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셀프리더십 훈련 프로그램이 대학생들의 희망과 자아상에 미치는 효과
양남희(Nam Hee Yang) 朝鮮大學校 師範大學 附設 敎科敎育硏究所 2010 敎科敎育硏究 Vol.31 No.2
The research was to investigate the effect of self leadership program on hope and self-image of college students from Oct 30th to 31st, 2009 for 33 C college students. The research tool was the state hope scale, developed by Snyder(1996) and modified in Kim(2004)’s study. In this research, the reliability was .946 in Cronbach’s alpha. The self-image scale was a tool of Wright(2005), whose reliability was .938 in Cronback’s alpha. The data analysis was conducted in frequency test and paired t-test with SPSS. The results are following. 1. In this research, the first grader was 20(60.6%), and female students were 31(93.9%). In religion, ‘other’ was 16(48.5%). In pocket money category, ‘less then 20 thousand won’ and ’20-30 thousand won’ were 14(42.4%) each. The number of people who answered that they have hobbies was 28(84.8%). In structure of family, ‘live with parents’ was 29(87.9%) in number. 2. In this research, the hope of subjects increased significantly from 3.48 before test to 3.94 after test (t = -5.573, p = .000). The self-image scale increased significantly from 3.49 before test to 3.76 after test(t = -4.858, p = .000). Concluded with the results, the self leadership program is effect to improve college students’ hope and self image. Therefore, for college students who have very negative self-image and despair, the program should highly be recommended to apply.
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실손의료보험 가입자의 보험관련 특성과 보험서비스 만족도
홍은실(Hong, Eun-Sil),양남희(Yang, Nam-Hee),신효련(Shin, Hyo-Ryeon) 전남대학교 생활과학연구소 2009 生活科學硏究 Vol.19 No.-
This study investigated the differences of satisfaction in insurance according to insurance properties of medical reimbursement insurance policyholder. The samples were 300 adults. SPSS 12.0 software was used for statistical analysis. Cronbach's α, chi-square analysis, t-test, one-way ANOVA, Duncan's multiple range analysis were all conducted to acquire the results. The main results of this study were as follows. First, the properties in medical reimbursement insurance differed significantly according to socio-demographic variables such as gender, age, level of education, job status, monthly household income. Second, the satisfaction in medical reimbursement insurance differed significantly according to socio-demographic variables such as job status, monthly household income. Third, the satisfaction in medical reimbursement insurance differed significantly according to the type of insurance.
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가정환경 변인에 따른 청소년의 생활의 질 만족에 관한 연구
양남희,한경순 조선대학교 기초과학연구소 1994 自然科學硏究 Vol.17 No.1
This study seeks to investigate the juveniles' satisfaction on the quality of life in 1he education environment and review wheir position and structure variables in the home surroundings. This findings will propose how much their satisfaction degree is and what effects work in the home environment variables. The purpose of this study is to offer the basic materials about their satisfaction and quality of life in jubeniles. The investigative objectives of this study are the seniors and juniors in S and C high schools and girls' high schools. The way of investigation is through the questionnaire of the Personal Administration, and the period is Dec. l0th - 2Oth in 199e. The 458 in 600 sheets presented was utilized in the resoureces of study. The analysis proposes the frequency number, percentages and averages by way of SAS computer program, examines Oneway ANOVA and Duncan's Multiple Range Test, and practices Person's Appropriate Rate Correlation and Stepwise Multiple Regression Analysis. The Summary of findings follows up: 1) The general inclination in juveniles' life shows the high degree of satisfaction, respectively, of 42.4% in the family life, 54.6% in ghe relation between friends, 41.9% in health, 44.8% in ghe family environment, 37.3% in the religion, and does the middle degree of satisfaction of 43.2% in kin-relation, 43.2% in education, 46.1% in leisure, 55.2% in mass media and 58.7% in the neighborhood and community. They show the unsatisfaction of 34.5% in the finanacial safety. 2)* The variables in the family life and the juveniles satisfaction are their school grade, the existence or nonexistence in parents, cultural understandings, nutrition health, life space, value orientation, learning system and group property. * The variables in friend satisfaction are the school grade, the existence or nonexistence in parents, mother employment, house size, father occupation, family members, cultural understanding, value orientation, group property. * The variables in education are ages, father schooling, cultural understanding, nutrition health, life space, value orientation, learning system and group property. * The variables in education are ages, father schooling, cultural understanding, nutrition health, life space, value orientation and group property. * The variables in health are school grade, father occupation, house size, cultural understanding, life spare, learning system, value orientation and group property. * The variables in family environment are school grade, the existence or nonexistence in parents, mother employment house environment, cultural understanding, nutrition health, life space, value orientation, learning system and group property. * The variables in leisure life are ages, school grade, father schooling, mother employment, value orientation and group property. * The variables in religion are father schooling, mother employment, belifef pattern, nutrition health, life space, value orientation, learning and group property. * The variables in mass media are value orientation and group property. * The variable in financial safety are mother schooling, mother employment, house size, father occupation, cultural understanding, nutrition health, life space, value orientation, learning system and group property. The variable in the neighborhood and community are the existence or nonexistence in parents, mother schooling, house size, value orientation, learning system and group property. 3) The correlation areas in the life satisfaction and variables are the value direction, learning system, group property in family life, value orientation, group property in family environment and the group property in the financial safety. 4) The independent variables in family life make much effect on family life, health, religion, mass media and financial safety, and show relatively the group property in the high dgree. The value direction shows the high degree in friend relation, education, family environment, neighbor and community, and learning system does in kin-jrelation. The leisure satisfaction shows the negative correlation according to the school grade.
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양남희,홍은실 한국 가정과 교육 학회 2000 한국가정과교육학회지 Vol.12 No.1
The purpose of this study was to analyse the relationship between behaviors of the video game(frequency, thime, career) and lelated variables in middle and high school boys. The data were collected using questionnaries from 342 boys. The major results of this study are summarized as follows ; (1) A correlation between the frequency and the time of video game was significant, but correlations between the career and the frequency, the time of video game were not significant. (2) The frequency of video game showed significant relationships with palce, preference formation, relative preference, and parents involvement. The time of video game showed significant relationships with place, preference formation, relative preference, and cost. The career showed significant relationship with palce and cost.
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家政科 敎科 및 이의 男女 共通 履修에 대한 成人男子의 認識 조사
양남희 조선대학교 기초과학연구소 1991 自然科學硏究 Vol.14 No.1
The purpose of this study is to provide the materials for the development of Home Economics Course by examining what the recognition of men-students is about Home Economics Course and both men and women's common study of it, and by ralating the recognition to the attitudes of sex role and some general characteristics. For this study, 332 male adults living in Kwang-Ju city and some parts of Chonnom Province are questioned and analyzed by Frequency, Per centage and X^2-test. The results are as follows. 1) Recognition of Home Economics Course * At the question that "What is Home Economics Course?", 52.4 per centage of all respondents has the recognition of "the course studying the knowledge and function of home life." * At the question that "Why do you think students learn Home Economics?", the answer that "they learn the subject in order to improve their way of life" was most highly ranked at 74.7 per centage. * At the question that "What is Home Economics?", "Students learn the family and its culture" and "Students learn household life and woman's virtue." were each answered at 46.7 per centage and 44.6 per centage. This shown there is some relationship related with the attitude sex role. * At the question that "How much do you think you learned the knowledge and technique needed at home life from school education?", 60.2 per centage of the respondents answered that they learn only knowledge." This shows that there is some relationship according to the place of residence and educational level. * At the question that "Where do you obtain the knowledge and information to solve the problems happening after marriage?", 52.1 per centage answered that "they get them from parents." This shows that there is some relationship according to the place of residence, educational level and the monthly income. * At the question that "How much are you interested in Home Economics Course?", the answere that "It is different according to its contents." was highly ranked at 72.3 per centage. * At the question that "How much do you think you know about Home Economics Course?", the highest answer at 67.5 per centage was that "They know some." and the answere that "they know little." was 25.3 per centage, the rate of which was not low. This shows there is some relationship related with the profession. 2) The recognition about both men and women student's study of Home Economics Course * At the question that "How do you think that men-students learn Home Economics Course?", the answer "men-students, too, had better learn a little if if is possible." was 66.5 per centage and it was highest, 25.6 per centage of all respondents answered that "men-students should learn it necessarily." This shows only a few men-students recognize that they need study the subject. * At the question that "Who do you think should learn Home Economics Course?", "All students" was 36.4 per centage, "All women-students and only men students who want" 26.1 per centage, and "men women students who want" was 25.2 per centage. This shows more than 87 per centage thinks affirmatively that men-students learn Home Economics. * At the question that "How much do you think the knowledge learned from college will be helpful if they learn Home Economics?", the answer that "it will be helpul considerably" was 43.1 per centage and most of the respondents thought that" it will be helpul at a degree." This shows that there is some relationship related with the years of maeriage. * At the question that "Why do you think is it difficult for men-students to learn Home Economics?", the answer that "Because of the fixed notion about the roles of men an women" was 59.8 per centage and it was highest. This shows it is related with the place of residence, educational level and sex role. * At the question that "What do you think the use will be if you study Home Economics?", the answer that "it will be helpful to oneself and home life" was highest at 71.4 per centage.
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