The Effects of Adolescents' Relationships with Parents and School/Institute Teachers as Protective Factors on Smartphone Addiction: Comparative Analysis of Elementary, Middle, and High School Levels in South Korea

by providing objective information regarding medical radiation for elementary, middle, and high school students in Korea, who are expected to have a high ripple effect in education, and by analyzing behavioral changes in the selection of medical radiation, this study aimed to deduce the basis for educational intervention. The tools used in the study were a questionnaire, including questions about perception, knowledge, attitude, and behavior toward medical radiation; video and Power-point materials for the lesson; simulated radiation diagnosis selection form; and radiation treatment selection form to find out about behavior. A post-test demonstrated that the objective knowledge about medical radiation of all the students turned out to be significantly higher (p<0.000) after the lesson compared to before the lesson. However, there were no statistically significant behavioral changes. Rather, for high school students, the behavior of selecting medical radiography and treatment was significantly lower (p<0.000) after the lesson. For the more impressionable children in the lower grades, the lesson must not only provide an opportunity to understand and pay attention to diverse viewpoints, but also encourage them to make ethical decisions based on value. Since it can be predicted that attitude or behavioral changes through education or publicity can be expected from adults older than high school students, issues regarding dangers like radiation exposure must be treated as an issue of value judgment predicated on multifaceted considerations

This study aims to enhance the English listening ability and the affective factors of underachieving high school students (n=245) in Korea. The experimental group (n=122) was designed to learn ‘Moviegnlish’ focused on content words related to the textbook for 10 minutes every class. To verify the effects, a paired sample t-test was conducted on the post-listening test after four months. As a result, the average score of the experimental group was 57.3, which was 8.7 points more than that (48.6) of the control group. ‘Movienglish’ enabled the experimental group to grasp main ideas and meanings in English listening. In addition, the analysis of variance shows that interest and confidence of underachieving students in English can be improved Therefore, ‘Movienglish’ is considered as an effective way of teaching and learning English to enhance the English listening ability of basic learners who lack in interest and confidence in EFL situations like Korea.

BACKGROUND/OBJECTIVESThere are limited studies investigating the eating patterns of children's favorite foods. The present study aimed to evaluate a wide range of children's favorite foods, derive its eating patterns, and identify factors related to the patterns.SUBJECTS/METHODSA nationwide cross-sectional study included 5,458 students in elementary, middle, and high schools. The survey was conducted at each school to evaluate children's favorite food intake, including the intake frequency of 31 food items or food groups, and its related factors, such as demographic, economic, and environmental characteristics and awareness of policies on children's favorite foods. Factor analysis using varimax rotation method and logistic regression analysis were conducted.RESULTSTwo factors were derived as major eating patterns from data of children's favorite foods: the ‘unhealthy eating pattern’ which mainly involves confectionery, chocolate, ramen, fried food, etc.; and the ‘healthy eating pattern’ which mainly involves soybean milk, vegetables, fruit juice, and nuts. A stepwise selection procedure through the regression analysis revealed that allowance, use of screen media, less awareness of policies on children's favorite foods, and less interest in health were positively related to the tendency of unhealthy or less-healthy eating patterns (P < 0.05).CONCLUSIONSThis study examined that the eating patterns of children's favorite foods were associated with certain environmental characteristics and awareness about the related policies. These findings suggest that a nutrition education program regarding children's favorite foods needs to be conducted according to the characteristics of students to develop their healthy eating habits and proper choice of favorite foods.

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 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.

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 &lt;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 &lt;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.

Mobile phone addiction among adolescents has attracted a lot of attention in recent years. Previous researches revealed a significant relation between low social support and addiction. This study aim to investigated the association between social support and mobile phone addiction, and the mediating effects of depression and loneliness. A total of 1,400 Chinese adolescents aged from 12 to 23 years old was recruited from two middle schools and a college in Hunan Province, China. Participates were selected using the cluster random sampling method. They completed the Mobile Phone Addiction Index, the Self-Rating Depression Scale, the UCLA Loneliness Scale, and the Adolescent Social Support Scale. The study analyzed the correlations between the study variables and the mediating role of depression and loneliness in the relationship between social support and mobile phone addiction. There were significant negative correlation between social support and depression, loneliness, and mobile phone addiction (p<0.001). Both depression and loneliness demonstrated significant positive correlation with mobile phone addiction (p<0.001). Structural equation modeling revealed that both depression and loneliness mediated the association between social support and mobile phone addiction (p<0.001). Depression and loneliness sequentially mediated the association between social support and mobile phone addiction (p<0.001). However, the relation between social support and mobile phone addiction was not significant (p>0.05). Social support can lower levels of mobile phone addiction among adolescents by reducing depression and loneliness. This study sheds light on the underlying mechanisms between social support and mobile phone addiction, which has profound implications for the prevention and interventions of adolescent problematic mobile phone use.

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

This study was conducted to investigate the effects of parenting attitudes on peer relationship quality of elementary and middle school students through the mediation of social mindset and social achievement goals. This study utilized questionnaire data from 1,010 students from the 5th grade of elementary school to the 3rd grade of middle school at 2 elementary schools and 2 middle schools in D City. SPSS 23.0 was used to conduct preliminary analysis, and Amos 21.0 was used to conduct two-stage structural equation model analysis to test the hypothesized model. As a result of the study, first, the positive parenting attitudes positively predicted elementary and middle school children's social growth mindset, social achievement goals, and peer relationship quality. Second, elementary and middle school children's social growth mindset and social achievement goals significantly predicted their peer relationship quality, and social growth mindset also had a positive effect on social achievement goals. Third, social growth mindset and social achievement goals each mediated the relationship between elementary and middle school students' perceived parenting style and peer relationship quality, and also had a sequential dual mediation effect. By confirming that positive parenting attitudes directly influence children's social beliefs, motivation, and peer relationship quality this study provides an opportunity to inform parents about the need to foster positive parenting attitudes. In addition, the identification of psychosocial variables (social mindset, social achievement goals) that predict children's social relationships and their causal relationships with parenting attitudes may expand parents' understanding of children's psychology and provide a theoretical basis for program interventions to help elementary and middle school students.

Artificial intelligence (AI) has been integrated into various fields, accelerating innovation in existing ones. Consequently, AI has been employed in education to drive changes such as learning analytics and personalized learning. Recently, the development of generative AI has further transformed the educational landscape. Given the increasing use of generative AI in education, this study was conducted to explore its educational applications. We developed an educational program incorporating generative AI based on design thinking principles for high school students. To verify its effectiveness, high school students in Korea were selected as research subjects and divided into an experimental group (n=53) and a control group (n=42). A test tool aligned with the 2022 revised curriculum in Korea measured computational thinking skills. The study results showed that the group receiving AI convergence education using generative AI significantly improved their computational thinking. The improvement in computational thinking was also significant compared to the control group, providing strong evidence of the benefits of AI in education. This study confirmed that AI convergence education, utilizing generative AI grounded in design thinking, effectively develops computational thinking skills in high school students. The findings of this research highlight the potential educational value of integrating generative AI into both AI design thinking and convergence education. The study provides reassurance that generative AI can be a powerful tool in enhancing student learning experience and outcomes, paving the way for future educational innovations.

In this study, we attempted to investigate the empathy ability of Korean adolescents. Davis’ Interpersonal Reactivity Index was applied to 1155 high school students in Korea, and the results were compared with those obtained from the survey of the American and Dutch students with similar ages. As a result, high school students in Korea had higher cognitive empathy than other countries. But, in cognitive empathy, Fantasy (FN) was lower than Perspective Taking (PT), unlike other countries. The mean score of women in all empathy subscales was higher than that of men. And there is significant difference between humanities and natural science high school students in PT, Empathic Concern (EC) and Personal Distress (PD). However, in the comparison of mean score’s effect size and correlation in the subscales of the empathetic scale, it was confirmed as an unstable structure in PD. Therefore, there is a need to educationally discuss how to improve this limitation of measuring empathy in the further research.

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.

&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 Effect of Academic motivation, Academic efforts and Self-regulation learning strategies on English academic achievement between Middle and High school students in Korea