시험불안의 특성과 불안감소 이론 연구

최진승,박영희 東亞大學校 學生生活硏究所 1991 學生硏究 Vol.19 No.-

The purpose of this is to review of the properties of test anxiety and its reduction theories. Every student has test anxiety and he can't avoid from it. Some students adjust the test anxiety situation very well, but some students do not. The educators and teachers need for the information about the properties and reduction theories of test anxiety in order to help the high anxious students. This research treats the three parts of test anxiety. First parts are the meaning of test anxiety, the two factors of test anxiety, the tool development of test anxiety, and the correlations between test anxiety and academic performance as general properties. Second parts of this article are the correlations between test anxiety and general anxiety, some motivational aspects of test anxiety, and model hierarchy of test anxiety and general anxiety as theoretical foundations of test anxiety. Third parts of this study are systematic desensitization theory, rational emotive theory, attention theory, test-taking theory, and self-efficacy theory as reduction theories of test anxiety. Wolpe's systematic desensitization training, Ellis's rational emotive training, Wine's attentional training test-taking training, and Bandura's self-efficacy training are very useful methods in order to decrease the test anxiety of students. Also multivariate program of two or three methods is effective to high test anxiouse students.

초·중학교 학생들의 사회위선성 및 그 척도 개발과 학업 성취에 관한 연구

최진승,석철민 東亞大學校 學生生活硏究所 1996 學生硏究 Vol.24 No.-

사람은 사회적 동물이기 때문에 누구나 다른 사람의 존재를 의식한다. 특히 발달 단계에 있는 초등학생들이나 중학생 들은 부모님에게 잘 보이고 싶고 또한 동성의 친구,이성의 친구, 선생님, 이웃 어른 등 다른 사람들에게 좋게 보이고 싶은 정도가 다른 연령층에 비하여 더 높을 수 있을 것이다. 이러한 경향성은 개인의 행동을 통제하고,잘보이기 위해서 하기 싫은 일도 하게 할 수 있으므로 개인의 동기적 기능은 할 수 있으나 각종 심리검사 도구에는 거짓 또는 위선적 반응을 하게하여 오차의 근원이 되기도한다. 심리학자들은 이런 행동의 경향성을 사회위선성 (social desirabílíty) 이라고 하였다. 그러나 사회위선성 이 성장해가고 교육을 받고 있는 아동들에게 나쁜 영향을 미치는 특성인지 혹은 성장 발달 과정에서 누구나 경험하게 되는 특성으로 지적 능력이나 사고가 발달하면 감소하는 것인지, 그리고 우리 나라의 문화권에서 사회위선성은 어떠 한지에 관한 연구들이 적은 편이다. The purpose of this study was research on the differences of social desirability to grades and sex, and correlations between social desirability and school achievement in elementary and middle school boys and girls. The subjects were 840 boys and 784 girls in the elementary and middle school. The tools of this research were social desirability scale and school achievements of Korean and mathematics for them. From the results and discussions of this research the conclusions were as follows: 1. The social desirability of grade 5 in elementary school boys and girls is the highest and the social desirability of grade 3 in middle school boys and girls is the lowest. The social desirability tendency of boys and girls is decreasing according to the grades are increasing. Therefore, elementary school children's results of testing about psychological tests should be reconsidered more than those of middle school boys and girls. 2. The social desirability of girls is higher than social desirability of boys. The girls in elementary and middle school have a tendency of good looking to other people. Therefore, there are a lot of problems for girls ’ social desirability to psychological testing than those for boys' social desirability to psychological testing. 3. There aren't differences of academic achievemets between upper group of social desirability and lower groups of social desirability. There aren't correlations between social desirability tendency and school achievement. Therefore, social desirability of. boys and girls is independent personality trait from academic achievement. 4. The social desirabilty scale developed by researches has reliability and validity according to statistical analysis. The social desirability scale is useable scale in psychological tests. Therefore, we have to consider about social desirability from responses of items in psychological tests.

一般原因歸屬理論과 尺度開發의 一硏究

崔震昇 東亞大學校 學生生活硏究所 1990 學生硏究 Vol.18 No.-

Foundation attribution theories rooted from research of Heider(1958), Jones and Davis (1965), Kelly(1967), and Weiner(1971). Weiner(1971) theorized causal attribution as a kind of learning motivations, and tried to explain individual behavior and academic achievement from the theory. Analizing causal attribution theories, two situations as success and failure; four types as ability, effort, task, and luck; three dimensions as locus of control, stability, and controllability can be found. Causal attribution theories can be categorized to affective domain. A few researcher tried to make causal attribution scale including items, and did not made general causal attribution scale. General causal attribution means the attribution of cause in general situation event as play, game, sport, and human interaction without academic achievement. Because of generality and inclusiveness, development of general causal attribution scale is more importance than other attribution scales such as academic attribution scale. General Causal Attribution Scale is contained 32 items, and each item has 5 rating scales. This tool can be counted and used to two situations, four types, and three dimensions. Test-retest reliability of this scale is r=0.88 , and validity of concomitance is r=0.68.

자기초점주의에 대한 이론적 탐색

최진승,박영희 한국교육학회 부산지회 1996 釜山敎育學硏究 Vol.9 No.1

The research of self-focused attention in constructive concept of psychology is preliminary theoretical analysis in Korea., but a little references for empirical research have been done in abroad. The meaning of self-focused attention is individual self consciouseness for himself. From the analysis and discussions about several previouse researches and academical articles, the conclusions are as follows: 1. Self-focused attention is cognitive process of human being. 2. Self-focused attention is internal focus of individual. 3. Self-focused attention is negative evalution of one-self. 4. Self-focused attention is connected with depression of person. 5. Self-focused attention is connected with anxeity of individual. 6. Self-focused attention is connected with the task performance of person.

中學生의 不安類型에 따른 學業成就分析과 試驗의 認知的 妨害 減少方案

崔震昇 東亞大學校 敎育大學院 1987 敎育大學院 論文集 Vol.13 No.-

This study investigates the anxiety on school achievemkens, of junior high schoo students, and cognitive interference of test. The subjects were 1380 from 1,2,3,, grades in the coeducation junior high school. To measure anxiety levels, general anxiety scale, academic anxiety scale, and mathematics anxiety scale were developed, and Spielgberger;s Test Anxiety Inventory was translated into Korean. To measure the school achievements, teacher-made tests:Korean, English, mathematics, and science in junior high school curriculum for 1,2,3, grades were used. And the findings from the results and discussion were as follows. 1.The correlation coefficients among general anxiety, academic anxiety, test anxiety, and mathematics anxiety are positive. In the proness of generality among 4 anxiety scales, general anxiety is the first, academic anxiety is the second, test anxiety is the third, and mathematics anxiety is the last. Therefore, teh teacher should study the students' acadimic anxiety and mathematics anxiety as well as general anxiety and test anxiety in order to understand students' anxiety. 2.In the differences aming the grades, general anxiety of 1st grade junior high school students is higher than any onther grades. Academic anxiety of 2nd grade junior high school students is higher than any other grades. In the mathematics anxiety of students, there are no differences among grades. Thererfore, the teacher must uderstand the fact that he has to use the different methodes among the grades and among types of anxiety in order to decreasing students' anxiety. 3.In the general anxiety, academic anxiety, test anxiety, and mathematics anxiety of junior high school students, there are no differences between sex. Therefore, the teaher could use the same methode to decrease the students' anxiety. 4.In the correlation coefficients between anxiety and academic achievement scores of junior high school students, there is negaitive correlation between general anxiety and other subjects:Korean, English, and mathematics, There are negative correlation between academic anxiety and four subjects:Korean, English, mathematics, and science. There are negative correlations between test anxiety and three subjects:Korean, English, and mathematics, but there is no correlatio nbetween test anxiety and science. Therefore, the teacher should remember the fact that in order to increase the students' academic scores, he should decreased the students' anxiety levels. 5.In the correlation coefficients between cognitive interference of test and anxiety, therer are positive correlations between cognitive interference of test and general anxiety, academic anxiety, test anxiety, and mathematics anxiety.In the correlation coefficients between cognitive interference of test and 4 subjects, there are negative correlations between cognitive interference of test and Korean, English, mathematics, and science. Therefore, the teacher understand the cognitive interference of test for students in order to reduce anxiety levels of them and increase the academic achievement.

주의력결함 - 과잉행동 장애아동의 원인귀속 유형 연구

최진승,박노암,문명혜 한국교육학회 부산지회 2000 釜山敎育學硏究 Vol.13 No.2

The purpose of this study is to investigate differences of elementary ADHD(Attention Deficit Hyperactivity Disorder) children between their causal attribution types as ability, effort, task difficulty, and luck in success and failure situations on academic teat results. The subjects were selected from 8,404 children(4th, 5th, and 6th grade) from 11 elementary schools in Pusan, and tested by ADHD Tendency Questionnaire. The subjects were total 2,663, classified into 3 groups from the result of ADHD Tendency Questionnaire: 877 students of lower ADHD group accounting for approximately lower 10% from the result, 907 of middle ADHD group accounting for middle 10%, and 879 of upper ADHD group accounting for upper 10%. The major findings of this study from results and discussions are as follows; 1. In success situation on test, ADHD children attribute more ability than task difficulty. 2. In success situation on teat, ADHD children attribute more ability than task difficulty is one of tendency for male children than female children. 3. In failure situation on test, ADHD children attribute more ability than effort. 4. In failure situation on teat, ADHD children attribute more ability than task effort is one of tendency for male children than female children. 5. In sucess and failure situation on test, ADHD children attribute more ability than other types is one of tendency for male children than female children.

유아의 자연물에 대한 연상, 유사성, 생명 개념에 관한 연구

최진승,김지영 동아대학교 교육대학원 1998 동아교육논총 Vol.24 No.-

본 연구는 유아가 자연물에 대한 지식을 연상하고 생명 유무와 유사성을 판단하는 기준을 공통적인 준거로써 찾고 그 준거별 반응정도가 연령 및 성별, 자연물의 범주에 따라서 어떠한 양상을 보이면서 발달하는지 밝히는데 그 목적을 두었다. 본 연구의 대상은 부산 시내 유치원에 재원하는 3, 4, 5세 유아 90명이며 유아에게 제시된 자연물은 예비 조사와 친숙도 검사를 통해 선정하였으며, 범주에 따라서 동물, 식물, 천체, 기타 무생물 범주로 나뉘며 각 범주별로 3개씩 총 12개이다. 자료는 인터뷰식으로 진행하여 수집되었으며 유아의 반응은 모두 녹음하여 준거에 따라 수량화하였고, 통계처리는 일원변량분석, 다변량분석, t-검증, Duncan(.05)사후 검증 등을 활용하였다. 본 연구의 결과 및 논의를 통해 얻어진 결론은 다음과 같다. 첫째, 자연물의 소유, 형태, 주제에 관한 개념은 3세에 이미 발달되어 있으며, 색깔과 기능에 관한 개념은 4세와 5세 사이에 크게 발달하는 것으로 보인다. 둘째, 여아는 남아보다 자연물의 기능 및 행위에 관한 개념을 더 먼저 획득한다. 셋째, 동물 및 기타 무생물 범주에 관한 자연물의 개념은 식물 범주 및 천체 범주에 대한 개념보다 더 먼저 발달한다. 넷째, 유아의 자연물의 유사성 판단은 주제-지각-기능-개념 이행으로 변화하며 발달한다. 여섯째, 유아들이 자연물과 유사한 대상으 판단할 때 근거하는 기준은 자연물의 범주에 따라 다른데, 생물 범주는 기능적인 법칙에 근거하고 무생물 범주는 지각적인 특징에 근거하여 판단한다. 일곱째, 자연 법칙에 근거하여 자연물의 생명성을 판단할 수 있는 능력은 5세에 갖추어어지며, 자연물의 범주에 따라 생명성의 판단의 기준이 다르다. 동물 범주는 자연법칙에 근거하며 식물 범주는 사람들의 활동과 개입 유무에 근거하고, 무생물 범주는 의인적인 준거에 근거하여 판단하는 경향이 높다. The purpose of this study is that how the young childrens' association, simialrity, life concept on natural kinds changes with age, sex, and the categories of natural kinds. The subjects in this study were 90 young children who were 3, 4, and 5 years old, and sampled from 3 kindergartens in Pusna. Natural kinds were selected through the pilot test and the categories of natural kinds were divided into animal, plant, planet, and dnonbiological category. Following conclusions were derived from discussion on the results to this study: 1.Young children's association about natural kinds' having, shape, thematic knowledge don't change with age, and their association for the color, functional knowledge of natual kinds were increaed with age. 2.Female childrens' association is higer than male in the natural kinds' functional knowledge. 3.Young childrengs association about plant, planet is increasing with age. Therefore, young childrens' concept about animal, nonbiological kinds is formed nearly at 3 age olds, and young childrens' concept about plant, planet develops highly between the age of 4 and 5 years old. 4.Young children's association about natural kinds' shape is high in the all categories of natural kinds, their assocaition about natural kinds' thematic knowledge is high in nonbiological category. In addition, their association about natural kinds' function is high in animal category at most. 5.Young childrens' reponses about natural kinds' thematic simiarity are decreasing with age. On the other hand, their responses about natural kinds' perceptual, functional simiarity are increasing with age. The result suggests that young childrens' concept on natural kinds is developing thematic-perceptural-founctional-conceptual shift. 6.Young childrens' assocaition about the simiarity is based on objects' founctional character in biological category. On the other hand, their assocaition about inanimates' similarity is based on the perceptual character in nonbiological category. 7.Young childrens' ability to discriminate the animates-nonanimates is increasing at 5 years old. Therefore, young childrens' life concept is formed nearly at 5 years old. 8.Young childrens discriminate between animate and inanimate things in animal category at the based of animals' functional character and in plant category at the based of persons' activity. However they justify the objects' lives at the based of perceptual character in nonbiological category.

청소년의 거짓 자아개념 형성에 관한 연구

최진승,이정희 한국교육학회 부산지회 1996 釜山敎育學硏究 Vol.9 No.2

The present study examined the issues concerning the construction of true self and false self in adolescents. More specifically, in this study, the author intended to analyze the criteria of true self and false self cpmceptions. The subjects of this study were 900 middle school students in grade 1 through 3. To determine young adolescents' understanding of the concepts of true self and false self, participants were asked to respond to two open-ended questions: (a) $quot;What does it mean for someone to be their true self, their real self?$quot; and (b) $quot;What does it mean for someone to not be their true self? The extent to which young adolescents displayed false self behavior in different social roles, namely, with parents, classmates, teachers. The following conclusion were obtained from the results and discussion of this study. First, true self was most often defined as acting the way one feels, thinks, wants; being one's true self; saying what one really think, expressing one's true opinion; not lying. False self was most often not acting the way one feels, think wants and acting differently with different people not being one's true self; not acting right. Second, the extent to which young adolescents displayed false self behavior was comparable across social roles. False self behavior was most often reported close friends, mother, teacher, romantic others, father.

신발 밑창 형태의 변화가 보행 시 하지에 미치는 영향

최진승,강동원,문경률,방윤환,탁계래 대한인간공학회 2009 대한인간공학회 학술대회논문집 Vol.2009 No.5

본 연구의 목적은 신발 뒷굽의 차이에 따른 보행특성의 변화를 살펴보기 위한 것이다. 이를 위해 신발 종류에 따른 보행 실험이 수행 되었고, 신발의 종류는 지렛대모양의 쿠션 형태를 가진 보행화(BOSS Corps., Korea)와 U 자 모양의 밑창을 가진 보행화(Masai Barefoot Technology, MBT, Swiss), 일반 러닝화(Adidas, Germany)이다. 실험은 10m×3m 의 보행로에서 각 5 회씩 수행되었고, 6 대의 카메라로 구성된 3 차원 동작 분석기와 2 대의 지면반력기를 사용하여 획득한 데이터를 바탕으로 운동학적(보행속력, 관절의 가동범위와 궤적), 운동역학적(관절모멘트와 지면반발력 데이터) 변인을 비교하였다. 그 결과, 발목의 움직임 궤적과 고관절의 운동범위, 최대 수직지면반력, 발목관절모멘트에서 신발에 따른 유의한 차이가 발생했다. 특히 MBT 신발은 지면 접촉 시 발목에서 낮은 관절모멘트를 보였고, 지렛대모양의 쿠션 형태를 가진 보행화는 MBT 신발에 비해 부하율이 낮고, MBT 신발과 일반 러닝화에 비해 부하 감소율은 큰 특징을 보였으며, 신체 균형의 안정성이 높았다. 본 실험을 통한 신발 특성에 대해 연령 혹은 건강조건에 따른 추후 연구와 긴 시간 착용의 영향을 살펴볼 필요가 있다.

Comparison of Gait and Cognitive Function among the Elderly with Alzheimer’s Disease, Mild Cognitive Impairment and Healthy

최진승,오호상,강동원,문경률,최미현,이수정,양재웅,정순철,문석우,탁계래 한국정밀공학회 2011 International Journal of Precision Engineering and Vol. No.

The purpose of this study was to compare gait pattern and cognitive function among elderly patients with Alzheimer's Disease (AD), elderly people with Mild Cognitive Impairment (MCI), and Healthy Controls (HC). Twenty three elderly patients participated: 10 AD (77.2±6.84 yrs), 7 MC I(72.9±6.28 yrs), and 6 HC (71.6±5.78 yrs). Gait and Cognitive function were collected using an accelerometer attached to the foot and the Korean version of the Consortium to Establish a Registry for Alzheimer's Disease (CREAD-K), respectively. To compare differences in gait performance among groups,mean stride time, magnitude and structure of gait variability and ratio of low frequency and high frequency (LF/HF ratio) of stride time sequence were used in this study. Results showed that gait variables (mean stride time, LF/HF ratio of stride time) were useful for classification between MCI and HC. Cognitive function (T1, T3, T4, T6, and T8 of CREAD-K)represented the difference between AD and HC. This study may provide a foundation for future work on progression of dementia.