High School Students In Seoul Research Articles

학생들이 인식하는 학교폭력의 정의와 원인: 개념적 모호함과 학생 간 역학관계를 중심으로

This study conducted allocation sampling and inductive thematic analysis of interview data from 20 middle and high school students in Seoul to understand their perceptions of school violence that students experience in their daily lives. The main research results are as follows. First, students explained school violence similarly to what was defined in the law, but they responded that it was difficult to clearly distinguish between teasing and harassment in real life because students’ perception of psychological damage was subjective and relative. Second, students described school violence as a process in which the perpetrators sought superiority and expressed disgust with the victims within the group. However, it seemed that this dynamic could change when the number of other students around them increased. Based on the results of the interview, in this study, it was confirmed that students were consciously or unconsciously experiencing the phenomenon of school violence according to their status and power. This is because the criterion for distinguishing between teasing and harassment, which causes the conceptual ambiguity of school violence, depends on the gap of status and power between students, and the pursuit of superiority and expression of disgust could also be explained in the dynamics between students who want to acquire status and power. Based on the result, the study suggests considering status and power dynamics in school violence prevention education and response policies, strengthening citizenship education for coexistence in various educational fields, and efforts to change the power structure within schools by fostering a school atmosphere where students other than the perpetrators and victims have more agency.

중･고등학생의 참여자치역량 실태 분석: 개인 및 학교 요인의 차이를 중심으로

This study aimed to examine the level of Participatory Governance Competence among middle and high school students in Seoul, and to explore the differences in competence levels according to individual-level and school-level factors. To achieve this, a mixed-methods approach combining quantitative analysis using surveys and statistical analysis, and qualitative approach through FGI was conducted. The main variables were selected as ‘gender’ and ‘parents’ level of concern for social issues’ as individual factors, and ‘innovative school status’ as a school factor. The findings of this study are as follows. First, the Participatory Governance Competence of students scored above 3.5 out of 5 for all factors, but the school-level ‘autonomy’ and the societal-level ‘public interest and solidarity’ factors were relatively low. Second, there were differences in students’ competence levels depending on the ‘innovative school status’. In general, cognitive factors scored higher among regular school students, while normative factors scored higher among innovative school students. Third, there were differences in competence among students depending on gender or parents’ level of concern for social issues, confirming the need for efforts in school education. Based on these results, the following policy implications are proposed. First, there is a need to transform from ‘administratively existing student councils’ to ‘student councils with guaranteed substantive participation’. Second, schools need to regularize opportunities for student participation and feedback on decision-making to enhance students’ efficacy.

Study on the relationship between dietary habits and the quality of life of some high school students in Seoul based on the nutrition quotient for adolescents (NQ-A)

Study on the relationship between dietary habits and the quality of life of some high school students in Seoul based on the nutrition quotient for adolescents (NQ-A)

청소년이 지각한 부모의 심리적 통제 유형과 우울 증상 간의 관련성

This study aims to investigate the different profiles of parental psychological control, specifically focusing on separation-anxious psychological control and achieve-ment-oriented psychological control, and their associations with depressive symptoms in adolescent children. Participants were 367 middle and high school students in Seoul and Gyeonggi area. The levels of parental psychological control and depressive symptoms were measured using self-report questionnaires. The data were analyzed using t-test, Pearson’s correlations, latent profile analysis, and one-way ANOVA. The findings from the latent profile analysis indicated the existence of four distinct subtypes of psychological control as perceived by adolescent children: high maternal separation-anxiety control (HMSC, 7.1%), no parental psychological control (NPPC, 67.6%), low parental psycho-logical control (LPPC, 17.2%), and high parental psychological control (HPPC, 8.2%). Adolescent children in the NPPC profile exhibited significantly lower levels of depressive symptoms when compared to those in the other profiles. These results suggest that psy-chological control even from a parent may aggravate depressive symptoms of adolescents.

고등학생의 영어 학업성취도에 영향을 미치는 변인 분석

Objectives The purposes of this study were to specify the variables that have a significant impact on high school students' English academic achievement from the aspects of individual, home environment, and school life using Seoul Education Longitudinal Study (SELS) 2010 data.
 Methods For this purpose, the English academic achievement scores of 2,550 high school students in Seoul were set as the dependent variable. The independent variables were attitude in class, self-directed learning ability, parents’ support for learning, parent-child relationship, the frequency level of parents-child dialogue, the degree of school satisfaction, and friends relationship. The independent variables were extracted from the student questionnaire. A multiple linear regression analysis was performed.
 Results As for the main research results, the ability of self-directed learning, attitude in class, parent-child relationship had a positive effect on English academic achievement, while parents’ support for learning, the frequency level of parents-child dialogue, and friends relationship showed negative relationships with English academic achievement. The ability of self-directed learning and attitude in class appeared to be the biggest predictors of English academic achievement. In addition, it suggests that emotional intimacy at home is more crucial support for students than parental support for children's learning.
 Conclusions Therefore, it can be said that the result of this study is the practical proof of Self-determination Theory(SDT). It is interpreted that parents’ emotional support for their children can lead to the improvement of self determination ability, and it leads to self-directed study ability and proper attitude in class. Eventually it leads to high level of academic achievement.

대학-고교 연계 고등학생 대상 찾아가는 진로교육 프로그램 설계 및 운영

Objectives In this study, career education in the form of visiting as a university-high school linkage education was designed and implemented for high school students to derive implications for effective career education.
 Methods To this end, career education program based on the career competencies was designed and implemented for 213 high school students in Seoul. The satisfaction survey and the career maturity inventory (Savickas, & Porfeli, 2011) were conducted to analyze their satisfaction based on their desired career and career maturity levels.
 Results The module for career education consisting of self-understanding(lecture) - career change in the future society(lecture)-career planing(activity) was designed. As a results of its implementation, students who wished to pursue a career in humanities and social sciences showed high satisfaction level with the lecture of self-understanding, while those who wished to pursue careers in science and engineering showed high satisfaction level with the lecture of career change in the future society. Students in the higher career maturity group showed the higher satisfaction in the categories of concern, curiosity, and consultation. However, in the category of confidence, students in the lower career maturity group showed higher satisfaction level.
 Conclusions Based on the results, the implications for the design and implementation of career education for high school students were discussed. These included diversifying career education content elements for different desired career and reinforcing career education for students who show a low level of confidence in the career maturity category.

Increased adolescent game usage and health-related risk behaviors during the COVID-19 pandemic

This study examines adolescent game usage and corresponding health-related risk behaviors during a period of limited social interaction and activity due to the COVID-19 pandemic. Participants included 225 middle- and 225 high-school students in Seoul who completed a survey online from October 1 to 30, 2021. The study measured participants’ game usage level and the health-related risk behavior index. Findings showed that participants who engaged in excessive gaming showed higher levels of health-related risk behaviors. A multivariate analysis of variance was conducted to compare the health-related risk behaviors of students in the general, potential, and high-risk groups on excessive gaming. Results indicated that female students in the high-risk group showed higher stress levels and fatigue (f = 5.549, p < .01, Cohen’s d = 0.016) than the males of the same group. However, male students showed higher physical inactivity levels (f = 3.195, p > .05, Cohen’s d = 0.009) than females. The post hoc test indicated clear sex distinctions among the general, potential, and high-risk groups on excessive gaming (p < .001). Among the high-risk game usage group, female students displayed a higher level of risk behaviors than males. Adolescent gaming addiction should be considered an emotional and behavioral disorder for which parental guidance and support are needed, and counseling experts and professionals must come together to provide a cure and reform program.

The frequency of convenience food consumption and attitude of sodium and sugar reduction among middle and high school students in Seoul: a descriptive study

The frequency of convenience food consumption and attitude of sodium and sugar reduction among middle and high school students in Seoul: a descriptive study

청소년의 가족건강성과 학습몰입의 관계에서 정서지능과 자기효능감의 순차매개효과

Objectives This study analyzed whether the mediating effect of emotional intelligence and self-efficacy was significant in the relationship between family strength and learning flow of adolescents, and whether emotional intelligence and self-efficacy sequentially mediate the relationship between the two variables.&#x0D; Methods For the purposes, 377 middle and high school students in Seoul participated in this study. A survey of family strength, emotional intelligence, self-efficacy, and learning flow was conducted. Bootstrapping analysis was performed using the SPSS Macro Process to examine the mediating effects.&#x0D; Results The direct effects of family strength, emotional intelligence, and self-efficacy on learning flow were significant. The direct effect of family strength on emotional intelligence was significant, while the direct effect of family strength on self-efficacy was not significant. The mediating effect of emotional intelligence was significant in the relationship between family strength and learning flow. On the other hand, the mediating effect of self-efficacy was not significant in the relationship between family strength and learning flow. The sequential mediating effect of emotional intelligence and self-efficacy was significant in the relationship between family strength and learning flow.&#x0D; Conclusions The family strength of adolescents affects learning flow through emotional intelligence and self-efficacy sequentially. Therefore, in order to increase the level of adolescents' learning flow, a parent education program that can improve family strength is needed, and interventions that can improve the ability to check and control emotions of oneself and others are required.

성평등 이슈에 대한 중고등학생들의 입장 분석

This study aims to understand middle and high school students' thoughts on gender equality issues in our society and to draw implications for gender equality education in social studies education based on the results. To this end, focus group interviews on the veteran’s extra point system and the gender equality employment system were conducted with 31 middle school and high school students in Seoul. The data was analyzed in a qualitative way for pros and cons and their logic. As a result of the analysis, students were more in favor of the veteran’s extra point system, and mostly opposed the gender equality employment system. First, students in favor of the veteran’s extra point system suggested that it be a fair compensation for men who served in the military, and that the discrimination of the system could be offset by providing an equivalent preferential system for women. On the other hand, students who oppose that system pointed out the differentiation and limitations inherent in the system as problems. Next, the students who opposed the gender equality employment system suggested that it undermined free competition based on the equal abilities of men and women. On the other hand, students in favor of the system mentioned that it is for women in care work, and that it has a positive function in the labor market. The results of the analysis confirmed that the youth in our society lacked critical reflection on dichotomous gender roles and structural sexism, and had regressive thinking on gender equality based on fairness and meritocracy perspectives. Based on these results, the implications for gender equality education in social studies education were presented.

2022 개정 교육과정 및 고교학점제 도입에 따른 선택과목으로서 미용교과 수요자 요구조사 및 구조화

Objectives The purpose of this survey is to examine the demand of general high school students for beauty subjects, which are elective subjects following the introduction of the high school credit system, and to seek operation plans.&#x0D; Methods From May to June 2022, 418 general high school students in Seoul, Gyeonggi, and Incheon were surveyed on pre-understanding of the high school credit systems, preferred institutions, curriculum types, evaluation methods, and subjects.&#x0D; Results The perception of the high school credit system was similar regardless of region. The preferred institutions were in the order of college, specialized high school, industry, general high school, and online classes. While the types of preferred curriculum were in the order of career subjects, convergence education, and major subjects, the group that chose “hope” preferred major subjects, and the group that chose “worry” preferred career subjects. It was found that absolute evaluation and performance evaluation were preferred, and paper-written evaluation was avoided. It was found that students were lack of awareness in supplementary program, but they hoped the program to be operated. Their preferred subjects were found to be interest-oriented classes such as hair coloring, basic beauty, basic makeup, and facial care classes.&#x0D; Conclusions It is necessary to make students recognize the purpose of the operation of the high school credit system and to prepare a learning environment in which practical conditions are established. It is suggested that classes should be classified by level based on students’ needs. Beauty subjects should be offered, considering whether they can induce students’ various learning experiences, career exploration and interest. Specific policies should be established for smooth curriculum management. Based on the results of this study, it is expected that the beauty curriculum will be activated as elective subjects, and the necessity of follow-up research on specific operation plans is suggested.

Analysis of Latent Classes of Self-Directed Learning and Impact Variables in Middle and High School Students During the COVID-19 Pandemic

본 연구는 코로나19로 인해 등교수업과 원격수업이 함께 진행된 2020년 2학기에 중‧고등학생이 경험한 학습양상을 이해하기 위해 자기주도학습에 따라 학습유형을 구분하고, 이에 영향을 미친 변인을 탐색하였으며, 잠재집단 간 수업 태도, 자기효능감, 학업정서 변화의 차이를 비교하였다. 이를 위해 서울지역 중‧고등학생 783명을 대상으로 잠재프로파일분석과 다항 로지스틱 회귀분석을 실시하였다. 그 결과는 다음과 같다. 첫째, 중‧고등학생 모두 전체 학생 수의 반 이상을 차지하는 ‘자기주도학습 보통 집단’, 그 외 ‘자기주도학습 높은 집단’과 ‘자기주도학습 낮은 집단’의 3개의 잠재집단이 도출되었다. 둘째, 자기주도학습을 잘하는 집단일수록 중‧고등학생 모두 자기효능감과 수업 태도가 좋은 것으로 나타났다. 더불어 고등학생의 경우 자기주도학습을 잘하는 학생에 비해 보통이나 낮은 집단에서 코로나19 이전보다 불안과 스트레스를 더 많이 느끼는 것으로 나타났다. 마지막으로 집단 구분에 영향을 주는 변인으로는 중학생은 사교육, 자기효능감, 학부모지원, 디지털기기 활용능력이, 고등학생은 자기효능감과 학부모지원이 영향을 미치는 것으로 나타났다. 이러한 결과는 코로나19로 인한 학습회복과 관련하여 교수‧학습과정에 초점을 맞춘 학생지원 프로그램 개발과 운영에 대한 기초자료를 제공할 수 있을 것이다.In order to understand the learning patterns of middle and high school students in the second semester of 2020, when in-school and remote classes were conducted in tandem due to the COVID-19 situation, this study identified learning types according to self-directed learning, explored the predictive variables that affected them, and compared differences in class attitudes, self-efficacy, and academic emotions between groups. To this end, 783 middle and high school students in Seoul were subjected to latent profile and polynomial logistic regression analyses. The results are as follows. First, three latent classes were derived: an "average group for self-directed learning," which accounted for more than half of the number of students in both middle and high school; a "high group for self-directed learning"; and a "low group for self-directed learning." Second, the better the self-directed learning group, the better the self-efficacy and class attitude of both middle and high school students. In addition, high school students in the average or lower group felt more anxiety and stress than before the COVID-19 restrictions than did those students who were good at self-directed learning. Finally, it was found that the variables that impact latent class classification for middle school students were out-of-school classes, self-efficacy, parental support, and the ability to use digital devices, while for high school students, they were self-efficacy and parental support. These results could provide the basis for the development and operation of student support programs focused on the teaching and learning process in relation to learning recovery made necessary by the COVID-19 pandemic.

한·중 고등학교 학생의 학업 스트레스와 우울 증상 간의 관계 연구

This study aimed to compare the level of academic stress and depressive symptoms and examine the relative effects of academic stress on depressive symptoms of high school students in South Korea and China. A sample of 564 high school students in Seoul, Korea, and Beijing, China participated. Academic stress and depressive symptoms were evaluated using a self-report questionnaire. The data were analyzed with descriptive statistics, two-way ANOVAs, and hierarchical regression analyses. Major findings were as follows. First, the female students reported significantly higher overall academic stress and depressive symptoms compared to the male students. Students in South Korea reported significantly higher levels of study stress and career stress than students in China. However, significant differences in stress arising from expectations of parents and teachers and stress arising from self-expectations were found as a function of gender in the Chinese sample, while those did not found in the South Korean sample. Second, study stress, career stress, and stress arising from self-expectations influenced depressive symptoms both in South Korean and Chinese samples. However, academic performance stress influenced depressive symptoms only in the South Korean sample. These results were discussed in the similarities and differences in South Korean and Chinese culture.

일반고 고등학생 진로성숙도 영향요인에 대한 다층모형 분석

The purpose of this study is to identify student and school-level factors that affect the career maturity of general high school students in Seoul, and explore the effect of teachers' perceptions and attitudes, using data from SELS(9th year). For achieving the research purpose, multi-level analysis was applied. The findings indicate that among the student-level variables, participation in career activities, career activity satisfaction, and recognition of college admission information have a significant effect on career maturity. Among the school-level variables, all of the variables related to the operation of the career guidance program do not significantly affect career maturity, and it is confirmed that only the number of career information sources used by teachers has a negative effect on student career maturity. Also, it is found that the interaction between students' career activity satisfaction and teachers' perception of college admission guidance, students' recognition of college admission information, and teachers' recognition of CESSR has a significant effect on career maturity. Based on the results, this study suggests that it is necessary to develop a “consumer-centered” program with a practical effect to increase student satisfaction and use appropriate information to improve the systematic career education guidance method and develop an organic link between teachers and students' recognition of career guidance.

Development and Application of Sustainable Food Competency Evaluation Tools

최근 환경, 건강, 배려의 지속가능한 식생활로 교육 패러다임 전환이 이루어지고 있는 가운데 학생 스스로 자신의 식생활역량을 진단하고 지속가능한 식생활을 실천할 수 있도록 교육할 필요가 있으나, 아직 지속가능한 식생활역량을 검사할 수 있는 진단도구는 부재한 실정이다. 이에 본 연구에서는 선행연구 분석, 전문가 자문, 예비조사를 거쳐 유아&#65381;초등학교 저학년생, 초등학교 고학년생 그리고 청소년 대상의 지속가능한 식생활역량 진단도구를 개발하였고, 현장 적용을 통해 대상별 식생활역량 실태를 파악하였다. 주요 연구 결과는 다음과 같다. 첫째, ‘지속가능한 식생활역량 진단도구’ 3종을 개발하였다. 이 진단도구는 2018년도에 개발된 ‘지속가능한 식생활교육 내용 체계’에 근거하여 환경, 건강, 배려 영역별로 진단항목을 설정하였으며, 유아&#65381;초등 저학년용 10개 문항, 초등 고학년용 15개 문항, 청소년용 20개 문항으로 구성하였다. 둘째, 개발된 진단도구의 현장 적용 결과에 따라 유형별 분류기준을 개발하였다. 영역별 점수를 기준으로, 환경, 건강, 배려의 영역별로 75% 이상 점수를 획득하였을 경우 각각 ‘환경친화형’, ‘건강한 식생활형’, ‘배려형’으로 분류하였다. 총점 기준으로는 ‘지속가능한 식생활 우수 실천형’, ‘지속가능한 식생활 실천형’, ‘식생활 개선형’의 3단계로 분류하였다. 셋째, 개발된 진단도구를 서울 지역 초, 중, 고등학생 1,255명을 대상으로 시범 적용 평가 결과, 전반적으로 청소년 집단이 초등학생 집단보다 지속가능한 식생활역량이 낮은 것으로 나타났으며, 학교급이 올라갈수록 ‘지속가능한 식생활 우수 실천형’이 줄어드는 것을 확인할 수 있었다. 본 연구에서 개발된 지속가능한 식생활역량 진단도구는 지속가능한 식생활교육 플랫폼인 ‘식생활교실’에 탑재되어 초등학생과 청소년들이 온라인상에서 스스로 지속가능한 식생활역량을 진단하고 지속가능한 식생활을 실천하는 데 유용하게 활용될 수 있을 것이다.Along with the paradigm shift toward sustainable food education focusing on environment, health and consideration, it is necessary to educate students to diagnose their food competency and practice sustainable diet. However, there are no evaluation tools developed so far. Therefore, three kinds of Sustainable Food Competency Evaluation Tool (SFCET) were developed for lower elementary students, upper elementary students as well as for adolescents in this study by the analysis of previous studies, advices from experts in food education, and preliminary test for these student groups. The main results of this study were as follows: First, three kinds of SFCET were developed based on the sustainable food education content system suggested by Kim et al.(2018). SFCETs for lower elementary students, upper elementary students and adolescents consist of 10, 15, 20 questions, respectively, including the areas of environment, health and consideration. Second, classification criteria for each group were developed according to the results of pilot application of the developed evaluation tools. The evaluation criteria by area were classified as ‘eco-friendly type’, ‘healthy diet type’ and ‘considerate type’, respectively, if the scores of 75% or more were achieved in each area of environment, health and consideration. The total score was divided into three stages: ‘excellent practice of sustainable diet type’, ‘sustainable diet practice type’ and ‘dietary improvement type’. Third, when the developed evaluation tools were applied to 1,255 elementary, middle and high school students in Seoul, the results showed that the overall adolescent group showed a lower sustainable food competency than the elementary student groups, and the higher the school level, the lower the ratio of ‘excellent practice of sustainable diet type’. The SFCETs developed in this study were uploaded on the sustainable food education platform ‘Food Classroom’ and could be utilized to help elementary school students and adolescents evaluate their own sustainable food competency and practice sustainable diets in their lives.

Needs and Perceptions of Middle and High School Students for Digital Citizenship Education

본 연구는 중&#12539;고등학생의디지털 시민성 인식과 그들이 지각하는 시민성의 중요수준과 현재수준을 분석하고, 이를 바탕으로 요구도를 도출하여 그 우선순위를 파악함으로써 중&#12539;고등학생의 디지털 시민성 증진을 위한 디지털 시민성 교육 방안을 탐색하였다. 이를 위해 본 연구에서는 서울과 경기도 소재 중&#12539;고등학교 학생을 대상으로 설문조사를 실시하였다. 설문조사 결과 수집된 714명의 자료를 바탕으로 디지털 시민성 요구도 분석을 위하여 t검증, Borich 요구도 분석, The locus for focus 모델을 활용하였으며, 디지털시민성 교육에 관한 인식을 살펴보기 위해서 t검증, χ2분석도 실시하였다. 연구결과는 다음과 같다. 먼저, 디지털 시민성의 하위영역 및 문항별 중요수준과 현재수준 간에는 모두 의미 있는 차이가 있었으며, 학교급별 분석에서도 고등학생의 경우 18개 문항 중 2개 문항을 제외한 모든 문항에서 중요수준이 현재 수준보다 통계적으로 유의미하게 높게 나타났다. 또한 디지털 시민성 요구도 전체와 학교급별로 우선순위가 높게 도출된 영역은 ‘디지털 보안’, ‘디지털 자아정체성’의 영역이었으며, 이는 1사분면에 위치하여 교육요구도 우선순위가 가장 높음을 확인할 수 있었다. 둘째, 디지털 시민성 교육에 대한 인식을 분석한 결과 디지털 시민성 교육을 배운 경험이 부족한 것으로 나타났으며 학교교육에서 이런 교육이 반영되기를 바라고 있었다. 중&#12539;고등학교 학생들을 대상으로 디지털 시민성 요구도 및 인식을 분석한 본 연구는 현대 4차 산업혁명 시대를 맞이하여 중&#12539;고등학생을 대상으로 디지털 시민성을 교육하기 위한 지침 및 기초자료로 활용될 수 있을 것이다. 본 연구에서는 이러한 분석결과를 바탕으로 논의 및 한계점을 제시하였다.The purpose of this study was to explore digital citizenship education methods for promoting digital citizenship of middle and high school students. To that end, the study surveyed 714 middle and high school students in Seoul and Gyeonggi Province. The findings are as follows. There were significant differences in both the lower and current levels of digital citizenship, and in the analysis by school level: and the importance level of high school students was statistically more significant than the current level, except for two out of 18 questions. Areas where digital citizenship needs were also highly prioritized by overall and school level were areas of “digital security” and “digital self-identity.” Second, an analysis of the perception of digital citizenship education showed that there was a lack of experience in learning digital citizenship education and hopes that such education would be reflected in school education. This study, which analyzed digital citizenship needs and perceptions of middle and high school students, could be used as a guideline and for basic data for educating middle and high school students in digital citizenship in the wake of the modern Fourth Industrial Revolution.

토론 기반 영어 읽기 및 쓰기 학습 활동이 고등학교 학습자의 창의성, 영어 쓰기 및 창의력 자기평가에 미치는 영향

In the era of the 4th industrial revolution, creativity plays a pivotal role in the competitiveness of a country. The importance of creativity education therefore cannot be overemphasized. The purpose of this study is to examine the effects of discussion-based English reading and writing activities on Korean high school students' creativity, English writing, and self-assessed creative thinking. The participants were 45 high school students in Seoul, Korea. They were divided into two groups: the discussion-based English reading and writing group (n=24) and the traditional English instruction group (n=21). The experiment was administered during two semesters of the 2017 academic year. The major findings are as follows: First, the experimental group showed significant improvement on the creativity test, especially in the areas of fluency, flexibility, and original thinking. Second, the experimental group outperformed the control group on the writing test. Third, the experimental group showed positive changes in their self-assessed flexible thinking, convergent thinking, and intrinsic motivation. All of these indicate the beneficial effects of the discussion-based English reading and writing activities. Based on the results, some pedagogical suggestions were made for the effective integration of creativity education into the teaching of English as a foreign language.

예술고등학교 무용전공 학생들의 자아정체감과 진로성숙도의 관계

This study is aims to identify relationship between ego-identity and career maturity of Arts high school students in dance major. For the purpose, 350 sheets of questionnaire were distributed to Arts high school students in Seoul and Gyeonggi province using the random sampling method. And Total 324 samples are used for final analysis except for 26 cases which were missing some questions or thought to be dishonest. The collected data are computerized using with IBM STATISTICS SPSS 25.0 is applied. and the following results are drawn from carrying out frequency, exploratory factor analysis, reliability, correlation, multiple regression analysis. Results are as follows, Firstly, the result of the F-test reveal significant differences in ego-identity’s proprioceptive factors among school grade(p<.05) and rhythmic exercise period(p<.05). Secondly, the result of the F-test reveal significant differences at p<.05 level in career maturity’s goal-driven, confidence, independence, determinacy factors among school grade, rhythmic exercise major and rhythmic exercise period. Third, ego-identity variables have significantly and positively influenced on the career maturity at rhythmic exercise (dance major) in Arts high school.

The Effects of Emotional Awareness on the Psychological Well-Being of Adolescents: Cognitive Emotion Regulation Strategies as Mediators

Objectives The purpose of this study was to investigate the relationship between emotional awareness and psychological well-being in adolescents with cognitive emotion regulation strategies as mediators. Methods A total of 375 middle and high school students in Seoul and Gyeonggi-do participated. Self-report questionnaires were used to assess their emotional awareness, adaptive and maladaptive emotion regulation strategies, and psychological well-being. The data were analyzed using descriptive statistics, Pearson’s correlations, and regression analyses in PROCESS macro. Results First, emotional awareness was related to both cognitive emotion regulation strategies and psychological well-being. Also, adaptive strategies for regulating emotions were strongly related to psychological well-being, while maladaptive strategies were inversely related to psychological well-being. Second, both adaptive and maladaptive emotion regulation strategies partially mediated the link between emotional awareness and psychological well-being in adolescents. Conclusions These findings indicate that emotional awareness and cognitive emotion regulation strategies are important factors in improving the psychological well-being of adolescents. Keywords: emotional awareness, cognitive emotion regulation strategies, psychological well-being, adolescents

Relationship among the use of food-related content, dietary behaviors, and dietary self-efficacy of high school students in Seoul and Gyeonggi areas

본 연구는 서울 및 경기지역의 고등학생 381명을 대상으로 일반적 특성, 음식 콘텐츠 이용 수준, 식습관, 식이자기효능감에 대한 설문 조사를 실시하였고, 음식 콘텐츠 이용 수준에 따라 세 개의 집단으로 구분하여 식습관 및 식이자기효능감 등과의 차이와 식이자기효능감의 매개효과를 분석하였다. 연구 결과, 음식 콘텐...