BULLYING AMONG KOREAN ADOLESCENTS: THE ROLE OF EMPATHY AND ATTACHMENT     

Sukkyung You  June Lee  Yunoug Lee  Ann Y. Kim 《Psychology in the schools》2015,52(6):594-606

In efforts to increase the field and society's understanding of bullying, the authors investigated how various forms of attachment (mother, peer, and school) are directly and indirectly related to bullying behavior through empathy, and whether these relationships are moderated by gender. Adolescents, of grades 7 through 9, from one middle school in Seoul were surveyed. Using structural equation modeling, the study identified significant gender differences in the direct and indirect effects of attachment on bullying behavior. For male students, greater school attachment was directly related to less bullying behavior and maternal and peer attachment had indirect effects on bullying behavior, mediated by student cognitive empathy. For female students greater maternal attachment was directly related to less bullying behavior, and peer attachment had an indirect effect on bullying behavior, mediated by student affective empathy. The study provides evidence supporting increased emphasis on empathy development in bullying prevention programs.  相似文献   

A STRUCTURAL MODEL OF PARENT INVOLVEMENT WITH DEMOGRAPHIC AND ACADEMIC VARIABLES     

Namok Choi  Mido Chang  Sunha Kim  Thomas G. Reio 《Psychology in the schools》2015,52(2):154-167

Parental involvement is well documented as a significant contributor to the self‐efficacy and academic achievement of students. A structural equation model of parent involvement with family socioeconomic status, student gender, parents’ aspirations for their children, mathematics efficacy, and mathematics achievement was tested to examine whether parent involvement in the 10th grade remains relevant to achievement. A sample of data pertaining to 8,673 10th graders from the Educational Longitudinal Study was analyzed. The results indicated that the fit of the measurement model to the data was good (χ² = 3081.62, df = 87, p = .0, normed fit index [NFI] = .96, comparative fit index [CFI] = .96, root mean square error of approximation [RMSEA] = .064), as was the structural model (χ² = 3470.69, df = 94, p = .00, NFI = .96, CFI = .96, RMSEA = .065). Although the effect was small in magnitude, parent involvement in advising had a significant indirect relationship with mathematics achievement via mathematics efficacy of 10th graders.  相似文献   

Conceptualizing and Assessing Higher-Order Thinking in Reading     

Peter Afflerbach  Byeong-Young Cho  Jong-Yun Kim 《理论付诸实践》2015,54(3):203-212

Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students’ higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and research in reading, and standards and assessment initiatives. We conclude with the considerations in assessments of higher-order thinking in reading that can help teachers and students work toward attainment of the Common Core State Standards.  相似文献   

Gun Violence and the Meaning of American Schools          下载免费PDF全文

Bryan R. Warnick  Sang Hyun Kim  Shannon Robinson 《Educational theory》2015,65(4):371-386

In the United States, targeted school shootings have become a distinct genre of violence. In this essay, Bryan Warnick, Sang Hyun Kim, and Shannon Robinson examine the social meanings that exist in American society that might contribute to this phenomenon, focusing on the question: “Why are schools conceptualized as appropriate places to enact this form of gun violence?” The authors analyze the social meaning of American schooling by using empirical data, everyday observations, films, and poetry, and then connect these points of meaning to stories of individual school shooters. Through this analysis, three aspects of school stand out. First, schools are places of both real and symbolic violence, where force and power often rule the day. Second, schools are places connected to expectations of hope and refuge, friendship and romance, and when these expectations are not met, bitter resentment flows against schools. Third, suburban schools are seen as places of expressive individualism, which, in rare cases, is manifest in terms of “expressive violence.” Together, these points of meaning can make schools, for some youth, seem like appropriate places to express violent intentions. The essay concludes by speculating about how this analysis can be applied to prevent school shootings.  相似文献   

Learner-generated designs in participatory culture: what they are and how they are shaping learning     

Beaumie Kim  Lynde Tan  Katerine Bielaczyc 《Interactive Learning Environments》2015,23(5):545-555

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Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation     

Shinyoung Lee  Eunhee Kang  Heui-Baik Kim 《Journal of Science Education and Technology》2015,24(2-3):234-255

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Morphological Decomposition in the Recognition of Prefixed and Suffixed Words: Evidence From Korean     

Say Young Kim  Min Wang  Marcus Taft 《Scientific Studies of Reading》2015,19(3):183-203

Korean has visually salient syllable units that are often mapped onto either prefixes or suffixes in derived words. In addition, prefixed and suffixed words may be processed differently given a left-to-right parsing procedure and the need to resolve morphemic ambiguity in prefixes in Korean. To test this hypothesis, four experiments using the masked priming lexical decision paradigm were conducted. Results showed that suffixed primes facilitated responses to their stem targets regardless of the lexicality or interpretability of the primes. In contrast, prefixed primes had a significant effect only when they were real words, and not when they were either interpretable or noninterpretable prefixed pseudowords. These results suggest that there may be two different processing mechanisms for derived words in Korean. One is prelexical morphological decomposition for suffixed words, and the other is the supralexical analysis for prefixed words where decomposition occurs only after the whole word has been accessed.  相似文献   

A Cross‐Cultural and Interdisciplinary Collaboration in a Joint Design Studio          下载免费PDF全文

Mi Jeong Kim  Seo Ryeung Ju  Lina Lee 《The International Journal of Art & Design Education》2015,34(1):102-120

A design studio is a critical venue for design students, as they are educated to develop design thinking and other skills through studio courses. This article introduces a design studio project in which Korean and Malaysian students worked jointly for one semester to design affordable urban housing. The Korean students were interior design majors and the Malaysian students were architecture majors; thus it was thought that the students' areas of expertise were likely to differ. It was also anticipated that the students would display cultural differences in terms of housing and planning practices. The motive for starting the joint design studio was the idea that a cross‐cultural collaborative working setting could redefine students' thinking styles and stimulate students to obtain non‐routine perspectives on the design of buildings and spaces. Through observation and interviews, we explored how students tackled affordable housing problems within the context of cross‐cultural and interdisciplinary design education. Collaborative learning in a joint studio situation supplemented students' expertise, re‐orienting approaches to design and opening up a holistic approach to the design issues of affordability, sustainability and community. Overall, the practical learning in the joint studio project validated the importance of exploring alternative solutions based on varied levels of information, and input of those from different educational and cultural backgrounds. The cross‐cultural and interdisciplinary collaboration allowed for a previously unavailable enhancement of design education by encouraging students to obtain divergent thinking for innovative design ideas.  相似文献   

CROSS-CULTURAL COMPARISON OF PERCEPTIONS ON THE GLOBAL SCIENTIFIC LITERACY WITH AUSTRALIAN,CHINESE, AND KOREAN MIDDLE SCHOOL STUDENTS     

Kongju Mun  Hyunju Lee  Sung-Won Kim  Kyunghee Choi  Sung-Youn Choi  Joseph S. Krajcik 《International Journal of Science and Mathematics Education》2015,13(2):437-465

In this study, we explored the extent to which Australian, Chinese, and Korean middle school students perceived themselves to have scientific literacy as global citizens and attempted to identify differences and/or commonalities in their perceptions. A total of 655 middle school students (8th and 9th grades; 358 girls and 297 boys) from the three countries participated in the study. We used Global Scientific Literacy Questionnaires (GSLQ) as a survey instrument to assess the students’ perceptions. The GSLQ was developed based on a conceptual framework of Scientific Literacy suggested by Choi, Kim, Lee, Mun, Choi, Krajcik & Shin (2011) and Choi, Lee, Shin, Kim & Krajcik (Journal of Research in Science Teaching, 48(6), 670–697, 2011) for citizenship education in the 21st century. The results indicated that most of the students from the three countries showed a tendency toward higher scores for Science as human endeavor; the lowest scores were in Meta-cognition and self-direction. A pattern of gender difference was also examined among the three countries. We suggest future research questions based on a cross-cultural perspective in order to explore the reasons for the existence of these similarities and differences.  相似文献   

Rapid automatized naming,word-level reading,and oral reading fluency in first-grade Korean readers at risk for reading difficulties     

Dongil?Kim  Yujeong?ParkEmail author  Linda?J.?Lombardino 《Asia Pacific Education Review》2015,16(3):447-459

This study was designed to investigate potential reading differences between low-achieving and typically achieving first-grade Korean-speaking children by (1) comparing their speed of lexical access on alphanumeric and non-alphanumeric tests of rapid automatized naming and (2) comparing relationships between the two groups’ performance on alphanumeric and non-alphanumeric tasks with their performance on component measures of reading. Twenty-seven low-achieving readers and 34 typically achieving readers participated in this study. The low-achieving readers performed significantly more slowly than their typically achieving reading peers on the four measures of rapid naming. The response rates for both alphanumeric naming tasks (digits and letters) showed strong negative correlations with oral reading fluency, while their response rates for the non-alphanumeric naming tasks (Color and Object naming) showed relatively weak relationships with reading measures for both groups. In regression equations, Letter naming tasks were uniquely associated with both word recognition and oral reading fluency. The utility of using alphanumeric naming tasks as indicators for identifying Korean Hangul readers who are at risk for reading disabilities is discussed.  相似文献