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주언희,유계숙,Ju, Un-Hee,Yoo, Gye-Sook 한국가정관리학회 2009 가정과삶의질연구 Vol.27 No.6
This experiment was conducted in order to examine what consists of romantic beliefs of college students, the overall tendency of the beliefs and motivation of marriage, the differences in the belief and motivation of marriage, and the influence of the beliefs toward it. A survey method was used and 394 students participated in this study. The major results of this study were as follows: First of all, there are four components in students' romantic beliefs, which are almighty love, destined love, hopes for romantic love, and only one & true love. Second of all, the students somewhat showed high level of romantic beliefs. This resulted due to the high level of romantic love but low level of only one & true love. Moreover, their motivations toward marriage which consists of intimacy and economic needs, were seen as the most important values in determining marriage. However, marriage due to social impact and the needs for personal growth were found to be placed in the lowest. Thirdly, male students in particular, showed higher beliefs in almighty love and destined love. The students of religion reported higher beliefs in destined love and only one & true love. Moreover, students who have a partner also showed higher beliefs in almighty love and only one & true love. On the other hand, for motivation of marriage, students showed higher inclination to choose for the desire for large families and children as their motivations, particularly for males. Students in the lower age group also showed higher inclination to choose for intimacy and economic needs as their motivations. Finally, according to the result of the hierarchical regression analysis, the higher the students' beliefs for destined love and the lower it is for hopes for romantic love, predicted higher possibility for the social impact and the needs for personal growth as their motivation of marriage. Moreover, the higher the belief for destined love and hopes for romantic love, the higher it is of their inclination to consider intimacy and economic needs for their motivation of marriage. Lastly, the higher it is for the students' belief toward almighty love, the higher it is for one to marry with a consideration and desire for large families with children.
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창의적 인재 역량 측정을 위한 구인 탐색 및 척도 개발
지은림(Chi, Eunlim),주언희(Ju, Unhee) 한국교육평가학회 2012 교육평가연구 Vol.25 No.1
본 연구는 창의적 인재 역량의 구인을 탐색하고 측정을 위한 척도의 개발을 목적으로 하여, 중․고등학생 532명을 대상으로 질문지를 실시하고 분석하였다. 창의적 인재 역량을 측정하기 위한 질문지는 인지적(고차적 사고력, 확산적 사고력, 문제해결력), 정의적(호기심, 개방성, 감수성, 과제집착력), 사회적(사회가치추구, 협동 및 배려) 특성의 3개 영역(9개 요인)으로 구성하고 리커트식 5점 척도의 형태로 실시되었다. 자료 분석을 위해서는 Rasch 모형에 의한 문항 적합도 분석과 문항들의 측정치 비교를 실시하였고, 탐색적 요인분석과 함께 구조방정식모형을 적용한 확인적 요인분석이 수행되었다. 연구 결과는 첫째, 창의적 인재 역량은 위와 같은 3개 영역(9개 요인)으로 구성되어 있다는 것을 타당화시켜 주었다. 둘째, 학생들은 영역들 중에서 인지적 영역의 특성이 가장 부족한 편인 반면에, 사회적 영역의 특성이 가장 발달된 것으로 나타났다. 인지적 영역에서도 학생들은 확산적 사고력과 고차적 사고력의 특성이 가장 부족한 것으로 나타났기 때문에, 이에 대한 개발이 필요하다는 것을 알 수 있었다. 셋째, Cronbach-α에 의해 본 연구에서 개발된 질문지의 신뢰도가 검증되었다. 결론적으로 본 연구 결과들은 창의적 인재 역량의 구인을 명료화하고 요인별 수준 차이를 비교해줌으로써, 효과적인 교육 프로그램 개발에 도움을 줄 수 있을 것이다. This study aims to explore the construct of creative leader competency and develop the scale for the trait. For this study, a questionnaire including three domains(cognitive, affective, social) was administered to 532 secondary school students. To analyze the data, item fit analysis and person-anditem map were made with WINSTEPS which was based upon Rasch model. Also, exploratory factor analysis and confirmatory factor analysis were done with the Structural Equation Model. The results, first of all, show that creative leader competency consists of three domains of cognitive, affective, and social characteristics. Here, cognitive domain includes ‘higher mental thinking’, ‘divergent thinking’, and ‘problem solving’, while affective domain covers ‘curiosity’, ‘openness’, ‘sensitivity’, and ‘task commitment’. Social domain, which is newly added to the traditional concept of creativity consisting of only cognitive and affective domains, includes ‘the pursuit of social value’ and ‘cooperations and considerations’. Second, the examination of item measures demonstrates that cognitive domain is most hard to endorsed for students. Especially, divergent thinking and higher mental thinking were hard to endorded in the cognitive domain. Third, Cronbach-α proves that the scale developed in this study is reliable. In consequence, the results of this study help to reconceptualize creative leader competency and apply the scale to measure students in school settings.
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서민원(Seo, Min-Won),지은림(Chi, Eunlim),황청일(Hwang, Chong-Il),주언희(Ju, Unhee) 한국교육평가학회 2013 교육평가연구 Vol.26 No.2
본 연구는 대학생의 학습성과 구인을 탐색하고 측정을 위한 척도의 개발을 목적으로 한다. 척도 개발을 위해 전국 10개 대학의 2,497명의 대학생들을 대상으로 질문지를 실시 하였으며, 질문지는 학생배경(23개 문항) 이외에 3개 하위영역에 대해 4점 척도로 작성된 58개 문항들로 구성되었다. 척도의 타당화를 위한 Rasch모형 적합도 분석은 58개 문항들이 모두 타당하다는 것을 보여주었고, 요인구조를 검증하기 위한 확인적 요인분석(CFA)에 의해 세 개 요인(학습열의, 학습경험, 교육성과)으로 구성된 모형이 적합하다는 것을 알수 있었다. 요인별로 살펴보면, ‘학습열의’는 수업활동, 수업외활동, 상호작용과 관련되며,‘학습경험’은 교수의 질, 성적평가, 대학교육의 질, 학생자원, 학습자원을 포함하고, ‘교육 성과’는 인지적 역량, 사회심리적 역량, 자기인식, 대학만족도에 대한 것이었다. This study explored the construct and developed the scale for higher education learning outcomes. For the study, a questionnaire including 58 items measuring learning outcomes besides 23 items for student background was administered to 2,497 students sampled from 10 universities across the country. The questionnaire consisted of 3 sub-dimensions of ‘learning passion’, ‘leanring experiences’, and ‘educational outcomes’ and items had the format of 4-point likert scale. The questionnaire was validated by the Rasch analysis and a Confirmative factor analysis(CFA). The Rasch analysis showed that items were all valid for measuring learning outcomes since no misfitting item was found as the result of item fit anlaysis. Also, CFA proved that the factors of ‘learning passion’, ‘leanring experiences’, and ‘educational outcomes’ were appropriate for the scale of learning outcome. Speifically, ‘learning passion’ was related with curricular activities, extra-curricular activities, and interactions and ‘learning experiences’ included the quality of course instruction, evaluation, the quality of university education, supporting systems for students, and learning resources. Finally, ‘educational outcomes’ consisted of cognitive competence, social-psychological competence, self-recognition, and satisfaction of university education.
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