The purpose of the present study is a basic work to improve adaptation of school life and school life satisfaction which (1) examines whether there is difference between gender in terms of the level of academic burnout and academic engagement, (2) investigates the difference between gender on the influence of academic burnout and main predictors, and (3) explores whether the difference between gender is made when Schaufeli and Bakker(2004)'s demand-resource model 78 applied to academic scene. For this, KABS-ESS and related scale. Recently developed by Jooyon Cho & Myoung So Kim(2013), were conducted to 531 elementary school study on 4-6th grade in Kyŏnggi area. First, as a result of gender difference analysis on academic burnout and academic engagement, was indicated that girls are higher than boys on academic engagement at the significant level, but there was no significant gender difference shown on academic burnout. However, when it comes to the subordinating factors of academic burnout, the gender difference was indicated specifically boys were higher than girls on avoidance, cynicism, emotional burnout and physical burnout. Second, after conducting stepwise multiple regression analysis in order to examine the difference between gender on the influence of academic burnout predictors, the primary valuables which explains boy's academic burnout were self-regulation strategy, excessive work, teacher's support, parents achievement pressure, resilience and girl's primary valuables were resilience, parents achievement pressure, excessive academic work, parent's support, and self-regulation learning. Moreover, as a result of conducting multiple regression analysis with engagement as criteria valuables, primary valuables which explains boy's academic engagement were indicated as self-regulation learning strategy, resilience, teacher's support and in the case of girls, resilience, self-regulation learning strategy, teacher's support was revealed as significant predictors. Lastly, after adapting job demand-resource model through Amos to academic scene, the degree of correspondence of model was drawn at acceptable level to both men and women and the possibility of generalization of the model was supported. On the basis of these result implication, limitation and future research direction were proposed.
This study is intended to understand better what the participants experience through the parenting role and disclose what the essence of the experience. The present study adopted the phenomenological method of the qualitative research. In particular, this paper chose van Manen's hermeneutic phenomenological method. The participants for this study were 8 persons, who have experienced parenting as a mother of single-parent families. Data was collected by using in-depth interviews. The study derived twenty-six sub-themes and 6 main themes which were combined by those sub-themes. The parenting experiences of a mother of single-parent families are as followings: <coming that my life is broken into pieces>, <fear and impatience of to be asked on its own way>, <reconstructing that way of living as a single-mother>, <becoming estranged relations and becoming relations of defensive activities against possible disadvantage>, <fagging of to be asked on its own way>, <becoming good life as single-parent>. Parenting experiences of participants were disclosed to the structure that participants should carry out on its own way in the change of identity, relation and role.
This study examined the effectiveness of PTSD Program of North Korean Refugees for North Korean Female refugees. Participants for this study were 70 North Korean Female who is experimental group were 32 and control group were 38. This program was 8 sessions. It was used to Brief Psychological State Inventory for North Korean Refugees(BPSI-NKR) and Impact of Event Scale-Revised(IES-R) for pre and post evaluation. The result of this study were that the mean difference in all tested scales but IES-R, PTSD, anxiety and somatizaion between two groups were statiscically significant. Before this program, Repatriation group was significantly low score on anxiety and somatization but after this program this group was higher in PTSD and IS score than non-repatriation group. Based on the results, the author mentioned the limitations of study and the suggestions for further studies.
The purpose of this study was to verify the effects of mother and father's parenting self-efficacy on children’s academic self-efficacy and the mediating effects of parental supports of learning. To achieve this, this study measured parenting self-efficacy of parents who have children in 4-6 grade of one elementary school located in Gyeonggi-do province and their children’s academic self-efficacy by conducting survey. Among 240 distributed questionnaires, 200 from parents, 225 from children were used for analysis and it was verified the parenting supports of learning‘s complete mediation effects of parenting self-efficacy on children’s academic self-efficacy. It was also confirmed by the sub-factors, the mediating effects of the learning environment management factors and the providing academic information factors. These results imply that mother and father's parenting self-efficacy is a variable to influence the development of children’s academic self-efficacy and it is important to raise the level of parental supports of learning to improve children’s academic self-efficacy. It also has an academically and practically important meaning to show the effects and limitations of parenting supports of learning in improving children’s academic self-efficacy. Then limitations of this study and suggestions for further research were discussed.
The purpose of the present study was to explore the predictors of academic persistence. A sample of 3,379 students who studies in A university were participated in this survey. In analysis of gender and grade level differences, university satisfaction was most important variable However, other factors that influence discriminatory factor between gender and grade level, respectively. Prediction of persistence consists of 12 factors including satisfaction of institution, major, curriculum, etc. We identified the relative effects between each of the 12 factors and intention of persistence. The results of stepwise regression analysis demonstrated that satisfaction of institution, distance between residence and location of institution, faculty trust, economic difficulties had significant effects on the intention of persistence. And, 6 of the 12 factors and intention of persistence had significant differential effect by the school year. Finally, the limitations and future directions of the present study were discussed.