초·중·고등학생의 스마트폰 중독 국내 연구의 동향: 스마트폰 중독의 원인과 결과 요인을 중심으로

This study was conducted for the purpose of empirically analyzing the effects of adolescents’ relationships with major adults as protective factors for smartphone addiction. Specifically, the study compared the discriminatory effects of adolescents’ relationships with their parents, school teachers, and educational institute teachers on smartphone addiction among elementary, middle, and high school students in Korea. Analyzing the data of the 2019 Korean Children & Youth Happiness Index (*N*=7,454), it was found that relationships with adults were significant factors in explaining the level of smartphone addiction even after controlling for the influences of adolescents’ demographics, usage time, and friendship factors. For elementary school students, good relationships with their mothers and school teachers decreased the risk of smartphone addiction. On the other hand, in the case of middle school students, only a good relationship with father functioned as a protective factor. Good relationships with their fathers and institute teachers decreased the level of high school students’ smartphone addiction. Based on these findings, this study discussed on the development of programs and policies for prevention and intervention of adolescents’ smartphone addiction and provided suggestions for follow-up research in the future.

In Japan, national crude suicide mortality rates (CMR-suicides) consistently decreased during the 2010s, whereas adolescent CMR-suicides have increased from the mid-2010s. However, the high-risk groups and their causalities remain to be clarified. Temporal fluctuations of adolescent CMR-suicides disaggregated by gender, age, social standing, and suicide motive were analyzed with joinpoint regression and linear mixed-effect models using two government suicide databases. CMR-suicides among female elementary school students, middle school students, high school students, university students, and <20-year-old individuals with social withdrawal syndrome (SWS) increased from the mid-2010s. CMR-suicides among male elementary school, middle school, and high school students also increased from the mid-2010s, while those of university students were unchanged. In contrast, CMR-suicides of males aged <20 and 20–29 with SWS unexpectedly decreased. Surprisingly, the increasing trends of CMR-suicides of female students were greater than males; consequently, CMR-suicides of female students in middle school and high school became greater than those of male students in the 2020s. The highest suicide risk among those under 20 years of age was observed among part-time high school students. Among individuals 20–29 years of age, those with SWS were in the highest-risk group for suicide, while CMR-suicides of individuals with SWS aged under 20 years were almost equivalent to those of middle school students. The leading suicide motives for elementary school students were family-related, including family discord and parental reprimand (there was no difference in gender in terms of leading suicide motive). Among middle school female students and older, the leading suicide motives were mental issues followed by school-related problems. Among male middle school students and older, the leading suicide motives were underachievement followed by mental issues. CMR-suicides caused by mental issues (for both genders) and underachievement (in males) increased from the mid-2010s. These results suggest that increasing internalizing problems may be a fundamental factor contributing to the currently increasing suicides among adolescents (particularly females) in Japan. Although the recent promotion of inclusive education in Japan has successfully provided educational opportunities for individuals with internalizing problems, these statistics highlight the need for a further enhancement of psychosocial support for adolescents with internalizing problems who are at a high risk for suicide.

This study compared and analyzed the mediating effect of negative emotions and the moderating effect of self-esteem in the period of elementary, middle, and high school students in accordance with the developmental stage in the effect of abuse experience in childhood on suicidal behavior in adolescence. The data of this study are the data of the 10th (2015), 13th (2018), and 16th (2021) child supplementary surveys of the Korea Welfare Panel. A total of 1,138 subjects (10th grade elementary school students: 438 people, 13th grade middle school students: 383 people, 16th grade high school students: 317 people) were used for analysis. Research model analysis was analyzed using PROCESS macro. As a result of the analysis, first, as a result of confirming the mediating effect of negative emotion in the relationship between childhood abuse experience and adolescent suicidal behavior according to developmental stage, it was confirmed that there is a mediating effect in all of the elementary, middle, and high school students. Second, in the relationship between childhood abuse experiences, negative emotions, and suicidal behavior in adolescence according to developmental stage, the mediated moderating effect of self-esteem was confirmed in elementary and high school students, but no self-esteem moderating effect was found in middle school students. The above study results were discussed based on previous studies, and based on these results, an effective intervention plan for reducing suicidal behavior in adolescence was suggested.

BackgroundGlobally, more adolescents are engaged in problematic smartphone use (PSU), but there is scant research on the impact of family risk factors on PSU. This study aimed to investigate the independent and cumulative effects of various family risk factors on adolescents’ PSU and to determine whether these associations differ across grade level.MethodsData were drawn from the 2023 National School-based Chinese Adolescents Health Survey, with 20,361 adolescents (mean age: 15.0 [SD: 1.7] years) included. Family risk factors, PSU, and grade level were measured. A cumulative family risk (CFR) score was constructed by summing the number of family risk factors each adolescent experienced. The prevalence of PSU was estimated, and then logistic regression models were used to examine the association between family risk factors and PSU. Additionally, stratified analyses by grade level were conducted to explore differences in the above associations.ResultsThe prevalence of PSU among adolescents was 25.8%. Significant associations were found between PSU and parental relationship, family function, parental education level, parental alcoholism, and childhood adversity, respectively. A clear dose–response relationship was observed between CFR and PSU (P for trend < 0.001), with adolescents exposed to four or more family risk factors showing the highest odds of PSU compared to those with no risk factors (OR: 2.57, 95% CI: 2.22–2.98). Furthermore, a significant interaction was found between CFR and grade level (Pinteraction <0.001), with middle school students showing a stronger association than high school students (P for ROR < 0.001).ConclusionsMultiple family risk factors were independently and cumulatively associated with a higher risk of PSU, particularly among middle school students. These findings underscore the importance of addressing family-related risks and fostering emotionally supportive home environments to mitigate PSU in adolescents.

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.

Objective To explore the relationships among mobile phone dependence and attachment, social support among adolescent students. Methods 900 students from two vocational colleges in Shandong province were recruited by stratified sampling. They were assessed with Experiences in Close Relationships Inventory (ECR) Chinese version, Social Support Rating Scale and Mobile Phone Addiction Tendency Questionnaire. Results There were no significant differences of adolescent students' mobile phone dependence on gender, child status, and native place. The score of middle vocational school students' mobile phone dependence (45.84±12.64)was significantly higher than that of higher vocational college students(40.68±9.72), and there was significant difference between them (P<0.01). Mobile dependence was significantly positively related with attachment anxiety(r=0.469, P<0.01), and was significantly negatively related with social support(r=0.149, P<0.01). Attachment anxiety and social support were the direct predictors of mobile phone dependence, and social support played the partial mediating role between attachment anxiety and mobile phone dependence. Conclusions Mobile phone dependence is a common phenomenon among adolescent students, and the middle vocational school students' mobile phone dependence is more serious than that of the higher vocational college students.There are close relationships between mobile phone and attachment, social support.Attachment anxiety is not only directly but also indirectly associated with mobile phone dependence by social support. Key words: Mobile phone dependence; Attachment; Social support

This study was designed to assess the elementary and middle school students’ performance in the Gender Equality Education curriculum with longitudinal methods. The purpose was to locate the teaching emphasis among elementary school, junior high school and senior high school. By stratified sampling, there were 2,867 participants in this study (1,097 participants from Elementary School, 785 from Junior High School, 1,034 from High School and Vocational School). Data were collected from the questionnaire, which contained six parts — awareness, knowledge, attitude, behavior and intention, self-efficacy of gender self-understanding, interpersonal relationship and demographic information. The important findings were as follows: 1 .The percentage of implementation on gender education is increasing, but 10% of elementary school students, 20% of junior high school students and 30% of senior high school students indicated that not such program was offered in their schools. 2.The improvements are: first, the awareness, knowledge and attitude of elementary school students; second, awareness, knowledge and attitude of junior high school students ; third, awareness of gender inequality, knowledge and attitude toward gender role, self-esteem, homosexuality of senior high school students. 3. The following parts are necessary to be enhanced: The middle graders of elementary school—knowledge about physiology and reproduction; The upper graders of elementary school—self-efficacy about affective expression and communication; junior high school—gender role attitude toward gender interaction, gender career interest and performance, gender competence and performance; senior high school—knowledge about physiology and reproduction, sexual harassment and abuse , gender career interest and performance, gender competence and performance. Additionally, the Ministry of Education ought to pay attention to the increasing rate of sexual behavior in junior high school and senior high school. 4. The regressive parts are: first, junior high school—self-efficacy about “refusal skill and self-adaptation”; second, senior high school—self-efficacy about “affective expression and communication” and “refusal skill and self-adaptation”.

The purpose of this study was to identify accidental mortality during school activities of students in elementary, middle or high school in Seoul and consequent compensation payment. Fifty-eight students died due to accidents during the period 1988 through 2007. Data were obtained from the Seoul School Safety and Insurance Association, and Seoul Metropolitan Office of Education. Chi-square, t test, and ANCOVA were used in the data analysis. Among students, 75.9% were male and 37.9% were high school students. Accidental mortality was 1.61 per one million students (2.33 for male, and 0.82 for female students, and 0.93, 2.13 and 2.31 for elementary, middle and high school students, respectively). Mortality caused by drowning and falls per one million student was 0.85 and 0.74 for male, and 0.23 and 0.35 for female students. After age, year and cause were adjusted using ANCOVA, the mean compensation payment was 40,615 thousand won for male, and 62,000 thousands for female students. Highest compensation payment was 127,137 thousand for cerebral concussion after age, gender, year and cause were adjusted. To decrease student accidental mortality, especially drowning and falls, development of efficient safety-enforcing education is essential to prevent injuries and avoid preventable compensation costs.

&lt;span lang="EN-US"&gt;This paper aims to analyze the efficacy of elementary, middle, and high school students with respect to using persuasive speech and establish a direction for the development of relevant education. It examines the case of South Korea, where the government has presented the importance of persuasive speech education and implemented considerable measures since 2015. It utilizes the survey results on the perception around persuasive speech, based on the achievement standard set within the Korean language curriculum for elementary, middle, and high school students. The research offers several recommendations. First, it is necessary to specify educational content so that it applies differentially, according to the conditions of students. Second, educational content that addresses students’ attitudes, self-awareness, and participation in community issues must be reinforced. Third, educational content related to persuasion preparation, content organization methods, strategies, and meta-cognitive aspects must be presented sequentially in terms of beginning, development, and application, as suited to each level of education. Fourth, it is necessary to review the teaching-learning methods to increase the effectiveness of persuasive speech education. Fifth, it is necessary to especially consider the disadvantages of middle school students, who have huge gaps in efficacy with respect to their knowledge of persuasive speech.&lt;/span&gt;

The Career Adapt-Abilities Scale in Macau: Psychometric characteristics and construct validity

Non-suicidal self-injury (NSSI) is prevalent among adolescents. Low health literacy (HL) and problematic mobile phone use (PMPU) are risk factors of NSSI. But so far, no study has examined the interactive role of HL and PMPU on NSSI. In this context, the present study aimed to examine the interactions of HL and PMPU and their impact on NSSI in a school-based sample of Chinese adolescents. A total of 22,628 junior and high school students (10,990 males and 11,638 females) were enrolled in this study. The outcomes were self-reported HL, PMPU and NSSI. Analyses were conducted with chi-square tests and logistic regression models. The prevalence of NSSI was 32.1%. Low HL and PMPU were significantly associated with NSSI independently (ORlow HL = 1.886, 95% CI = 1.723–2.065, ORPMPU = 2.062, 95% CI = 1.934–2.199). Interaction analysis indicated that low HL and PMPU were interactively associated with increased risks of NSSI (OR = 2.617, 95% CI = 2.375–2.884). In all, our findings indicate that HL and PMPU are associated with NSSI independently and interactively. The intervention programs of NSSI should consider the adolescents HL levels and PMPU.

Background: Concussions affect millions of youths in the United States each year, and there is concern about long-term health effects from this injury. Purpose: To examine the association between sports- or physical activity–related concussion and health risk behaviors among middle and high school students in 9 states. Study Design: Cross-sectional study; Level of evidence, 3. Methods: Data from the 2019 middle school and high school Youth Risk Behavior Survey were used for this analysis. Nine states were identified that included the same question on concussion and similar questions on health risk behaviors in their 2019 Youth Risk Behavior Survey. Students were asked to self-report whether they had ≥1 sports- or physical activity–related concussions during the 12 months preceding the survey. Self-reported concussion was the primary outcome of interest. Other variables included sex, race/ethnicity, played on a sports team, were physically active 5 or more days/week, ever tried cigarette smoking, ever used an electronic vapor product, academic grades, drank alcohol, were in a physical fight, seriously considered attempting suicide, made a suicide plan, and attempted suicide. Results: Among the 9 states, 18.2% of middle school students and 14.3% of high school students self-reported ≥1 sports- or physical activity–related concussions. Among both middle school and high school students, the prevalence of ≥1 sports- or physical activity–related concussions was higher among students who played on a sports team, were physically active 5 or more days per week, had ever tried cigarette smoking, had ever used an electronic vapor product, had seriously considered attempting suicide, had made a suicide plan, and had attempted suicide compared with those who had not engaged in those behaviors. The prevalence of sports- or physical activity–related concussion was consistently higher among middle school students than high school students across sex, race/ethnicity, and adverse health behaviors. Conclusion: Middle school students with a history of concussion warrant attention as an at-risk population for concussions and adverse health behaviors. Health care providers may consider screening students for adverse health behaviors during preparticipation examinations and concussion evaluations.

Researchers have found that attention‐deficit hyperactivity disorder (ADHD) may be a risk factor for developing smartphone addiction, based on the neurobiological substrates underlying each separately and those that are shared. The study found a greater than six times likelihood that children with ADHD also had smartphone addiction. The study looked at the prevalence of smartphone addiction and its association with depression, anxiety, and ADHD symptoms in a total of 4,512 South Korean middle and high school students, who completed surveys. There were 338 subjects (7.5%) in the smartphone addiction group. The odds ratio of the ADHD group compared to the non‐ADHD group for smartphone addiction was 6.43, the highest among all variables. The study, “The relationship between smartphone addiction and symptoms of depression, anxiety, and attention‐deficit/hyperactivity in South Korean adolescents” is published in the March issue of the Annals of General Psychiatry.

ABSTRACTCreativity is an essential skill that is at the heart of 21st‐century education. Mobile phone use occupies considerable amounts of time in people's lives and may influence creativity. However, few studies have linked mobile phone dependence (MPD) to adolescents' domain‐specific creativity (science and art). This study investigated the relationship between MPD and the scientific and artistic creativity of 2922 adolescents (10–15 years old) by using the Test of Mobile Phone Dependence, the Middle School Students' Everyday Creativity Questionnaire, the Rosenberg Self‐Esteem Scale, and the Short Scale of Creative Self, all self‐reported measures. Specifically, linear regression analysis and segmented regression analysis were conducted to explore the relationships between MPD and scientific and artistic creativity. The study also investigated the mediating effect of self‐esteem and the chain mediating effect of self‐esteem and creative identity in these relationships. The results revealed potential breakpoint values in the relationship between MPD and both scientific and artistic creativity. Specifically, MPD was negatively associated with scientific creativity when MPD scores were below the breakpoint (mean &lt; 0.52) and with artistic creativity when scores were below its respective breakpoint (mean &lt; 0.54). In contrast, above these breakpoints (mean &gt; 0.52 and &gt; 0.54, respectively), MPD was unrelated to scientific creativity but positively associated with artistic creativity. In addition, MPD predicted scientific creativity via self‐esteem and the chain mediation of self‐esteem and creative identity. Similar mediations were found for artistic creativity in the below‐breakpoint MPD group. Above‐breakpoint MPD predicted artistic creativity via the chain mediation of self‐esteem and creative identity. These findings suggest that educators should raise awareness and discriminately intervene in the effects of smartphone dependence on domain creativity.

Social media use has become ubiquitous among schoolchildren. This study examined the association of social media use and posting regret with self-esteem among middle and high school students, and tested whether school type (i.e., middle vs. high school) could moderate these associations. Data on 6944 schoolchildren (mean age: 15.2 ± 1.8years) were derived from the 2019 cycle of the Ontario Student Drug Use and Health Survey, a biennial repeated cross-sectional survey of students in grades 7 through 12 across Ontario, Canada. Students self-reported time spent using social media, regret of posting on social media, and their self-esteem. Ordinal logistic regression analyses were adjusted for age, sex, subjective socioeconomic status, ethnoracial background, and body mass index z-score. The proportional odds model showed that middle (OR: 2.36; 95% CI: 1.65-3.36) and high school (OR: 1.72; 95% CI: 1.44-2.06) students with daily social media use of 5h or more have higher odds of lower self-esteem across the categories of self-esteem. However, daily use of 3 to 4h was associated with lower self-esteem among middle school students (OR: 1.52; 95% CI: 1.14-2.04), but notamong their high school counterparts (OR: 1.13; 95% CI: 0.94-1.35). Posting regret was associated with lower self-esteem in high school students, but not inmiddle school students. Results suggest that heavy social media use and posting regret are associated with lower self-esteem among adolescents, and that younger students could be more vulnerable than their older counterparts.