대학생의 봉사활동 의식 수준별 성격 특성 연구

최진승,한미옥,김경원 동아대학교 교육대학원 2002 동아교육논총 Vol.28 No.-

This study research on service cognitions of college's students and their personality traits. The subjects are 1,417 college students (504 male students and 913 female students). The used tools are college student's personality test and questionnaires of college student's service activities. The sub-factors of personality traits are 12 traits as responsibility, leadership, diligent, independent, planning, tolerance, self-esteem, legality, generosity, anxiety, impulse, and masculinity. The categories of service activities on college students are 11 items as the importance of service activity to college students, the desire of service activity to college students, the beginning times of service activity to college students, the expense of service activity of college students, the times in one year of service activity to college students, the satisfactions of service activity to college students, the obstacles of service activity to college students, the obstacles of service activity to college students, the advantages of service activity to college students, the credit permissions of service activity to college students, the areas of service activity to collee students, the perspectives in future time of service activity to college students. From the results and discussions, conclusions as follows: 1.The college students on higher level traits as level traits as responsibility, leadership, diligent, planning, tolerance, self-esteem, legality, generosity, impulse, and masculinity recognize the importance of service activity. 2.The college students on higher level traits as responsibility, leadership, diligent, planning, tolerance, self-esteem, legality, and generosity recognize the importance of service activity. But the college students on higher level traits as independent recognize the unimportance of service activity. 3.The college students on higher level traits as leadership tolerance, self-esteem, and legality rrecognize the desire of service activity. 4.The college students on higher level traits as tolerance, legality, and generosity recognize the importance of self-expenses. 5.The college students on higher level traits as planning, tolerance, self-esteem, legality, generosity, and masculinity recognize the more than five times in a year as college students' service activity. 6.The college students on higher level traits as responsibility, leadership, diligent, independents planning, tolerance, self-esteem, legality, generosity, impulse, and masculinity recognize the satisfaction of service activity. 7.The college students on higher level traits as responsibility, leadership, planning, tolerance, and self-esteem recognize the obstacle as misunderstanding of college students, but the college students on higher level traits as independents recognize the obstacle as lake of systems and support from college and govemment. 8.There are no differences among the college student's traits and college student's advantages as spirits of sacrifice, professional knowledge, and a lot of times in college courses. 9.The college students on higher level traits as leadership, diligent, planning, tolerance, self-esteem, generosity, impulse, and masculinity recognize the importance of the credit permissions of service activity to college students. 10.The college students on higher level traits as responsibility and masculinity recognize the importance of visiting home for orphans, the college students on higher level traits as leadership recognize the importance of helping farm country, and the college students on higher level traits as independence recognize the importance of helping homelessness parents. 11.The college students on higher level traits as leadership, planning, tolerance, self-esteem, legality, and generosity recognize the positive perspectives in future time of service activity to college students.

敎師效率性 訓練이 敎師의 意思疎通水準 向上에 미치는 效課

崔震昇,申斗均 東亞大學校 學生生活硏究所 1988 學生硏究 Vol.17 No.-

The purpose of this study was to investigate the effect of Teacher Effectiveness Training on teacher's interpersonal communication skill. The subjects were 20 teachers for experimental group and 20 teachers for control group. There were two kinds of experimental groups. One is intensive course program and the other is two hours program in a week for thirteen weeks. Group of intensive course program for 6 days took 26 hours intensive program and also two hours program in a week for thirteen weeks. The tools were Teacher Effectiveness Tranining and interpersonal communication questionnaire. From the results and discussions, conclusions were as follows. 1. The Teacher Effectiveness Training is effective program for increasing teachers' interpersonal skill. 2. There are no differences of effects between intensive course program and 2 hours program in a week for thirteen weeks. One kind of program is useful enough for teachers' communication skill.

성격의 의미와 구조

최진승,박노암,문명혜 동아대학교 학생생활연구소 2001 學生硏究 Vol.29 No.-

Without understanding about personality, we couldn't know human behaviors. Individual personality is his psycho-physic characteristic behavior and thought. These days, a whole man education can come from desirable personality education. The meanings of personality are several kinds according to theorists of personality. If we summary of personality meanings we may lost the true meaning of theorists. The meaning of personality is core of the personality how to interpret the behavior by theorists of personality. The structure of personality is the ways of interpretation about development and change of a man. There are many kinds of elements in personality that theorists choose in order to interpretation of personality of man. We must know the elements of personality to guide undesirable the behaviors and thought of students.

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.

의지 통제 방략 척도 개발에 관한 연구

최진승,박경옥,박금옥 東亞大學校 學生生活硏究所 1998 學生硏究 Vol.17 No.-

The purpose of this study is to make a research on the Volitional Control Strategies Scale of middle and high school students. The subjects were 1,500 male and female students : 300 each in their 1st through 3rd grade in middle schools and 1st and 2nd grade in high schools. The preliminary items were analyzed by item analysis and factorial analysis, and correlations among subfactors of Volitional Control Strategies Scale. From the results and discussions, the conclusions are as follows : 1. The Volitional Control Strategies Scale have four subfactors such as cognition control, emotional control, motivational control and environmental control. 2. Useful items of Volitional Control Stategies Scale were 48 developed items according to the item analysis and factor analysis. 3. Reliability of Volitional Control Strategies for learning scale was found to exist from the study of the correlations the four subfactors.