School Students In Korea Research Articles

Correlation Between Physical Activity and Learning Concentration, Self-Management, and Interpersonal Skills Among Korean Adolescents

This study aimed to investigate the association between physical activity participation and key developmental competencies—learning concentration, self-management, and interpersonal skills—among Korean adolescents. Data were drawn from the 2021 Study on the State of Play Culture of Children and Adolescents and Measures to Support Growth, conducted by the Korea Adolescent Policy Institute. The study participants included elementary, middle, and high school students in Korea, consisting of 1507 males (53.3%) and 1322 females (46.7%), totaling 2829. We analyzed the data using frequency distribution, chi-square test, and multivariate logistic regression. The results revealed a significant sex difference in the duration of physical activity, with boys spending more time engaging in physical activity than girls. In addition, time spent on physical activities decreased as the school grade level increased. Notably, the more time Korean adolescents spent engaging in daily physical activity, the higher they rated their learning concentration, self-management, and interpersonal skills. These findings suggest the need to promote greater physical activity among adolescents—particularly among girls—which can help improve learning concentration, self-management, and interpersonal skills.

The effect of future time perspective on behavioral intention to address climate change

As the climate crisis becomes increasingly urgent, discussions on the content and behavioral variables of climate change education are becoming more active. In environmental education, efforts are continuing to develop the ability to look far into the future with the aim of fostering ecological citizenship. However, research and educational attempts to deal with the subjective perception of future time as a major variable of behavior are insufficient. Therefore, this study attempts to analyze whether children’s future time perspective affects their behavioral intentions to address climate change. To address this issue, three studies were conducted to survey elementary school students in Korea. We found that stimuli to feel close to the future helped students expand their time horizon. Our results suggest that future time perspective is crucial in environmental education and is the key to overcoming long time lags of climate change and improving children’s futures literacy.

The Association between Social Isolation and Physical Activity among Korean Adolescents.

This study investigated the impact of structural isolation within peer relationships on physical activity levels among Korean adolescents, exploring how different types of social isolation within classroom networks influence physical activity. This study utilized cross-sectional survey data. Specifically, using data from the 8th Korean Children and Youth Happiness Index survey (2016), which included 3356 middle and high school students in Korea, the study employed binary logistic regression and social network analysis to assess the relationship between social isolation and physical activity. Based on types of isolation, adolescents were categorized into social avoidant, actively isolated and socially indifferent groups. The analysis demonstrated significant differences in physical activity based on social isolation status (χ2 = 13.0, p < 0.001) and types of social isolation (χ2 = 18.3, p < 0.001). Key variables such as gender, household subjective economic status, and self-rated health significantly influenced physical activity. The number of physically active friends had a considerable impact on both non-isolated groups (OR = 1.31, p < 0.001) and the actively isolated group (OR = 1.42, p < 0.05). The actively isolated group exhibited the highest explanatory power in the logistic regression models (Nagelkerke R² = 0.230). This study has highlighted that not only social isolation but also the type of isolation significantly influences physical activity among adolescents. Understanding these distinctions and tailoring interventions accordingly are crucial for promoting physical activity among socially isolated adolescents.

일반계 고등학생이 지각한 부모의 긍정적 양육태도, 자아존중감, 학업열의, 진로적응력 간의 구조적 관계

Objectives This study was conducted to draw implications that can be used to establish a systematic intervention plan to help the smooth career development of general high school students in Korea. Methods To this purpose, This study used data from the fifth year of the KCYPS 2018 to test how high school students' perceived parental positive nurturing attitude affect their career adaptability through mediating self-esteem and academic engagement by setting up a SEM. Results First, the paths through which parental positive nurturing attitude influenced high school students' self-esteem, academic engagement, and career adaptability, the paths through which self-esteem influenced academic engagement and career adaptability, and the respective paths through which academic engagement influenced career adaptability were all significant and static. Second, there were partial mediation effects of self-esteem and academic engagement on the relationship between high school students' perceived parental positive attitude and career adaptability, and a dual mediation effect in which parental positive nurturing attitude sequentially mediated self-esteem and academic engagement to affect career adaptability. Conclusions The operational and content factors to be considered when conducting career counseling and education in general high schools were suggested.

Changes in the Average Body Mass Index of Fifth- and Sixth-Grade Korean Elementary School Students: The Role of Physical Education in Student Health.

This study aimed to emphasize the importance of physical education in maintaining sufficient physical activity by examining the average BMI of fifth- and sixth-grade elementary school students in Korea over multiple years. This study investigated changes in the average BMI of fifth- and sixth-grade elementary school students in Korea. It provided foundational data to suggest the role of physical education in student health and set future directions. The 2019-2021 Physical Activity Promotion System (PAPS) of the Korean Ministry of Education was used. Data corresponding to fifth- and sixth-grade students (124,693 from 2019, 126,226 from 2020, and 117,809 from 2021) in 1208 elementary schools in Korea were collected. Repeated measures ANOVA was conducted for the data analysis. The study findings are as follows: First, the average BMI of fifth- and sixth-grade elementary school students in Korea increased significantly in 2021 compared with 2019 and 2020. Second, changes in the yearly average BMI showed a significant difference depending on gender and grade. Obesity among fifth- and sixth-grade elementary school students in Korea increased steadily during 2019-2021, which may be due to a decrease in students' physical activity. Male students showed a steeper increase regardless of grade. During the study period, limited physical activity at school increased obesity rates. Physical education must play a role in students' health in preparation for future changes.

The Development and Validation of English Communicative Competence Model for High School Students in Korea

The Development and Validation of English Communicative Competence Model for High School Students in Korea

Smartphone dependency latent profile classification and association with emotional and behavioral difficulties among high school students in Korea

Purpose: The pervasive integration of smartphones into adolescents’ daily lives has resulted in a concerning upsurge in smartphone dependency among high school students. Due to the diverse types and severity levels of smartphone dependency, there is a critical need for research to explore its heterogeneity. This study aimed to identify latent profile of smartphone dependency in high school students based on the four subdomains of smartphone dependency: disturbance of adaptive functions, virtual life orientation, withdrawal, and tolerance. In addition, we explored how emotional and behavioral difficulties differ according to the profiles. Methods: We used data from 2,195 Korean high school students from the Korean Children and Youth Panel Survey 2018. Latent profile analysis (LPA) was performed to identify smartphone dependency latent profile. Statistical analysis including chi-square test, Analysis of Variance (ANOVA), and ranked Analysis of Covariance (ANCOVA) confirmed differences in smartphone use characteristics and emotional-behavioral difficulties according to the classified latent profile. Results: LPA identified four distinct latent profiles of smartphone dependency among high school students; 1) Underdependent type, 2) Moderate type, 3) Habitual user type, and 4) Virtual space dependent type. The results of ranked ANCOVA, controlling for gender, geographical location, economic status, parental smartphone dependency, and relational variables, revealed that habitual user type exhibited significantly higher rates of attention deficit hyperactivity disorder, social withdrawal, and depressive symptoms compared to other types. Conclusion: The identification of these profiles provides a foundation for developing tailored intervention programs for adolescents with different levels and patterns of smartphone dependency.

Hands-Only Cardiopulmonary Resuscitation Education for Elementary School Students in Korea: Tracking by School Grade, Physical Characteristics, and Physical Strength.

Objectives: This study aimed to assess variations in chest compression depth among Korean elementary school students based on grade, physical characteristics, and strength. Methods: The study involved 140 children in the third to sixth grades from elementary schools. Before providing cardiopulmonary resuscitation (CPR) education, we assessed height, weight, BMI, grip strength, and back strength. Subsequently, CPR education was administered, followed by individual measurements of compression depth. The factors related to compression depths was analyzed using t-test, ANOVA and multivariable regression. Results: The mean compression depth was consistently lower than the guideline standard across all grades, indicating grade-dependent differences (p = 0.000). Moreover, height, weight, BMI, grip strength and back strength increased, exhibited significant increases with grade (p = 0.000). In multivariable regression analysis, it was observed that as grade increased, chest compression depth increased by 0.701cm (p = 0.000). Conclusion: School grade significantly influenced achieving the proper chest compressions depth, no notable correlation found for physical factors. Thus, a strategy emphasizing the importance of sufficient chest compressions during CPR education, particularly targeting elementary school students, seems necessary to encourage greater effort.

중·고등학생들의 통계에 대한 태도 검사도구 개발

Objectives The purposes of this study were to develop an instrument which measures secondary school stu-dents’ attitudes toward Statistics.&#x0D; Methods We analyzed various instruments measuring attitudes toward Statistics, especially SATS-36 and re-vised SATS-36 suitable for secondary school students in Korea. We revised the questionnaires based on the sur-vey of 301 secondary school students and unified validity theory.&#x0D; Results With conducting exploratory factor analysis, it was found that four factors were appropriate for secondary school students’ attitudes toward Statistics, unlike the results of Schau’s(2003), which was divided into six factors. The four factors are cognitive competence, interest, value, and effort. Especially, cognitive competence, difficulty, and affect factors of the SATS-36 were combined into one factor. The effort factor was shown highest average score and the interest factor was shown lowest average score.&#x0D; Conclusions We developed an instrument appropriate for secondary school students’ attitudes toward Statistics based on SATS-36. With the revised and validated instruments, this study is expected to contributes to re-searches on secondary students’ attitudes toward Statistics.

한국과 미국 중학생의 설명글 쓰기 능력 비교 연구

In this study, 574 eighth graders, in Korea and the U.S., were evaluated for expository writing skills. The main results of this study were as follows. First, the writing scores were 7.40 points in Korea and 7.44 points in the U.S., and there was no statistical difference. In both countries, the score of the contents was the highest and the score of the organization was the lowest. Second, the six ‘evaluation criteria’ differentiated five writing ability groups. Third, the effects of writing tasks (topic) and gender differences were identified. Fourth, the students’ expository writing scores differed from their reading scores or general academic achievement results. Fifth, the average score of writing in both countries were similar, however the proportion of the top group was higher in the U.S.. The results of this study explained the reality of the writing skills of middle school students in Korea and the U.S., implications for instruction and further research are presented.

과업기반 수업을 활용한 초등영어 요청화행 지도의 효과

The purpose of this study is to investigate a task-based language teaching (TBLT) approach to teaching pragmatic competence for EFL elementary English learners focusing on requests. A series of 15 task-based lessons was developed to teach requests to 6th-grade English learners for eight weeks. In terms of choosing target request expressions, various request expressions were initially extracted from the English curriculum and textbooks and additional request strategies were added. Three target tasks that require request expressions were designed, incorporating pragmatic social variables such as power, distance, and imposition. Each task differed in terms of difficulty and complexity. Students’ pragmalinguistic competence and sociopragmatic competence were evaluated using a discourse completion test (DCT) as pre- and post-tests. Rating criteria, assessing pragmalinguistic and sociopragmatic competence, were also developed and two raters evaluated the learners’ pragmatic production on DCT items to ensure inter-rater reliability. The findings revealed that the TBLT approach was effective in teaching EFL elementary school students’ request competence in terms of both pragmalinguistic and sociopragmatic components. We discuss potential challenges and directions in teaching pragmatic competence for elementary school students in Korea.

초등학생의 미디어 활용 및 학교 교육 실태연구

This study examined the perceptions and attitudes of elementary school students in Korea facing a generative artificial intelligence environment in the digital media environment. At the level of the national curriculum in Korea, this study looked at the current status of software education encountered by elementary school students, and analyzed surveys on smartphone use, YouTube and online/mobile games for 4th, 5th, and 6th graders. As a result of the study, there was more time spending to watch YouTube related to non-learning than learning, and the trust in the information encountered on YouTube was high. As a result of a survey on media education experience, the proportion of students who received “education on how to distinguish whether information provided online is true or not” was lower than that of other media education. Therefore, the ability to understand and evaluate the media does not arise by itself as time increases, and it requires a critical perspective and conscious effort to acquire and use information. Finally, it is important to raise awareness of the education students received.

중학생의 학습자 주도성 수준 및 영향요인 탐색

Objectives This study aims to examine the level of student agency in middle school students in Korea and the fac-tors influencing the cultivation and manifestation of student agency.&#x0D; Methods To this end, an online survey was conducted among 325 middle schools, which were stratified sampled around school locations to ensure nationwide representation, from July 10th to July 17th, 2022. The survey re-ceived responses from a total of 345 middle school teachers and 7,571 middle school students from 172 middle schools. The collected survey data were analyzed using the SPSS program.&#x0D; Results The analysis of responses from both students and teachers revealed that middle school students' agency was higher at the community level than at the individual level. When analyzing the differences in students' agency by grade, it was found that 1st-year middle school students perceived higher levels of students' agency compared to 2nd and 3rd-year students. In terms of gender differences, male students reported higher individual-level stu-dents' agency, while female students reported higher community-level students' agency. Lastly, respondents in-dicated that higher levels of subjective achievement are associated with higher levels of self-perceived students' agency. Furthermore, both teachers and students indicated that personal beliefs and attitudes have the most sig-nificant impact on the cultivation and manifestation of students' agency, while institutional and societal factors have the least impact. Particularly, students tended to underestimate the influence of their home environment on the cultivation and manifestation of students' agency.&#x0D; Conclusions Based on the findings of this study, it is suggested that the importance of the middle school period in the process of cultivating and manifesting students' agency should be emphasized, and practical guidelines for cultivating and manifesting students' agency that are suitable for the educational context in Korea should be pro-posed in various subsequent studies.

고등학생의 자기주도성에 영향을 미치는 요인

Objectives This study explored the factors affecting the self-directedness of high school students in Korea by di-viding them into three areas: individual students, teaching method and schools, and parents. The theoretical basis for deriving specific strategies for strengthening students' self-directedness was presented.&#x0D; Methods Using the 6th data of ｢Korean Education Longitudinal Study 2013｣, the relationship between directed-ness and variables in each area was analyzed. Frequency analysis and descriptive statistics were conducted to find out the general characteristics of the study subjects. ANOVA analysis was conducted and Scheffe's post hoc test was conducted to find out the differences in self-directedness and variables in each domain according to general characteristics. Pearson's correlation analysis and hierarchical regression analysis were conducted to analyze the relationship between self-directedness and variables in each domain.&#x0D; Results The level of self-directedness and related variables of high school students showed significant differ-ences according to the location and type of school. Students in metropolitan and large cities showed higher levels than those in small and medium-sized cities and townships. Male students showed higher self-directedness than female students. The individual factors affecting high school students' self-directedness were self-under-standing, self-identity, curiosity/adventurousness, inquiring spirit, and sports-related cultural literacy. Teaching method and school factors that affect high school students' self-directedness were student participation-type classes and the level of student opinion reflection. Parental factors that affect high school students' self-directed-ness were their parents’ academic support and emotional support.&#x0D; Conclusions Methods for strengthening high school students' self-directedness should be sought at various lev-els such as individual students, teaching method and schools, and parents.

Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes

The goal of the current study is twofold: (1) to demonstrate how to design authentic blog-posting tasks for Korean learners of English as a foreign language (EFL); and (2) to compare traditional (textbook-based) and task-based instruction in Korean high school students’ learning of advice-giving strategies in English. Fifty high school students in Korea were assigned to either a traditional or a task-based instruction condition. The traditional group was taught advice-giving strategies using their required textbook. For the task-based instruction group, advice-giving tasks were designed simulating online Q&amp;A communities. Participants were asked to read other high school students’ blogs about their personal concerns and respond to the concerns by posting their advice in a forum. Both groups completed a background survey, a pretest, instructional treatment (a textbook exercise for the traditional condition and individual advice-giving tasks for the task-based condition), a reflection survey, and immediate and delayed posttests over three months. Both groups’ pretest/posttest responses were analysed in terms of the occurrence of advice-giving strategies (e.g. expressing sympathy) based on existing coding frameworks and what students produced. In addition, linguistic forms in each strategy were coded for syntactic complexity (e.g. bi-clausal or mono-clausal constructions). The frequency of different advice-giving strategies and linguistic forms on posttests was compared between the two groups, and between the pretest and posttests for each group. The results showed that the task-based group outperformed the traditional group on the immediate posttest only. However, both groups demonstrated significant gains in advice-giving knowledge at the immediate posttest, and the learning was sustained for 8 weeks. In terms of learning complex constructions of advice-giving head acts (i.e. bi-clausal constructions), there were immediate learning benefits for the task-based group only.

The Effect of Cardiopulmonary Resuscitation (CPR) Education on the CPR Knowledge, Attitudes, Self-Efficacy, and Confidence in Performing CPR among Elementary School Students in Korea.

Cardiopulmonary resuscitation (CPR) education for schoolchildren is emphasized, as bystander CPR is a vital key to increasing the survival rate of out-of-hospital cardiac arrest (OHCA) victims. This study was conducted to verify the effect of CPR education on knowledge, attitudes, self-efficacy, and confidence of Korean elementary school students in performing CPR. Data were collected through structured questionnaires before and after CPR education and analyzed using descriptive statistics, T-tests, and hierarchical regression. Significant improvements in CPR knowledge, attitudes, self-efficacy, and confidence in performing CPR were found after CPR education, with the greatest increase observed in confidence (p = 0.000). The influencing factors on confidence in performing CPR were school grade, attitude, and self-efficacy. Although a significant increase in schoolchildren's CPR knowledge after education was shown, knowledge did not affect confidence in performing CPR. Therefore, early CPR education which focuses on improving confidence in performing CPR is recommended. CPR education might raise attitude and self-efficacy leading to increased confidence in performing bystander CPR. In conclusion, early and regular CPR education for elementary school students is crucial and should be conducted repeatedly.

피지컬 리터러시 내 동기 및 자신감 영역 척도에 관한 타당성

Objectives The purpose of this study was to verify the validity of the Korean CAPL-2 questionnaire scale, which translates the Canadian Assessment of Physical Literacy-Second Edition questionnaire for measuring the motivation and confidence domain within Physical Literacy.&#x0D; Methods The subjects consisted of 163 students (male : 91 and female : 72) from the 3rd to 6th grade at a public elementary school located in D city of Korea. The Korean CAPL-2 psychological measurement questionnaire scale was completed through translation, reverse translation, and content review by expert groups, and data were collected using the Korean CAPL-2 questionnaire scale. For data analysis, exploratory factor analysis, confirmatory factor analysis, and construct validity analysis were performed, using SPSS 26 and AMOS 27 statistical program.&#x0D; Results The results showed that first, the range of the total score of the study participants was 10.6 to 30.0, and the average value was 23.60 points. The skewness (-0.59) and kurtosis (0.03) values showed a normal distribution closed to 0, and the correlation range between the four sub-factors was between .468 and .650. Second, confirmatory factor analysis results for the Korean CAPL-2 questionnaire scale chi-square(χ2)/df 1.543, RMSEA .058, RMR .012, GFI .929, IFI .976, TLI .967, and CFI .976, all of which were found to meet the discrimination criteria. Third, as a result of the construct validity analysis of the Korean CAPL-2 questionnaire scale, it was found that both the criteria for determining concentrated validity and discriminant validity were satisfied.&#x0D; Conclusions Based on the results of this study, the Korean CAPL-2 questionnaire scale is expected to be used as a useful tool for understanding the level of motivation and confidence within physical literacy of elementary school students in Korea.

A Case Study of Individual Contextual Characteristics Impact on Korean Elementary School Students’ Interest in Science Using Phase of Interest Development and the Process-Person-Context-Time Models

Abstract This study examines the individual contextual characteristics of elementary school students in Korea during the phase of interest development, using Phase of Interest Development (PIT) and Process-Person-Context-Time (PPCT) models. Four students from each level of interest development were selected to participate, and they wrote photo-journals for 12 weeks while meeting with the researcher every two weeks for semi-structured interviews. The results show that students with higher levels of interest in science tend to participate more in science activities, become more independent, and re-engage in activities. The findings suggest that factors within the microsystem, such as schoolteachers or parents, may have an influence on students’ interest in science, regardless of their level of interest. This study contributes to the theoretical foundation of interest in science research and may be useful for developing strategies to increase students’ interest in science.

Impact of the Coronavirus Disease Pandemic on Mental Health Among School Students in Korea During the COVID-19 Pandemic.

The coronavirus disease (COVID-19) pandemic has had various effects on mankind, especially children and adolescents. Because children and adolescents spend a lot of time at school, COVID-19 has had a great impact on school mental health. In this study, we investigated the effect of prolonged COVID-19 on school mental health. We prepared self-report questionnaires for depression (Children's Depression Inventory, CDI), anxiety (Korean version of the Penn State Worry Questionnaire for Children; Generalized Anxiety Disorder-7, GAD-7), and post-traumatic stress (Primary Care Post-traumatic Stress Disorder, PC-PTSD) for administering to students aged between 7 and 18 years, recruited by a COVID-19 psychological prevention support group in the Gwangmyeong Mental Health Welfare Center for 2 years, in 2020 and 2021. For children aged 7-12 years, there was no significant difference between the years 2020 and 2021 in the assessment of depression, anxiety, and post-traumatic stress. Conversely, for adolescents aged 13-18 years, there was a significant increase in the scale scores (CDI, PC-PTSD, and GAD-7). Prolonged COVID-19 might have had a significant impact on the mental health of adolescents who spent a lot of time at school. When comparing the years 2020 and 2021, middle and high school students were more affected by COVID-19 than elementary school students.

THE EFFECTIVENESS OF THE INTEGRATED STEM-PBL PHYSICS MODULE ON STUDENTS’ INTEREST, SENSE-MAKING AND EFFORT

Issues like why students felt far from physics and did not choose physics as their prime learning option are familiar in education. This paper aims to study the effectiveness of the STEM-Project-Based learning module in physics on students' personal interest and sense-making and effort. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 Form 4 students in Malaysia and 66 second-year high school students in Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students' personal interest, and sense-making and effort after the intervention. The paper also highlighted the research's implications and suggestions. Keywords: integrated STEM, project-based learning, physics module, classical mechanics, personal interest, sense-making and effort