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김용래,김태은 弘益大學校 敎育硏究所 2004 敎育硏究論叢 Vol.21 No.-
The purpose of this research was to analyze the relationships among middle and high school learner's stress, school-related coping, and academic achievement. The subjects of this research sampled 416 middle and high school students in Seoul and other provinces. The instruments used for the data collection were 『Learner's Stress Scale』(Kim, Yong Rae, 2004), 『School-Related Coping Scale』(Kim, Yong Rae, 2000), and 『Academic Achievement Test』(2004, Teacher-made Test). Collected data-analyses were processed by SPSS/Win 11.0 program, and analysed correlation, t-test, and multi-regression analysis. All statistic values in this research were tested by t-test and F-test at the significant level of p<.05. The major findings in this research were as follows: First, there were a significant negative correlation between 'learner's stress' and 'school-related coping'(-.111, p<.05), a non-significantly correlation between 'learner's stress' and 'academic achievement'(-.091, p>.05), and a significantly positive correlation between 'school-related coping' and 'academic achievement'(.267 p<.01). Second, there were a significant differences in 'learner's stress'(t: 2.159, p<.05) and in 'school-related coping'(t: 4.249, p<.001) by sex at middle and high school students. Third, Among 'learner's stress' sub-factors, 'school-situation stress' and 'social stress' made an significance estimate and a significant negatively combined influences for academic achievement(6.2%, p<.00). And among learner's 'school-related coping' sub-factors, 'school-related-instruction' and 'school-related situation' were significantly combined influences for secondary school learner's academic achievement(19.0%, p<.05).
金龍來,丘星淑 弘益大學校 敎育硏究所 1991 敎育硏究論叢 Vol.- No.7
The purpose of this research was to examine the interrelations among learner-related variables(IQ, academic self-concept : Asc, school-related adjustment : Sad and academic achievement : Aa) (LRV), the mutual differences by levels of LRV and the effect of LRV on each variables. This research were investigated through the following problems. 1) What significant interrelation coefficients are there among learner-related variables(LRV : IQ, Asc, Sad, Aa)? 2) What significant differences are there between high and low level of LRV respectively and each learner's variables? 3) What the combined and relative effects are there LRV and LRV's subfactors on each variables? The subjects for this research were 627(M : 333, F : 294) and selected randomly from secondary school(Middle : 293, High : 334) in Seoul area. And instruments used for this research were 'Self-concept scale'(Kim, Y. R., & Koo, S. S., 1989), 'School-related adjustment scale'(Kim, Y. R., & Koo, S. S., 1991), 'Teacher-made test' and various kinds of 'Standardization intelligence test'. The collected data were processed simple correlation, differences and regression analysis through SPSS program. The major findings of this research were as follows : 1) The correlation coefficients between learner-related variables(IQ, Asc, Sad and Aa) and one variable among learner-related variables(LRV) were statistically significant positives as the range of .1885(IQ and Sad)~.6699(Asc and Sad)(p<.01) respectively, and especially the correlation Asc and Sad was the highest(r=.6699, p<.01). And the correlations IQ and Asc's sub-factors were statistically significant positive coefficients respectively as range of. 1842(Sgs)~.3489(Aas)(p<.01), and also correlation coefficient with Sad were .4156(Acs)~.7280(Sgs)(p<.01), with Aa were .2711(Sgs)~.5096(Acs)(p<.01). Besides, the correlations between Sad's sub-factors and IQ were as range of .1406(Sen)~.2072(Sin)(p<.01), and correlations with Aa were .1368(Sen)~.3138(Sin)(p<.01), With Asc were as range of .4082(Sfr)~.6388(Sin)(p<.01). 2) There was a significant difference in Asc and Sad's sub-factors(adjustment toward school life : Sli, adjustment toward school environment : Sen, adjustment toward school teacher : Ste, adjustment toward school instruction : Sin, adjustment toward school friend : Sfr) by sex and level of school. And male students were higher than female students in Aas, Ins, Acs and Sms among achievement self-concept : Acs, academic ability self-concept : Aas and subject-matter self-concept : Sms) and well adjusted than female students in Sen and Ste among Sad's sub-factors. And middle school students were higher than high school students in Sgs, Ins, Acs and Sms among Asc's sub-factors and well adjusted than high school students in Sli, Sen and Ste among Sad's sub-factors. On the other hand, the well adjusted learner was high in IQ, Aa and Aas, Sms, Ins and Sgs among Asc's sub-factors, and learner who got higher level Aa was high in Asc and well adjusted toward Sli, Sen, Sfr and Ste among Sad's sub-factors than others(p<.01). The R^2(combined effect) of LRV(Sad, Aa and IQ) on Asc was 55.35%, and there were significantly relative effects of LRV on Asc respectively(Sad : 44.88%, Aa : 10.47, p<.01). And there were significantly relative effects of Sad's sub-factors on Asc respectively(Sin : 40.81%, Ste : 8.30% and Sli : 1.09%), the combined effect(R^2) of these sub-factors on Asc was 50.20%. There were significantly relative effects of LRV on Sad respectively(Asc : 44.88%, Aa : 0.8%), and the combined effect if these variables on Sad was 45.76%. There were significantly relative effects of Asc's sub-factors on Sad respectively(Sgs : 53.00%, Ins : 6.99%, Sns : 0.66%), and the combined effect(R^2) of these variables on Sad was 60.65%. Finally, the R^2 of LRV(IQ, Sad, Asc) on Aa was 44.92%, and the relative effects were 37.02%(IQ), 7.30%(Asc) and 0.60%(Sad). And there were significantly relative effects of Acs(25.97%) and Sms(2.79%) among Asc's sub-factors, and only Sin(9.85%) among Sad's sub-factors on Aa.