The purpose of this study was to explore latent profiles of self-determined motivations and life goals and to investigate the differences in career maturity, college adjustment and academic achievement among profile groups. Applying latent profile analysis with 2,543 college students, four distinct profiles of motivations and life goals were identified; Average motives-Average goals (AveMot-AveGoal), Low autonomous motives-Wealth goal (LowAut-W), High motives-High goals (HighMot-HighGoal), and Low controlled motives-Growth goal (LowCon-G). The HighMot-HighGoal group showed significantly higher levels of career maturity, college adjustment, and academic achievement than the other three groups. LowAut-W showed significantly lower levels in these three outcome variables. More interestingly, LowCon-G showed significantly higher levels of career maturity than AveMot-AveGoal, although they showed no difference in college adjustment and achievement. The results indicated self-determined motivations and life goals were interconnected but they had independent effects on their relationships with career maturity, college adjustment, and academic achievement. The implications for future research were discussed.

The purpose of this study was to analyze a structure of multicultural education studies by using co-word analysis. Data were 4,695 keywords from 1,685 multicultural education studies. First, after refining, keywords that occurred more than 15 times were selected. Second, using the selected keywords, a co-occurrence matrix and cosine similarity matrix were made. Third, hierarchical cluster analysis and network analysis were conducted. Results of the study are as follows. First, 6 clusters were classified by area of multicultural education; Language education(Cluster1), Teacher education(Cluster2), Intercultural education and Education for international understanding(Cluster3), Lifelong education(Cluster4), Civic education(Cluster5), Literature education(Cluster6). Second, 6 clusters were classified by ecological system in 3 factors; 1)Microsystem includes Cluster1(Multicultural families), Cluster2(Teacher), Cluster6(Literacy and Literature education), 2)Exosystem includes Cluster3(Multicultural society and policy), 3)Macrosystem includes Cluster4(Multiculture), Cluster5(Ism). Third, there were 4 carrier keywords between clusters; 1)Literature education (Cluster6) and Korean language education(Cluster1). 2)Bilingual education(Cluster1) and Multicultural society(Cluster3), 3)Multicultural society(Cluster3) and Social integration(Cluster5). Based on the results, the character of each cluster and recommendations for multicultural education are discussed.

This study sought to investigate relationships between childcare-teachers’ degree of depression, coping strategies, and their self-esteem to provide them with support in early childhood educational settings. For this study, 207 childcare-teachers completed self-reported questionnaires. To analyze the data, mean, standard variation, Pearson’s correlation, and multiple-regression were used. The results are as follows. First, the degree of depression of teachers was relatively higher for younger teachers and among public childcare center teachers than others. Second, the degree of depression of teachers was a significant variable to predict their coping strategies, particularly wishful thinking and emotion-focused coping strategies. Lastly, the degree of depression of teachers and their coping strategies had a relatively higher effect on teachers’ self-esteem. Based on the above results, some implications were discussed including the development of preventive programs for teachers’ depression.

This study aimed to determine what specific types of personality adolescents have and identify the differences in learning motivation and use of learning strategies depending on each type. To achieve this, data from 593 middle and high school students were gathered and Latent Profile Analysis (LPA) was used. Three perfectionism (self-oriented, other-oriented, socially prescribed) and 2 optimism variables (optimism, pessimism) were selected and LPA was conducted based on these variables.BR The results of this study are summarized as follows. First, latent profile analysis reveals there are 3 different types such as “Average-Perfectionism/Hi-Optimism (Avg.-P/Hi-O) type”, “Low- Perfectionism/Low-Optimism (Lo-P/Lo-O) type”, and “Hi-Perfectionism/Hi-Pessimism (Hi-P/Hi-P) type”. Secondly, the analysis of academic characteristics of these 3 types of students shows different features. “Avg.-P/Hi-O type” is most adaptive than any other types in terms of learning motivations such as academic efficacy, control belief and task value. They also reported highest degree of intrinsic goal-oriented motivation and low test anxiety. On the other hand, “Lo-P/Lo-O types” scored lowest on learning strategies and learning motivation. Those of the “Lo-P/Lo-O type” used adaptive learning strategies but they are high in pessimism and test anxiety.

This study used ethnographic research methods to analyze children’s musical behavior and the factors that influenced it during free-play time at a daycare center in Korea. Participants were 15 five-year-old children and 1 teacher. Study results were as follows. First, the musical behavior was classified by musical expression including playing an instrument, vocalizing, singing and physical expression and music appreciation divided into active listening and comprehensive music listening and musical exploration such as exploring musical sounds and trying to make musical sounds with one’s body and various materials. Second, the factors that have influenced the children’s musical behavior were divided into individual factors such as individual interest, purpose, and expression of emotion and social factors. Social factors included physical environment in the classroom, teacher, friends, mass media, shared culture within the class and the children’s regional origin, and educational activities. This study provided a new perspective on children’s musical behavior as a behavior for expressing their inner thoughts and needs and interacting with their environment. Teachers should be aware of children’s life perspectives through their musical behavior and make good use of them by analyzing such behavior.

Although teachers play an important role in preventing school bullying, there is a lack of educational programs to enhance the competencies of pre-service teachers regarding how to prevent and address school bullying. To improve the knowledge and self-efficacy of pre-service teachers about school-bullying challenges, this study developed an authentic problem solving activity in a 3D virtual world on the basis of activity theory. In this study, for four weeks, 36 pre-service teachers collaboratively solved school-bullying problems, conducted role-plays in a virtual world, and reflected on their activities. As a result, the participants significantly improved their knowledge (restorative justice) and self-efficacy to handle school bullying. This study also investigated the pre-service teachers’ perceptions of the strengths and weaknesses of the activity through analyzing quantitative and qualitative data with an activity system framework. The findings were discussed to improve the design of the problem-solving activity in the context of Korean pre-service teacher education.

Although children"s assertiveness has been assumed to promote positive peer relations, there have been mixed findings on the empirical relationship between the two variables. In an attempt to clarify these past results, this study differentiated between proactive and reactive assertiveness and examined the social effects of assertiveness and empathy through hierarchical regression analyses. For the purpose of enhancing construct validity, the predictors were assessed by utilizing standardized composite scores on self-reports, peer nominations, and teacher ratings. A total of 480 children from fourth to sixth grades (249 girls and 231 boys) and 19 teachers (8 women and 11 men with 12.5 years of average teaching experience) participated in the study. Results indicated that higher levels of proactive assertiveness and empathy and lower levels of reactive assertiveness were positively related to peer acceptance irrespective of children"s gender. However, empathy contributed to peer acceptance more for girls than for boys while proactive assertiveness played a greater role in peer relationships for boys than for girls.

This study aimed to identify the characteristics of scientific literacy-based standards and to explore ways to develop scientific literacy-based standards in a science curriculum. To that end, this study first reviewed the definitions of scientific literacy and the revised 2009 Korean national science standards. S econd, i t reviewed t he s cience s tandards i n science curricula o f Canada(Ontario), Australia, and Singapore. Finally, it drew implications from these nations

The aim of this study was to investigate the characteristics of mother-child interactions during joint book reading, and their relationship to mutually responsive orientation between the dyads in free play. Forty dyads of mothers and their 2-year-old children participated in the study. The results showed that the more the child actively selected, participated, and read books, the better the quality of interactions between the dyads. In addition, the interactional quality of the dyads in joint book reading was related to mutually responsive orientation in a play context. The results of this study suggest implications for providing useful information on the importance of interactional quality in joint book reading and play contexts.

The purpose of this study was to examine the experiences that Korean-Vietnamese children from multicultural families when visiting their maternal homeland, Vietnam and to investigate the educational implications of the visits. The study analyzed the children"s drawings and stories using a case study research method. Study results are as follows. First, the experiences that the children had from visiting their maternal homeland were classified into three categories, which are the experience of the Vietnamese family, that of Vietnamese culture, and that of its nature. The experience of the Vietnamese family includes getting along with one’s maternal family and playing with similarly-aged cousins. The experience of Vietnamese culture includes experiencing its food, clothing, and housing, its language, the life of children, and public transportation. Observing diverse animals, eating tropical plants and fruits, playing outside in nature, and having an experience of a tropical storm belong to the experience of Vietnamese nature. Second, the things that children gained by visiting their maternal homeland were that they came to think more highly of their mothers, formed a bond with their maternal families, and acquired a better understanding of Vietnam. The children’s visit to their maternal homeland and the ensuing positive changes in their perception of their mothers’ home country prove to be crucial in understanding multicultural children.