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This study attempts to measure the possible impact that flipped teaching has had on the improvement of learners’ academic performance, as well as their satisfaction in a cross-cultural communication course. A total of 90 students learning English as a foreign language (EFL) were assigned to three conditions: a structured flipped classroom using a WebQuest active learning strategy, a semi-structured flipped classroom, and a traditional classroom. Results showed that the structured flip lessons were the most effective instructional intervention in improving participants’ academic performance, followed by the semi-structured flip lessons and the traditional lessons. Data collected from the questionnaire and interviews indicated that learners were more satisfied with the structured flip lessons than the semi-structured flip lessons. Given the positive results, the present study argues that the flipped classroom model could be a useful and promising pedagogical approach in EFL teaching. However, additional research is needed to contribute to the knowledge base of this approach across disciplines.

본 연구는 형성평가 (FA)와 총괄평가 (SA) 사이의 관계를 검사하여 대학 EFL 수업 평가 개선을 돕고자 수행되 었다. 이 연구의 참여자들은 중국의 4년제 대학에서 선택적으로 8주간의 대학 영어 과정을 수강했던 75명의 학부생들 이었다. FA 데이터는 온라인 교육 플랫폼인 Mosoteach를 사용하여 자기 보고식 설문 조사에 의해 코스 마지막 과정 에서 수집되었다. 연구 결과를 도출하고자, Pearson 상관관계 분석을 통해 FA와 SA(기말고사 및 수행활동 점수)간의 관련성을 SPSS로 분석하였다. 전반적으로 그 두 평가 점수 간 유의미한 긍정적 상관관계가 있다는 것으로 나타났다. 학생들의 단원 평가, 온라인 토론, 브레인스토밍, 신속한 답변, 그리고 과제 수행에서 교수자들의 엄지척 클릭수와도 깊은 상관관계를 보였다. Mosoteach 앱을 통해 관리되는 FA가 학생들의 수업의 학업 성과를 향상 시킬 수 있었다는 결과는 교육 평가 개선을 위한 경험적 기반을 제공할 수 있음을 시사하였다. 이러한 연구 결과에 따라 EFL 수업 평가에 대한 중요성이 설명되었다.

This study was intended to help improve assessment in college EFL classes by examining the relationship between formative assessment (FA) and summative assessment (SA). Participants for the study were 75 undergraduates, taking an eight-week optional college English course at a four-year college in China. FA data were collected in the final course of the course by a self-reporting survey using the online training platform Mosoteach. To achieve the finding, the relationship between FA scores and SA scores (final exam and performance scores) was analyzed in SPSS by means of Pearson correlation analyses. Significant positive correlations were found between FA and SA scores overall. In addition, students’ performance on chapter tests, online discussions, brainstorming, quick-responses, assignments and the number of thumbs-up clicks by teachers were significantly correlated with SA scores. The results suggested that FA administered through the Mosoteach app could improve students’ academic performance, thus providing an empirical basis for improving educational assessment. Based on these findings, implications for assessment in EFL classes were described.

The purpose of this study is to suggest effective procedures and contents for teaching Business English as a liberal arts subject. I used two kinds of questionnaires in this study. The first surveys students' English levels, preferred class activities, and characteristics, such as goals, interests, strengths, weaknesses, and needs. I used the results to inform the syllabus and lesson procedure. The main content related to Business English consisted of a movie script and auxiliary textbooks. They contained expressions used in the office, on a resume, in a self-introduction, on a listening evaluation sheet and activity, etc. I used a movie, group activity, pop song, role-play, quiz, and a presentation of culture in class. In the second survey, at the end of the semester, I verified student levels, preferred class activities, and satisfaction with my Business English course and the lesson procedure. I focused on students' academic performance and learner-centered education. The conclusion is that Business English as a liberal arts subject is useful for many job seekers, and movie scripts suit students' needs and interests.

Predicated on race and class divisions, the achievement gap is part of a larger legacy that intertwines individual and family resources with school quality, social capital, and educational opportunity. The purpose of this study is to examine the role of ethnicity and socio-economic factors in academic performance among Hispanic and White students. Using the data collected from a part of an Early Childhood Longitudinal Study (ECLS-K) conducted on the kindergarten class of 2010 to 2011, this study investigates the interaction effect of ethnicity and family-economic status on gains in Hispanic and White students’ math scores. The result indicates that socio-economic status (SES) and ethnicity are the source of variation, which is found to influence the achievement gap between White and Hispanic students. This research model provides empirical evidence that the study of SES and ethnicity are a useful framework for understanding achievement disparities among particular ethnic groups. Considering this statistical evidence, it makes sense for educators and policymakers hoping to bridge the achievement gap to consider the full context of a student’s life, including socio-economic status.

The purpose of this study is to identify some aspects of the learning motivation and academic self-efficacy between university student groups with different academic performances. The collected data are the results of the two TOEIC tests the 166 students have taken, and the questionnaires on the learning motivation and the academic self-efficacy from them. The independent variables have two factors. One is the students whose TOEIC scores have risen in the second test. The other is the students whose TOEIC scores have dropped. The dependent variables are the learning motivation and the academic self-efficacy of the students. The essential data were analyzed by way of the independent two samples test to make a comparison of the learning motivation and the academic self-efficacy between the improved grades of one group and the decreased grades of the other group. The results show that the improved grades are an effect of higher learning motivation and academic self-efficacy on the part of the students. All of the sub-categories, among the four sub-categories of the motivation show that the two groups have statistically meaningful differences. Among the three sub-categories of the academic self-efficacy, all sub-categories, except the ‘self-confidence’ show that the two groups have statistically meaningful differences.

Purpose: This study aimed to examine the most prominent health-related behaviors impacting the academic performance of Korean adolescents. Methods: The 2012 Korea Youth Risk Behavior Web-Based Survey data were analyzed using an ordinal regression analysis after adjusting for general and other health behaviors. Results: Before adjustment, all health behaviors were significantly associated with academic performance. After adjustment for other health behaviors and confounding factors, only smoking [odds ratio (OR) = 2.07, 95% confidence interval (CI) (1.98, 2.16), p < .001], alcohol consumption [OR = 1.22, 95% CI (1.18, 1.27), p < .001], and physical activity [OR = 1.09, 95% CI (1.06, 1.13), p < .001] were associated with lower academic performance, and engaging in a regular diet [OR = 0.65, 95% CI (0.65, 0.62), p < .001] was associated with higher academic performance. Conclusions: Regular diet, reducing smoking and alcohol drinking, and physical activity should be the target when designing health interventions for improving academic performance in Korean adolescents.

Adolescence is a critical period during which physical activity (PA) may influence cognitive processes and academic performance (AP). Although PA has been linked to favorable academic outcomes, evidence remains mixed with respect to activity intensity, frequency, and developmental stage. This systematic review narratively synthesized recent empirical studies (2024–2025) examining the relationship between PA and AP in healthy adolescents, with attention to activity characteristics, develop-mental moderators, and cognitive and psychosocial mediators. Search-es in PubMed, ScienceDirect, and Google Scholar identified 9 original research from 825 articles. Overall, moderate-to-vigorous PA and vigor-ous PA were generally associated with better AP, however, effect sizes were modest and associations were not uniform. Several studies indi-cated curvilinear relationships, whereby moderate PA was associated with optimal AP, while higher frequency or intensity was linked to weak-er outcomes or inconsistent associations. Positive relationships were more consistently observed in middle school than high school students. Evidence from selected studies suggested that PA may influence AP in-directly through attention, inhibitory control, self-concept, and physical and mental health. These findings support promoting regular, moderate- intensity PA within adolescents’ daily routines, particularly in school-based programs, while emphasizing balanced approaches that account for developmental stage and mediating mechanisms.

The subjects of this research are 30 students of Dong-Eui Institute of Technology in Busan city, who were grouped into two categories after applying the curriculum of the second semester of the freshman year to their classes: those whose academic performance was at the top 20% (15 students) and those whose academic performance was at the bot-tom 20% (15 students). For the measurement items, we measured their weight, body fat mass, body fat rates, body mass index, and abdominal fat rates by using a body composition testing machine. We then ana-lyzed the t-test results by using the IBM SPSS ver. 18.0 program. Through this research, we found that there was a significant difference among those in the group of students whose academic performance was at the top 20% in terms of body fat mass and body fat rates, which means that academic performance has relatively little effect on body composition and abdominal fat rates.

Since the statistical significance levels of each F value (2.90 and 3.55) for positive expressiveness (PE) and negative expressiveness (NE) are all p<.01, it is found that there is a significant difference of PE and NE by science score. But, since the significant value of F value (1.725) for impulse strength (IS) is .095 (p>.05), it can be seen that there is no significant difference in IS by science score. The higher the science score, the larger the PE values and the lower the NE values. However, even if the science score increases, the IS values do not show a trend in a certain direction.

Regular participation in regularly performed physical activity (PA) is recommended for proper development of rapidly changing physical and psychological status of adolescents. Despite the importance of proper PA, various prioritizing factors in adolescents’ daily lives such as com-petitive academic performance deter regular participation. This study has been conducted to analyze impact of PA on academic performance (grades) for middle to high school female adolescents. 20th Korea Youth Risk Behavior Survey data with 8 factors were utilized for the study. 25,668 female adolescents across six grade levels (M1, M2, M3, H1, H2, H3) were grouped to sedentary (SG: 2 or fewer days/wk) and physically active (PG: 3 or more days/wk) groups based on their weekly PA days and compared. Also, each incremented day of PA (0- through 7-day PA) was further compared. Although SG and PG showed mixed results, in-cremented PA days showed either significantly better academic perfor-mances or no difference. Significant poor academic performances were shown for 7-day PA compared to 0-day PA for M2 (2.88±1.19 vs. 3.25± 1.17), M3 (2.84±1.20 vs. 3.23±1.23), H3 (3.02±1.08 vs. 3.51±1.09). Although body mass index (BMI) of each grade level was within normal range for all PA groups, significantly increased BMI was shown in SG groups. Moreover, perceived effort on weight control (effort) was shown for all 7-day PA groups compared to all 0-day PA groups. In conclusion, regu-larly performed PA may positively influence or have no effect on aca-demic performance. However, excessive PA aimed at weight control may have a negative impact.

Background/Objectives: This study examined if there a significant difference in math scores between the morning and afternoon class sections of first-year undergraduate game development students in mathematics. Methods/Statistical analysis: This experimental study had a population of an unpaired group composed of a morning and an afternoon class time. The i-Ready® Online Mathematics Assessment by Curriculum Associates was used to measure the math scores of each group proctored by the researchers and analyzed using Levine’s test (t-test) and Mann-Whitney U test. Findings: The results of the study show that there is no significant difference in math scores between the morning and the afternoon class times. Improvements/Applications: For future studies, the researchers aim to determine the math scores of the morning and afternoon class times of the different year undergraduate levels.

The study aimed to determine the relationship between the students’ academic performance in Mathematics and Financial Management courses and establish a benchmark in determining the success of students in passing their major course Financial Management, which is the foundation of all major courses in the program BSBA Major in Financial Management. Results show that there was a weak positive relationship between the students’ academic performance in College Algebra and Financial Management course. The results also showed that there was a weak positive relationship between the students’ academic performance in Math of Investment and Financial Management course. It was recommended that College Algebra should also be part of the retention policy for the BSBA Financial Management Program since it was proven that it was a predictor of the students’ academic performance in Financial Management course, which is the core of all major courses in the program. It was also recommended that the required grade for both College Algebra and Math of Investment courses in the Retention Program should be at least 2.25 to increase the chances of success of students in passing their major course Financial Management, which is the foundation of all major courses in the program BSBA Major in Financial Management.

A number of organizations have had big interests in studies concerning leadership and in academic areas, in not only management but also psychology. Until now, leadership has been accentuated by managers or team leaders especially. Recently, however, the concept of self-leadership directing one's own activities through self-control or self-management is being focused on in practices and in academia. This study is to investigate the influence between self-leadership strategies and learning performance in IT classes mediated by attitude of attendance focused on the social science students in two universities (Korea (121 samples) and India (106 samples)). And this research tried to compare difference between two university students. Research results can give us direction of task-taking attitudes in firms or learning attitudes in teaching organizations and implications to human resource managers who are in charge of improving learning performance or productivity.

Regularly performed daily moderate to vigorous physical activity (PA) is recommended to promote physical and mental health in adolescents. However, sedentary behavior has been reported with ever-increasing demand for competition without clear understanding of the relationship between PA and mental health and academic performance. Therefore, this study observed the changes in the amount PA in 6 grade levels in relation to mental health and academic performance. This study ana-lyzed the amount of moderate and vigorous PA, sedentary time, mental health, and academic performance in male adolescents of 6 middle to high school grade levels by sedentary group (SG: 2 or less min/wk) and physical activity group (PG: 3 or more min/wk) groups depending on the days of weekly PA. The most weekly moderate and vigorous PA dura-tion significant reduced by 29.4% (*P<0.01) and -43.8% (*P<0.01) for H2 in comparison to M1 in SG. The greatest increase in sitting duration 744.95±470.27 min/wk (*P<0.01) was shown by SG. Significant increase in loneliness degree was shown throughout the grade levels of M3 to H3 (2.41±1.08 to 2.50±1.06, *P<0.01) in SG. Degree of stress also sig-nificantly increased from M3 to H3 (2.69±0.98, *P<0.01 to 2.90±0.96, *P<0.01) in SG. Finally, perceived academic performance by the days of PA did not show clear difference between SG and PG. In conclusion, regularly performed PA male adolescents showed greater duration of moderate and vigorous PA without negatively influencing mental health and academic performance. Moreover, well controlled academic per-formance and sitting duration were shown.

Knowledge about academic writing is important to be promoted among the community in Institutes of Teacher Education Malaysia (ITEMs) as the teacher trainees will need to teach these academic writing skills to their students in the future. Additionally, the amalgamation of digital technologies and instructional practice is known to be able to ignite the change in the teacher trainees’ learning of academic writing. As such, this study was conducted by adopting a single group quasi-experimental research design to investigate the effects of digital writing software as a tool for process approach to writing on teacher trainees’ academic writing performance. The study was done on 10 teacher trainees at one ITEM using pre- and post-tests, observation, and reflective journal. Findings indicate that the use of digital writing software as a tool for process approach to writing does improve the teacher trainees’ academic writing performance. The eclectic approach proposes an effective way of enhancing the writing process and increasing the teacher trainees’ motivation to write digital conceptual papers. The use of digital writing software as a tool for process approach to writing can be carried out over an extended duration to develop better comprehension and practice of academic writing.

This research delved into the impact of SRL strategies-based instruction on EFL students’ L2 writing performance, academic self-efficacy, and use of SRL strategies. To this end, 50 Iranian EFL learners, including 25 males and 25 females, attended the study. The experimental group was provided with a four-month SRL strategies-based intervention which followed the Self-Regulated Strategy Development model adapted from Harris and Graham (1996), and the control group took the traditional writing course needed by the university curriculum with the same length. All the students were required to accomplish pre- and post-writing tests as well as self-report questionnaires, including the Writing Strategies for Self-Regulated Learning Questionnaire and the second Language Writer Self-Efficacy Scale, at the beginning and the end of the instruction. The outcomes showed that the experimental group outperformed the control group in the post-writing test. Experimental group 's levels of linguistic self-efficacy and performance self-efficacy were remarkably higher than their counterparts in the control group. The study further implies that the instruction might contribute to the increased application of SRL strategies in EFL writing classes in a way that students might become more self-directed and self-regulated in their overall language performance in general and their written performances in particular.

و یلیصحت یدمآراکدوخ ،یاھ یژتارتسا زا هدافتسا تسا ھتخادرپ .زومآ نابز هاجنپدندوب مق هاگشناد رد یسیلگنا تایبدا ھتشر رد لیصحت لاح رد ھک نیا رددندرک تکرش قیقحتشزومآ تحت هام راھچ یشیامزآ هورگ . یمیظنتدوخ دربھار ھعسوت لدم قبط ھک تفرگ رارق روحم یژتارتسا ) ماھارگ و سیرھ1996 تدم نامھ ھب لرتنک هورگ یارب هاگشناد یسرد ھمانرب قبط یتنس یراتشون هرود و دوب ( راھچ ھئارا هامشیپ ات دش ھتساوخ نایوجشناد ھمھ زا .دشسپ و نومزآنومزآشسرپ و راتشون یاھھماندوخ یاھ شرازگ شسرپ لماش یھد ھمانیمیظنتدوخ یریگدای یارب راتشون یاھ یژتارتسا هورگ ھک داد ناشن جیاتن .دنھد ماجنا ار مود نابز هدنسیون یدمآراکدوخ رایعم و سپ رد لرتنک هورگ زا یرتھب درکلمع یشیامزآ هورگ یدرکلمع یدمآراکدوخ و ینابز یدمآراکدوخ حطس .تشاد راتشون نومزآشیامزآ یژتارتسا زا هدافتسا شیازفا ثعاب روحم یژتارتسا شزومآ زا هدافتسا ھک دش شرازگ نینچمھ .تشاد یریگمشچ شیازفا ی یاھلاعف و یم یشزومآ نینچ ھک تسا نیا زا یکاح ام جیاتن .دش روکذم یاھ یژتارتسا زا هدافتسا رد وجشناد ندش رت ھب دناوت نابز نازومآشیب یاکتا ردیگدای ھب رتو هدرک کمک ملعم زا یریگدای یاجب یدرف یرزومآ نابز یم ھنلااعف ار دوخ یریگدای دنیآرف دناوت رت .دنک یبایزرا

본 연구는 청소년의 진로준비활동과 학업열의 및 학업무기력의 관계에서 진로적응력과 자아존중감이 어떻게 매개하며 학업성적에 따른 집단 간에 차이가 있는지 검증하였다. 한국아동․ 청소년패널조사 2018의 중1 패널 5차년도 자료를 이용하여 일반고 2학년 청소년 1,343명을 대상으로 구조방정식 모형과 다집단분석을 실시하였다. 진로준비활동이 학업열의에 미치는 영향은 진로적응력과 자아존중감을 통해 부분 매개되었고, 진로준비활동이 학업무기력에 미치는영향은 진로적응력과 자아존중감을 통해 완전 매개되었다. 다집단분석 결과, 진로준비활동이학업무기력에 미치는 영향은 학업성적 중․하 집단에서만 유의하였다. 그리고 진로준비활동이자아존중감에 미치는 영향은 학업성적 상 집단에서만 유의하였다. 진로적응력이 학업열의에미치는 경로에서는 두 집단 간에 상반된 결과가 나타났다. 학업성적 중․하 집단에서는 유의한 부(-)적 영향을 미치는 반면, 학업성적 상 집단에서는 유의한 정(+)적 영향을 미치는 것으로 나타났다. 이와 같이 학업성적에 따라 진로준비활동의 영향력이 달라질 수 있음에 주목하여 학업성적에 따라 특성화된 진로준비프로그램 마련을 제언하였다.

This study investigated the mediating roles of career adaptability and self-esteem in the relationship among adolescents' career preparation behavior, academic engagement, and academic helplessness, focusing on differences across academic performance groups. Using data from the Korean Children and Youth Panel Survey 2018(KCYPS 2018), a structural equation model and a multi-group analysis were conducted on a sample of 1,343 general high school students. The results showed that career adaptability and self-esteem partially mediated the impact of career preparation behavior on academic engagement and fully mediated its effect on academic helplessness. The multi-group analysis found that career preparation behavior significantly affected academic helplessness only in the low to middle academic performance group, while they significantly affected self-esteem in the high academic performance group. Additionally, career adaptability had contrasting effects on academic engagement, showing a significant negative effect in the low to middle academic performance group and a significant positive effect in the high academic performance group. These results underscored the differential effect of career preparation behavior based on academic performance, highlighting the need for tailored career preparation programs based on academic performance.

이 연구에서는 초,중,고등학생을 대상으로 이들의 직업포부수준과 직업포부의 성유형의 변화를 탐색하였고, 직업포부가 성적, 학업적 자기효능감, 성역할과 관련되는지를 분석하였다. 연구의 대상은 초등학생 177명, 중학생 182명, 고등학생 178명으로 총 537명이었다. 연구의 참여자들에게 직업포부 질문지, 성적, 학업적 자기효능감검사, 성역할검사를 실시하여 그 결과를 분석하였다. 직업포부에서 계산한 직업포부수준과 직업포부의 성유형을 분석한 결과, 중학생과 고등학생은 초등학생에 비해 직업포부수준이 높게 나타났고, 직업포부의 성유형에서는 학교급별 차이가 나타나지 않았다. 직업포부수준의 성별차이에서는 고등학생만 남자가 여자에 비해 직업포부수준이 높게 나타났고, 초등학생과 중학생은 성별 차이가 나타나지 않았다. 직업포부의 성유형에서는 중학생 남자가 여자보다 남성적인 직업을 선호하였으며, 초등학생과 고등학생은 직업포부 성유형에서 성별차이가 유의하지 않았다. 성역할 중 여성성은 직업포부의 성유형과 관련되지 않았지만, 남성성은 초등학생과 중학생 여자의 직업포부의 성유형과 관련되었다. 성적, 학업적 자기효능감, 성역할은 초등학생과 중학생의 직업포부수준을 유의하게 설명하였으나, 고등학생 남녀의 직업포부수준은 유의하게 설명하지 못하였다. 연구의 결과에 따른 논의가 기술되었다.

This article examines (a) the overall development of youth's occupational aspirations, and (b)the role of academic performance, academic self-efficacy, and sex-roles in shaping occupational aspirations. Occupational aspirations are examined using two dimensions of occupations: prestige level and sex-type. Data were gathered from 177 6th graders, 182 8th graders, and 178 11th graders. The findings are as follows. Eighth graders and 11th graders showed occupational aspirations with higher prestige level compared to that of 6th graders. There was no occupational sex-type differences found among occupational aspirations of three age groups. Male 11th graders aspired occupations with higher prestige level than their female counterparts, while there was no gender difference found in other age groups. Regarding occupational sex-types, male 8th graders wanted to acquire more masculine occupations compared to their female counterparts. The influences of academic performance, academic self-efficacy, sex-roles on prestige level of occupational aspirations were investigated using a multiple regression analysis. The explained variance by 3 predictors were significant for 6th- and 8th- graders. In general, academic performance and academic self-efficacy were significant predictors of occupational aspirations, while sex-roles were not significant in predicting occupational aspirations.

본 연구의 목적은 한국 사회에서‘왜, 그리고 어떻게 부모의 학력과 직업지위라는 비경제적 자원이 자녀의 교육성취로 전환되어 나타나는지’를 밝히는 것이다. 본 연구는 사례연구 방법을 사용하여, 부모의 교육수준과 직업지위가 높은 중산층 가정과 상대적으로 낮은노동자 및 저소득층 가정으로 나누고, 다시 각 집단에서 높은 학업성취를 이루어 명문대에 입학한 사례와 학업성취도가 낮았던 사례를 분류하여 총 29개의 사례를 비교·분석하였다. 사례를 분석한 결과, 고학력 중산층과, 저학력 노동자 및 저소득층 사이에는 교육에 관한 가치관과 교육열망, 자녀를 공부시키는 방식 및 양육관행 등에서 차이가 발견되었다. 사회계층에 따라 교육열망과 양육관행에 차이가 나타나는 것은 일차적으로, 그들이 회구조 속에서 겪은 생애경험이 다르기 때문이다. 본 연구는 면접 자료를 분석하는 과정에서, 학력수준이 다른 사회계층 사이에는 학력자본의 가치를 몸으로 느끼는 정도가 사회통념과 다를것이라는 가설을 구성하였고, 이를 학력 가치 체감(體感)의 역설이라 이름 붙여 하나의 가설로서 제기하였다.

This study attempts, using qualitative research methods, to identify a series of complex processes and mechanisms that turn the differences in the parents’education levels and occupational statuses into the gaps between their children’s academic achievements. The highly educated parents with high occupational status are obsessed with top universities while the less educated parents with low occupational status tend to be less interested in educational capital. The highly educated middle-class parents themselves have strong educational aspirations. They also try to inspire educational aspirations and academic enthusiasm in their children by the early and deep involvement in a long-term educational strategy. They repeatedly teach their children to have aspirations toward higher professional status as well as a competitive attitude in academic performance. In contrast, the less educated working class parents do not emphasize the importance of high education and ‘a good educational background’ to their children. The differences in the educational aspirations and parenting practices between the two social classes primarily derive from their varying life experiences in the social structure. The middle class interviewees said that their obsession with ‘a good education background’ was closely related to their sense of fear that their children could fall from the middle class. In contrast to the middle class interviewees, the working class parents had no memories of painful experiences related to their lack of higher education. They claimed that they rarely ever felt inferior and that they rarely regretted their lack of high education. In addition, they did not believe that their lives were more difficult due to their ‘low education’.