청소년 자아이미지 스토리텔링 표현 연구

한지운(Han, Ji Woon),나건(Nah, Ken) 한국디자인문화학회 2017 한국디자인문화학회지 Vol.23 No.1

자기표현은 인간이 가지고 있는 본능이며 다양한 방법으로 표현할 수 있다. 특히 시각에 기반한 자기표현은 예술⋅디자인 분야에서 찾아볼 수 있다. 시각도구를 활용한 자기표현은 본능 충족의 목적뿐만이 아닌 자기의 이해 및 타인과의 소통을 위한 도구로서 중요한 가치를 가진다. 본 연구는 15세 여자 청소년을 대상으로 이미지 스토리텔링 이론과 연계한 시각적 자기표현 연구이다. 본 연구의 목적은 시각디자인 요소인 색채를 기반으로 한 자아이미지 스토리텔링의 특징을 연구하고 향후 교육활동 분야의 활용 가능성을 제안함에 있다. 연구방법으로 자아이미지 및 정체성 이론과 서사적 정체성 이론을 고찰하고 표현이론에 해당하는 이미지 스토리텔링을 색채 활용을 중심으로 연구하였다. 실험연구는 15세 여자 청소년을 대상으로 한 정성조사로 진행하였다. 정성조사를 통해 자아이미지 영역에 대한 표현 분석과정에서 이미지 스토리텔링에 적합한 자아 이미지 영역을 찾고 시각화 작업을 거쳤다. 본 연구의 범위는 시각적 자기표현 및 이미지 스토리텔링에 해당하며 청소년을 대상으로 한다. 연구결과로 시각적인 자기표현은 색채와 형태에서 단어의 서사적 확장을 통한 구체적인 설명과정을 거친다. 그 중에서 자아이미지의 시각요소인 색채는 감정의 즉각적인 시각표현 도구이고, 언어는 단어에서 스토리텔링의 서사적인 형태로 확장된다. 이는 시각디자인의 요소를 활용한 자아이미지 스토리텔링으로 연계된다. 이와 같은 시각적 자기표현은 자아정체감 형성기에 해당하는 청소년들에게 자기에 대한 이해뿐만 아니라 커뮤니케이션에 도움을 줄 것이다. 자아이미지 요소 중에서 능력 자아이미지는 이미지 스토리텔링 형식으로의 적용에 적합한 영역임을 볼 수 있었다. 신체 자아이미지는 후속연구를 통해 보다 구체적인 방법론을 제시해 줄 필요가 있다. 본 연구의 결과는 시각디자인 요소를 활용한 청소년의 자기표현 프로그램으로 연계하여 자기표현뿐만 아니라 디자인을 통한 커뮤니케이션에 도움을 줄 것으로 기대된다. Self expression is the instinct that humans possess and can be expressed in various ways. Especially self expression based on vision can be found in the field of art and design. Self expression using visual tools is important not only for the purpose of fulfillment of instincts but also as important tool for understanding of one"s own and communication with others. This study is a visual self-expression study in connection with image storytelling theory for 15- year-old female adolescents. The purpose of this study is to analyze self-expression based on colors, which is a visual design element. Also, we studied the characteristics of self-image storytelling and suggested possibilities of future use of educational activities. Four different theories were studied for this research. Considered self-image, identity, narrative identity and image storytelling corresponds to expression theory. Especially, we focused on color expression as a design element. In the experimental study, a qualitative survey was conducted for youth aged 15 years old. In the process of analyzing the expression of self-image through qualitative research, we found the self-image elements suitable for the image storytelling and got the visualization work-shop. The scope of this research corresponds to visual self-expression and image storytelling, and it targets young people. As a result of the research, Visual self-expression goes through specific explanations through the narrative expansion of words in color and form. Among them, color, the visual element of self image, is an instant visual expression tool of emotion. Also, the language extends from the word to the narrative form of storytelling. This is linked to the self-image storytelling using elements of visual design. Self expression, especially for young people who respond to the period of self identity development gives not only their own understanding but also communication support. Among self-image elements, self-image of one"s ability is suitable for image storytelling. The self-image of body needs to present a more concrete methodology through subsequent research. The result of this study can be linked to the self -expression program of youth using visual design element. This is expected to help communication through design as well as self-expression.

청소년의 스트레스 및 우울이 자해행동에 미치는 영향에서 자기통제력의 조절효과

이순희 ( Lee Soonhee ),허만세 ( Hoe Maanse ) 한국청소년복지학회 2021 청소년복지연구 Vol.23 No.1

본 연구의 목적은 청소년의 스트레스 및 우울이 자해행동에 미치는 영향에서 자기통제력의 조절효과를 검증하는 것이다. 본 연구에서는 대구에 거주하는 중학교 1,2,3학년 학생 중 임의표집을 통해 600명의 연구대상자를 선정하였으며, 이들 중 513부의 설문지를 최종분석에 사용하였다. 최종 분석자료는 SPSS 20.0 프로그램을 이용하여 t검증과 위계적 회귀분석을 통해 조절효과를 검증하였으며 주요결과는 다음과 같다. 첫째, 자기통제력의 상하집단 간 자해행동의 차이는 자기통제력이 낮은 집단이 높은 집단에 비해 자해행동이 더 유의하게 높은 것으로 나타났다. 둘째, 스트레스가 자해행동에 미치는 영향에서 스트레스는 자해행동에 유의한 영향을 미쳤으며, 스트레스와 자기통제력 상호작용항도 유의하여 청소년의 스트레스가 자해행동에 미치는 영향에서 자기통제력이 조절효과가 있는 것으로 나타났다. 셋째, 청소년의 우울은 자해행동에 유의한 영향을 미치는 변인이었으며, 우울과 자기통제력의 상호작용항도 자해행동에 유의한 영향을 미치는 것으로 나타나 우울이 자해행동에 미치는 영향에서 자기통제력이 조절효과가 있는 것으로 확인되었다. 이를 통해 청소년의 스트레스와 우울이 높을수록 자해행동이 증가하지만 자기조절력을 향상시킴으로써 자해행동을 완화시킬 수 있다는 것을 알 수 있다. 이에 본 연구는 스트레스와 우울을 경험하는 상황에서 자해 행동을 경험하는 청소년들에 대해 자기통제력을 개입기제로 활용할 수 있다는 점을 밝혔다는 실천적 의의가 있다. 또한 결론에서는 본 연구의 한계를 밝히고 추후연구에 대한 제언을 하였다. The purpose of this study is to verify the moderating effect of self-control in the effects of adolescents’ stress and depression on self-harm behavior. 600 middle school students who were 1st, 2nd, and 3rd graders living in Daegu were selected by convenience sampling. 513 questionnaires were used for final analysis. Data were analyzed by SPSS 20.0. The moderating effect of self-control was verified by using t-test and hierarchical regression analysis. Main results are as follows. First, as for the difference of self-harm behavior between the upper and lower groups of self-control, the group with low self-control had a significantly higher self-harm behavior than the group with higher self-control. Secondly, in the relationship between stress and self-harm behavior, stress had a significant effect on self-harm behavior. Also, the interaction term between stress and self-control power was significant, indicating that self-control had a moderating effect in the relationship between adolescents’ stress and self-harm behavior. Lastly, it was found that adolescents’ depression was a variable influencing self-injury behavior, and the interaction term between depression and self-control had also a significant impact on self-injury behavior. It was identified that self-control had an moderating effect in the relationship between depression and self-harm behavior. In conclusion, it was found that the higher adolescents’ stress and depression, the higher self-harm behavior increase, but the self-harm behavior can be alleviated by improving self-control power. This study is practically significant, in that it revealed that self-control could be used as an intervention mechanism for adolescents experiencing self-harm behavior in the environment in which adolescents go through stress and depression. The limitations and of this study and suggestions were discussed for future studies.

대학생의 자기비난이 사회불안에 미치는 영향: 자기용서의 조절효과를 중심으로

한세영 ( Sae-young Han ),한아름 ( Ah-reum Han ),윤노을 ( No-eul Yun ) 대한가정학회 2017 Human Ecology Research(HER) Vol.55 No.6

This study examined the moderating effect of self-forgiveness on the relationship between self-criticism and social anxiety among male and female college students. This study included 441 college students (211 male and 230 female students) with an average age of 22.2. Pearson correlation analysis and hierarchical regression analysis were conducted. As a result, the moderating effect of self-forgiveness on the relationship between self-criticism and social anxiety was significant for male students. A higher level of self-criticism tended to result in a higher level of social anxiety that was strengthened in the group of lower level of self-forgiveness versus a tendency for self-criticism to increase male social anxiety was weaker in the group with a higher level of self-forgiveness. However, the moderating effect of self-forgiveness was not significant in female students and only the main effect of self-criticism on social anxiety was significant. The results provide a basis to understand the psychological processes of social anxiety in college students. The results suggest the necessity to intervene and strengthen self-forgiveness as a protective factor to alleviate the negative effects of self-blame on social anxiety in male college students.

자존감 2요인 모델에 대한 고찰

김민정 한국심리학회 2016 한국심리학회지 일반 Vol.35 No.3

Self-esteem has been studied in psychology for many decades. Studies treated self-esteem in diverse features such as domain-specific self-esteem, contingent self-esteem, level of self-esteem, trait/state self-esteem, explicit/implicit self-esteem, self-esteem stability, and defensive self-esteem. Recent studies try to integrate the various faces of self-esteem. This study is to introduce two factor model of self-esteem and suggest what to consider when the model is applied in domestic research. To do so, this study reviewed previous studies and summarized and criticized diverse features of self-esteem. Then, two factor model, which suggests self-esteem consists of worthiness based self-esteem and self-competence based self-esteem, is introduced. Finally, self-esteem scales used in domestic studies are reviewed to consider how two factors are applied in domestic research. 자존감은 심리학 분야에서 가장 오랜 기간 연구된 주제들 중 하나이다. 연구자들은 자존감을 영역별 자존감, 자존감 수반성, 자존감 수준, 특질/상태 자존감, 외현적/암묵적 자존감, 자존감 안정성 등의 다양한 차원으로 사용해 왔다. 최근에는 이러한 자존감의 다양한 측면들을 통합하고 서로간의 관계성을 제시하려는 연구들이 이루어지고 있다. 본 연구에서는 자존감의 2요인 모델을 소개하고 2요인 모델을 국내 연구에 적용하는 것의 필요성과 고려점을 제안하고자 하였다. 이를 위하여 기존의 자존감 연구들을 개괄하여 기존 연구들에서 자존감을 어떤 차원에서 접근하였는지를 살펴보고 각 차원들의 유용성과 한계점을 고찰하였다. 또한 자존감을 가치감 근거 자존감과 유능감 근거 자존감으로 구분하는 관점을 소개하고 이 모델의 관점에서 국내 연구들을 개관하여 소개하고자 하였다.

청소년기 학교폭력 경험이 자아정체감에 미치는 영향 - 가족 내 사회자본 조절효과 -

박재은,유난숙 한국가정과교육학회 2016 한국가정과교육학회지 Vol.28 No.2

This study investigated the descriptive statistics and correlation among self-identity, school violence experience, and family social capital of adolescents and examined influence of school violence experience on self-identity and moderating effect of family social capital on the relationship between school violence experience and self-identity. Data used for analysis was from 7th grade students in The Korean Children and Youth Panel Survey in 2012. Analyses were performed using the IBM SPSS program for demographic analysis, pearson correlation, and stepwise regression analyses. Results of the study were as follows: First, the average was slightly higher for self-identity, parents’ affectionate attention, and awareness of their child’s friends; the average was lower for misconduct experience and victimization experience; second, there was a weak negative correlation between self-identity and bully victimization; there was a positive correlation between self-identity and family social capital (parents’ affectionate attention and awareness of their child’s friends). Third, to investigate the effect of school violence experience (bullying and bully victimization) on self-identity, stepwise regression analysis results were as follows: Bullying had a statistically positive influence on self-identity and bully victimization had a statistically negative influence on self-identity; both parents’ affectionate attention and awareness of their child’s friends had a statistically positive influence on self-identity; fourth, parents’ affectionate attention had a statistically negative moderating effect on the self-identity; therefore, it signifies that the relationship between bully victimization and self-identity appears differently depending on the parents’ affectionate attention, which means that the parents’ affectionate attention had a negative effect on the self-identity of the adolescents who were victimized by school violence. 본 연구의 목적은 청소년기 학교폭력 경험이 자아정체감에 미치는 영향을 알아보고, 학교폭력 경험과 자아정체감의 관계에서 가족내 사회자본에 따른 조절효과가 있는 지 분석하는 데 있다. 분석을 위해 한국아동・청소년패널(KCYPS) 중에서 중1패널 3차년도(2012) 데이터를 활용하였다. 분석에 사용한 통계프로그램은 IBM SPSS Statistics 22.0 version이었으며, 기술통계, 피어슨 상관 계수, 독립 t검정, 위계적 회귀분석을 실시하였다. 본 연구의 연구결과는 다음과 같다. 첫째, 자아정체감과 학교폭력 경험(비행가해 및 피해), 가족 내 사회자본(부모의 관심애정 및 친구인지)의 평균을 분석한 결과 자아정체감, 가족 내 사회자본 하위요인인 부모의 관심애정과친구인지는 평균보다 다소 높았고, 학교폭력 경험 하위요인인 비행 가해경험과 피해경험은 적은 것으로 조사되었다. 둘째, 자아정체감, 학교폭력 경험(비행가해 및 피해), 가족 내 사회자본(부모의 관심애정 및 친구인지)의 상관관계를 분석한 결과 비행피해, 부모의 관심애정, 부모의 친구인지가 자아정체감에 유의한 상관관계가 있는 것으로 나타났다. 셋째, 회귀 분석 결과 통제변수 중에서는 성별, 모친의 최종학력, 또래애착이 자아정체감의 영향력을 높이며 유의미하였고, 학교폭력 경험 하위요인인 비행가해는 정적 관계로, 비행피해는 부적 관계로 유의미한 영향력을 가졌으며, 가족 내 사회자본의 하위요인인 부모의 관심애정과 친구인지도 모두 정적 관계로 자아정체감의 영향력을 높이며 통계적으로 유의하였다. 넷째, 학교폭력 경험(비행가해 및 피해)과 자아정체감의 관계에서 가족 내 사회자본(부모의 관심애정 및 친구인지)의 조절효과에 대한 분석결과 비행가해에 대한 부모의 관심애정, 비행가해에 대한 부모의 친구인지, 비행피해에 대한 부모의 친구인지의 상호작용항을 투입했을 때는 조절효과가 나타나지 않았고, 비행피해와 부모의 관심애정 상호작용항을 투입했을 때는 부(-)의 상호작용 효과로 나타났다.

온라인 플랫폼과 자율규제 논의의 기초

이승민 서울대학교 법학연구소 2022 경제규제와 법 Vol.15 No.2

Self-regulation is a term that has been widely used for a long time, yet it is still an ambivalent concept which is difficult to accurately and coherently define. In Korea, self-regulation was introduced and utilized in terms of content regulation with the development of internet in the 2000s. Since 2020, however, there has been a newfound interest in self-regulation in Korea as an alternative for online platform regulation. In fact, self-regulation was selected as a key policy objective of the current Yoon administration, thereby leading almost every government ministry and regulatory agency to consider introducing self-regulation in various forms. However, self-regulation led by the government -in lack of accurate understanding of self-regulation- is likely to hamper the stability of the whole regulatory framework and distort the concept of self-regulation. In particular, compliance programs should not be considered as a form of self-regulation per se. Additionally, it is essential to accurately understand the distinct backgrounds and concepts of different types of self-regulation: voluntary self-regulation developed mainly in the United States and co-regulation or regulated self-regulation developed in Europe. Before adopting self-regulation, the following points should be taken into consideration. First, because self-regulation itself is also a kind of regulation, the need for regulation must be justified in advance, and it has to be confirmed that self-regulation can be a better means than state regulation for achieving public goals. Second, the specific type or model of self-regulation must be appropriate. Third, the accurate understanding of self-regulation, the trust in self-regulation, and the effort of private sectors forming and enforcing self-regulation are also important. And, finally, it is also necessary to encourage global businesses to participate in collective self-regulation, in order to mitigate the concern about selective disadvantages of local businesses due to self-regulation. In case of online platforms, self-regulation can be a flexible regulatory tool in an area where the likelihood of market failure or social harm is not clear but the need for regulation in terms of risk management cannot be completely denied. Therefore, among various online platform sectors, those appropriate for self-regulation should first be identified, and then the suitable self-regulation model can be applied according to the characteristic of the target sector. In addition, in areas where self-regulation is necessary, the autonomy of the private sector must be guaranteed, and self-regulation must not be abused as a means for the government to circumvent its responsibilities or to indirectly expand its powers. 자율규제는 오래 전부터 널리 사용된 용어이지만 그 개념이나 외연이 분명하다고 보기 어렵고, 일률적으로 정의하기도 어렵다. 우리나라에서는 2000년대 들어 인터넷이 발달하면서 온라인 매체물⋅표현물을 위주로 활성화되기 시작하였지만, 보편적인 개념은 아니었다. 그런데 2020년부터 국내에서 온라인 플랫폼 규제에 관한 논의가 활발해지면서 자율규제가 다시 논의선상에 등장하게 되었고, 현 정부에서 자율규제가 국정과제로 선정되면서 정부 부처별로 자율규제 추진 움직임이 크게 확산되고 있다. 그러나 자율규제에 대한 정확한 인식이나 이해가 부족한 상황에서 정부 주도로 이루어지는 자율규제는 규제 체계의 혼선과 자율규제에 대한 왜곡을 가져오고 규제의 품질을 저하시킬 수 있다. 특히, 자율준수 프로그램과 같은 것을 자율규제의 원칙적 모습으로 보아서는 안 되며, 주로 미국에서 발전한 자발적 자율규제와 유럽에서 발전한 공동규제 또는 규제된 자율규제의 배경과 내용을 정확히 이해할 필요가 있다. 자율규제를 도입하기 위해서는 다음과 같은 점들을 고려해야 한다. 자율규제도 규제인 만큼, 규제의 필요성이 먼저 인정되어야 하며, 자율규제 자체가 규제 목적에 적합한 수단이어야 한다. 그리고 자율규제의 필요성⋅적합성이 인정되는 경우에도 구체적으로 어떠한 자율규제 방식을 선정할 것인지가 중요하며, 특히 공동규제의 경우에는 민관의 적절한 역할 분담이 필요하다. 아울러 자율규제에 대한 인식의 전환, 정부와 시민사회의 신뢰, 자율규제를 행하는 민간의 노력이 요구되며, 글로벌 사업자들의 참여를 통한 역차별 방지 방안 마련도 필요하다. 온라인 플랫폼의 경우에도 자율규제는 그것이 적합한 영역, 즉 시장의 실패나 사회적 해악의 발생 위험이 분명하거나 현저하다고 보기는 어렵지만 리스크 관리 차원에서 규제의 필요성을 완전히 부정하기 어려운 영역에서 유연한 규제수단으로서 적절하게 활용하면 된다. 그러므로 온라인 플랫폼과 관련된 여러 분야 중에서 자율규제가 적합한 곳을 선별한 다음, 해당 분야의 특성에 맞는 자율규제 방안을 적용해야 한다. 그리고 자율규제가 필요한 영역에서는 진정한 자율이 보장되어야 하고, 자율규제가 정부의 책임성을 약화시키거나 정부의 권한을 우회적으로 확대하는 수단으로 남용되어서는 안 될 것이다.

뇌성 마비 청소년의 자아개념

이명화,홍희숙 고신대학교 의학부 2002 高神大學校 醫學部 論文集 Vol.17 No.1

Background/Objective The purpose of this study was to investigate the self-concept and related factors of the cerebral palsied adolescents and to gain the baseline data for development of effective rehabilitation nursing intervention program of the cerebral palsied adolescents. The design of this study was a descriptive survey study. Methods The subjects of the study were 160 cerebral palsied adolescents attending at special schools located in Seoul and Kyonggi and rehabilitation centers located in Seoul, Kyonggi and Kyongnam province. The data was collected to interview with questionaires with school nurse and research assistant understanding the purpose of this study and researcher from May 20 to July 20. 2000. The instrument used for this study was the self-concept scale(50items 4 point scale). Self-Concept Scale had developed by Fitt(1965), which was standardized by Chung(1968) and modified by Kim(1984). Result The data was analyzed by the SPSS/PC+ program using frequency, percentage, mean, standard deviation, t-test, ANOVA & Scheffe test. The results of this study were as follows; 1. The mean score of self-concept was 138.55±17.20(range: 50-200). 2. The subarea score of internal self concept was the highest score in self-identity score (49.39±7.61) and the lowest score in self-satisfaction score (43.93±6.47). 3. The subarea score of external self concept was the highest score in family self (30.19±5.40) and the lowest score in physical self (25,20±4.21). 4. There were statistically significant different in self-identity score according to the age (F=4.466, P=0.13), the grades (F=5.932, P=.005) and occupational training (F=2.49, P=0.4). 5. There were statistically significant different in self-satisfaction score (F=2.281, P=.0491) and self-behavior score (F=3.741 P=.003) according to types of cerebral palsy. 6. There were statistically significant difference in moral ethical self-score according to the grades (F=3.847, P=.023) and types of cerebral palsy (F=2.605, P=.027). 7. There were statistically significant in family self-score according to the ages (F=6.038, P=.003), the grades (F=3.614, P=.029) and occupational training(F=2.010, P=.010). 8. There were statistically significant in family self-score according to the type of cerebral plasy. (F=3.861, P=.003). Conclusion The self-concept of cerebral plasied adolescents was relatively low and related factor of self-concept were age, the grades, occupational training, types of cerebral polsy in cerebral palsied adolescents.

하나원 새터민의 주관적 건강상태, 우울 스트레스, 자기효능감

김현리,전정희,최병순,정현숙,이주영 충남대학교 간호과학연구소 2008 충남대 간호학술지 Vol.11 No.1

Purpose: The purpose of this study was to investigate the self-perceived health status, depression, stress, self-efficacy and physical health status of Saeteomins(Democratic People's Republic of Korea defector) to develop a program to promote health and to accommodate to new condition. Method: Data were collected by self-reported questionnaire and medical examination from 196 Saeteomins from April 1, to May 31, 2007. Depression was measured by Beck Depression Inventory(1974), stress by self rating Questionnaires for instruments of stress (Go, 2000), self-efficacy by General Self-Efficacy Scale (Sherer & Maddux, 1982). The collected data were analyzed by descriptive statistics using SPSS-PC 12.0 program. Result: 1. The participants were 68 males(34.7%) and 128 females(65.3%), 77% were 20∼40 years, 95.4% of them graduated from high school in Democratic People's Republic of Korea. 2. The Results of medical examination were 23.0% of overweight and 11.7% of obesity. The systolic blood pressure was 122.7±14.7mmHg and diastolic blood pressure was 75.6±7.9mmHg. It was that 58.2% of participants were high systolic blood pressure over 120rnmHg, these blood pressure level meant very poor health status relative to South Korea But body weight, total cholesterol, and blood sugar levels of participants were healthy status relatively. 3. For the self-perceived current health status of the participants, 34.7% of them responded to poor or very poor. For the self-perceived health status comparison between current and during stay duration in the third countries health status of the participants, 50.5% of them responded to healthy or very healthy. 4. The score of depression was 35.1±8.25, Stress was 73.8±28.3 and self-efficacy was 1181.2±192.9. There were statistically significant difference between depression, stress and self-efficacy in terms of gender, education level and the self-perceived health status of the participants. Conclusions: Health care service should be provided for Saeteomins according to their health status and for resettlement here early. Gender, education level and the self-perceived health status of oneself are giving an effect to psychological healthy index, so they should be applied with the index which is important in health program development.

대학 자체평가보고서에 기초한 평가시스템 분석

이석열,이호섭 한국교육정치학회 2014 敎育政治學硏究 Vol.21 No.3

Korea's Self-university evaluation has been introduced for autonomous quality and reinforcement of responsibility since 2009. Universities have comprehensively analyzed and evaluated overall university operations including education, research, organization and facility more than 1 time in 2 years according to Higher Education Act, and the results were followed. To achieve this goal, 191 self-university evaluation reports and survey were selected and analyzed by evaluation input, evaluation process, evaluation out according to the system scheme. First, The developmental aspects of the self-evaluation system improves function of self evaluation compared to the initial self-evaluation in 2009. Universities conduct a self-evaluation increasing the purpose, range, indicators, methods, results of a university self-evaluation. Second, The lack aspects of the self-evaluation system still does not work actively to reflect the uniqueness and distinctiveness of the University College. The reason is that the self-evaluation was performed by the process of preparing the university accreditation. It has been pointed out to the limits of its own self-evaluation which have been required by law every two years beginning 2009. The universities have heavy burden to disclose the result of the self-evaluation by law. So the self-evaluation system could not properly realized the validity and severity of the evaluation. 본 연구는 대학자체평가보고서의 내용을 기초로 해서 대학자체 평가시스템을 분석하고, 제도 도입 취지 등을 고려할 때 적절하게 운영되고 있는 가를 논의하고자 출발하였다. 이를 위한 자체평가 시스템 분석은 2012~2013년도 대학자체평가를 실시 한 209개 대학 중에서 대학자체평가보고서의 조사표를 작성해서 응답한 191개 대학을 대상으로 했다. 자체평가보고서를 분석한 결과를 보면, 당초 2009년에 비해서 대학자체평가가 대학평가로서 정착하기 시작했다. 하지만 평가시스템 상에서 평가의 투입, 과정, 산출의 측면이 제대로 연계되지 못하고 있었다. 즉 평가의 목적인 투입이나 평가의 결과의 활용인 산출적인 측면에 비해서 과정적 측면인 평가의 범위, 평가지표, 평가방법, 평가결과 등에서 내실 있는 자체평가가 제대로 이루어지지 못했다. 그 이유는 대학자체평가가 본래의 의미보다는 대학기관평가인증을 준비하거나 연계되어 이루어졌기 때문이다. 앞으로의 시사점은 대학자체평가의 성격에 대한 재해석과 더불어 법적으로 2년마다 평가를 하고 이를 공시하도록 한 자체평가의 한계를 극복하기 위한 방안이 마련되어야 한다. 마지막으로 대학자체평가 결과를 외부에 공시해야 한다는 부담감을 극복하고 자체평가의 타당성과 엄정성을 실현할 수 있도록 자체평가에 대한 지속적인 연구가 이루어져야 한다.

A Study of Enhancing Reliability of Classroom Self-Assessment in University

Kyong-Hyon Pyo 한국외국어교육학회 2015 Foreign languages education Vol.22 No.4

The usefulness of self-assessment for evaluation purposes has been controversial among language testers and teachers, pointing to the long-held psychometric concerns of its low-leveled reliability for assessment. This study aimed at exploring the possibility of enhancing the reliability of self-assessment used in a college English classroom (n=32) by diagnosing a cause of deteriorating the reliability quality of self-assessment and seeking measures to offset the negative factor for future use. In order to achieve the goals of the study, internal consistency reliabilities were obtained before and after an improvement was made in the self-assessment. Students’ feedback on the self-assessment was sought through a focus-group interview. Next, a multiple regression analysis was conducted to see if self-assessment can be a significant predictor in students’ final grades in the course. The independent variables used for this study were final exam, midterm exam, and five self-assessments. The results of the analyses are as follows: 1) from the focus-group interview on the 6th week of semester, a subjectivity problem of self-assessments was found and a new set of items in a quiz format were added for its modified version, 2) Cronbach’s α’s of self-assessments have drastically gone up from its original ones (.514-.546) to modified ones (.614-.850), and 3) four variables were included in the final model predicting students’ final grades: final exam, midterm exam, third and second self-assessments. Based on the findings, a new perspective on reliability issues in self-assessment was proposed.