Recommended by Professor Kim Joo-hwan and Professor Cheon Geun-ah!
“My child, who used to listen well and study well, has changed.”
Grades plummet… What are the 'critical mistakes' made by mothers in Daechi-dong?

An authority on learning problems and emotional regulation research,
In Gangnam, he is called 'Mr. Kim of Daechi-dong'.
Gangnam Severance Hospital Professor Eun-ju Kim's emergency prescription for 'study emotions'!

“Studying alone is not enough.
“It is emotions that lead children to action.” Professor Eun-Joo Kim’s 『The Power of Emotional Studying』 is a book that focuses on the ‘emotional study’ that influences children’s grades, and is a book that contains everything about the ‘emotional study’ from temperament to development and intrinsic motivation.
The author, Professor Eun-ju Kim, is an authority on learning problems and emotional regulation research, and is a psychiatrist with extensive experience treating learning problems in children in Daechi-dong at Gangnam Severance Hospital, so she is called “Daechi-dong Dr. Kim” among Gangnam parents.

In this book, the author shows the reality of children suffering from 'study scars' and 'learned helplessness', and at the same time dissects 'study emotions' in detail, pointing out the side effects that can occur when parents overlook their children's 'study emotions'.
Furthermore, the author persuasively presents specific examples and demonstrates that no matter how intelligent a child is or how good the learning environment is, if a child's love for studying is disrupted, academic achievement will inevitably be limited, and if studying becomes painful, academic achievement will become even more difficult.
This book offers practical and realistic advice on how to instill a "positive study mindset" in children, what parents can do to foster "emotional control," and how to approach children based on their temperament. From temperament-specific emotional coaching using the TCI test to methods for fostering emotional control, this book comprehensively covers everything related to "study motivation."

Parents who are currently or will be fighting the college entrance exam war, parents who are struggling with their children's academics, and parents who want to turn studying into a joy rather than a pain will find useful insights in this book.

“Some children excel in grades through elementary and middle school, and after entering prestigious gifted high schools, science high schools, specialized high schools, and autonomous private high schools, they build a wall between themselves and their studies. This can be a huge problem for parents.
If anxious parents hurriedly look for a new academy and tell their child to go there, the child will become irritated and angry at the parents, refuse to come out of his or her room, his or her grades will plummet, and the relationship with the parents will continue to deteriorate, creating a vicious cycle.
This is one of the most common types of consultations I encounter in my clinic.
What did these children's parents miss? They were incredibly successful as learning managers, having established a private education roadmap early on, ensuring their children progressed through advanced learning at a prestigious academy in Daechi-dong, and ultimately helped them get into their desired high schools. What did they overlook in this process?
--- p.6

“There is one repertoire that parents who visit hospitals or clinics often talk about.
“Until elementary school, he was an excellent student who did well in school and was even a class officer. However, when he entered middle school, his grades began to fall behind because he made the wrong friends or became addicted to social media and games.”
--- p.57

“If your heart races and your hands tremble just hearing the word ‘math,’ then it’s nearly impossible to do well in math.
Recently, as the Korean language section of the college entrance exam has become longer and more difficult, the number of children who momentarily lose their minds and become dazed or overwhelmed with tension just by looking at the Korean language test, which is the first subject on the exam, is increasing.
This is a phenomenon that occurs when the test environment and fear response are combined.”
--- p.66

“Woo-seok was a third-year middle school boy who was very smart and had a good physique, standing over 180 centimeters tall.
He said that he came to seek treatment because he was experiencing severe depression and anxiety after failing to get into a science high school.
When I asked if she was really upset, she said, “I feel bad for Mom.
“What should I do about my mom?” the big boy cried, tears streaming down his face.
--- p.82

“A middle school student came to his mother and confided in her after hearing this.
"Did I even ask my parents to give birth to me? If they brought me into this difficult world without asking, they should take responsibility. Why are you telling me they didn't give birth to me to see this?"
--- pp.87~88

“When children reach the third year of middle school, there is a question that parents ask a lot.
"Is Daechi-dong the right fit for my child?" "Should I send my child to a specialized or autonomous high school, or would it be better to just send them to a regular high school?" Parents wonder if their child will be able to withstand this frustration, considering that if they enter a highly competitive school like a specialized or autonomous high school, their grades will likely be lower than those of a regular high school. Considering their child's personality and social skills, parents often wonder if their child will be able to withstand this frustration.
“I want to send my child to a prestigious high school with an excellent academic curriculum and a conducive learning environment, but these schools often put their grades at a disadvantage, so I want to determine if my child has the temperament to withstand such pressure.”
--- p.116

"How can we naturally inspire students to feel a positive desire to study?" This is a question that many educators constantly grapple with.
Especially during middle and high school, ‘learning motivation’ is a very important factor in helping children continue to study hard.
Until the early elementary school years, children mainly study for external motivations, such as pocket money, toys, or recognition from parents, teachers, and friends.
However, the validity period of this external motivation is not very long.
These days, it's not very common to buy things that even fifth graders want.”
--- p.163

"Soo-hyeon was a third-year middle school student, a bright and unique boy. His IQ was relatively high, around 130, but he was very tired of cram schools, having been shuttled from one to the next, eating lunch in the car since childhood.
Even after entering middle school, I continued to clash with my mother over the academy issue.
One day, Su-hyeon said this.
“I figured out a way to quit school.
“If you swear at the teacher and the teaching assistant, they will fire you from the academy.” In fact, Su-hyeon said that he went to the academy and acted tough and intentionally behaved badly.
When I asked him why he hated that academy so much, he said the first reason was because his mother made him go there.”
--- pp.190~191

“Childhood and adolescent depression can be confusing for parents.
During this period, depression does not necessarily manifest itself as a sad mood.
It can also manifest as severe mood swings, irritability, anger, flight, deviant behavior, and physical aches.
And especially, adolescent depression has a characteristic called 'mood reactivity', so when something fun happens or when friends ask to play, the child goes out and has fun, so the child does not seem depressed in the eyes of the parents.
So, in the end, many parents end up regretting it after realizing the danger signals their children are sending.”
--- pp.201~202

“Recently, there has been an increase in cases where parents bring their middle and high school students for testing, saying, ‘Does my child have ADHD too?’ when their child’s grades are dropping.
I first ask my parents what it was like when they were little.
Then, it is said that most people were quiet and focused when they were young.
In elementary school, because there are no tests and the studying is not difficult, ADHD is often not detected among children with high intelligence, even if they are slightly distracted.
However, as students enter middle and high school and the amount and difficulty of studying increases, their grades drop, and parents begin to suspect that their child may have quiet ADHD and may have overlooked it.”
--- p.227

“For children, digital media has become not only a means of learning, but also a means of leisure and making friends.
Studying online, communicating with friends on social media, and playing games, it has become something I can't live without.
These days, children have only experienced a world with Wi-Fi since they were born.
Parents need to understand that their children cannot imagine a world without smartphones.
That is why it is realistically difficult to ask children to ‘be patient’ or ‘spend less.’
“Usually, the problem of digital media use begins to surface in earnest around the end of elementary school.”
--- pp.273~274

“If you raise your children by ignoring their emotions and only emphasizing academics, they will not know their own emotions well even as teenagers.
So, even though they are in a difficult situation, there are many children who do not realize that it is difficult and feel guilty about the difficulty because they are lacking.
Because I've been running without much time since I was young, I think I'm lacking if I can't keep up.
So when I rest, I get anxious.
There are so many kids like that.
Even when I rest or sleep, I feel anxious, and even when I play, I feel anxious and cannot play comfortably.
“There are many children who feel more comfortable when they go to the academy and sit there, even if it means going to sleep.”

--- p.281