공감과 친사회적 행동의 관계 : 예비연구

심성옥 중앙대학교 국제여성연구소 1999 국제여성연구소 연구논총 Vol.8 No.1

서바이벌 월드, 시험에 들거나 시험하거나 - 오디션 프로그램 비평

심성옥 심미안 2012 문학들 Vol.- No.27

옥외광고혼잡에 대한 소비자 지각에 관한 연구: 지하철 스크린도어(PSD: Platform Screen Door) 광고물을 중심으로

심성옥,신일기 한국광고학회 2008 광고학연구 Vol.19 No.5

동아리 활동을 통해 본 교육 대학 문화 연구

김재영,김지자,조주연,심성옥 서울敎育大學校 學生生活硏究所 1999 學生生活硏究 Vol.25 No.-

학생들의 동아리 활동은 정규 교육 과정에서 충족시키지 못하는 여러 가지 학생들의 요구를 충족시켜 주면서 그들의 사고 방식과 생활 양식 및 여가문화 형성에 크게 영향을 미치고 있다. 본 연구는 서울교육대학교 학생들의 동아리 활동에의 참여 양태를 분석함으로서 교육 대학생들의 문화의 일면을 밝혀 보기 위한 것으로 자료의 수집은 동아리 활동에 참여하고 있는 학생들(188명)을 대상으로 한 설문지 분석과 동아리 대표들(22명)을 대상으로 한 구조화된 면접에 의하여 이루어졌다. 자료의 수집 분석은 1998년 9월부터 10월에 걸쳐 이루어졌다. 주요 연구 결과는 다음과 같다. 동아리에 가입하여 활동하고 있는 서울교육대학 학생들은 동아리 활동이 대학 생활을 풍부하게 하고 여가 및 취미 생활에 도움이 된다고 지각하면서 동아리 활동에 높은 만족도를 표명하였다. 그러나 동아리 활동을 하는 과정에서 경비 부족-능력 부족-학과 수업에 지장 초래 등의 애로사항을 상당수 느끼고 있었고 동아리에의 가입은 흥미와 적성을 고려하여 스스로 선택하는 경우가 많았으나, 실제 동아리활동 참여는 여가활용이나 능력 개발을 목적으로 하는 동아리를 선호하고 학술 동아리의 선호도는 약세를 보이고 있다. 동아리 가입한 학생들의 56%정도가 거의 매일 동아리방을 찾는 실정이며 19%정도가 격일에 한번, 그리고 20%정도가 주 1-2회 동아리방을 찾고 있어, 전반적으로 동아리방의 방문이 상당히 높은 편이었다. 이들이 의미있게 느끼는 동아리 활동은 동아리의 기본 활동이었으나 (46.7%) 동아리 모임후의 뒷풀이(24%)와 친교모임(17.9%), 그리고 공강시간의 활용 (11.3%) 역시 의미가 크게 나타났다. 동아리 모임후 뒷풀이 유형으로는 식사 및 술마시기가 85.1%로 압도적인 활동으로 나타나고 있어 대학가 음주문화가 예외없이 뿌리를 내리고 있었다. 동아리 활동이 대학생활을 풍부하게 하고 교사의 자질함양에도 도움이 된다고 만족감을 보이고 있는데 동아리 활동의 만족도는 임원이나 고학년 학생들에게서 높게 나타나는 편이었다. 한편 동아리 대표들은 학생들의 동아리 가입을 높히기 위한 주요 유인책으로 깊이있는 인간관계를 들고 있으나 동아리 회원의 모집과 학교로부터의 지원 부족 등에 크게 어려움을 겪고 있는 실정이었다. The purpose of the present study was to investigate the university culture at the teacher training university in view of their Student Circle Activities. Since Student Circle Activities can help meet the students' needs which can not be met from their regular curricular activities, and can give influence to the formation of their way of thinking, mode of action, and their culture of leisure life etc.. The data was collected from 186 members of 22 Circles with Questionnaires and 22 leaders of these registered Circles at the Seoul National University through interview with structured Interview Schedules in September through October. 1998. The majority of the Circle members expressed higher degree of satisfaction with regard to their Circle Activities in terms of nurturing university life, and help good utilization of their leisure times, etc. However, most of them showed some difficulties in Circle Activity participation due to lack of expenditures, lack of competencies, and some hinderance for the classroom participations, etc. Though they tend to choose their circles by themselves in consideration of their interest and aptitudes, their actual participation appeared to be inclined more to the leisure oriented programs than academic orientation. The leaders and senior student members of the Circle showed more satisfaction than the non-leaders and freshmen or sophomores toward their experience of Circle Activities.

Satisfied and Working Hard in Online Courses : The Impact of Achievement Goals Mediated by Classroom Sense of Community

조윤정,심성옥,Elena Son 안암교육학회 2023 한국교육학연구 Vol.29 No.3

Social environment is vital for optimal student learning particularly in online contexts. This study examined the mediating effect of classroom sense of community on the relationship between achievement goal related constructs (classroom goal structures and personal achievement goals) and learning experiences (course satisfaction and effort expenditure) in the online learning context. The participants were 164 students enrolled in teacher education online courses at a Midwestern comprehensive university in USA. The path analysis results revealed mastery goals (perceived classroom mastery goal structure and personal mastery goals) and classroom performance goal structure were positively and negatively associated with classroom sense of community, respectively, which in turn was positively associated with course satisfaction and effort expenditure. The results indicate that academic learning environment (indicated by classroom goal structure) influence course satisfaction and effort through the mediating roles of classroom sense of community.

중환자실 부문 평가 관련 지표 개선활동

김세영,김은영,이호옥,박옥자,심성재,지현희,서민자,음정은,이주희,고정혜,이혜원 한국의료QA학회 2009 가을학술대회 Vol.2009 No.2

Safety of COVID-19 Vaccines among Patients with Type 2 Diabetes Mellitus: Real-World Data Analysis

김혜준,이상준,사순옥,배정호,송규선,이채원,Kim Ju Hee,심성률,홍명희,한현욱 대한당뇨병학회 2023 Diabetes and Metabolism Journal Vol.47 No.3

Background: Little is known about the adverse events (AEs) associated with coronavirus disease 2019 (COVID-19) vaccination in patients with type 2 diabetes mellitus (T2DM).Methods: This study used vaccine AE reporting system data to investigate severe AEs among vaccinated patients with T2DM. A natural language processing algorithm was applied to identify people with and without diabetes. After 1:3 matching, we collected data for 6,829 patients with T2DM and 20,487 healthy controls. Multiple logistic regression analysis was used to calculate the odds ratio for severe AEs.Results: After COVID-19 vaccination, patients with T2DM were more likely to experience eight severe AEs than controls: cerebral venous sinus thrombosis, encephalitis myelitis encephalomyelitis, Bell’s palsy, lymphadenopathy, ischemic stroke, deep vein thrombosis (DVT), thrombocytopenia (TP), and pulmonary embolism (PE). Moreover, patients with T2DM vaccinated with BNT162b2 and mRNA-1273 were more vulnerable to DVT and TP than those vaccinated with JNJ-78436735. Among patients with T2DM administered mRNA vaccines, mRNA-1273 was safer than BNT162b2 in terms of the risk of DVT and PE.Conclusion: Careful monitoring of severe AEs in patients with T2DM may be necessary, especially for those related to thrombotic events and neurological dysfunctions after COVID-19 vaccination.

대학생들의 미래 삶의 목표가 학업 참여와 소진에 미치는 영향

조윤정(YoonJung Cho),심성옥(Sungok Serena Shim),황소리(Sori Hwang),Helsper,Addison 숭실대학교 영재교육연구소 2023 Global Creative Leader Vol.13 No.4

본 연구에서는 308명의 중국 의과대학 학생들을 대상으로 미래 삶의 목표와 학업 참여 및 소진 경험 간의 관계에서 자기결정적 동기의 매개효과를 살펴보았다. 경로모형 분석결과, 미래 삶의 목표(재정적 성공, 사회적 지위, 공동체적 목표)는 다양한 수준의 자기 결정적 동기와 관련이 있으며, 결과적으로 학업 참여와 소진에 영향을 미치는 것으로 나타났다. 재정적 목표는 통제된 동기를 매개로 학업적 소진을 유의미하게 증가시켰다. 사회적 지위 목표는 자율적 동기를 높여 학업 참여에 긍정적인 영향을 미치지만, 통제된 동기를 매개로 소진을 증가시키는 것으로 나타났다. 반면, 공동체적 목표는 자율적 동기를 높여 학업 참여도를 높이는 동시에 감소된 무동기를 매개로 소진 경험을 줄이는 것으로 나타났다. 이러한 연구결과는 학생들의 현재 학업 동기와 참여도를 이해하는 데 있어 학생들의 미래 인생 목표가 중요한 역할을 한다는 점을 강조한다. The current study investigated the mediating role of self-determined motivation in the relationship between future life goals and academic engagement and burnout of 308 Chinese Medical University students. The path analysis results revealed that distinct future life goals (financial success, social status, and communal goals) corresponded to distinct levels of self-determined motivation. These motivational levels subsequently impacted both academic engagement and burnout. Financial goals predicted heightened burnout through a pathway of controlled motivation. Social status goals, while positively influencing academic engagement via increased autonomous motivation, also contributed to elevated burnout through controlled motivation. On the contrary, communal goals amplified academic engagement through augmented autonomous motivation while simultaneously reducing burnout by diminishing amotivation. These findings emphasize the significant role of students’ future life goals in understanding their current academic motivation and engagement.

과학기술자의 사회적 책임에 대한 이공계 대학생의 인식 탐색

고연주(Ko, Yeonjoo),심성옥(Shim, Sungok Serena),황요한(Hwang, Yohan),최유현(Choi, Yuhyun),옥승용(Ok, Seung-Yong),남창훈(Nam, Chang-Hoon),이현주(Lee, Hyunju) 한국공학교육학회 2022 공학교육연구 Vol.25 No.2

This study aimed to investigate the views of STEM college students on the social responsibility of scientists and engineers. A total of 660 students in STEM majors at several Korean universities participated in the study. We assessed social responsibility among college students in STEM majors using the VSRoSE scale, which taps into eight different domains of social responsibility: Concern for human welfare and safety (HUMAN), Concern for environmental sustainability (ENVIR), Consideration of societal risks and consequences (CONSEQ), Consideration of societal risks and consequences (CONSEQ), Consideration of societal needs and demands (NEEDS), Pursuit of the common good (COMGOOD), Civic engagement and services (CIVIC), Communication with the public (COMMU), and Participation in policy decision-making (POLICY). Group differences in social responsibility by gender, majors, and years in school were examined. Mean scores in HUMAN, ENVIR, and CONSEQ were relatively higher than those in NEEDS, COMGOOD, CIVIC, COMMU, and POLICY. Cluster analysis identified five different groups with similar patterns of social responsibility scores. In addition to two groups with overall high and low scores across all eight factors of VSRoSE, three additional groups with different combinations of high and low scores in different factors were identified. The results indicated that students with low social responsibility are not homogeneous and these heterogeneous sub-groups of students will need tailored interventions highlighting different factors of social responsibility that they lack. Pedagogical implications of social responsibility for education were discussed.

이공계 대학생의 사회적 책임감 함양을 위한 ENACT 모형의 개발과 교육적 함의

이현주,최유현,남창훈,옥승용,심성옥,황요한,김가형 한국공학교육학회 2020 공학교육연구 Vol.23 No.6

This study aims to introduce the ENACT model, which is a systematic teaching-learning model for cultivating social responsibility of science and engineering college students, and to discuss its educational implications. For the development of the ENACT model, we conducted extensive literature reviews on RRI, STEM education, and science and technology studies (STS). In addition, we examined exemplary overseas education programs emphasizing social responsibility of scientists/engineers and citizens. The ENACT model consists of five steps; 1) Engage in SSIs, 2) Navigate SSIs, 3) Anticipate consequences, 4) Conduct scientific and engineering practice, and 5) Take action. This model links Socioscientific Issues (SSI) education with engineering education, dividing the major elements of social responsibility education for scientists and engineers into the dimensions of epistemology and praxis, and reflected them in the model. This effort enables science and engineering college students to pursue more responsible and sustainable development by carrying out the responsible problem-solving process based on an understanding of the nature of science and technology. We plan to implement ENACT model based programs for science and engineering college students and to examine the effects.