encouraging students' divergent questioning and proactive learning attitudes through strategic and systematic integration of Generative AI interaction within the English writing class. Moreover, through the development of this class model and teaching strategies, it is anticipated to serve as an effective guideline for educators to design and implement prompt engineering-based Generative AI integrated English writing classes.

창작 주체성 보호를 위한 인공지능 융합 수업의 설계 및 교수 전략

Objectives This study has developed teaching strategies that instructors can use to design and implement artificial intelligence convergence education utilizing generative artificial intelligence for image creation. The derived lesson designs and teaching strategies suggest a limited use of artificial intelligence to ensure that learners using generative AI do not lose their creative autonomy.
 Methods Through a review of prior literature, an initial checklist for class design and a teaching strategy were developed. Subsequently, two rounds of internal validation were conducted with four experts. A creative class utilizing image-generating artificial intelligence was then implemented for 100 first-year middle school students in Seoul. The effectiveness of this approach was evaluated through pre- and post-tests of artificial intelligence literacy and interviews with the learners.
 Results Ultimately, 10 items for the class design checklist and 51 items for the teaching strategy were developed. The class design checklist included steps for ‘checking the usage environment’, ‘evaluating the class content’, and ‘assessing expertise’. The teaching strategy was structured into stages of ‘class preparation’, ‘understanding image-generating artificial intelligence’, ‘creative problem-solving’, and ‘class arrangement’. As a result of implementing these creative classes with image-generating artificial intelligence, there was a significant improvement in the students’ artificial intelligence literacy. Furthermore, both instructors and learners highlighted several benefits of these classes, such as the integration of artificial intelligence with various subjects, the enhancement of divergent thinking, firsthand experience with artificial intelligence principles and applications, opportunities for collaboration and discussion, and a strengthened understanding of copyright and ethical considerations.
 Conclusions The instructional class design checklist and teaching strategy developed in this study serve as cross-curricular guidelines applicable to various subjects that involve image creation, including Korean language, history, and art. Designing artificial intelligence convergence lessons with a focus on protecting learner’s creative autonomy can enable them to grasp the entire creative process and its inherent value. This approach goes beyond mere technical use, empowering learners to enhance their own creative expressions.

청소년의 창의적 성격 유형 탐색과 변화

Purpose: This study divided first-year middle school and second-year high school students into groups according to their positive creative personalities and analyzed their characteristics to identify personal efforts and environmental variables that can lead to positive creative tendencies. Method: Using the 1st and 5th waves of the KCYPS 2018 2nd wave, latent class analysis, mean difference analysis, and cross-analysis were performed using creative tendencies, grit, self-esteem, parenting variables, friendships, and relationships with teachers. Results: The creativity of first year middle school students was classified as ‘vision’, ‘open attitude’, and ‘latent ability’, while the creativity of second year high school students was classified as ‘cautious attitude’, ‘intelligence’, and ‘versatility’. Conclusion: We identified the creative personality patterns and characteristics of first-year middle school and second-year high school students and discussed what psychological and educational approaches should be taken.

THE EFFECT OF APPLYING THE “FLIPPED CLASSROOM” STRATEGY ON THE ACHIEVEMENT OF PHYSICS AND SYSTEMIC THINKING AMONG FIRST-YEAR MIDDLE SCHOOL STUDENTS

The research aims to identify the effect of applying the “Flipped Classroom” strategy on the achievement of physics and systemic thinking among first-year middle school students. The researcher chose an experimental design with partial control. The research sample consisted of 62 first-year middle school students at Al-Warkaa Secondary School affiliated with the General Directorate of Education in Baghdad / First Al-Rusafa. The experiment sample was distributed into two groups, the first experimental, who studied according to the flipped classroom strategy, and the second, control, who studied according to the usual method. The researcher made sure of the equality of the research groups in the variables of chronological age in months, IQ, previous achievement, and systemic thinking scale. The researcher prepared a multiple-choice test and applied it to both research groups. He adopted a measure of systemic thinking after verifying its validity and reliability. Using a t-test to determine the results, the researcher concluded that the flipped classroom strategy has an effective effect on systemic thinking for the experimental group compared to the control group. The researcher proposed a number of recommendations and proposals.

또래 및 교사와의 관계 예측요인으로서 팬덤활동, 스마트폰 의존, 부모양육태도

Objectives This study examined differences in fandom activities, smartphone dependency, perceived parenting styles(autonomy support and structure provision), and peer and teacher relationships between first-year middle school students in 2018 (pre-COVID-19) and those in 2021 (the second year of the pandemic). This study also examined the effects of fandom activities, smartphone dependency, and perceived parenting styles on peer and teacher relationships, the indicators of school adjustment, among first-year middle school students in 2018 and those in 2021.
 Methods Data from the first year of the 7th-grade panel (N=2,590) and the fourth year of the 4th-grade panel (N=2,275) of the 2018 Korean Children and Youth Panel Survey of the Korea Youth Policy Institute were used, and independent sample t-tests and hierarchical regression analyses were conducted.
 Results First, compared to first-year middle school students in 2018, those in 2021 exhibited significantly lower levels of fandom activities, parental autonomy support, parental structure provision, and peer relationships, along with higher smartphone dependence. Students’ relationships with teachers did not differ between the two periods. Second, autonomy support, structure provision, and fandom activities positively predicted peer relationships among first-year middle school students in both 2018 and 2021. Conversely, smartphone dependence had a negative effect on peer relationships in both years. Notably, the relative influence of structure provision on peer relationships was greater in 2021 compared to 2018. Third, autonomy support and structure provision positively predicted the relationship with teachers among students in both 2018 and 2021, while smartphone dependency had a negative effect in both periods. Fandom activities had a significant but small positive effect on students’ relationships with teachers only in 2018.
 Conclusions Implications are presented to support students transitioning to middle school in building positive relationships with peers and teachers in a rapidly changing environment.

Exploring the Link between Respect for Rights at the Regional Center for Children and Career Identity Development

This study aimed to explore whether the experience of being respected at the Regional Center for Children influences the development of career identity through self-esteem and school adaptation. To investigate this, the study analyzed the hypothesized model using responses from 438 first-year middle school students (50.7% male) obtained from the 4th Wave of the second panel of Children's Panel Survey at the Regional Center for Children. The study revealed that experiences of rights being respected at the Regional Center for Children influenced the development of career identity through self-esteem and school adaptation. In other words, higher levels of self-esteem were observed when their rights were respected at the Center, facilitating better school adaptation, and ultimately leading to the development of career identity. The study concluded that the respect of children’s rights at the Regional Center played a critical role in their overall development and outlined implications for future research and practice.

Psychometric properties and measurement invariance of the short form of grit scale in Korean adolescents.

This study aimed to identify the factor structure of the Korean version of the Short Grit Scale (Grit-S) and examine its cross-sectional and longitudinal measurement invariance (MI). Data from the Korean Children and Youth Panel Survey 2018 were analyzed, which included two cohorts, comprising 2,327 and 2,325 fourth-year elementary and first-year middle school students, respectively. It was found that the two-factor model fit the data well for the elementary and middle school samples. The results of the cross-sectional MI tests across genders indicated that the full threshold and loading invariance were also supported for the elementary school sample, and the partial threshold and loading invariance were supported for the middle school sample. The analyses of the longitudinal MI revealed that the partial threshold and loading invariance were supported for both samples. The reliability analysis revealed satisfactory McDonald's Omega values for both samples at each time point and moderate stability coefficients over time. Based on these findings, it was concluded that the Korean version of the Grit-S demonstrated satisfactory psychometric properties and exhibited MI across gender and time in Korean adolescents.

Comparing the Effectiveness of Problem-Solving Skills Training Based on Tolman's and Bandura's Theories on Adolescent Girls' Problem-Solving Styles

Objective: The purpose of this study was to compare the effectiveness of problem-solving skills training based on the theories of Tolman and Bandura on the problem-solving styles of middle school students. Methods: The research method was quasi-experimental. The population consisted of all female first-year middle school students in Hamadan, with a sample size of 75 students (three groups of 25), selected through multi-stage cluster sampling. The D'Zurilla, Nezu, and Maydeu-Olivares problem-solving questionnaire (2000) was used for data collection. Problem-solving training sessions based on Tolman's theory followed a protocol provided by Tolman (1932), and those based on Bandura's theory followed a protocol by Bandura (1999), conducted over eight 60-minute weekly sessions for two months. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and the Scheffé post hoc test. Findings: There were differences in the impact of training based on these theories on students' problem-solving styles (P < .01). Training based on Tolman's theory was more effective in reducing the use of negative and impulsive problem-solving styles compared to training based on Bandura's theory (P < .01). Conclusion: These trainings increased the use of positive and logical orientation styles and decreased the use of negative, avoidant, and impulsive styles among students.

부모의 온정적 양육이 인지적 공감과 협동심을 통해 청소년의 학교생활만족에 미치는 영향

The purpose of this study is to examine the direct impact of adolescents' per-ceived warm parenting on school life satisfaction and the indirect impact through cognitive empathy and cooperation. To achieve this, the study focused on the cohort data of 2,240 first-year middle school students (1,129 male students, 1,111 female students) surveyed in 2021 from the "Korean Children and Youth Panel Survey 2018" produced by the Korea Institute of Child Care and Education. The collected data were analyzed using Model 6 of the PROCESS macro version 4.2 (Hayes, 2022). The results are as follows. First, concern-ing the direct impact of adolescents' perceived warm parenting on school life satisfaction, warm parenting was found to have a statically significant impact on school life satisfaction. Second, regarding the indirect impact of adolescents' perceived warm parenting on school life satisfaction through cognitive empathy and cooperation, the mediating effects of cog-nitive empathy and cooperation were both significant in each respective path, and the dual mediating effect was also confirmed. The findings of this study are expected to serve as foundational data for education and counseling for adolescents experiencing various diffi-culties in school life.

사교육 참여가 수학 정의적 태도에 미치는 영향

This study examined the direct effect of math private education participation on the indicators of math affective attitudes, and analyzed the effect of private education participation on the latent class membership of math affective attitudes. To this end, the survey data of first-year middle school students in the 2015 Gyeonggi Education Panel Study(GEPS) were applied to the latent class MIMIC model. As a result, heterogeneous latent classes for math affective attitudes were detected, and uniform and non-uniform differential item functioning were detected depending on whether math private education participated. In addition, the significant impact of participation in math private education on latent class membership was confirmed. This study confirmed the necessity of measurement invariance by analyzing the effect of math private education on individual items of math affective attitudes, and verified the effect of participation in private education on the latent class of math affective attitudes, it presents meaningful implications for math education in the school field.

The Effect of Adolescents' Happiness on Smartphone Dependence: The 5th Year of the Korean Children and Youth Panel Survey 2018

Purpose: The purpose of this study is to examine the effect of adolescents' happiness on smartphone dependence for adolescents. Methods: This study was analyzed using panel data of 848 first-year middle school students from the Korean Children, Youth Panel Survey. Result: This study, there were statistically significant differences in sex in women (β=-.086 p=.012), study time for more than 3 hours (β=-.217, p<.001), spare time for more than 1 hour and less than 4 hours (β=.232, p<.001), 4 hours and more (β=.259, p<.001), satisfaction in academic achievement satisfaction (β=-.249, p<.001), exercise for 2 hours (β=.091, p=.020), and happiness in happiness (β=.097 p=.019). These variables represented 14.4% of explanatory power. Conclusion and suggestion: Adolescents should reduce their dependence on smartphones by reducing their smartphones usage time and increasing their happiness by securing study time and using spare time. Therefore, it is necessary to find various ways to reduce dependence on smartphones. We propose a study to develop a program that reduces dependence on smartphones in the future and to understand the effectiveness of the program.

우울이 그릿과 학업성적 자기평가의 매개를 통해 삶의 만족에 미치는 영향: 중학교와 고등학교 신입생 간의 차이를 중심으로

The purpose of this study is to determine whether grit and academic performance self-evaluation doubly mediate the effect of depression on adolescents' life satisfaction, and to verify whether this relationship differs between first-year middle school students and first-year high school students. To achieve the purpose of this study, latent mean difference and multi-group structural equation analysis was conducted using the 4th year of data surveyed in 2021 among the 2018 data of the Korean Children and Youth Panel Survey(KCYPS). The results of the study are as follows. First, high school students had significantly higher levels of depression and lower levels maintaining interest and sustained effort of grit, self-evaluation of academic performance, and life satisfaction than middle school students. In particular, it was found that high school students' self-evaluation of academic performance and life satisfaction were very loudly lower than middle school students. Second, in both the first year of middle school and the first year of high school, life satisfaction was low when depression was high. However, it was found that if the level of sustained effort of grit and self-evaluation of academic performance improves, the negative impact of depression on life satisfaction can be reduced. In addition, it was found that only when the level of maintaining interest of grit improves simultaneously with the level of self-evaluation of academic performance can the negative impact of depression on life satisfaction be reduced. Furthermore, It was also found that in order to increase life satisfaction, we must focus on improving sustained effort of grit for first-year middle school students, and we must focus on simultaneously improving of maintaining interest of grit and self-evaluation of academic performance for first-year high school students. Based on these research results, this study was proposed to provide a grit promotion program and self-exploration program appropriate for each school level, in order to increase life satisfaction of first-year middle school and first-year high school students.

국립국악원 국악 디지털 음원-국악기 음색을 활용한 <수업 종 만들기> 창작 지도

This study devises a method for instructing the creative activity of 'Making Class
 Bells' using the tone of Korean traditional instruments from the gugak (Korean
 traditional music) digital sound source provided by the National Gugak Center.
 First, as a result of reviewing the aspects of gugak creation content included in
 the 2015 revised middle school music textbook, there were no creative activities
 utilizing the tones of gugak instruments. Based on the reviewed contents, an
 instruction plan of the creative activity using the tone of gugak instruments
 consists of four steps: the step of exploring gugak instruments, the step of
 distinguishing the tones of gugak instruments, the step of utilizing the tones of
 gugak instruments, and the step of submitting what they created. Following these
 steps, the creative activity of 'Making Class Bell', made up of eight classes, was
 applied to the first-year middle school students in Seocho-gu, Seoul. The first
 result is that students were able to experience the tone of gugak instruments and
 further the harmony of sound. Second, they were able to practice gugak in their
 life. Third, this activity shows that the gugak creative education using digital
 media can become active. Fourth, they can enjoy various gugak instruments. Fifth,
 they can develop their creativity through the composition activity.