Earticle

본 연구의 목적은 청소년의 개인요인과 부모요인, 학교요인이 그릿 간의 관계를 분석하는 것을 목적으로 수행되었다. 이를 위해 한국아동·청소년 패널조사(KCYPS 2018)자료를 활용하여 중학교 1학년 학생 2,394명을 표 본으로 선정하여 분석하였다. 분석결과는 다음과 같다. 첫째, 청소년의 개인요인인 자아존중감과 주의집중은 그릿에 유의미한 영향이 있는 것으로 확인되었다. 둘째, 청소년의 부모요인인 거부, 강요, 비일관성은 그릿에 유의미한 영향 이 있는 것으로 확인되었다. 셋째, 학교요인인 교사관계는 그릿에 유의미한 영향이 있는 것으로 확인되었다. 분석결 과를 토대로 청소년기에 그릿에 미치는 요인들을 예측하여 후속연구에 제언하였다.

The purpose of this study was to analyze the relationship between individual and parent factors and school factors of adolescents. To this and, 2,394 first-year middle school students were selected and analyzed using the Korea Children and Youth Panel Survey (KCYPS 2018) data. The results of the analysis are as follows. First, self-esteem and attention, which are personal factors of adolescents, have been confirmed to have a significant affect on the grit. Second, refusal, compulsory and inconsistency, which are the parental factors of adolescents, have been confirmed to have a significant affect on the grit. Third, teacher relationships, which are school factors, have been confirmed to have a significant affect on the grit. Based on the results of the analysis, the factors affecting the grit in adolescence were predicted and suggested for further research.

본 연구에서는 청소년을 대상으로 가족요인이 학교폭력에 미치는 영향을 파악하고, 가족요인에 대한 공격성과 충동성의 조절효과를 검증하였다. 조사대상자는 대구시 소재 고등학교 재학생 724명이었다. 학교폭력에 영향을 미치는 가족요인으로 부모양육태도와 가정폭력경험 및 가정의 빈곤을 살펴본 결과 부모양육태도와 가정폭력경험이 학교폭력에 유의미한 영향을 미치는 것으로 나타났다. 가족요인에 대한 공격성과 충동성과의 상호작용효과는 모두 유의미하게 나타났다. 이를 바탕으로 가족요인이 학교폭력에 영향을 미치는데 공격성과 충동성이 조절효과의 역할을 하는지를 검증하기 위한 이원변량분석의 결과, 학교폭력에 영향을 미치는 부모양육태도에 대한 공격성의 조절효과만이 유의미하게 나타났다. 본 연구결과를 바탕으로 학교폭력 경험청소년들을 위한 개입전략을 제시하였다.

This study investigated the influence of the family factor on school violence aimed at juvenile and verified moderating effect of aggression and impulse on family factor. The subject was 724 high school students in Daegu. The result of checking parenting, the experience of domestic violence and poverty as family factors, there was a significant effect in parenting and the experience of domestic violence. Besides, there was a significant effect in interacting between aggression and impulse on family factor. The result of analysis of variance to verify moderating effect based on this, it was only significant in moderating effect for aggression on parenting having influence on school violence. Based on this result, the study suggested some intervention strategies for students who have experience of school violence.

This study aims at offering some basic data on the relationship between e -Sports Participation Types and Obstacle Factor and Environmental Factor of Elementary School. For this sake, Stratified Cluster Random Sampling was done for sampling. After inputting encoded data individually into computer, standard multiple regression analysis was carried out through the statistics program SPSS 17.0 version for Windows in order to relationship between e-Sports Participation Types and Obstacle Factor and Environmental Factor of Elementary School. Based on the above research method and findings, the conclusion was drawn as follows: First, there was some relationship between Children's e-Sports Participation Types and Obstacle Factor Second, there was some relationship between Children's e-Sports Participation Types and Environmental Factor.

The purpose of this study was to synthesize journals that studied about causal factor of school violence for 11 years by using meta-analysis. There were many factors having effects on school violence, so that results of these factors need to be integrated by conducting meta-analysis. By using R package, the effect sizes of correlation coefficient of variables related to school violence were calculated and the relevance of several potential moderator variables was examined. This meta-analysis integrated the results of 18 journals with 18 variables under 5 categories. Each of 18 variables under 5 categories were divided by an individual, family, school, peer and community factor. The school factor had the largest effect size and the community factor had the fourth effect size among the 5 categories. In categories, the problem behavior variable had the largest effect size and domestic violence, a victim of school violence, peer conformity, harmful environment were also large in effect size in each of categories. Because some of variables have yielded heterogeneous results, we examined moderating effects using meta ANOVA. Moderator analysis using meta ANOVA showed the school type and sex configuration influenced on the effect size. This study confirmed that the school and community factors has a notable effect on school violence. Finally, the implications of these findings were discussed in terms of school violence prevention.

본 연구는 아동 및 청소년의 학교적응유연성을 측정하는 도구로서 최근 그 활용도가 증가하고 있는 박현선(1998)의 학교적응유연성 척도에 대하여 선행 연구들이 제시하고 있는 요인구조를 비교․분석하고자 하였다. 연구를 위해 대구지역의 교육복지우선지원사업의 욕구조사를 통해 수집된 초․중학생 자료를 사용하였다. 2010년도에 수집된 2,212명의 자료를 바탕으로 선행연구들에서 제시하고 있는 요인구조 모형(모형 1, 2, 3, 4, 5)을 분석한 결과, 각 모형들이 적합하지 않은 것으로 나타났다. 이에 따라 보다 적절한 요인구조를 모색하기 위해 척도의 문항분석 및 탐색적 요인분석, 확인적 요인분석에 이르는 분석과정을 통해 새로운 요인구조를 파악하였다. 최종적으로 2011년도의 2,996명의 자료를 사용하여 선행연구에서 제시하고 있는 요인구조 모형(모형 1, 2, 3, 4, 5)과 본 연구에서 구성된 3요인 모형(모형 6) 및 4요인 모형(모형 7)에 대한 확인적 요인분석을 실시한 후 가장 적합한 모형을 채택하였으며, 선택된 16문항의 4요인 모형에 대해 학교급별 및 성별 다중집단분석을 실시하여 초, 중학생 집단과 남, 여학생 집단간 요인구조의 동질성을 검증하였다. 마지막으로 본 연구의 의의와 한계를 제시하였다.

The purpose of this study was to investigate the factor structure of School Resilience Scale developed by Park(1998). In order to accomplish the study purpose, 5 different factor structure models from existing studies were selected and analyzed as competing models using the secondary data from‘The Educational Welfare Support Project’in Daegu area. However, the results of confirmatory factor analyses indicated that the model fit indices of all the models investigated were not satisfactory. Therefore, this study conducted further analyses in an attempt to identify appropriate facture structure of the scale. In a series of analyses, the newly developed factor models(model 6 & 7) in addition to the existing models(model 1-5) were investigated and compared. In this process, it was found that the School Resilience Scale which consisted of 4 factors with 16 items showed the best model fit. Based on the final model, multi-group analysis was conducted and the result indicated that the final model of facture structure could be utilized regardless of for both school types and gender. Finally, the implications and limitations of this research were discussed.

This studies divide into Korean Japanese family child and Japanese multicultural family children when in the Korean Japanese school in Seoul is analyze relation with Korean language acquisition and learner factor cause. The main difference between these two groups was that Japanese family members had fewer friends who could speak Korean and had less time to stay in Korea than multicultural family. As a result, it can be summarized in three aspects as ‘Korean language use effort’, ‘Korea-Japan relationship’, ‘Korean language utilization’. The Korean language acquisition of these children showed a big difference in ‘Korean language utilization’.

本研究はソウル日本人学校に在学中の児童を対象に、日本人家庭児童と韓·日国際結婚家庭児童に分けて、韓国語習得と学習者要因との関係を分析したものである。これら二つのグループの大きな違いは、日本人家庭児童は多文化家庭に比べて、学校以外では韓国語学習経験や韓国語で話せる友達が少なく、滞在期間も短いということであった。また、日本人家庭児童(またはこれらの家族)は韓国という場で生活しているが、韓国語を使わなくても生活ができる日本人コミュニティに所属しているため、日本生活の延長線の上に置かれていた。分析結果、‘使用努力’ ‘韓·日関係’ ‘活用’という三つの面で要約でき、この中でこれら児童の韓国語習得は＇活用＇の面で大きな差を見せていた。

본 연구는 인문계 고등학생들이 치과위생사를 바라보는 이미지와 자아존중감의 관련성을 분석하고자 시행 되었다. G 지역 인문계 고등학교에 재학 중인 고등학생 211명을 대상으로 분석하였다. 모든 자료는 SPSS를 이용하 여 빈도분석과 평균, 표준편차, independent t-test, one-way ANOVA,pearson’s correlation coefficient를 사용하여 분석 하였다. 인문계열 학생의 경우 직업적, 업무적 이미지가 통계적으로 유의하게 더 높은 것으로 나타났으며(p<0.05), 치 과위생사에 대해 소개나 설명을 들은 경험이 있는 경우가 사회적 이미지가 유의하게 높게 나타났다(p<0.05). 또한 구 강상태에 따라 자아존중감이 유의한 차이를 보였다(p<0.05). 치과위생사 이미지의 요인 간의 상관관계에서는 통계적 으로 유의한 양의 상관관계를 나타냈다. 치과위생사의 이미지에 영향을 미치는 요인에 대한 다중회귀분석 결과 직업 적 이미지(β=15.328)가 가장 높게 나타났다.

The aim of this study was to examine the image for dental hygienists and influence factor in academic high school students. A self-reported questionnaire was surveyed by 211 high school student in G area. the data were analyzed for frequency analysis, average, standard deviation, independent t-test, one-way ANOVA, pearson’s correlation coefficient by using SPSS 21.0 program. In case of general high-school students, occupational and business images were higher significantly. The social images were higher significantly in case of having introduction or explanation for dental hygienists. In addition, the self-esteem showed significant differences depending on the oral condition. There were positive correlations among the occupational, business, personal, social images of dental hygienists and self-esteem. Multiple regression analysis showed that highest in occupational images.

이 연구는 교사소진의 하위요인인 정서적 고갈, 비인간화, 성취감 결여의 잠재집단 유형과 종단적 변화를 탐색하고, 각 집단에 영향을 미치는 예측 요인을 검증하는 것을 목적으로 한다. 이를 위해 한국초등교원종단연구 1차~3차년도 데이터를 사용하여 잠재계층성장분석과 다항 로지스틱 회귀분석을 실시하였다. 주요 연구결과는 다음과 같다. 첫째, ‘정서적 고갈’은 ‘회복 취약형, 부담 누적형, 안정-완만 상승형’의 3개 집단으로 분류되었으며, 고경력, 소규모 지역, 원만한 학부모와의 관계, 민주적 학교문화에서 안정-완만 상승형 집단에 소속될 확률이 높았으나, 남교사이거나 공동 교수활동이 많을수록 낮게 나타났다. 둘째, 비인간화는 ‘관계 단절-완화형, 관계 거리형, 관계 약화-상승형, 관계친밀-변화형’의 4개 집단으로 도출되었다. 관계 친밀-변화형 집단에 소속될 확률은 여교사, 고경력, 활발한 수업자료 교류 시 높았으나, 공동 교수활동은 소진을 높이는 요인으로 확인되었다. 셋째, 성취감 결여는 ‘성취 저하-심화형, 성취 유지형, 성취 안정형’의 3개 집단으로 구분되었으며, 고경력, 학생과의 관계, 학생 간 관계, 수업자료 교류가 성취감이 높은 집단 소속 확률을 유의하게 증가시키는 요인으로 나타났다. 즉, 교사의 경력, 학교 내외 구성원의 긍정적 관계, 민주적 학교 문화 및 수업자료 교류를 소진 예방의 핵심 보호 요인으로 밝혀졌으며, 공동 교수활동은 정서적 고갈과 비인간화를 심화시키는 위험 요인이 될 수 있음이 확인되었다.

This study aims to identify the latent profiles and longitudinal trajectories of teacher burnout sub-factors (emotional exhaustion, depersonalisation and reduced personal accomplishment) and to examine the predictive factors. Latent class growth analysis and multinomial logistic regression analysis were conducted using data from the 1st to 3rd years of the Korean Elementary Teacher Longitudinal Study. The key findings are as follows: First, 'emotional exhaustion' was classified into 'recovery-vulnerable, burden-accumulating, and stable–gradual increase' groups. Members in the stable–gradual increase group was more likely among individuals with more experience, in small districts, with harmonious parental relationships, and in democratic school cultures. Second, depersonalisation was categorised into four groups: 'relational disengagement–alleviating, relational distancing, relational weakening–increasing, and relational intimacy–changing.'. The likelihood of belonging to the 'relational intimacy–changing' group was higher among female teachers, those with more experience and an active exchange of teaching materials. However, collaborative teaching activities were associated with higher levels of depersonalisation. Third, personal accomplishment was categorised as 'achievement-declining–intensifying, achievement- maintaining, and achievement-stable’ groups. Higher experience, positive relationships with students and among students, and the active exchange of teaching materials significantly increased the probability of belonging to the achievement-stable group. In summary, teacher experience, positive relationships with school members, a democratic school culture and the exchange of teaching materials were identified as key protective factors against burnout. Conversely, collaborative teaching activities were confirmed as a risk factor that could exacerbate emotional exhaustion and depersonalisation.

The purpose of this study was to determine the assessment of multiple short-duration physical activity program for the body composition, blood lipid profiles and hemodynamic factors in elementary school children. The subjects were 52 children of the fifth grades of elementary school. physical activity group performed the combined physical activity program for 20 minutes/2time/day, 5 days/week, whereas control group were asked to maintain normal lifestyle during the same period. Measuring materials were body composition, blood lipid profiles(total cholesterol：TC, triglyceride：TG, low density lipoprotein cholesterol：LDL-C, and high density lipoprotein cholesterol：HDL-C), and hemodynamic factors (SBP：systolic blood pressure, DBP：diastolic blood pressure, HR：heart rate, C_stree index：cardiac stress index). From the results, positive changes were made in %body fat of body composition, TC, TG, and LDL-C levels of blood lipid profiles following 12 weeks multiple short-duration physical activity program. These results suggest that multiple short-duration physical activity program may be effective for helping elementary school children.

본 연구의 목적은 초등학생이 규칙적인 신체활동과 모바일 기반 자가건강관리 프로그램을 이용하였을 때, 운동지 속도와 신체조성 및 건강체력에 미치는 효과를 조사하는 것이었다. 초등학교 5학년 85명(남학생 43명, 여학생 42 명)을 대상으로 12주 동안 규칙적인 신체활동 및 모바일 기반 자가건강관리 프로그램을 이용하게 하였으며, 실험 전·후로 신체조성과 건강체력(유연성, 근력, 순발력, 심폐지구력)을 측정하고 비교하였다. 규칙적인 신체활동과 모 바일 기반 자가건강관리 프로그램 이용에 따른 운동지속도는 카이제곱으로, 각 체력요인별 표본결과 값의 차이 비교는 대응표본 t-검증(Paired t-test)을 실시하였다. 연구결과, 운동지속도는 남학생이 45명에서 38명으로 7명 (15.56%)의 탈락자를 제외하고 84.44%의 지속도를 보였고, 여학생은 45명에서 29명으로 16명(35.56%)의 탈락자를 제외하고 64.44%의 지속도를 보였다. 신체조성에서는 남학생이 모든 변인에서 유의한(p<.01) 차이가 나타났고, 여학생에서는 체지방률을 제외한 나머지 변인에서 유의한(p<.01) 차이가 나타났다. 그리고 각 체력요인에서는 남학생이 유연성(p<.05)과 근력(p<.01), 순발력(p<.05)에서 유의한 차이가 나타났으며, 여학생은 유연성(p<.05)과 근 력(p<.01)에서 유의한 차이가 나타났다. 결과적으로 규칙적인 신체활동을 동반한 모바일 기반 자가건강관리 프 로그램의 사용은 초등학생의 건강증진에 효과적으로 적용되었다는 사실을 알 수 있었다. 이러한 결과는 앞으로 초등학생들에게 비만의 개선방법과 스스로 건강관리를 할 수 있는 방법으로 기여될 수 있을 것으로 생각된다.

The purpose of this study was to investigate effects of mobile-based self-health management program on exercise adherence, body composition, fitness factor of elementary school students. 85 elementary school students(male=43, female=42) participated in this study. They performed physical activity utilizing mobile-based self-health management program for 12 weeks. The following items were measured before and after the program : body composition, fitness factor(flexibility, strength, power, cardiopulmonary endurance). Measure data were analyzed by chi-square and paired t-test in SPSS(ver 18.0) Results of this study showed that adherence appeared differences in drop-rate of male students(15.56%) and female students(35.56%), so male student adherence(84.44%) is higher than female students(64.44%). Body composition were showed significantly different in weight, BMI, %fat, muscle mass by male students(p<.01, p<.05). However, female students was not significantly different by %fat. Also, fitness factors were showed significantly different in flexibility and strength. Mobile-based self-health management program accompanied physical activity were effective in elementary school students' health promotion. This results can be utilized not only in fitness factor improvement but also in students' health management strategies.

The purpose of the present study is to discuss the development of a measuring instrument for Korean high school students’ motivation in learning English within the framework of motivation as a contextually and temporally dynamic construct. Based on the results of a previous study, exploring Korean high school students’ English-learning motivation through exploratory factor analysis, this study examines the reliability of a survey instrument used in the previous study and the fit of five factor solutions(i.e., a measurement model consisting of five factors) and tests the significance of factor loadings through confirmatory factor analysis. The data were collected from a total of 815 Korean high school students through two different data collection waves (1st wave=367 students, 2nd wave=448 students). The results show that (1) the reliability of the instrument is above 0.70, a criterion recommended and often used for defining acceptable reliability in the literature, in all two samples; (2) the 5 factor model acceptably fits well in all samples; and (3) all factor loadings are statistically significant

본 연구는 초등학교 교사와 학생간의 상호작용 구성 요인이 무엇인지 파악하는데 그 목적 이 있다. 이러한 연구 목적을 달성하기 위해 초등학교 교사와 학생간의 상호작용을 이루는 구성 요인이 무엇인가에 대한 연구 문제를 설정하고, 문헌 분석을 통해 초등학교 교사와 학 생간의 잠정적인 요인을 추출한 후 요인분석을 실시하였다. 요인분석을 실시한 결과 초등학 교 교사와 학생간의 상호작용 요인으로 유능감, 관심과 존중, 신뢰감, 친밀감, 이해공감, 학생 순응이 확인되었고, 최종적으로 28문항의 교사와 학생간의 상호작용 설문지가 제작되었다. 본 연구는 교사와 학생의 긍정적이고 바람직한 관계 형성을 위한 방안이나 교사와 학생의 상호 작용 향상 프로그램 개발의 기초자료로서 활용될 수 있다.

The purpose of this study were to construct and validate component factors of the interaction between teacher and students in elementary school and investigate statistically meaningful difference according to background variables related to teacher and students. The research questions attempted to be solved in the study were as follows: First, What are the main factors of interaction between teacher and students in elementary school? The results were as follows: First, it was confirmed that interaction between teacher and students consists of 6 factors through factor analysis, that is ‘Capability’, ‘Respect and attention’, ‘Trust’, ‘Familiarity’, ‘Sympathy’, ‘Student’s adaptation’ and 28 items were finally confirmed significant statistically through factor analysis and reliability analysis(Cronbach’s alpha .949) The result of this study will be able to offer basic data for positive teacher-student relationship and developing interaction program and for find way.

This study is to analyze the factor relevant getting score and the process of getting score that have been main factor of getting score in elementary school boy`s single badminton game. For this research, I tried to do 3-D video analyzing in a set of 6th grades boy`s single game in elementary school formal badminton competition and analyze plyer`s movement of cental point by coordinated of both the tip of the toes. The final score was 17 to 10, I analyzed 26 out of 27 scores from the beginning and compared the differences by t-test using SPSS program. The results follow according to research conclusion. 1) The player who won the game uesd more offensive technique than player who lose the game. 2) The distance before and behind moved by player effected to score. 3) When comparing path of moving both players, the more separate from home position relatively, the lower score showed. 4) The point of view in moving distribution of player, the player who sent shuttlecock close to the other player`s endline way of back hand direction was getting more score. 5) To get a score effectively, it is useful that there should be constantly separated distance among powerful smash, a point where shuttlecock is down, and defensive player.

이 연구는 e-러닝 효과성에 영향을 미치는 변인인 학습전략의 요인을 분석함으로써, 초등학생에게 효과적인 e-러닝 학습전략의 구조 변인을 규명하고자 수행되었다. 이 연구의 대상은 기존에 e-러닝 수강 경험이 있거나 현재 e-러닝을 수강하는 수도권 소재 초등학생들이며, 면대면 학습 상황과 e-러닝 학습상황의 학습전략과 관련된 선행 연구를 분석하고 학습전략 검사 도구를 분석하여 e-러닝 환경에서 초등학생이 사용하는 학습전략 요인을 분석하였다. 연구 결과에 따르면, 초등학생의 e-러닝 학습전략은 학습활동전략, 학습태도전략, 자원활용전략, 계획전략, 과부하관리전략의 다섯 가지로 규명되었으며, 각 전략은 제시한 순서대로 설명력을 갖는 것으로 나타났다.

This study aims to analyze strategy, one of the predictor variables that have influence on the effectiveness of learning in e-learning environment and to define the factors of e-learning strategies of elementary school students. Preceding studies on face-to-face strategy and e-learning strategy, and existing face-to-face and e-learning strategy test sheets were analyzed. Questions are developed based on the results to make clear the area of leaning strategies used by elementary school students in e-learning environment and to analyze the e-learning strategies of elementary school students. The results from this study are, the e-learning strategies of elementary school students are shown in five areas including strategy for learning activity, strategy for learning attitude, resource use strategy, planning strategy, and overload management strategy. It was found that five strategy areas have explanatory power in the order of strategy for learning activity, strategy for learning attitude, resource use strategy, planning strategy, and overload management strategy.

본 연구는 암묵적 이론(implicit theory)의 관점에서 한국 초등학생들의 학습동기에 영향을 주는 요인이 무엇이고 어떻게 구성되어 있으며, 이러한 학습동기 요인의 구성은 성별에 따라 어떤 차이가 있는가를 밝혀보는 데에 그 목적이 있다. 한국 초등학생들의 학습행동에 관련된 동기에 대한 암묵적 이론을 이끌어내고 체계화시키기 위하여 초등학생들이 가장 열심히 학습하고 있는 활동이 무엇이고 그러한 학습활동을 열심히 하는 이유가 무엇인지 조사하여 그 원인을 문항으로 하는 측정도구를 제작하여 학습동기 요인을 분석하였다. 전국에 걸쳐 지역을 고려하여 7개 도시에서 무선 표집한 초등학교 4∼6학년 856명을 대상으로 학습활동의 원인에 관한 탐색적 및 확인적 요인분석의 결과 유용성, 흥미, 인정, 지식획득, 기대충족의 5가지 요인으로 나타났다. 남녀별로 보면 남학생은 유용성-흥미-인정-지식획득-기대충족의 순으로 5가지 요인이 나타났고, 여학생은 흥미-유용성-보상-인정--기대충족-경쟁의 순으로 6가지 요인으로 나타나 남녀간 요인수와 요인구조에 다소 차이가 있었다.

This study is to investigate, from the perspective of implicit theory, what elements influence children's motivation to learn and how their configurations are different according to different sexes. One analysis was based on answers to a motivation questionnaire by fourth to sixth graders from four different cities in South Korea. The subjects children were most highly motivated to learn were math and science for boys, and math and English for girls, respectively. Factors influencing the motivation were near 30 in number, including later happier life, joy of learning, parental rewards, pleasure of being informed, and meeting parental expectations, among others. Another analysis was an exploratory and confirmative factor analysis on motivation to learn among 856 fourth to sixth graders randomly sampled from 7 different cities all over South Korea. Factors revealed to contribute to the motivated learning here were five factors of utility, interest, recognition, knowledge acquisition(being informed), and expectancy sufficiency. There were some differences in the structure of factors between sexes; importance was given to five factors of utility, interest, recognition, knowledge acquisition, and expectancy sufficiency in descending order for boys, and six factors of interest, utility, rewards, recognition, expectancy sufficiency, and competition for girls.

Purpose: The purpose of this study was to identify the correlation between the motivations to use social media and self-control among female middle school students. Methods: This study is a cross-sectional descriptive study. To collect the data, 300 female students of S and E middle school in S city responded to a self-administered questionnaire asking about their motivation for social media use and self-control. The data were analyzed through descriptive statistics, independent t-test, one way ANOVA, Scheffé test, Pearson's correlation, and stepwise multiple regression, using the SPSS/WIN 21.0 program. Results: The average time spent on social media was 3.70 hours. The mean scores of social media usage motivation and self-control were 48.15 and 58.47, respectively. The more average time spent on social media, the higher was the motivation to use social media. The scores of motivation to use social media were higher in students with low satisfaction of their school and family life. Students with low satisfaction of their school life had higher scores in some subcategories of self-control; preference to simple task, egocentrism, and stroppiness. Motivations to use social media showed a significant positive correlation with self-control. Self-control was affected by motivations to use social media and this variable explained 11.6% of self-control among female middle school students. Conclusion: The results of this study suggest that we should develop programs which help improve students’ self-control and prevent the side effects of social media use among female middle school students.