The purpose of this study was to examine the therapeutic factors of 2 group-counseiings focused on character education. Four hundred and forty one college students who took group counseling as a liberal arts course(Group A) and 370 military academy cadets who participated in 1-day intensive group counseling program(GroupB) were rated on a Critical Incident Questionnaire(Bloch et al. 1979) and The Group Counseling Helpful Impacts Scale(Kivlighan et. al. 1996). The factor analysis was performed by maximum likelihood. Results revealed 3 therapeutic factors from group A, and 6 therapeutic factors from group B. These factors of Group A were labeled 1) Awareness and attempt to change through Interpersonal activity, 2) Group cohesiveness and positive, acceptive climate, 3) Self understanding and insight. The factors of Group B were 1) Learning from interpersonal activity, 2) Understanding of Self-problem 3)The chance of self expression 4)Catharsis and attempt to change, 5) Emotional awareness and insight, 6)Cohesiveness and positive, acceptive climate. Group exercises that seemed to be closely related to the therapeutic factors were explored. The implication of long-term and short-term group counseling for character education was also discussed.
The purpose of this study is to examine factor structure of ERS and 10 clinical scales of the Korean Personality Rating Scale for Children-Teacher Rating Form(KPRC-TRF). The data were collected from 3,341 elementary schoolers at grades 1 through 6 that were rated by class teachers. The model of factor analysis was used Common Factor Model, an estimated volume of communality was got by refactoring, extraction method was selected principal axis factoring with iteration, and rotation method was selected Direct Oblimin a kind of oblique rotation. Two, three and four factors were extracted each 11 scale as results of a factor analysis, and then compared with the factor structure of KPRC-CRF. Finally, the limitations of this study and suggestions for adaptation to elementary school were presented.
This study has two purposes. The first is to identify learning skill factors contributing significantly for academic achievement. The second is to verify the differences in use of learning skills affected by learning motivation and self-efficacy and the difference in academic achievement caused by the use of learning skills. Participants of this study were 553 high school students(male 191, female 362). As the result of factor analysis for eighty eight learning skill items, eleven factors were extracted. The factors were understanding of outlines, management of time and goals, making questions on his or her own, review, association and comparison, elaboration and systematization, strategies for exams, inquiry and use of other people, making essential points, intensive reading, and setting detailed goals. As the result of stepwised regression analysis for academic achievement by eleven learning skill factors inquiry and use of other people, association and comparison factors had affects on academic achievement. As the results of correlation analysis to investigate the relationships among learning skills, learning motivation, and self-efficacy, learning skills, internal motivation, external motivation, and self-efficacy had positive relations. As the result of stepwised regression analyst to investigate the affect that learning motivation, self-efficacy, and learning skills has on academic achievement, self-efficacy and internal motivation had affects on academic achievement. In summary, all three variables - learning skills, learning motivation, and self-efficacy - had affects on academic achievement and among them self-efficacy was the most affective variable on academic achievement. Therefore, to improve academic achievement, it seems that learning strategies and teaching methods in which not a single variable but ail three variables - learning skills, learning motivation, and self-efficacy - are considered at the same time need to be developed.
The purpose of this study is to examine children's psychological problems perceived by elementary school teachers with the use of KPRC-TRF. In order to know the psychological problem types of the children whom 223 elementary school teaches perceived, the subjects of 431 elementary school students ranging from first to sixth graders were evaluated by KPRC-TRF. In order to know how much parents and students themselves perceived children's psychological problems perceived by the teachers, 63 of 431 subject students were tested by KPRC-TRF as well as KPRC-CRF and KPRC-PRF. Finally, teachers who took part in the material collection were asked to describe the reasons for selecting those 211 subject students. The results from above processes are as follows: First, the result of verifying the scales difference between normal students and selected subject students indicated that all scales were in average range, except ERS scales which were meaningfully higher in selected subject students than in normal students. Second, in order to know children's psychological problematic types perceived by the elementary teachers, similar types in contents were put together and reasons for the selection of the subjects were described by three aspects such as internalizing problems, external behavioral problems and interpersonal relationship problems, 19 sub aspects, and 28 specific aspects. Third, data of 353 except missing data were cluster analysed, and seven clusters were extracted such as the normal profile, the external problems, depression and social relationship, external problems and psychotic problems, external problems and family relationship problems, depression and anxiety, and the general complaints profile. Fourth, among seven cluster profiles, children's psychological problematic types and frequency perceived by teachers were studied on the basis of profile meaning. In the normal profile(cluster 3), external behavioral problems were reported a lot such as 47.22% in "Don't focus on study and distracted." and 38.89% in "Pick up quarrels with friends and often fight." Fifth, in order to know whether the problems perceived by teachers were perceived as the same level by parents and children, 63 of selected children were tested with KPRC-TRF, KPR-PRF, KPRC-CRF. The scales except for F, FAM scales had meaningful differences among teachers, parents and children. On the basis of the study results, the limitations of the study and considerations for the future study were suggested.
In this research, I want to observe the relationship between internet addiction in elementary students and personal, family, relations with friends and school as causes. I want to examine the relationship between internet addiction in elementary students and depression and anxiety. The subjects of this study are 659 students from grades 5 and 6 from four elementary school. To examine the causes of internet addiction, I used control power scale questionnaire, internet addiction test, parent adolescence communication Inventory, teacher relationship questionnaire, peer relationship inventory, children's depression inventory and children's manifest anxiety Scale. To observe the relationship between internet addiction in elementary students and its various causes, I processed to analyze the correlation Analysis and Stepwise Multiple Regression. I executed the statistical analysis using SPSS 12.0. The results of this study showed the following: First, there appears to be considerable stastical correlation between internet addiction and personal relations Those who reported high feelings of control also recorded low levels of internet addiction, while those who report little control recorded high levels of addiction. Second, there also appeared to be a correlation with communication between parents and children. Open-minded communication with parents corresponded to a low degree of internet addiction, while lack of communication corresponded to a high degree. Third, children with high degrees of internet addiction reported worse relations with their teachers then those with low degrees. Fourth, the children with high degrees of internet addiction reported worse relations with friends then those with low degrees. Internet addiction in children did not correspond to good relations with friend. Fifth, the result of analysis indicate that control power, communication between parents and children, relations with their teachers are significant factor of predicting internet addiction. Sixth, there appears to be a relationship between internet addiction and mental health. It appears that internet addiction is considerable connected to mental health. It seems that children are more likely to feel anxiety and depression when they are addicted to the internet.