부모의 학업성취압력이 초등학생의 진로성숙도에 미치는 영향

Objectives The purposes of this study were to select relevant variables and analyze them through random forest to explore factors influencing grit in elementary school students. Methods For this purpose, Utilizing data from the 11th to 13th waves of the Korean Children's Panel, 1,359 sub-jects were analyzed after excluding cases with missing grit values. Random forest analysis was conducted using 41 selected variables for grit, perseverance, and interest consistency. Results In the analysis results, it was predominantly observed that certain child-related variables significantly in-fluenced grit and its aspects. For grit, variables like executive function, diligence, school adaptation, academic stress, and career maturity were crucial. Consistency of interests was notably affected by executive function, dili-gence, career maturity, academic stress, and school adaptation. Perseverance of effort was influenced by dili-gence, executive function, learning attitude, school adaptation, and self-esteem. Generally, higher levels of these variables were associated with increased grit in children. Conclusions To foster a child's grit, it's crucial to help them acquire executive function strategies, maintain a dili-gent attitude, and create a supportive environment for school adaptation. While the direct influence of parental and school characteristics on a child's grit is relatively minor compared to individual factors, establishing a suitable en-vironment and providing psychological and emotional support at both school and home will aid in children's grit development.

The purpose of this paper is to provide a group music therapy intervention for elementary and middle school students with mood disorders through music therapy. To explore the improvement of group music therapy on the dysphoria and state of adolescent patients with mood disorders and to explore the relationship with self-identity. A music activity-based mental health education curriculum was designed based on the results of the current survey, while two homogenous classes were selected as the experimental and control classes; subsequently, the experimental teaching of the music activity-based mental health education curriculum was conducted in the experimental class, and the regular school mental health education curriculum was conducted in the control class, and the pre- and postexperimental scale tests were used to analyze that the curriculum of this study had a positive effect of this study's curriculum on elementary school students' positive emotions analyzed through pre- and postexperimental scale tests. The music activity-based mental health education program had a significant positive effect on the overall level of positive emotions of elementary school students, especially in the positive emotion index, happiness index, mental toughness, goal focus, and interpersonal assistance factor. The positive psychology-oriented music activity-based mental health education curriculum is well suited for elementary and middle school students, especially for upper elementary and middle school students. The music activity-based mental health education curriculum realizes the value of applying positive psychology to mental health education efforts at the elementary school level and flexibly uses a variety of related theories to promote positive emotional experiences for elementary and middle school students.

This study attempted to investigate the mediating effects of satisfaction with college major in the influence of quality of education service on career maturity. For this, a total of 410 junior and 2-year, 4-year college students majoring in beauty in Seoul and Gyeonggi-do were examined. Research models were set according to the analysis of the results of a pilot study, and then 4 research hypotheses were formulated. The collected data were analyzed by descriptive statistics, confirmatory factor analysis, correlation analysis and structural equation model analysis, and the results found the followings: First, the quality of educational services had a positive influence on satisfaction with academic major with statistical significance. Second, the quality of educational services revealed a positive effect on career maturity with statistical significance. Third, satisfaction with academic major showed a positive influence on career maturity with statistical significance. Fourth, satisfaction with academic major revealed a partial mediating effect in the effects of the quality of educational services on career maturity. According to the above results, four hypotheses were all supported. It is anticipated that the study results would be available as the empirical data needed to improve the quality of college education services. They would also be useful in developing an efficient career development and employment plan for college students majoring in beauty.

Objectives The purpose of this study is to examine the relationship between children's grit, school adjustment, and career maturity, and to verify the mediating effect of school adjustment on the path from grit to career maturity.
 Methods For this purpose, we utilized longitudinal data from 2,150 children, measured from the 11th wave (4th grade in elementary school, 2018) to the 13th wave (6th grade in elementary schoo, 2020) of the Korean Children's Panel Study (KCPS). The collected data were analyzed for mediating effects using SPSS 28.0 and PROCESS Macro v4.0.
 Results The research results are as follows. First, children's grit showed a positive correlation with school adjust-ment and career maturity, and school adjustment showed a positive correlation with career maturity. Second, children's school adjustment was found to partially mediate the static relationship between grit and career ma-turity while controlling for important covariates such as children's gender, parents' educational background, and employment status.
 Conclusions These results can serve as foundational data to provide practical implications for the development of educational approaches and programs aimed at enhancing the career maturity of upper elementary school students.

The purpose of this study was to investigate the effect of smartphone dependence of elementary school students participating in extracurricular activities in COVID-19 on interpersonal ability and social competence. To achieve this objective, 359 elementary school students in grades 5-6 from Incheon and Gyeonggi Province were the subject of this study. The measurement tool used for data collection was a structured 5 Likert scale questionnaire, verified in previous studies, and modified and supplemented to be suitable for elementary school students. The collected questionnaires were analyzed according to the research purpose and research problem using IBM SPSS Statistics 27.0. First, descriptive statistical analysis, exploratory factor analysis (EFA), and reliability (Cronbach's α) were measured. Afterwards, correlation analysis and multiple regression analysis were performed according to the research question. First, as a result of analyzing the correlation between the smartphone dependence, interpersonal ability, and social competence variables of elementary school students, there is a statistically negative correlation between smartphone dependence and interpersonal competence, and between smartphone dependence and social competence, There is a statistically positive (+) correlation between interpersonal ability and social competence. Second, elementary school students' smartphone dependence has a statistically significant negative (-) effect on interpersonal ability. Third, elementary school students' smartphone dependence has a statistically significant negative (-) effect on their sense of social connection. However, compulsive dependence had a negative (-) effect on initiative, but it was not statistically significant. Fourth, interpersonal ability of elementary school students has a statistically significant positive (+) effect on social competence. However communication ability had a positive (+) effect on cooperation, but it was not statistically significant.

The development of Information and Communication Technology (ICT) at this time has many impacts on people's lives, especially for Elementary School (ES) students, both positive and negative impacts. This study aims to determine the impact of ICT on the moral development of ES students. The method used in this research is qualitative with interview, observation, and documentation techniques. The research subjects were 6th-grade ES students. Analysis of the research data was carried out using a qualitative descriptive analysis. The results of the study show that most of the users of ICT without parental and teacher control have a great impact on student development. The negative impacts are that students are lazy to learn, ignorant, lack discipline, impolite behavior appears, and changes in social interaction, and dependence on Android. The teacher's efforts to overcome this are through digital literacy education, monitoring and limiting the use of technology, selecting quality content, discussion and reflection, collaboration with parents, and being a model of good behavior. With holistic education, ES students can gain understanding and strong moral skills that will help them become responsible, ethical, and contributing individuals in society.

Objective: This study attempted to investigate the structural relationship between positive parenting attitude, career decision motivation, career maturity, and career preparation behavior for high school students. Methods: To this end, a survey was conducted on 379 high school students (270 boys and 109 girls) in K city in Gyeongsangnam-do, and SPSS 20.0 and Amos 22.0 were used for data analysis. Results: The results of this study are as follows. First, positive parenting attitude, career decision motivation, career maturity, and career preparation behavior, positive parenting attitude had a positive significant effect on career decision motivation and career maturity, but did not have a significant effect on career preparation behavior. In addition, career decision-making motivation and career maturity had a positive and significant effect on career preparation behavior. Second, positive parenting attitude and career preparation behavior, the significant mediating effect of career decision motivation and career maturity was confirmed. Conclusions: This study is significant in that it confirmed that parents’ positive parenting attitude influences career adaptation.

Objectives The purpose of this study was to investigate the effects of high school students' perceived parental academic achievement pressure and parent-child communication on academic burnout and school life adaptation. Methods To this end, a survey was conducted on 383 male and female students attending high schools in Busan Metropolitan City, and data from 350 subjects were used in the final analysis. The Parental Academic Achievement Pressure Scale, Parent-Child Communication Scale, Academic Burnout Scale, and School Life Adaptation Scale were selected as measurement tools. Results First, there is a statistically significant correlation among high school students' perceived parental academic achievement pressure, parent-child communication, academic burnout, and school life adaptation. Second, high school students' perceived parental academic achievement pressure and parent-child communication have a significant effect on academic burnout. Third, high school students' perceived parental academic achievement pressure and parent-child communication have a significant effect on school life adaptation. These research results confirmed that parental academic achievement pressure and parent-child communication are important variables in preventing students' academic burnout and enhancing school life adaptation. Conclusions This study is significant in that it confirms that specialized parent education is needed related to parental academic achievement pressure and parent-child communication that can affect academic burnout and school life adaptation, and that personal, family, and environmental resources must all be considered for high school students' harmonious school life adaptation.

This study examines the impact of corpus-based feedback on elementary school students’ English writing performance and attitudes. Forty-two fifth-grade students were assigned to either a research group (n = 22), which received data-driven learning (DDL) feedback using teacher-selected concordance examples, or a comparison group (n = 20), which received direct teacher feedback and explicit instruction. Across four instructional lessons, both groups participated in pre- and post-writing assessments, and qualitative data were collected through surveys and interviews. The results indicate that the corpus-based group demonstrated greater improvement in writing performance compared to the comparison group, with significant gains observed among both higher- and lower-proficiency learners when appropriate scaffolding was provided. While students generally responded positively to corpus-based feedback, some reported difficulties during the writing process. These f indings suggest that corpus-based feedback can be an effective pedagogical approach in elementary writing instruction, offering a valuable alternative to conventional feedback methods.

Reading skills are fundamental to reading and must be possessed by students, especially elementary school students, as preparation for success in reading. The purpose of this study was to determine the effect of parents' perceptions of involvement on the reading skills of elementary school students. The research method used in this study was quantitative with statistical analysis. The research subjects in this study were elementary school students at Catholic School "X" in the Atambua area, East Nusa Tenggara (NTT). The research sample consisted of 40 students who met the research criteria. The research subjects were elementary school students in grades 4 and 5, both male and female, living with their parents, and already fluent in simple reading. The sampling technique used was purposive sampling based on specific characteristics. The research instruments used in this study were a scale of parental involvement perception and a reading skills scale. The data analysis technique in this study was a simple linear regression test. The results of the study showed a beta coefficient (B = 0.724), indicating a positive prediction of the influence of parental involvement perception on reading skills in elementary school students, with an F coefficient value (p = 0.001), so that the effective contribution of parental involvement perception to reading skills in elementary school students was 52.4%.

The study examined socio-psychological factors' influence on secondary school students' career maturity in Osogbo, Osun state. In view of this, the socio-psychological factors identified in the study include emotional intelligence, career self-efficacy, socio-economic status, gender, academic discipline and occupational prestige. Using a descriptive research survey design 300 secondary school students were selected through simple random sampling techniques from five (5) secondary schools in Osogbo. Standardized instruments were used for data collection in the study; these instruments were however revalidated. Three research questions were answered. The data obtained were analyzed using Pearson Product Moment Correlation (PPMC) and multiple linear regression analysis at 0.05 level of significance. The results indicate that career maturity significantly (positive) correlated with Emotional Intelligence career self-efficacy, socioeconomic status, academic discipline and occupational prestige However, the relationship between gender and career maturity was not significant. When pulled together, the six (6) independent variables significantly affect the student’s career maturity. Besides, each of the independent variables significantly contributed to the prediction of career maturity. Career self-efficacy made the most significant contribution to the criterion, followed by emotional intelligence and socio-economic status. However, occupational prestige, gender and academic discipline did not independently predict the career maturity of secondary school students. Based on the findings, it is recommended that counseling psychologists and other helping professionals should work on assessing and considering emotional intelligence, career self-efficacy, socioeconomic status, occupational prestige and the academic discipline in the process of rendering career guidance to students.

본 연구는 삶의 장기적 목표성취에 중요한 변인인 그릿에 주목하여, 중학생이 인지한 부모의 지지와 학업성취압력 수준이 그릿에 미치는 상대적 영향력을 살펴보고자 하였다. 이를 위해 2017년 3월 29일부터 4월 3일까지 C시 소재 중학교 재학생 227명을 대상으로 자료를 수집하였으며 이를 분석한 결과는 다음과 같다. 첫째, 학년에 따른 차이검증 결과 부모 지지와 학업성취압력의 경우 유의한 차이가 나타나지 않았으나 그릿의 경우 학년이 낮을수록 그릿 수준이 높게 나타났다. 둘째, 부모지지와 학업 성취압력은 중학생의 그릿 수준과 유의한 정적 상관을 보였으며 부모의 지지와 학업 성취압력의 순으로 그릿 수준에 유의한 영향을 미치는 것으로 나타났다. 부모 지지의 하위 요인 중에서는 정서적 지지만이 그릿 수준에 정적 영향을 미치는 것으로 나타났고 상대적 영향력은 정서적 지지, 성적기대, 생활압력의 순으로 높았다. 또한 학업성 취압력의 하위 요인 중 성적기대는 그릿 수준에 정적 영향을 미쳤고 생활압력은 부적 영향을 미치는 것으로 나타났다.

In this study, we examined the longitudinal effect of the free semester system on middle school students’ academic achievement and career maturity using the Korean Education Longitudinal Study data, cohort 2013. We performed Difference-in-Difference (DiD) method to analyze whether the free semester system has effects on academic achievement and career maturity using the model moderated by parental academic support. We furthermore utilized quantile DiD method to examine whether the effects of the free semester system differ across the distribution of academic achievement and career maturity. As a result, we first found the significant positive effect of the free semester system on middle school students’ academic achievement and career maturity. Second, we found that parental academic support mediated its effects on math performance. Third, our findings indicate that the free semester system improves students’ academic achievement and career maturity, especially among students who performed to the bottom of its distribution. Based on these findings, practical implications and future research are discussed.

General Background Career preparation represents a central developmental task during early adulthood, particularly for university students approaching graduation who must make informed occupational decisions aligned with personal competencies and labor market demands. Specific Background Final-year students frequently encounter uncertainty in career planning, limited occupational information, and difficulty making independent career decisions, indicating varying levels of career maturity. Future Time Perspective is considered a psychological construct reflecting individuals’ perceptions of opportunities and limitations related to their future goals and planning processes. Knowledge Gap Although career maturity has been widely discussed, empirical examination of its statistical relationship with Future Time Perspective among final-year university students remains limited within specific institutional contexts. Aims This study aims to investigate the relationship between Future Time Perspective and career maturity among final-year students at Universitas Muhammadiyah Sidoarjo. Results Using a quantitative correlational design with quota sampling involving 162 students, data analyzed through Spearman correlation revealed a significant positive relationship between Future Time Perspective and career maturity (r = 0.761, p < 0.001). Most respondents demonstrated moderate levels of both Future Time Perspective (72%) and career maturity (65%). Novelty The study provides empirical evidence linking psychological future orientation with career development readiness using validated measurement scales within a higher education population. Implications The findings indicate that clearer future orientation is associated with higher readiness in career decision processes, offering empirical references for career guidance initiatives and student developmental programs in higher education settings. Highlights: Statistical Analysis Identified a Strong Positive Correlation Between Psychological Future Orientation and Readiness for Occupational Decision Making. Majority of Participants Demonstrated Moderate Levels Across Both Measured Psychological Constructs. Empirical Data Derived From 162 Undergraduate Respondents Using Validated Psychometric Instruments and Spearman Correlation Analysis. Keywords: Future Time Perspective, Career Maturity, Final Year Students,, Career Development, Quantitative Correlational Study

The aim of this research is to find out how learning attitudes, learning motivation, learning strategy, memory and metacognition contribute to upper students’ learning achievement of State Elementary Schools in Banten Province. This research uses a quantitative approach to ex post facto correlation. In this research, questionnaires and documentation were used to collect data. Correlation test using multiple linear regression was used to analyze the data. Based on the results of the research and data analysis that has been carried out, it can be concluded that there is a significant contribution from learning Strategy, memory and metacognition to the learning achievement upper students in elementary schools in Banten Province where the results from the Coefficients table, obtained a significance value of 0.000 t_table of 1.293, so it can be concluded that the Learning Strategy (X3), Memory (X4) and Metacognitive (X5) variables contribute simultaneously to the Learning Achievement variable (Y) while Attitude (X1) and Learning Motivation (X2) do not contribute to Learning Achievement ( Y) . The correlation or relationship value (R) is 0.795. From this output, a coefficient of determination (R2) of 0.632 is obtained, which means that the influence of the independent variables Learning Strategy (X3), Memory (X4) and Metacognition (X5) on the dependent variable Learning Achievement (Y) is 63.2 %. Meanwhile, the remaining 36.8% is influenced by other variables not studied.