Korean High School Students Research Articles

Evaluation of Automatic Item Generation Utilities in Formative Assessment Application for Korean High School Students

The recent interests in research in the assessment field have been rapidly shifting from decision-maker-centered assessments to learner-centered assessments (i.e., diagnostic and/or formative assessments). In particular, it is a very important research topic in this field to analyze how these learner-centered assessments are developed more practical and valid by combining information (or intelligent) and communication technologies (ICT) and psychometric advances, and how these systems contribute to learning. Automatic Item Generation (AIG), which is in the spotlight recently, is a representative example of building a next-generation assessment theory and practice by integrating ICT into psychometrics.AIG has very broad and promising features in mass production, intelligent item calibration and management, especially learner-centered assessment, and so on. However, these claims have not yet been fully validated in real education settings, and it is in dire need of evaluating the utilities of AIG applications in practical educational settings. Based on these needs, the purposes of this research are, firstly, to introduce the benefits and challenges of AIG to properly assess AIG’s utilities. And, secondly, this study provides empirical evaluation results of AIG’s utilities within a formative assessment system for Korean high school students and teachers.The results of this study have important implications in that it is the first empirical study to evaluate the usefulness of AIG in the formation evaluation application of the actual educational environment, Korean high school setting. The results of the theoretical and empirical evaluation of the AIG will also be useful to researchers and practitioners who wish to evaluate the benefits and issues of future AIG-based educational services or theory development.

한국 고등학생의 디지털 영어학습 환경 사용에 관한 연구: 언어학습 전략과 학습자 요인별 상호관련성 중심으로

한국 고등학생의 디지털 영어학습 환경 사용에 관한 연구: 언어학습 전략과 학습자 요인별 상호관련성 중심으로

The structural relationship between Korean high school students’ resilience, English learning motivation, English class attitude, and English learning achievement

The structural relationship between Korean high school students’ resilience, English learning motivation, English class attitude, and English learning achievement

Validation of Multicultural Receptivity Scale and Exploring its Correlates Using Korean High School Students

Validation of Multicultural Receptivity Scale and Exploring its Correlates Using Korean High School Students

잠재성장모형을 활용한 청소년기의 부모진로지도가 주관적 학업성취와 진로스트레스에 미치는 효과

잠재성장모형을 활용한 청소년기의 부모진로지도가 주관적 학업성취와 진로스트레스에 미치는 효과

The Association of Health Behaviors with Stress Perception among High School Students in Korea: Based on 2015 Korean Youth Risk Behavior Survey

Purpose: The aim of this study is to identify Korean high school students’ health behaviors and perceived stress and to examine effects of their health behaviors on their stress perception. Methods: The subjects were 33,744 high school students who participated in the 11th Korea youth risk behavior web-based survey 2015 in Korea. Data were analyzed using complex samples analysis with the PASW 18.0 program. The questionnaire utilized in this study is designed to find the subjects’ general characteristics, health behaviors, and perceived stress. Results: The prevalence of subjects with high level stress was 38.9%(n=13,137) in this study. There were significant differences in the general characteristics and stress perception among the Korean high school students in terms of gender, grade, school achievement, family''s affluence, mother''s education, perceived happiness, perceived health status, and stressor. The variables of health behaviors of Korean high school students were significantly different from stress perception. Under complex samples logistic regression, predictive factors of stress for the high school students include gender, grade, father''s education, family''s affluence, living arrangement, perceived health status, perceived happiness, current smoking, current alcohol experience, and enough sleep. Conclusion: The study suggests multilateral efforts are needed to help high school students'' stress management including health behaviors for high school students.

Factors associated with Intermittent and Light Smoking among Korean High School Students: Intermittent and Light Smoking among Korean Adolescents

Purpose: The purpose of this study was to identify factors associated with intermittent and light smoking among Korean high school students. Methods: In this cross-sectional study, we employed secondary data from the 2015 Korea Youth Risk Behavior Web-Based Survey, and used the biopsychosocial model as a framework. The analysis was performed using the data of 2,851 high school students who smoked. We defined intermittent and light smoking as smoking on 1 to 29 days in a 30-day period and no more than 10 cigarettes per day. A logistic regression analysis using the complex samples procedure was conducted. Results: Among all the participants, 1,231 (43.2%) were intermittent and light smokers. Factors significantly predicting intermittent and light smoking were gender and grade (biological factors); subjective stress (psychological factor); and mother''s smoking, sibling''s smoking and academic achievement (sociocultural factors). Conclusion: In smoking cessation programs, health care providers both at school and in the community should consider the unique biological, psychological, and sociocultural characteristics of intermittent and light smoking behavior among high school students.

Japanese and Korean High School Students' Home Economics Education and the Formation of Attitudes toward Gender Roles

Japanese and Korean High School Students' Home Economics Education and the Formation of Attitudes toward Gender Roles

Five Months Follow-up Study of School-based Crisis Intervention for Korean High School Students Who Experienced a Peer Suicide.

BackgroundThe purpose of this study was to examine post-traumatic stress, depression, anxiety, and complicated grief in Korean high school students who experienced a peer suicide.MethodsA total of 956 students were included in the statistical analysis. One week after a peer suicide, a school-based crisis intervention program was conducted. The cohort was followed-up at one week and five months after a peer suicide. The program consists of screening tests, educational sessions, and further interview with psychiatric specialists for the selected group. Screening tests were conducted for all students to measure the Child Report of Post-traumatic Symptoms (CROPS), the post-traumatic stress symptoms (The University of California at Los Angeles post-traumatic stress disorder [PTSD] reaction index; UCLA-PTSD-RI), the anxiety symptoms (The Korean-Beck Anxiety Inventory; K-BAI), the depressive symptoms (The Korean-Beck Depression Inventory-II; K-BDI-II), and the complicated grief reaction (The Inventory of Complicated Grief; ICG). For statistical analysis, the SPSS Statistics 21.0 program was used.ResultsAt baseline and five months follow-ups, 8.6% and 2.9% of the students showed post-traumatic stress symptoms. At five months follow-up, there was a statistically significant decline in the post-traumatic stress symptoms, anxiety, depression, and complicated grief among the ‘trauma group.’ A higher proportion of the female students showed post-traumatic stress symptoms after the incident of peer suicide than the male students.ConclusionSchool-based crisis intervention helps improvement of trauma-related symptoms. It might be an effective way to prevent suicide spreading among students by alleviating trauma-related symptoms.

Factors Affecting Obesity in Korean High School Students

Factors Affecting Obesity in Korean High School Students

A study on the private education of korean high school students

A study on the private education of korean high school students

Changes in Hormones, Melatonin and Cortisol, Related to the Psychological and Sleep States of High School Students

Background: Emotionally and physically unstable high school students in adolescence tend to experience psychological and sleep disturbances in their uniform and stereotyped life. Hence, we investigated the actual condition of the depressive mood and sleep disturbances of high school students. In addition, we made a study on the correlation of cortisol and melatonin hormone concentration to their depression and sleep disturbances. Methods: We used a questionnaire on depressive moods and a questionnaire on sleep quality respectively to conduct a survey on psychological and sleep states. Melatonin and cortisol concentration in saliva sampled at 7 am and 11 pm were measured by ELISA (Enzyme-Linked Immunoassay), and statistical analysis was performed with SPSS-version 21. Results: According to the survey of 39 first-year and second-year high school students, there were 38.5% of the students with a depressive mood and 69.2% of students with sleep disturbance. Sleepdisturbances students suffered from depressive moods more than normal-sleep student and depressivemood students showed a significant increase in cortisol at 7 am (wake-up time). In addition, students with depressive moods and students with sleep disturbances have showed a significant increase in melatonin at 11 pm. There was no grade-specific difference. Conclusion: In conclusion, Korean high school students frequently suffer from depressive moods and sleep disturbances, and these students also showed changes in the concentration of related hormones, cortisol and melatonin. In particular, students with depressive moods experience a phase delayed phenomenon in which their normal circadian rhythms are delayed. This suggests that high school students' psychological and sleep disturbances may also affect hormones in their bodies. Therefore, it is necessary to take measures to reduce psychological and sleep disturbances.

The Effects of Task Repetition on Korean High School Students’ Acquisition of Formulaic Sequences

This study attempts to explore the effects of task repetition on English language learners’ acquisition of formulaic sequences (FSs) in written production by taking a pretest-posttest design. To this end, three intact classes (n=82) participated in the study and each class was randomly assigned one of three groups: one control group and two experimental groups (i.e., procedural repetition and task repetition). All participants took a pretest and a posttest and received twenty-minute explicit instruction on 27 predetermined FSs after the pretest. The task repetition group completed the identical writing task twice and the procedural repetition group repeated two writing tasks with different topics. Production of the predetermined FSs in participants’ writings from the pretest and the posttest were analyzed in terms of complexity, accuracy, and fluency. Findings suggest that the procedural group produced more accurate FSs and the task repetition group did not. While both the task repetition and the procedural repetition groups demonstrated significant increase in the number of supplied FSs (i.e., fluency), neither group benefitted from task repetition treatment in terms of complexity. The pedagogical implications and the role of task repetition are discussed in terms of instruction of FSs.

The effects of visual input enhancement on Korean high school students’ short- and long-term retention of English collocations and memory of text contents

The effects of visual input enhancement on Korean high school students’ short- and long-term retention of English collocations and memory of text contents

The Effects of Task-involvement Load and Summary Writing Activities on Korean High School Students’ Incidental Vocabulary Learning

The Effects of Task-involvement Load and Summary Writing Activities on Korean High School Students’ Incidental Vocabulary Learning

Suicidal Ideation and Related Factors Among Korean High School Students: A Focus on Cyber Addiction and School Bullying.

The purpose of the study was to explore the association among suicidal ideation, cyber addiction, and school bullying of Korean high school students. This descriptive cross-sectional study included 416 students. The data were collected using structured questionnaires on suicidal ideation, Internet and smartphone addiction, experiences of school bullying, impulsiveness, and depression. Students who were bullied (odds ratio [ OR] = 3.0, 95% CI [1.1, 8.4]) and more depressed ( OR = 10.8, 95% CI [2.4, 48.2]) were more likely to have higher scores for suicidal ideation; however, when a lower stringency was used, female gender ( OR = 2.3, 95% CI [1.3, 4.0]) and addiction to smartphones ( OR = 2.4, 95% CI [1.1, 5.4]) were also statistically significant contributors to the presence of suicidal ideation. Students with suicidal ideation that is higher than average, but lower than the classical thresholds for risk group designation, should also be carefully assessed for early detection and intervention. Cyber addiction may be a particularly significant contributor to suicidal ideation, in addition to bullying and depressive mood, among Korean adolescents.

Comparison of psychological and social characteristics among traditional, cyber, combined bullies, and non-involved

This study analysed the psychological and social characteristics of bullies involved in traditional and cyberbullying. The responses of 11,117 Korean elementary, middle, and high school students were analysed. Results indicate that the rate of traditional bullying was higher than the rate of cyberbullying. The four groups (traditional bullies, cyberbullies, combined bullies, and non-involved) showed significant differences in the degree of aggression, self-control, violence exposure, and social support. Compared to the non-involved group, violence exposure significantly predicted traditional, cyber, and combined bullying. High aggression and low self-control significantly predicted both traditional and combined bullying, while low social support significantly predicted only cyberbullying.

“Sleeping Beauties” in English Classrooms: The English Divestment of Korean High School Students

This work was supported by the National Research Foundation of Korea grant funded by the Korean government (NRF-2014S1A3A2044609).

Relationship between Physical Activity and Subjective Quality of Sleep in Korean High School Students, The 11th Korea Youth Risk Behavior Web-Based Survey

Relationship between Physical Activity and Subjective Quality of Sleep in Korean High School Students, The 11th Korea Youth Risk Behavior Web-Based Survey

Development and Application of Performance Assessment Models of English Extensive Reading for Korean High School Students

Development and Application of Performance Assessment Models of English Extensive Reading for Korean High School Students