위계적 선형 모형(HLM)을 이용한 유아의 수학적 성향 관련 변인 탐색

변선주,김숙자 한국유아교육학회 2016 정기학술대회 논문집 Vol.2016 No.1

본 연구는 위계적 선형 모형(HLM)을 이용하여 유아의 수학적 성향에 영향을 미치는 변인을 탐색하는 것을 목적으로 하였다. 연구대상은 B지역 공·사립 유치원 만 5세반 유아 246명과 이들의 어머니 246명, 그리고 담임교사 23명이다. 유아의 수학적 성향에 대한 유아수준 변인(유아의 성별 및 월령, 수학지식, 어머니의 수학적 태도, 가정수학교육환경)과 교사수준 변인(수학적 태도, 수학교과교육학지식, 수학교수효능감)의 주 효과 및 두 수준 변인간의 상호작용 효과를 살펴본 결과는 다음과 같다. 우선, 유아수준 변인 중 월령은 유아의 수학적 성향 전체와 융통성, 자신감, 지속성, 자기점검, 적용성에 정적인 영향을 미치는 것으로 나타났으며, 수학지식은 유아의 수학적 성향 전체와 하위 구성요소 모두에 영향을 미치는 것으로 나타났다. 다음으로, 교사수준변인 중 수학교과교육학지식이 융통성에 영향을 미쳤으며, 융통성을 제외한 나머지 하위 구성요소와 수학적 성향 전체에서는 교사수준 변인 모두가 유의미한 영향을 미치지 않는 것으로 분석되었다. 마지막으로, 상호작용 효과를 살펴본 결과 유아의 성별과 교사의 수학교과교육학지식, 유아의 수학지식과 교사의 수학적 태도 간 상호작용이 하위 구성요소 중 자기점검에 영향을 미치는 것으로 분석되었다.

학업성취(學業成就)와 관련(關聯)된 자아개념변인(自我槪念變因), 불안변인(不安變因), 학습습관변인(學習習慣變因), 성취동기변인(成就動機變因), 인성변인(人性變因)에 대한 통합분석(統合分析)

김억환 ( Uk Hwan Kim ),구병두 ( Byung Doo Ku ),변호걸 ( Ho Kul Byun ),김부국 ( Boo Kuk Kim ) 건국대학교 교육연구소 1992 교사와 교육(구 교육논집) Vol.16 No.-

This study was designed to synthesize quantitatively the master`s theses and doctoral dissertations focusing on effects of academic achievements in affective function variable group. This task was accomplished by utilizing the meta-analysis technigue of research integration as defined by Glass(1982). Basically, meta-analysis is a statistical analysis of summary findings of many empirical studies. its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 53 master`s theses and doctoral dissertations focusing on the effects academic achievements in affective function variable group. The affective function variable group categorized five independent variables in this study. These five independent variables are self-concept, anxiety, learning attitude, achievement motivation, and personality. This study also assessed the relationship between moderator variables and effect size. The moderator variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type. This study set the following questions to be answered. Problem 1 : How large are the effect sizes of the five independent variables selected in this study? Problem 2 : How large are the effect sizes of the interaction effect between five inde-pendent variahbes and eight moderator variables? The standard procedures analogous to those performed during primary research were used in this meta-analysis: locating studies(data collection), coding the characteristics and outcomes of the studies (evaluation of date points) and using statistical procedures of meta-analysis in order to describe the overall and subs ample effects(data analysis and interpretation). The result of this study may be summarized as follows. 1. The grand average degree of effect size of the academic achievement factors proposed in this study turned out to be .478. This means that if the average effect size of academic achievement variables of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 68.44 percentile. As it were, the latter surpasses the former by 18.44 percentile. 2. Among the five independent variables of academic achievement proposed in this study, learning attitude variable showed the highest effect size, its effect size being 1. 134. The second highest one is achievement motivation whose effect size is .752. The 3th highest one is self-concept variable whose effect size is .534. The 4the highest one is personality variable whose effect size is .270. On the other hand, anxiety variable was proved to have the lowest effect size in this study. 3. The learning attitude variable had the most effect on academic achievements regardless of male or female, grades(ages), and subjects.

위계적 선형 모형(HLM)을 이용한 유아의 수학적 성향 관련 변인 탐색

변선주 ( Byun Sun Joo ),김숙자 ( Kim Suk Ja ) 한국유아교육학회 2017 유아교육연구 Vol.37 No.4

본 연구는 위계적 선형 모형(HLM)을 이용하여 유아의 수학적 성향에 영향을 미치는 변인을 탐색하는 것을 목적으로 하였다. 연구대상은 B지역 공·사립 유치원 만 5세반 유아 246명과 이들의 어머니 246명, 그리고 담임교사 23명이다. 유아의 수학적 성향에 대한 유아수준 변인(유아의 성별, 월령, 수학지식, 어머니의 수학적 태도, 가정수학교육환경)과 교사수준 변인(수학적태도, 수학교과교육학지식, 수학교수효능감)의 주 효과 및 두 수준 변인간의 상호작용 효과를 살펴본 결과는 다음과 같다. 첫째, 유아수준 변인은 월령이 유아의 수학적 성향 전체와 융통성, 자신감, 지속성, 자기점검, 적용성에 영향을 미치고 수학지식이 유아의 수학적 성향 전체와 하위 구성요소 모두에 영향을 미치는 것으로 분석되었다. 둘째, 교사수준 변인은 수학교과교육학지식이 유아의 수학적 성향 중 융통성에 영향을 미치는 것으로 분석되었다. 마지막으로 유아의 성별과 교사의 수학교과교육학지식, 유아의 수학지식과 교사의 수학적 태도 간 상호작용이 유아의 수학적 성향 중 자기점검에 영향을 미치는 것으로 분석되었다. This study aimed to determine the extent to which the variables that influence young children s mathematical disposition explain such disposition, using Hierarchical Linear Modeling(HLM). The subjects of this study were 246 children aged 5 years old sampled from 23 different classes in the city of B, their 246 mothers, and the 23 homeroom teachers of the classes. This study explored variables relating to the level of young children gender, age, mathematical knowledge, mother s attitude toward mathematics, educational environment within the home regarding mathematics and variables relating to the level of teachers attitude toward mathematics, pedagogical content knowledge in mathematics, mathematics teaching efficacy , the variables main effects on the children s mathematical disposition, as well as any interactive effects between the two groups of variables. Results of the study were as follows: First, only age and mathematical knowledge appeared to have significant effects on children s mathematical disposition. Second, teachers mathematical knowledge was seen to ifluence the flexibility in children s mathematical disposition. Third, both interactive effects between children s gender and teachers mathematical pedagogic content knowledge, and interactive effects between children s mathematical knowledge and teachers mathematical attitude were seen to have influence over self-monitoring in children s mathematical disposition.

장소자산(場所資産)의 변용(變容) 양상(樣相)으로 본 ‘시코쿠헨로’

변정아 ( Byun Jung-a ) 한국일본근대학회 2019 일본근대학연구 Vol.0 No.65

본 연구는 ‘시코쿠헨로’가 가지고 있던 역사자원을 현재의 시코쿠의 관광콘텐츠로서 활용할 수 있는 장소자산의 변용에 주안점을 두고 분석하고자 한다. ‘시코쿠헨로 88개소’는 시코쿠 4개 현 전체를 관통하며 분포되어 있는 시코쿠 전체 자산이다. 따라서 4개현 지자체의 지역 정책 시스템 하에 지역 간 협의와 협력이 이루어져야 시코쿠 전체 장소자산으로서 효과를 상승시킬 것이다. ‘시코쿠헨로’는 일본 불교의 종류를 총 망라하고 있는 독특한 순례길이므로 대중은 종파에 얽매이지 않고 순례를 할 수 있다. 현재의 시코쿠헨로는 종교적 가치의 엄중함 없이 유연한 방식의 순례를 권장하기 때문에 국적, 성별, 연령에 상관없이 관광객 개인의 상황에 따라 자유롭게 순례 방법을 선택할 수 있다. 순례 행위 자체는 현재까지 전통으로서 명맥을 유지하지만 시간에 따라 형태, 의미, 목적은 다소 변용되었다. 따라서 시코쿠헨로도 시대에 맞게 종교적인 수행뿐만 아니라 병의 치유·공양 외에, 마음의 위안을 찾아 휴식과 건강증진, 등산이나 하이킹의 연장, 관광여행의 일환 등, 다양한 형태로 현대인의 힐링 여행으로서 재발견되며 관광콘텐츠로 부활하고 있다. This research focused on the change of place asset to utilize the historical resources of ‘Shikoku Henro’ as tour contents of present Shikoku. ’88 Places in Shikoku Henro’ are the asset of the whole Shikoku, distributed throughout 4 hyun of Shikoku. Therefore, the effect of the place asset of the entire Shikoku can be improved when regional agreement and cooperation is made under the regional policy system of the local governments of 4 hyun. ‘Shikoku Henro’ is a unique pilgrimage that encompasses the kinds of Japanese Buddhism, so the people can make a pilgrimage without being tied to a sect. Since current Shikoku Henro encourages a flexible way of pilgrimage without a strict religious value, visitors are free to choose how to make a pilgrimage regardless of their nationality, gender, or age. The pilgrimage act itself retains life as a tradition so far, however its form, meaning, and purpose have been somewhat changed along with time. Accordingly, Shikoku Henro is rediscovered as a healing journey of modern people in various ways such as relaxation, health promotion, extension of the mountain climbing and hiking, a part of travel, besides religious performance proper for Shikoku Henro Era, and is revived as a tourism content.

學業成就와 關聯된 自我槪念變因, 不安變因, 學習習慣變因, 成就動機變因, 人成變因에 대한 統合分析

金億煥,具炳斗,邊虎杰,金富國 建國大學校 敎育硏究所 1992 論文集 Vol.16 No.-

This study was designed to synthesize quantitatively the master's theses and doctoral dissertations focusing on effects of academic achievements in affective function variable group. This task was accomplished by utilizing the meta-analysis technigue of research integration as defined by Glass(1982). Basically, meta-analysis is a statistical analysis of summary findings of many empirical studies. its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 53 master's theses and doctoral dissertations focusing on the effects academic achievements in affective function variable group. The affective function variable group categorized five independent variables in this study. These five independent variables are self-concept, anxiety, learning attitude, achievement motivation, and personality. This study also assessed the relationship between moderator variables and effect size. The moderator variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type. This study set the following questions to be answered. Problem 1 : How large are the effect sizes of the five independent variables selected in this study? Problem 2 : How large are the effect sizes of the interaction effect between five independent variahbes and eight moderator variables? The standard procedures analogous to those performed during primary research were used in this meta-analysis : locating studies(data collection), coding the characteristics and outcomes of the studies (evaluation of date points) and using statistical procedures of meta-analysis in order to describe the overall and subsample effects(data analysis and interpretation). The result of this study may be summarized as follows. 1. the grand average degree of effect size of the academic achievement factors proposed in this study turned out to be .478. This means that if the average effect size of academic achievement variables of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 68.44 percentile. As it were, the latter surpasses the former by 18.44 percentile. 2. Among the five independent variables of academic achievement proposed in this study, learning attitude variable showed the highest effect size, its effect size being 1.134. The second highest one is achievement motivation whose effect size is .752. The 3th highest one is self-concept variable whose effect size is .534. The 4the highest one is personality variable whose effect size is .270. On the other hand, anxiety variable was proved to have the lowest effect size in this study. 3. The learning attitude variable had the most effect on academic achievements regardless of male or female, grades(ages), and subjects.

신정부 통일외교의 추진방향

변창구(邊昌九) 한국동북아학회 1998 한국동북아논총 Vol.3 No.1

동북아 다자안보협력체제의 모색

변창구(邊昌九) 한국동북아학회 1997 한국동북아논총 Vol.2 No.1

세계시민교육의 방향과 과제

변종헌(卞鍾憲) 서울대학교 교육연구소 2001 아시아교육연구 Vol.2 No.2

이승휴

변동명(邊東明) 일조각 2000 韓國史市民講座 Vol.27 No.-

부록 : 춘희란 아기

변기자 (卞記子) 한국아동문학학회 1990 아세아아동문학대회 Vol.- No.-