H-Y 항원의 정제 및 특성규명에 관한 연구

정미경,백정미,이정열,허용수,김창규,김종배,Chung, M.K.,Paik, J.M.,Lee, J.L.,Heo, Y.S.,Kim, C.K.,Kim, J.B. 대한생식의학회 1994 Clinical and Experimental Reproductive Medicine Vol.21 No.1

These studies were carried out to investigate the properties of H-Y antigen purified by immunoaffinity chromatography using monoclonal H-Y antibody. Immunoaffinity column was prepared by the coupling of monoclonal antibody to the Aminolink Coupling Gel. Murine testis supernatant was applied onto the column and eluted by O.lM glycine-HCl buffer and 31${\mu}g$ of H-Y Ag was eluted from one testis. Purified H-Y Ag strongly reacted with Con A and lentil from 6 different kinds of lectins tested, which may indicate that sugar moiety of H-Y Ag is composed of glucose, mannose and their derivatives. Con A-sepharose affinity column was used to purified H-Y Ag based on that H-Y Ag is glycoprotein. The fraction eluted by 0.2M Me-${\alpha}$-D-mannoside from the column loaded with murine testis supernatant was identified to be H-Y Ag by dot blot test. Molecular weight of the purified H-Y Ag was estimated by Sepharose G-75 gel filtration and SDS-PAGE, and showing that it was about 67,000 dalton. In fluorescence test, the ratio of XY embryos and XX embryos was 1:1.

접합자 난관내 이식 환자에 있어서 수정 실패와 항정자 항체와의 관계 및 난자와 정자의 재처리에 관한 연구

정미경,고정재,도병록,구정진,한세열,차광열,Chung, M.K.,Ko, J.J.,Do, B.R.,Koo, J.J.,Han, S.Y.,Cha, K.Y. 대한생식의학회 1992 Clinical and Experimental Reproductive Medicine Vol.19 No.2

Previous studies have indicated that immunological factor is responsible for the infertility. We have detected sperm antibodies in ZIFT patients which grouped as fertilization failure (A; n=18) and low fertilization rate (${\leq}50%$)(B; n=20). Patients, however, had normal oocytes and sperms. We collected serum from wives and semen from husbands and donors (fertile sperm), if it was needed. We examined class, binding patterns and amounts of antisperm antibodies(ASA) by direct and indirect immunobead binding assay. In group A, 11 husbands were ASA positive showing 62.2% and 61.1% binding with IgA and IgG, respectively, and two wives were ASA positive showing 70.0% and 71.0% binding with IgA and IgG, respectively. Binding sites were mainly at the head of sperms (84%). In group B, 8 husbands were ASA positive showing 37.5% and 40.0% binding with IgA and IgG, respectively, and two wives were ASA positive showing 41.3% and 42.0% binding with IgA and IgG, respectively. Binding sites were also mainly at the head of sperms (78%). For the treatment of ZIFT patients who had fertilization failure at the first trial, we used albumin fractionation method and dilution method with 30% fetal cord serum (FCS) to reduce the titer of ASA. We used partial zona dissection (P.Z.D.) method for wives who have antisperm antibodies in their serum. According to represented method, we could inhance the fertilization rate to 60.0% by albumin fractionation and 20.0% by P.Z.D., respectively. We concluded that the use of micromanipulation like P.Z.D. or the other sperm processing methods is required to increase a chance of fertilization. This result suggested that it should be a prerequisite to test antisperm antibodies prior to entering assisted reproductive technologies (ART) programs.

청소년의 스트레스와 내면화·외현화 문제행동간의 관계에서 보호요인의 매개효과

정미경(Mi Kyung Chung) 한국교육심리학회 2012 敎育心理硏究 Vol.26 No.1

본 연구는 시간의 변화에 따라 청소년의 스트레스와 내면화·외현화 문제행동 및 보호요인에 대한 변화 패턴을 알아보고, 청소년의 스트레스와 내면화·외현화 문제행동간의 관계에서 보호요인인 자아존중감 및 사회적 지지의 매개효과에 대해 종단적으로 분석하는 것이 목적이다. 이를 위해 2003년 조사시작 당시 중학교 2학년 학생들을 대상으로 한국청소년 정책연구소에서 실시된 청소년패널조사 의 4년간(2004∼2007)에 걸친 종단자료를 이용해 잠재성장모형으로 분석하였다. 분석결과, 첫째, 청소년기의 스트레스는 중3에서 고1 시기에 증가하다가 이후 점차 감소하는 것으로 나타났다. 내면화 문제행동은 학년이 올라가면서 점차 감소하는 추세를 보이는 것으로 나타났지만, 외현화 문제행동은 중3에서 고1시기에 감소하다가 다시 증가하는 것으로 나타났다. 자아존중감은 학년이 올라가면서 증 가하였다. 또한 사회적 지지에서 부모지지도 학년이 올라가면서 증가하고 있다. 친구와 교사의 지지 는 학년이 올라가면서 증가하다가 고등학교 시기에는 다소 감소하는 추세를 보이고 있다. 둘째, 스트레스 초기치는 내면화 문제행동에 정적인 영향을 미쳤으며 이들 관계에서 자아존중감과 부모지지가 지니는 매개효과가 통계적으로 유의한 결과를 얻었다. 또한 동일한 시기에 측정한 스트레스가 자아 존중감을 매개로 외현화 문제행동에 영항을 미치는 것으로 나타났다. 이러한 결과를 바탕으로 본 연 구의 의의 및 후속연구에 대한 제언이 논의되었다. The purpose of the present study was to find out about a changes pattern of adolescents` stress, internalizing·externalizing problem and preservation factor, and also to longitudinal analyze an mediation effect of self-esteem and social support which is protective factors between adolescents` stress and internalizing·externalizing problem. In the present study, I used multivariate latent growth models using 4-year (2004∼2007) longitudinal panel data collected by the Korean National Youth Policy Institute. The results indicated several significant findings. First, it had been reduced gradually not only stress of adolescents` but also internalizing·externalizing problem as they were getting old. It also had same pattern in parent support on social support. Self-esteem also had gradually increased by getting old. It had been increased friend and teacher support by getting old, but had been reduced at a high school studenthood. Second, in stress figured out at the same time, it showed that self-esteem and parent support affected internalizing problem. Besides, stress affected externalizing problem through mediation of self-esteem, parent support, teacher support and friend support. Finally, the implications of these findings for education, practice and research and suggestions for future longitudinal research were discussed.

Treffinger의 창의적 문제해결 수업모형의 실과적용을 위한 이론적 고찰

정미경(Chung Mee Kyung),김지은(Kim Jee Eun) 한국실과교육학회 1999 한국실과교육학회지 Vol.12 No.1

The purpose of this study was to introduce Treffinger’s creative problem solving model and to investigate the application of this model to the practical arts education for development of children’s problem solving skills and creativity. The creative problem solving model which was firstly introduced by Osborn is a thinking process model to solve ill-structured problems that the purpose of develop problem solving skills and creativity. Treffinger’s creative problem solving model was developed from the model of Osborn and Parnes. The Process of this model is fact-finding, data-finding, problem-finding, idea-finding, solution-finding and acceptance-finding. The focus of this model is duplication of divergent thinking and convergent thinking at the each steps of the whole process. In this study, researcher presents a instruction plan based on the Treffinger’s creative problem solving model that applicate to needlework of practical arts education subject, and problem-solving skills and creativity of elementary school children could developed by this model.

현대 의생활 변화에 따른 초등실과 의생활 교육내용 타당성 분석

정미경(Chung Mee Kyung) 한국실과교육학회 1998 한국실과교육학회지 Vol.11 No.2

The purpose of this study was to investicate the validation of the contents of practical arts suject according to the change of modern clothing life. To achieve this purpose, the educational curriculum of practical arts subject focused on the clothing life were compared, and therefore the validation of the contents of practical arts subject according to the change of modern clothing life were analyzed. As the results, the clothing life of Korea were changed according to the economical, socal, cultural and technical change. The interest and consumption to the clothing were increased, and the clothing style were changed to casualistic and bisexual. And, the educational contents of clothing parts from first to fifth period of educational curriculum were closely correlated to the each period of modern clothing life of Korea. But it seemed to educational contents of clothing parts of sixth educational curriculum could not develop the abilities to adopt to the modern clothing life, because the contents too much focused on the making clothing facilities. It was proposed that the seventh educational curriculum of practical arts subject would analyzed focused on the present clothing life.

중·고등 학생용 성격검사 개발 및 타당화

정미경(Mi Kyung Chung),송인섭(In Sup Song),김희정(Hee Jung Kim) 한국교육심리학회 2012 敎育心理硏究 Vol.26 No.3

이 연구는 중·고등학생의 성격을 객관적으로 측정할 수 있는 검사도구를 개발하고 타당화하는데 목적이 있다. 이를 위해 중·고등학생 154명을 대상으로 예비검사를 실시하였고, 1,160명을 대상으로 본검사를 실시하였다. 연구결과, 첫째, 성격이란 활동성, 사교성, 주도성, 호감성, 성실성, 안정성, 개방성의 이론적 구성 요인들의 유기적 관계 속에서 이루어지는 구인임이 확인되었다. 둘째, 선정된 최종 문항의 내적 합치도는 7개 하위영역이 .643∼825의 범위로 나타나 신뢰로운 검사임이 확인되었다. 셋째, 성격검사의 요인분석 결과 모든 문항이 원래의 문항에 부합되었으며, 각 하위 요인별 문항들의 요인부하량이 비교적 높게 나타났다. 이는 각 요인이 문항들을 설명해 주는 공통분이 양호하다는 것을 의미한다. 넷째, 이론적 논의를 바탕으로 설정된 다양한 하위 성격 특성들을 포함하고 상위의 추론된 잠재변인으로서의 일반 성격요인을 포함하는 위계구조 모형의 적합도를 검증하였다. 이러한 결과를 바탕으로 본 연구의 의의 및 후속연구에 대한 제언이 논의되었다. The purpose of this research is to develop standardized test tool to measure middle and high school students` personality objectively and make it valid. For these, I conducted preliminary examination on 154 middle and high school students and main examination on 1,160 students. As results, firstly, it was found that personality is formed in the organic relationship of theoretical elements including activeness, sociability, leadership, attractiveness, sincerity, stability, and openness. Secondly, Cronbach α figures as internal consistency of selected final items was in the range of .643∼825 which shows item internal consistency. Thirdly, factor loading of items in each sub factor was relatively high. This means that each factor has fine commonness of explaining items. Fourthly, model setup based on theoretical discussion the appropriateness of structure model which includes general personality factor as inferred potential variable in the higher rank is found out to be satisfactory. Based on these results, the meaning of this research and suggestion for further researches are discussed.

초등실과 의생활 영역에서의 메이커교육의 방향 탐색

정미경(Chung, Mee Kyung) 한국실과교육학회 2019 한국실과교육학회지 Vol.32 No.4

본 연구는 초등 의생활영역에서의 메이커교육의 방향을 탐색해 봄으로써 초등실과 의생활영역에서의 메이커교육의 기초자료를 제공하는데 목적을 두고 수행되었다. 이러한 연구목적을 달성하기 위하여 초등실과 의생활영역과 관련한 선행연구 동향 분석, 초등실과 의생활영역에서의 메이커교육의 관련성, 초등실과 의생활영역에서의 메이커 교육의 방향 제시를 연구 내용으로 하여 문헌연구를 수행되었다. 연구결과 첫째, 2016년 메이커교육 포럼 이후 메이커교육관련 연구가 급증하고 있으나 초등실과분야에서는 기술, 정보 분야의 연구가 주를 이루고 있었다. 그러나 중등가정과 분야에서 의생활 영역의 메이커교육 연구가 활발히 개진되고 있어 초등의생활영역에서의 메이커교육의 가능성과 그 가치가 충분한 것으로 분석되었다. 둘째, 초등실과 의생활영역의 교육과정 내용과 메이커교육의 개념에 근거해 볼 때 의생활분야의 바느질, 뜨개질은 메이커교육의 기원이자 핵심이며 과정 또한 메이커교육의 수업과정과 일치하고 있다. 셋째, 초등실과 의생활영역에서 메이커 교육이 성공적으로 이루어지기 위해서는 초등 의생활 교육영역에서의 첨단기술의 융합, 교실에서 메이커스페이스로의 다변화, 다양한 의생활 만들기 도구와 재료의 제공과 관리, 초등실과 의생활 영역에서의 메이커교육의 조기화, 초등교사의 의생활 메이커 교육의 전문성확보와 메이커 활동 지원에 대한 방향을 제시하였다. 이러한 연구 통해 결론은 초등의생활영역에서의 메이커교육은 4차 산업혁명을 대비한 교육으로 매우 적합하며 초등실과교육 및 교사교육 확대를 위한 노력과 연구가 요구된다고 할 수 있다. This study was conducted with the aim of providing basic data of the maker education in the clothing and textiles education of practical education in elementary school by exploring the direction of the maker education in clothing and textiles education of practical education in elementary schools. In order to achieve the purpose of this study, we analyzed the previous studies related to the clothing and textiles education of practical arts education in elementary school, and suggested the direction of maker education in the clothing and textiles education of practical arts education in elementary school by comparing the clothing & textiles education of practical education in elementary school and the maker education. The study was conducted by reviewing relevant literature Results are as follows. First, research on maker education has been rapidly increasing since the Maker Education Forum in 2016, but research in technology and information fields has been dominant in elementary school. However, research on maker education in the clothing and textiles area of home economics education in secondary school is being actively conducted, and it is analyzed that the possibility and value of maker education in the clothing & textiles education of practical arts education in elementary school is sufficient. Second, based on the curriculum, textbook contents, and the concept of maker education in the clothing and textiles area in elementary school, and sewing and knitting in the clothing & textiles area is the origin and core of maker education, and the process is consistent with the course of maker education. Third, in order to successfully perform maker education in elementary and clothing areas, this study explored the convergence of advanced technology in elementary clothing education area, diversification of maker space, expansion of practical arts practice room, construction and utilization of local maker space, preparation and management of various tools and materials, overcoming dividend time problem, and securing professionalism of teachers. The conclusion of this study is that maker education in the elementary school life area is very suitable for education in preparation for the fourth industrial revolution, and efforts and research are required to expand practical arts education elementary school and teacher education.

대학생용 자기조절학습 검사도구 개발

정미경(Mi-Kyung Chung) 한국교육평가학회 2005 교육평가연구 Vol.18 No.3

본 연구는 대학생용 자기조절학습 검사를 개발하고, 그 타당성을 검증하는데 그 목적이 있다. 먼저 관련 문헌과 기존에 개발된 자기조절학습 검사의 구성 요인을 검토하여 동기 조절, 인지 조절, 행동 조절을 자기조절학습의 이론적 구성 요인으로 가정하였다. 161개의 예비검사 문항을 375명의 대학생들에게 실시하였다. 탐색적 요인분석 결과에 근거하여 161개 문항을 107개로 축소하여 본검사 문항을 구성하였다. 본검사에는 1,183명의 대학생들이 참여하였다. 본검사 자료를 요인분석한 결과 동기 조절에는 자기효능감, 내재적가치, 시험불안, 외현적 목표지향으로 명명할 수 있는 4개 요인이 산출되었고, 인지 조절에는 인지 전략, 시연과 기억, 점검, 계획으로 명명할 수 있는 4개 요인이 산출되었으며, 행동 조절에는 노력 조절, 시간과 공부조절, 조력추구 전략, 공부환경 조절로 명명할 수 있는 4개 요인이 산출되었다. 확인적 타당화 과정에 의해 19개 문항이 삭제되고 최종 88개(동기 조절 32개, 인지 조절 31개, 행동 조절 25개) 문항으로 이루어진 대학생용 자기조절학습 검사가 개발되었다. 본 검사는 대학에서 학생들의 학습 과정과 방법에 대한 이해를 돕고 그들로 하여금 가장 적절한 학습 방법을 선택하도록 지원하는 일에 유용한 평가도구로 쓰일 것이다. The purpose of this study was to develop and validate the Self-Regulated Learning Inventory of the students in university. In order to achieve the research purpose, the concept of self-regulated learning was defined and key essential self-regulated learning were categorized into three factors, based on the results of reviewing many literatures on self-regulated learning and pre-existing commercially available tests on self-regulated learning. It is hypothesized that self-regulated learning is composed of three essential factors; motivation regulation, cognition regulation, and behavior regulation. First of all, 161 items for preliminary test were performed with 375 students in seoul and local districts. Test results were analysed to draw implications for the development of main test. After exploratory factor analysis, total items were reduced into 107 items. The reliability coefficients of self-regulated learning test was adequate(α=.68~96). 1,183 students were sampled for main test in seoul and local districts. After confirmatory factor analysis, 3 items were excluded. 88 items were valid in the end. As a result, this study was developed 88 items composed of 10 factors as self-regulated learning inventory.

학년 및 학업성취 수준에 따른 자기조절학습의 차이 분석

정미경(Mi Kyung Chung) 한국교육심리학회 1999 敎育心理硏究 Vol.13 No.4

대학생의 진로장벽과 진로결정간 관계에서 진로결정 자기효능감과 진로준비행동의 매개효과 분석

정미경 ( Mi Kyung Chung ) 안암교육학회 2015 한국교육학연구 Vol.21 No.3

이 연구는 대학생을 대상으로 하여 이들이 지각하는 진로장벽, 진로결정 자기효능감, 진로준비행동 및 진로결정간의 구조적 관계를 검증하고, 진로장벽과 진로결정간의 관계에서 진로결정 자기효능감과 진로준비행동의 매개효과를 분석하는데 그 목적이 있다. 이를 위해 서울과 경기지역 7개 대학의 재학생 487명을 대상으로 진로장벽, 진로결정 자기효능감, 진로준비행동, 진로결정 척도를 사용하여 조사를 실시하였다. 수집된 자료는 SPSS 19.0을 이용하여 Pearson 상관분석을 실시하고, AMOS 19.0을 사용하여 구조분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 가설모형으로 설정된 완전매개모형이 적합모형임이 검증되었다. 즉, 진로장벽은 진로결정 자기효능감에 통계적으로 유의하게 부적인 영향을 주고, 진로결정 자기효능감은 진로결정에 대하여 정적으로 유의한 영향을 미치는 예측변인으로 나타났다. 아울러 진로장벽은 진로준비행동에 부적인 영향을 미치고, 진로결정 자기효능감은 진로준비행동에 정적인 영향을 미치며 진로준비행동은 진로결정에 정적인 영향을 미치는 것으로 밝혀졌지만, 그 효과가 통계적으로 유의하지는 않았다. 둘째, 대학생의 진로장벽과 진로결정 간의 관계에서 진로결정 자기효능감과 진로준비행동의 매개효과를 검증한 결과, 진로결정 자기효능감은 진로장벽과 진로결정 간의 관계를 통계적으로 유의하게 매개하고 있음을 확인하였다. 그러나 진로준비행동은 진로결정 자기효능감과 진로결정 사이에서 매개효과가 통계적으로 유의하지 않았다. 이러한 결과를 바탕으로 본 연구의 의의 및 후속연구에 대한 제언이 논의되었다. This study was aimed at identifying the mediation effect of career decision making self-efficacy and career preparation behavior in the relation of university``s career barrier and career decision. To do this, a questionnaire survey was performed in 487 undergraduates from seven university in Seoul and Gyongki-Do using fore scales for assessing career barrier, career decision making self-efficacy, career preparation behavior and career decision status. Statistical methods used for data analysis were the SPSS 19.0 and AMOS 19.0. Study results were as follows: First, the fully mediation model to be selected was fitted for this study. Perceived career barriers was negatively related to decision making self-efficacy and career decision. But it did not mean the significant effect that perceived career barriers affect career preparation behavior, career decision making self-efficacy affect career preparation behavior and career preparation behavior affect career decision. Second, it did not mean significantly mediation effect that the result on the test of mediation effect can be possible to make the assumption of significant effect on career decision making self-efficacy, career preparation behavior. Based on the above implications, I would like to present significance of the study and suggestions for future studies.