學生指導에 있어서의 諸問題

姜周泰 東亞大學校 學生指導硏究所 1973 學生硏究 Vol.4 No.-

生活背景과 學業風土에 關한 調査硏究

姜周泰 東亞大學校 學生指導硏究所 1972 學生硏究 Vol.3 No.-

知能과 成就動機 및 學業成就의 關係에 關한 硏究

姜周泰 東亞大學校 學生指導硏究所 1971 學生硏究 Vol.2 No.-

本硏究의 目的은 知能과 學業成就의 關係, 成就動機와 學業成就의 關係, 知能과 成就動機의 關係, 그리고 知能 및 學業成就의 各 集團別에 있어서 成就動機와의 關係를 밝히는 것이었다. 이 硏努의 假說은 知能과 成就動機 및 學業成就사이에 相關이 있다는 基本前提로 부터 誘導되었으며, 이 硏究가 究明하려는 問題는 具體的으로 다음과 같이 規定되었다. (1) 知能과 成就動機는 學業成就와 얼마나 높은 相關을 이루는가? (2) 知能과 成就動機는 얼마나 높은 相關이 있는가? (3) 知能에 의한 上·中·下位 集團別에 따라 成就動機에 얼마나 意義있는 差가 있는가? (4) 學業凍就의 上·中·下位 集團別에 따라 成就動機에 얼마나 意義있는 差가 있는가? 위의 問題를 解決하기 위하여 釜山市內에 있는 D 男子 中學校 2學年 5個學級의 資料중에서 信賴로운 資料가 蒐集된 300名만을 硏究目的에 비추어 再選定하였다. 그리고 知能과 擧業成就의 上·中·下位 集圍別로 各各 分類하였다. 使用된 道具는 成就動機를 測定하기 위한 想像力 檢査, 學業成就를 測定하기 위해서는 標準化 學力檢査, 그리고 知能은 一般 知能檢査였다. 위의 資料로서 本硏究가 檢證하고자한 假設과 그 檢證方法 및 結果를 要約하면 다음과 같다. <假說 1> 知能과 成就動機는 擧業成就와 相關이 높다. 知能과 成就動機는 學業成就와의 相關이 99% 信賴水準에서 0.555~0.725이므로 相關이 確實히 있었다. <假說 2> 知能과 成就動機는 正的 相關이 있다. 成就動機와 知能의 相關 .21를 相關 0에서 CR 檢證한 結果 0.1% 水準에서 意義있는 差로 假設2는 肯定되었다. <假說 3> 中位 知能集團은 다른 어느 知能集團보다도 成就動機가 높다. 假說 3은 CR 檢證 結果 p<0.001의 水準에서 意義있는 差가 있었다. <假說 4>中位 學業成就 集團은 다른 어느 學業成就 集團보다도 成就動機가 높다. 中位 學業成就 集團과 下位 學業成就 集團의 成就動機사이에는 意義있는 差가 없었다. 따라서 假說 4는 否定되었다. 이 硏究를 통하여 다음과 같은 結論이 導出되었다. (1) 知能과 成就動機는 學業成就와의 相關이 높으며 知能이 成就動機보다 學業成就와의 相關이 높았다. 그리고 知能과 成就動機도 正的 相關이 있었다. (2) 中位 知能集團이 上位 知能集團보다 成就動機에 있어서 意義있는 差가 있었으며 下位 知能集圍이 上位 知能集團보다 戚就動機가 意養있는 差로 낮았다. (3) 中位 學業成就 集圍은 下位 學業成就 集圍보다 成就動機에 있어서 意義있는 差가 있었으나 上位 學業成就 集團과는 意養있는 差가 없었다. 그리고 下位 學業成就 集圍은 上 ·中位 學業成就 集圍보다 意養있는 差로 낮은 集圍이었다. (4) 中位 知能集圍이 成就動機와 學業成就의 相關에서 다른 어느 集圍보다도 相關에 意養있는 差가 있었다. Problems: The purpose of the present study is to investigate the relationships among intelligence, achievement motive and academic achievement. Althoughr it is well known fact that academic achievement is high related to intelligence few detailed analysis of the relationship among them exists. The major questions guided this study were as follows; (1) Is there a high relationship wit academic achievement between intelligence and achievement motive? (2) Is there a high relationship between intelligence and achievement motive? (3) Is there a significant difference in the achievement motive among the high, middle and low intelligence growps? (4) Is there a significant difference in the achievement motive among the high, middle and low academic achievement groups? Methods: The sample consisted of 300 boys of 2nd grade in a middle school of Pusan city. Data of intelligence were obtained from the general intelligence test made by Bum Mo Chung and Ho Gwon Kim. Scores of academic achievement were obtained from the standardized achievement test by Ran Soo Kim. TAT was used for measuring the students’ achievement motive. And all data were computed. Results: The following hypotheses were tested. (Hypothesis 1) There would be a significant relationship with academic achievement between intelligence and achievement motive. This hypothesis was confirmed as the following table I. ◁표 삽입▷ (원문을 참조하세요) This result shows that intelligence and achievement motive are highly related to academic achievement.(r=0.65.) (Hyhothesis 2) There would be a high relationship between intelligence and achievement motive. This hypothesis was confirmed at 0.001 level of significance.(r=0.24, CR 4.14 P,<0.001) This result shows that intelligence is significantly related to achievement motive.

硏究報告書의 作成要領

姜周泰 東亞大學校 敎育大學院 1974 敎育大學院 論文集 Vol.1 No.-

Piaget의 認知 發達 理論

姜周泰 東亞大學校 學生生活硏究所 1970 學生硏究 Vol.1 No.-

1. In order to approach to the understanding of the cognitive theory of Jean Piaget, I described the theory into 4 parts, that is: I described his life and work in part Ⅰ, the basic characteristic oh his theory in part Ⅱ, the concept of development and developmental stages in part Ⅲ, and then set forth the summary and criticism about his theory. 2. Piaget dedicated all of his creative energies to uncovering the nature and direction of intellectual development. He can best be described as a scientist researching the nature and logic of human development. 3. It is advisable to examine the basic assumptions of Piaget's developmental theory, and which can be summarized under the following sub-headings: ①Approach to theory formation, ② The order of the cosmos, ③ Etiology of human behavior, ④ Fundamental human values, ⑤ Core of human behavior, ⑥ The newborn, ⑦ The physical, social, and ideational environment. 4. Piaget's concept of development can be summarized by the six following generalizations: ① There is an absolute continuity of all developmental processes. ② Development proceeds through a continuous process of generalizations and differentiation. ③ this continuity is achieved by a continuous unfolding. Each level of development finds its roots in a previous phase and continues into the following one. ④ Each phase entail a repetition of processes of the previous level in a different from of organization(schema). Previous behavior patterns are sensed as inferior and become part of the new superior level. ⑤ The differences in organizational pattern create a hierarchy of experience and actions. ⑥ Individuals achieve different levels within the hierarchy, although there is in the brain of each individual the possibility for all these developments but day are not all realized. 5. Piaget's writings introduce a variety of developmental divisions. For instance, in Piaget's works of 1956, he illustrates a developmental continuum by a division into three major phases: ① The sensorimotor phase (roughly, ages:0-2) ② the period of preparation for conceptual thought (roughly, ages:2-11/12) ③ The phase of cognitive thought (roughly, ages: 11 or 12 and up) 6. Piaget's theory furnishes us with a frame of reference. His developmental trends describe individual potentiality. The actual developmental profile of each individual resembles a barogram showing peaks in some areas and depressions in orders. In addition, variations may exist at any one point in an individual's approach to everyday problems. Basically, however, his theory pointedly demonstrates that there are regular patterns in cognitive development which are experienced by everyone. In turn, such understanding allows. us to predict for an individual his mode and range of comprehension all along on the course f his development.

學校의 心理的 環境과 敎師ㆍ學生의 知覺反應

姜周泰,廉炯奎,李潤功 東亞大學校 學生指導硏究所 1977 學生硏究 Vol.8 No.-

The present study was to investigate the present status of high school environment. The Sample for this study consisted of 730 students and 225 teachers of various high schools in Busan. The data of school environment were obtained from the questionaire developed by self-mdde, and the tool composed of affirmatiue items, was drawn from the diagnostic school environment test standarzied by Sang Jo, Kang and others. The results obtained front the above materials were as follows; 1) There was a significant difference between high group and tow one in human relation. 2) In role expection, high group was higher than low one, and vocational schools were higher than liberal arts ones. 3) In school atmosphere, private schools wire mire desiable than public ones, and also high group was more desiable than low one. 4) In Principal's leadership, there was a significant difference between high group and low one. On the basis of the results, the following conclusions may be made. 1) A disabie human relationship makes school climate much mere familliar and confident. 2) Role expectation develops the contents of the role given to both teachers and students so that, makes school climate academic. 3) It is emphasized in the school climate to organize the student activity. 4) The principales ought to allow self-control in order to make more familiar and confidential school climates in school environment.

大學入試 再修生의 職業意識과 性格特性에 關한 硏究

姜周泰,李秀植 東亞大學校 學生指導硏究所 1976 學生硏究 Vol.7 No.-

A Study on the Vocational Awareness and the Personality Charactristics of JAISOOSAING. The present study was intended to investigate vocational awareness of JAISOOSAING and the effect of failure experience in college entrance examination upon personality. The term JAISOOSAING was used to designate those who failed in college entrance examination and under preparation for another try. The sample of this study consisted of 666 JAISOOSAINGS and 468 third grades of senior high school were used as comparison group. The data for this study were collected using self-made questionnaire and standardized personality scales. The major findings were as follows: 1. The vocational awareness of JAISOOSAING was significantly lower than that of the students of the comparison group. 2. There were evidences that the failure of the college entrance examination could make influence on personality characteristics. 3. The continuation of the JALSOOSALNG made decrease in such characteristics as responsibility. while increased emotional stability, anxiety, nervousness and autism,

Castaneda 의 韓國版 兒童表出不安 尺度에 關한 硏究

姜周泰,崔震昇 東亞大學校 敎育大學院 1975 敎育大學院 論文集 Vol.2 No.-

完全學習 敎材에 依한 放送授業이 學業成就에 미치는 效果

姜周泰,李裕性 東亞大學校 學生指導硏究所 1974 學生硏究 Vol.5 No.-

Problems The purpose of this study was to test the possible effects of radio class with teaching material based on mastery learning theory. An attempt was also made to identify the differential effects of the radio program in terms of the level of intelligence. The specific questions guided in this study were as follows: (1) To what degree will the group that had the mastery learning radio class advance in school achievement? (2) Is there any difference in school achievement of radio class according to intelligence difference? (3) Is there any relationship between the school achievement effected by the radio class and personality variable? Method: The experimental group was constituted with 66 boys of first grade in a middle school of Busan city. The experimental radio program was deviced based on themastery learning material published by Korean Institude of Research, in the Behavioral Sciences. And this program was applied to the experimental group one-hour daily one semester. Results : The following hypotheses were tested : (Hypothesis 1) The experimental group which had radio class will advance more in school achievement than the control group. This hypothesis was partially confirmed as shown in Table Ⅰ, ◁표 삽입▷ (원문을 참조하세요) (Hypothesis 2) The radio class will show differential effects in school achievement according to the level of intelligence. ◁표 삽입▷ (원문을 참조하세요) As shown in Table Ⅱ, in high I.Q. group there was no significant differences observed as to pre and post experiment difference. However, in low I.Q. group both Korean Language and English yielded significant differences, while Mathematics did not yield substantial difference. Thus, hypothesis 2 was also partially confimed. (Hypothesis 3) There witl be positive correlation between personality variable and school achievement effected by radio class. ◁표 삽입▷ (원문을 참조하세요) Table Ⅲ Shows little distinct correlation between most of the personality variable and school achievement. Conclusion : Through this syudy, the following conclusions may be drawn: (1) The radio class with the program based on mastery learning theory made a considerable contribution to the advancement of both Korean Language and English achievement. (2) Especially, the low I.Q group had more gainning than high I.Q, group. (3) The correlation between personality variable and academic achievement of the group received radio class was negligible.

1975年度 新入生 心理檢査의 結果報告

姜周泰,申海雨 東亞大學校 學生指導硏究所 1975 學生硏究 Vol.6 No.-