Higher Grade Elementary School Students Research Articles

수준별 영어 수업에서의 정의적 영역에 대한 효과 분석

As a follow-up study for meta-analysis on cognitive domain (Park & Yun, 2019), this study aims to investigate the overall effect on affective domain in level differentiated English classes. The procedure of meta-analysis consists of literature search with criteria for inclusion as well as data analysis including data coding and cleaning. After heterogeneity tests, random-effect model, subgroup analyses, and publication bias are conducted using Comprehensive Meta-Analysis software. Moderators used for subgroup analyses were; affective domains, schools, grades, and teaching methods and periods of level differentiated English classes. The results indicate that affective domain in level differentiated English classes had an overall mean effect size (d = 0.33) showing lower effect size than in cognitive domain (d = 0.74). More specific findings of meta-analysis are as follows: First, grouping factors based on affective domain had medium effects in confidence (d = 0.68), interest (d = 0.57) and participation (d = 0.51). Second, according to grade and to students in elementary school through university, the effects were larger with higher grade elementary school students and high school freshmen students. Third, among teaching methods, affective domain showed a large effect in extra supplementary classes. Lastly, the pedagogical implication and suggestions were further discussed.

초등 고학년 학생들의 신체활동 참여 특성과 사회인지적 요인간의 관계 분석

Objectives The purpose of this study was to form a cluster according to the physical activity participation level of upper elementary school students, and to analyze the physical activity participation characteristics and social cognitive factors of the formed cluster.
 Methods The subject of this study was to distribute and collect Self-written questionnaires to 525 higher grade students of 4 elementary schools in D city. As a measurement tool, the Global Physical Activity Questionnaire (GPAQ) was used to measure the characteristics of participation in physical activity, and the socio-cognitive factor was a questionnaire developed by Saunders et al. was used to measure three factors: social influence, outcome expectation, and self-efficacy. For data analysis, two-step cluster analysis, one-way ANOVA, and independent t-test were performed.
 Results First, three clusters(passive participation, non-participation, and active participation) were formed as a result of cluster analysis of the physical activity participation areas of higher grade elementary school students. There were statistically differences in work and study, leisure, and sedentary behavior. and Male students showed more participation in active group than female students. Second, socio-cognitive factors showed significant differences between groups in social influence(friend subfactor), outcome expectation(physical expectation), and self-efficacy(barrier overcome).
 Conclusions The physical activity participation time of higher grade elementary school students can be classified into clusters, and that each cluster has a significant difference between the groups in participation time and socio-cognitive factors. This study is expected to contribute to suggesting the direction for change and development of customized programs for healthy physical activity of elementary school students.

The relationship between grit and career maturity of higher grade elementary school students: focusing on the mediating effect of self-efficacy and career barriers

목적 본 연구는 대표적인 진로발달이론 중 하나인 사회인지진로이론(SCCT)을 적용하여 초등학생 진로발달의 대표적인 지표로 활용되고 있는 진로성숙도와 관련된 주요 변인들 간의 관계를 탐색하고자 하였다. 구체적으로 초등학교 고학년이 인식한 그릿(Grit)과 진로성숙도의 관계에서 자기효능감과 진로장벽의 매개효과를 검증하였다. 방법 이를 위하여 초등학교 4학년부터 6학년에 재학 중인 학생 416명의 데이터를 수집하고 SPSS PROCESS를 활용하여 매개효과를 분석하였다. 결과 첫째, 그릿은 자기효능감, 진로성숙도와는 정적 관계를, 진로장벽과는 부적 관계를 나타내었다. 둘째, 그릿과 진로성숙도 간의 관계에서 자기효능감, 진로장벽의 매개효과가 나타났다. 셋째, 그릿과 진로성숙도의 관계에서 자기효능감과 진로장벽은 정적인 이중매개효과가 나타났다. 결론 본 연구는 사회인지진로이론(SCCT)에서 강조한 사회인지변인인 자기효능감과 근접맥락변인인 진로장벽의 매개효과가 지지되었다는데 의의가 있다. 또한 초등학교 고학년의 진로발달과정에서도 SCCT 매커니즘이 적용된다는 사실을 검증하였다는데 큰 의의가 있다.

An Analysis of Knowledge Information Processing Capacity of Higher Grade Elementary School Students

An Analysis of Knowledge Information Processing Capacity of Higher Grade Elementary School Students

A Study on the Development and Effects of the Global Citizenship Education Program Focusing on Improving Empathic Ability of Higher Grade Elementary School Students

A Study on the Development and Effects of the Global Citizenship Education Program Focusing on Improving Empathic Ability of Higher Grade Elementary School Students

Experiences of Meaning in Life among Elementary School Students: Content Analysis Based on Major Concepts of Logotherapy

Purpose: The purpose of this study was to explore the experience of the meaning in life for elementary school students. Methods: The conceptual framework was based on the five main concepts (meaning in life, creativity, experiences, attitudes, choice and responsibility) of logotherapy. Data from 1,600 higher grade elementary school students were analyzed for content of meaning in life. Results: The experiences of meaning in life were identified as follows: Important things in my life (people close to me, things that brings me happiness, to live in earnest, surrounding environment), Activities I like to do (relaxing, achievements, family relationships), Experiences that made me feel like I am loved (taken care of by family, material recompense, being respected), Times when I feel grateful (receive love and care, health), Importance of choices (consequences of bad choices, result of good life choices). Conclusion: These results suggest that elementary school students can understand meaningcentered health education and this kind of education is necessary to promote their wholistic health.

Effects of Stress Coping Behaviors on Higher Grade Elementary School Students’ Internet Game Addiction: Focused on Gender Difference

Effects of Stress Coping Behaviors on Higher Grade Elementary School Students’ Internet Game Addiction: Focused on Gender Difference

The Effects of Parental Attachment, Peer Attachment, and Teacher Attachment on Children’s Happiness in Elementary School Students in Higher Grades：With a Focusing on the Mediating Effect of Self-Regulation Abilities

The purpose of this study was to investigate the mediating effects of self-regulation abilities on the relationships between parental attachment, peer attachment, teacher attachment and children`s happiness in elementary school students in higher grades. The subjects of this study were selected from 4th-6th grade students residing in Dae-gu and Kyung-buk using questionnaires from May 1st to July 1st in 2014. The statistical analysis program(SPSS) was used for analyzing the collected data from the research in correlation analysis. To examine the mediating effects of self-regulation abilities on the relationship between parental attachment, peer attachment and teacher attachment and children`s happiness, the Baron and Kenny(1986) model was used.. The results are as follows. First, in the case of father attachment, mother attachment, peer attachment, and teacher attachment, self-regulation abilities and children`s happiness, as perceived by higher grade elementary school children positive correlations were observed. Second, in terms of relative effects of father attachment, mother attachment, peer attachment and teacher attachment on children`s happiness, mother attachment was observed to have the most effect on children`s happiness. Third, self-regulation abilities, as perceived by the children, mediated the effect of father attachment, mother attachment, peer attachment, and teacher attachment amongst higher grade elementary school students and the subsequent affect on children`s happiness.

Gender and grade differences in objectively measured physical activity and sedentary behavior patterns among Japanese children and adolescents: a cross-sectional study.

BackgroundPhysical activity levels in childhood have decreased, making the promotion of children’s physical activity an important issue. The present study examined gender and grade differences in objectively measured sedentary behavior, physical activity, and physical activity guideline attainment among Japanese children and adolescents.MethodsIn total, 329 boys and 362 girls age 3–15 years completed the survey. School grade, gender, height, and weight were collected by questionnaires and physical activity objectively measured using an accelerometer (Lifecorder Suzuken Co.). Physical activity level (in MET) was classified as sedentary (<1.5), light (≥1.5 to <3), moderate (≥3 to <6), or vigorous (≥6). Continuous zero accelerometer counts for ≥20 min were censored and a valid accelerometry study required at least 3 days (2 weekdays and 1 weekend day) with > 600 min/day total wear time. Two-way analysis of covariance and logistic regression analyses, adjusted for weight status and accelerometer wear time, were used to examine gender and grade differences in physical activity variables and the likelihood of physical activity guideline attainment by gender and grade level.ResultsParticipants were sedentary 441.4 (SD, 140.1) min/day or 53.7 % of the average daily accelerometer wear time of 811.2 (118.7) min, engaged in light physical activity 307.1 (70.0) min or 38.4 % of wear time, moderate physical activity 34.6 (14.8) min (4.3 %), vigorous physical activity 28.3 (19.1) min (3.6 %), and took 12462.6 (4452.5) steps/day. Boys were more physically active and took more steps/day than girls. Students in higher grades were less active than those in lower grades. Boys were significantly more likely to meet physical activity guidelines than girls (OR: 2.07, 95 % CI: 1.45–2.96). Preschoolers (6.66, 4.01–11.06), lower-grade elementary school students (17.11, 8.80–33.27), and higher-grade elementary school students (7.49, 4.71–11.92) were more likely to meet guidelines than junior high school students.ConclusionsBoys and lower-grade students engaged in more physical activity and were more likely to attain guidelines than girls and higher-grade students. These findings highlight the need for effective and sustainable strategies to promote physical activity in Japanese school children.

초등학교 고학년 학생들의 인터넷 게임중독 영향요인: 남여비교

본 연구의 목적은 2개의 도시에 있는 초등학교 고학년 학생들을 대상으로 인터넷 게임 중독 정도를 파악하고 이에 영향을 주는 요인들을 파악하여 남여를 비교하기 위함이다. 연구대상자는 300명의 4, 5, 6학년 초등학생이었다. 구조화된 설문지를 통해 2013년 4월 1일부터 6월 15일까지 자료를 수집하였고, 수집된 자료는 SPSS WIN 14.0을 이용해 분석하였다. 본 연구의 결과 인터넷 게임 중독의 정도는 남학생 28.82점, 여학생 24.61점으로 나타났고, 학교생활 적응도는 남학생의 인터넷 게임 중독을 14% 설명하였고, 학교생활 만족과 학교생활 적응도는 여학생의 경우 인터넷 게임 중독을 15% 설명하는 것으로 나타났다. 따라서 초등학교 고학년 남여 학생들의 인터넷 게임 중독에 영향을 주는 요인들에 효과가 높은 중재 기법을 프로그램 개발에 적용할 필요가 있을 것으로 생각된다. 【This study examined the factors predicting internet game addiction in higher grade elementary school students according to gender in two cities. The participants were 300 elementary school students who were in the $4^{th}$ , $5^{th}$ and $6^{th}$ grades. Data was collected by structured questionnaires from April 1 to June 15 2013, and analyzed using SPSS WIN 14.0. The scores of internet game addiction for elementary school students were 28.82 and 24.61 for boys and girls, respectively. The adjustment to school life predicted internet game addiction in 14% of boys. The adjustment to school life and satisfaction with school life predicted internet game addiction in 15% of girls. The factors affecting highly effective intervention techniques need to be applied to the development of programs to prevent Internet game addiction in elementary school students in the $4^{th}$ , $5^{th}$ and $6^{th}$ grades.】

Effects of School Adjustment on Higher Grade Elementary School Students' Internet Game Addiction: Focused on Gender Difference

Purpose: The purpose of this study was to investigate factors predicting internet game addiction in higher grade elementary schoolers by gender in a city. Methods: The participants were 356 elementary school students who were in the 5th or 6th grade. Data were collected by structured questionnaires from March 15 to May 1

Contents Analysis of Meaning in Life of Higher Grade Elementary School Students

Purpose: The purpose of this study was to explore and understand life and meaning in life of elementary school students. Methods: Data from 1,790 higher grade elementary school students were analyzed for content of meaning in life. Results: The students described the following: 1) Meanings of living existence included, ‘living things’, ‘importance’, ‘human life’, ‘family’, ‘event’, ‘eternity’, ‘origin of life’, ‘disease’, and, ‘protection’. 2) Four categories were found for reasons why human life is important, ‘solitary’, ‘limitation’, ‘valuables’, and ‘living’. 3) Things that one can do to protect the value of human life were, ‘doing safely’, ‘keep things well’, ‘altruistic behavior’, ‘doing sound activity’, ‘preservation & development’, and ‘devotion of oneself’. 4) Meaning of life included ‘to accomplish plans’, and ‘to do things’ 5) Cases when students felt life had meaning were ‘perform meaningful behavior’, ‘comfortable emotionally’, and ‘receiving help from others’. 6) The methods by which to live a meaningful life were ‘working diligently’, ‘serving’, and ‘doing rightly’. Conclusion: These results suggest that students recognize the meaning of life in a most positive way and with a relatively wide scope, but as a few students had a negative orientation, age-appropriate and more systematic education programs are needed.