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학업/비학업자아개념, 학교태도 및 학교적응간의 관계 탐색
金龍來,金兌垠 弘益大學校 敎育硏究所 2001 敎育硏究論叢 Vol.- No.18
The purpose of this examination was to find out the relationship among secondary school learners' academic/nonacademic self-concept, school-related attitudes and school-related coping. And in order to achieve the purpose of this examination sampled middle/high school learners in Seoul and other areas. The instruments used for the data collection were 「Self-Concept Scale」 (Kim, Yong-Rae, 1995), 「School-Related Attitudes Scale」 (Kim, Yong-Rea, Lee, Hye-Won, 1996) and 「School-Related Coping Scale」 (Kim, Yong-Rae, 2000). The collected data analyses were performed using SPSS Win (10 V) program, and analysed Mean score (M), Standard Deviation (SD), Zero-Order Correlation (γ) and Multi-Regression Analysis. All statistic values were tested by t-test and F-test in the significant level of p< .05. And as for the major findings of this examination, only three variables - 'school general self-concept', 'teacher-related attitudes' and 'instruction related attitudes' among all research variables for this examination were significantly positive influences on Korea secondary school learners' "school-related coping" respectively.
김용래,유효현 弘益大學校 人文科學硏究所 2002 人文科學 Vol.10 No.-
The purpose of this examination was to find out the relationship among secondary school learners' self-efficacy, instructional motivation and school life-related coping. And in order to achieve the purpose of this examination sampled middle/high school learners in Seoul and other areas. The instruments used for the data collection were 「Self-efficacy Scale」 (Kim, A-Young, 1997), 「School Learning Motivation」 (Kim, Yong-Rae, 2000) and 「School Adjustment Scale」 (Kim, Yong-Rae, 2000). The collected data analysis were performed using SPSS/WIN(11.0V) program, and analysis Mean score(M), Standard Deviation(SD), Zero Order Correlation(r) and Multi-Regression Analysis All statistic values were tested by t-test and F-test in the significant level of p<05. And as for the major findings of this examination, 'self-efficacy', 'instructional motivation' and 'school life-related coping' were significantly positive correlation. And 'self-efficacy' and 'instructional motivation' were significantly positive influences on Korea secondary school learners' 'school life-related coping' respectively.
김용래,김태은 홍익대학교 2002 敎育硏究論叢 Vol.- No.19
The purpose of this study was to conceptualize the `Emotional Intelligence' and the 'Self-Concept' through an analysis of the related literature. and to find out the relationships between secondary school learners' emotional intelligence(EI) and self-concept(SC). And in order to achieve the purpose of this study analysed the related literatures and the subjects were sampled voluntarily 320 middle and high school learners in Seoul and other areas. The scales/instruments used for data collection were 「Emotional Intelligence Scale」 (Moon, Yong-Lin, 1996) and 「Self-Concept Scale] (Kim, Yong-Rae, 1995), the collected data processing was performed by SPSS/PC+ program, and analysed zero-order correlation between two variables and multiple regression, and all statistic value (r, R^2, R^2ch, andβ) were tested by F-test and t-test at the significant level of p < .05. As for the major contents of the findings in this study were as follows: First, "Self-concept is the level or degree of the evaluative attitudes and beliefs about 'the self' based feelings and views that was formed through interaction between self and significant others and various experiences in environment/situation" Second, "Emotional intelligence is multifactorial array of interrelated emotional, personal, and social abilities - the ability to accurately perceive and appraise self, to be aware of and understand self-emotions, to effectively manage self-emotions, to control self-emotions, to adapt and adjust self-feelings and thoughts to new situations, to solve self-personal and interpersonal problems, to be aware of and understand others emotions, and to relate well others". And addition to these abilities, emotional intelligence may be include following the abilities - the ability to be positive and to look at the brighter side of life, to feel content with self, others, and life in general, to be self-reliant and free of emotional dependency on others, to identify with and feel part of our social groups, and to achieve goals and actualize self-potential. Third, the correlation between learners 'emotional intelligence' and 'self-concept' was relatively in meaningful positive relationships. Learners nonacademic self-concept was more influence on emotional intelligence than academic self-concept. Personality self-concept and family self-concept among nonacademic self-concept subfactors influenced on emotional intelligence and its subfactors respectively. And the personality self-concept was in meaningful higher power of influence on the emotional intelligence than the family self-concept.
대학교 신입생의 특성에 관한 실태조사(1) : 1994학년도 조선대 신입생 일부를 대상으로 1994 Chosun University Entrants
김학렬,조용래,박상학,김상훈,박근무,표경식 조선대학교 1994 The Medical Journal of Chosun University Vol.19 No.2
The main purposes of this survey are to identify the characteristics of entrants and to provide some suggestions for both a policy planning for entrants and student guidance. For this, entrants(N=868) who were admitted to natural science, engineering, education. fine arts, and other colleges of Chosun University(CU) in 1994 were surveyed with the questionnaire developed by authors. The questionnaire dealt with 1) demographic characteristics. 2) life environment - family relationship, family circumstances, economic conditions, 3) life during high school, 4) attitudes toward both the university and one's subject of study - major sources of informations about the university and attitude toward the university. major sources of informations about one's subject of study and attitude toward one's subject of study, 5) the plan of the university life and course after graduation, 6) interpersonal relationship, and 7) self-perception. The characteristics of entrants were globally examined, and differences between the sexes and differences among colleges in the characteristics described above, if any, were also mentioned. Some suggestions based on the results of this survey were provided in terms of both a policy planning for entrants and student guidance, Finally, one limitation of this survey was discussed from the standpoint of the generalization of the results and some suggestions for future surveys were also discussed.