This study was undertaken to examine the knowledge about food culture and intakes of traditional food in Korean and Japanese elementary school students. In 2012 and 2013, a total of 265 students were surveyed, consisting of 73 Korean fifth graders and 192 Japanese sixth graders. The questionnaire comprised of queries on general items, the recognition and sampling of traditional and celebration foods, the knowledge about the partner country's food culture, and the frequency of consuming the partner country's foods. As a result of this study, the frequency of consuming their own country's traditional foods for Korean children (3.1 out of 5.0 points) and Japanese children (3.2 out of 5.0 points) was similar to each other. Japanese children reported to eat Korean foods (2.9 points) more frequently than those of Korean children to eat Japanese foods (2.4 out of 5.0 points) (p<0.001). However, the Korean children reported to have more experience on given typical Japanese foods than Japanese children reported about Korean foods. Further studies are needed for the perception on traditional foods in Korean and Japanese children. The results of this study can be used as a basic data to succeed and develop traditional food cultures.

목 적: 안경광학과 학생들의 학업스트레스를 파악하고 학업정서의 분석을 통해 학업스트레스가 학업정서 에 미치는 영향을 확인하고자 한다. 방 법: 3년제 안경광학과 재학생을 대상으로 학업스트레스와 학업정서에 대해 실시한 설문조사 192부를 비교 분석하였다. 학업스트레스는 고위험집단( >130점), 잠재위험집단(80~129점), 건강집단(<80점)으로 분 류하여 학업스트레스 수준에 따라 분석하였고, SPSS 18.0 통계프로그램을 사용하였다. 결 과: 학업스트레스 중 시험스트레스가 3.05, 공부스트레스 2.78, 수업스트레스 2.69, 그리고 성적스트 레스 2.61순 이였으며, 그 중 시험스트레스가 가장 높은 수치를 나타내었다. 학업정서에서는 부정정서 중 지 루함이 3.18, 분노 2.61, 불안 3.11을, 그리고 긍정정서 중 즐거움이 2.87, 희망 3.22, 긍지 3.25를 각각 나타 내었다. 그 중 부정정서에서는 지루함이, 긍정정서에서는 긍지가 각각 가장 높은 학업정서를 나타내었다. 결 론: 안경광학과 학생들은 시험스트레스가 가장 높았고, 지루함과 긍지에서 가장 높은 학업정서 수치를 나타내었다. 학업스트레스 수준 중 고위험 집단에서는 시험스트레스가 가장 높은 수치를, 부정정서에서는 지 루함, 분노, 그리고 불안 모두에서 가장 높은 수치를, 그리고 긍정정서에서는 희망에서 가장 높은 수치를 나 타내었으며, 통계적으로 유의한 차이를 나타내었다. 학업스트레스가 높은 학생일수록 부정정서 수치가 높은 것으로 조사 되어 눈높이에 맞는 대학생활 지도와 관심이 필요할 것으로 판단된다.

목 적: 4년제 안경광학과 학생의 완벽주의와 성취목표지향성이 학업지연에 미치는 영향을 알아보고자 하 였다. 방 법: 4년제 대학의 안경광학과 재학생 243명을 대상으로 학업지연행동, 완벽주의, 성취목표지향성에 관한 설문조사를 실시하였고, SPSS 18.0 통계프로그램을 사용하여 분석하였다. 결 과: 학업지연행동은 평균 3.14, 완벽주의의 하위영역인 자기지향 완벽주의와 사회부과 완벽주의는 각 각 3.20과 3.08, 성취목표지향성의 하위영역인 숙달접근, 숙달회피, 수행접근, 수행회피는 각각 3.14, 3.11, 2.97, 2.96이었다. 학업지연행동과 완벽주의, 성취목표지향성간의 상관을 하위영역으로 살펴보면 자기지향 완벽주의, 사회부과완벽주의, 수행접근, 숙달접근, 숙달회피 순으로 상관이 나타났다. 자기지향완벽주의와 사회부과완벽주의는 유의미하게 학업지연행동을 예측하였고, 수행접근은 유의미하게 학업지연을 예측하였 으나 나머지 세 하위영역은 유의미하지 않았다. 결 론: 학업지연행동과 완벽주의의 하위영역은 부적 상관을 보였고, 완벽주의가 증가할수록 학업지연행 동은 감소하였다. 학업지연행동과 성취목표지향성은 부적 상관을 보였고, 성취목표지향성이 높을수록 안경 광학과 학생의 학업지연행동은 감소하는 결과를 나타내었다.

This study explores the morphological awareness of different graders with different vocabulary levels. A total of 275 elementary students (148 5th graders and 127 6th graders) across small, midium and large cities are selected to test their morphological awareness. First, they were divided into 30%, 40% and 30% of students according to their vocabulary levels. Second, they were tested on the recognition tests, the production tests and the distributional tests of English derivational morphemes divided by the prefixes and the suffixes appeared in the English textbooks. The results are: The recognition and production tests show significant differences for both vocabulary levels and different English levels across different grades. However, the distributional test shows no clear difference like the other two tests. Based on the results, the study draws the conclusion that morphological awareness is developing in the order of recognition, production and distribution of morphologized words in sentences. In other words, recognition of forms precedes the production of forms, and the production is followed by the functional awareness of morphologized words.

목 적 : 뇌사자 안구기증 활성화를 위한 전략의 기초자료를 제공하고자 한다. 방 법 : 경북 소재 일개 대학의 안경광학과 학생과 일반학과 학생을 대상으로 편의 추출하였다. 대상자 의 뇌사자 안구기증에 대한 지식, 태도 정도와 그 차이는 평균·표준편차·ANOVA로, 대상자의 뇌사자 안 구기증 실천의도 영향 요인 분석은 Logistic regression로 분석하였다. 결 과 : 안경광학과 학생의 안구기증에 대한 지식 정도는 11.05점(점수범위 1~17)으로 일반학과 학생의 8.10점에 비해 유의하게 높았으며(t=4.72, p<0.001), 안구기증에 대한 태도 정도는 안경광학과 학생이 3.39 점(점수범위 1~5)으로 일반학과 학생의 3.28점에 비해 유의하게 높은 것으로 나타났다(t=2.80, p<0.01). 안 구기증 실천 의도에 영향을 미치는 요인에 대한 회귀분석 결과, 안구기증 관련 태도가 좋은 대상자가 그렇지 못한 대상자에 비해 1.08배 더 많이 안구기증 실천 의도를 가지고 있는 것으로 나타났다. 결 론: 실제적이고 체계적인 교육을 통해 안구기증에 대한 이해도를 높이도록 해야 할 것이다.

The purpose of this study was to investigate the eating habits and nutritional knowledge of elementary school students in regards to seafood in school meals. More than 80.6% of elementary school students reported an ‘average’ preference for seafood. While ‘taste’ and ‘healthy food’ were common reasons to prefer marine products, ‘unpleasant taste and smell’ was a common reason not to prefer seafood. Students in general stated ‘eating if possible’ as their attitude towards seafood in school meals, 38.1% responded ‘eating all’ as their intake level. There was a significant difference between preference for seafood by gender [boys, 3.44; girls, 3.64 (P<0.01)]. Also, students significantly difference preferred some types of seafood over others. The students who enjoyed eating seafood had more regular and balanced diets and a better attitude toward dietary life and health than did the counterparts who did not prefer seafood. A significant difference (P<0.05) in knowledge existed according to gender; girls had a higher level of knowledge than did boys.

This study was conducted to investigate the eating habits and food preferences of elementary school children belong to multi-cultural families and ordinary families. The data were obtained by interview based on questionnaire from November to December in 2012. The subjects of multi-cultural families and ordinary families were 99 and 376 children, respectively. In comparison with eating habits, the ordinary children showed higher scoring in the items of eating proteins, green and yellow vegetables, and fruits or fruit juice than those of multi-cultural children. The ordinary children ate less midnight-meals than those of multi-cultural children (p<0.05). Furthermore, the ordinary children ate kimchi more frequently than the multi-cultural children. It was significantly different (p<0.05) on the items of ‘eating-out types’ dietary habits between two groups. Education of mothers correlated with the ordinary children’s eating habits more than multi-cultural families. In the investigation of the food preference to Korean foods, ‘beef and radish soup’, ‘pumpkin porridge’, and ‘wheat flakes noodles’ were more preferred by children of ordinary families than by those of multi-cultural families (p<0.05). To conclude, nutritional education for their parents should be done and maintained to keep a right eating habit of children of multi-cultural families even at home.

The purpose of this study was to investigate the perception and preferences relating to Korean fast food among students of the College of Hotel management in Germany and utilize the analyzed data as baseline data for globalization of Korean food. A total of 74 students with food-related majors were asked to complete a survey after cooking and tasting seven different kinds of Korean dishes themselves. Exactly 97.3% of students reported that even though they never tried Korean food before, that Korean food is uncomplicated and interesting to cook, very healthy with abundant vegetables and rice, and suits their palate. Regarding the seven dishes of Korean food, the students stated that Gimbab (김밥) is most suitable for fast food and sorted Japchebab (잡채밥), Gunmandu (군만두), Bulgogidubbab (불고기덮밥), Makjeok (맥적), Bibibguksu (비 빔국수), and Musaengche (무생채), in descending order, regarding globalization of Korean food. Gimbab (김밥) and Gunmandu (군만두) both received the highest scores for being the most preferred Korean food. As students indicated Korean food as a dish they would like to cook again, recommend to friends and familyies, and buy if sold in Germany, this survey suggests that Korean food can be a competitive fast food in Germany.

The purpose of this study was to determine the relationship between children’s dietary self-efficacy, general characteristics and mother’s parenting self-efficacy among elementary school students. Mother’s parenting self-efficacy was significantly higher as parents’ educational levels increased (p<0.001), as family monthly income level increased (p<0.001), and when father’s job was professional or managing work (p<0.001). Children’s dietary self-efficacy was meaningfully higher when parents’ educational levels were higher (p<0.01), and family income level was higher (p<0.01). Mother’s parenting selfefficacy showed a correlation with children’s dietary self-efficacy (p<0.001). All factors comprising parenting self-efficacy, such as ‘general parenting self-efficacy’ (p<0.001), ‘healthy parenting self-efficacy’ (p<0.001), ‘communication parenting self-efficacy’ (p<0.001), ‘educational parenting self-efficacy’ (p<0.001), and ‘control parenting self-efficacy’ (p<0.001) showed correlation with children’s dietary self-efficacy. It is suggested that in order to improve children’s dietary self-efficacy and mothers’ parenting self-efficacy, families, schools, and communities must put forth a concerted effort. By complementing existing nutritional programs focusing on nutritional knowledge, one can develop a education program and social support to enhance children’s dietary self-efficacy and mothers’ parenting self-efficacy.

This study investigated the effects of different gloss locations in extensive reading readers on English reading abilities of elementary students. It examined four groups of sixth graders in an elementary school and an extensive reading class was conducted over sixteen weeks. The four groups were given graded readers with four different types of glosses, such as non-gloss, marginal gloss, footnote gloss, and endnote gloss. To verify the effects of this experiment, pre- and post-reading ability test for the cognitive domain and pre- and post-questionnaire for the affective domain were administered to see if there were any achievement in reading ability and affective domain. The findings were as follows: (1) The four groups showed improvement in the reading ability tests. This result indicates that extensive reading was effective in improving students' reading ability; (2) The footnote gloss group showed the greatest change. This result indicates that footnote glosses influenced the most in improving students' reading ability; (3) All the groups showed positive results in the affective domain including attitude, self-confidence, interest, expectation, and value. In conclusion, extensive reading made a positive effect on all four groups and footnote glosses proved to be the most effective in both cognitive and affective domain.

The purpose of this study was to investigate temporal and spatial variations, and moments of the lower extremities of gait while playing the game with smartphone under different curb-heights. Ten male elementary school students(from 10 years to 13 years old) participated in this study. Twelve infrared cameras(Oqus-500) and two force plates(9260AA) were used for collecting data and these were processed via Visual 3D software. In conclusion, with or without smartphone and with different curb-heights, the spatial and temporal parameters of walking were not the same and coefficients of variations were not consistent. The maximum joint moments of the lower extremities with or without smartphone were not statistically significant but those of hip and ankle joint were statistically significant with regard to the different heights of the curbs.

본 연구는 감성이 메말라 가는 요즘 아이들에게 가장 필요한 지능 중 하나인 감성지능을 키워 안정된 인간관계를 가지고, 안정된 사회생활을 할 수 있도록 도와주고자 진행하게 되었다. 초등학생 1학년 학생을 대상으로 실험집단과 통제집단을 두어 ‘EQ연극놀이 프로그램’을 구안하고 적용하였다. ‘EQ연극놀이 프로그램’은 여러 가지 간접 체험을 해 볼 수 있는 교육연극에 감성지능을 키울 수 있는 요소를 강화시킨 프로그램으로 교육 과정 중에 자연스럽게 연극놀이를 도입하여 수시로 감성지능을 키울 수 있도록 계획되었다. 그 결과 ‘EQ연극놀이 프로그램’은 미래 사회의 중요한 인재가 될 아이들에게 자기 인식 및 자기표현, 자기조절능력, 타인인식능력, 타인 조절 및 대인관계능력에 모두 유의한 효과가 있는 것으로 확인되었다.

This study is to investigate the effect of the pet insect therapy. The pet insect program was provided with 7session from May 2014 to July 2014. The measures used in this study includes self-esteem scale, social competence scale and stress scale. For analyses, t-tests with pre-test and post-test scores of experimental group and control group by SPSS 18.0. Regarding the results insect group who participated in the pet insect program showed higher mean scores in Self-Esteem scale, Social Competence Scale and stress Scale than those of control group. Mean score differences were statistically significant in at least p<0.01 level. The study results means that the pet insect program had effects on the improvement of Self-Esteem, Social Competence and reduce stress for elementary school children.

A many researcher suggest that children exhibit a natural interest towards insects, and different intervention programs have shown the presence of an insect being able to increase children’s attentiveness and motivation levels. Nonetheless, few research effort have been devoted to the identification of specific insect characteristics able to attract and engage children. This study was aimed at assessing children’s preference for insect species. Children aged 12 years participated in the study and were tested on a choice task, using pet insect program. Children’s preferences for different species and for effects of sex analyzed. Overall, girls showed a preference for more lepidoptera species like cabbage butterfly and swallowtail butterfly. On the other hand, boys showed a preference for coleoptera insect. Results and their implications for the child-insect bond are discussed.

이 연구는 과학 영재 학생들의 지구계에 대한 지식, 중요성, 과학 동기 사이에 상관 관계를 분석하고 시사점을 얻는데 그 목적을 두고 있으며, 기존에 수행되지 않았던 내용을 다루는 탐색적 연구이다. 연구는 K 대학 부설 과학영 재교육원 소속 중등 융합과학반 학생 93명을 대상으로 지구계에 대한 지식과 중요성, 과학 동기를 분석할 수 있는 설 문지를 투입하고 지구계에 대한 지식과 중요성이 과학 동기에 미치는 영향을 상관분석과 회귀분석을 통해 결과를 도출 하였다. 그 결과, 지구계에 대한 지식은 과학 동기에 상관계수 .656으로 높은 상관을 보여주었다. 반면 지구계에 대한 중요성은 과학 동기와 .387로 다소 낮은 상관이 나왔다. 높은 상관을 보여준 지구계에 대한 지식과 과학 동기의 회귀분석을 통해 그 설명력을 분석한 결과, 과학 동기의 총 변화량의 43%를 지구계에 대한 지식이 설명함을 나타내었다. 분 석 결과를 토대로 지구계에 대한 체계적인 교육 프로그램을 개발하여 과학 영재 학생들의 수업에 적극적으로 활용한다 면 과학 동기의 유발과 함께 학습 동기와 관련된 다양한 시사점을 얻을 수 있을 것이다.