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자아존중감, 학업동기, 학업적 자기효능감 및 진로태도성숙 간의 구조적 관계
김성수(Kim Sung-Su),김지언(Kim Jee-Ean),김미옥(Kim Miok) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.9
본 연구는 학교상담에 대한 다차원적 접근과 통합적인 이해를 위한 목적으로 수행되었으며, 이를 위하여 청소년의 진로태도성숙, 학업동기, 학업적 자기효능감, 그리고 자아존중감의 구조적 관계와 영향력을 밝히고자 하였다. 연구 대상은 서울, 경기, 충청북도에 소재한 고등학생 신입생 250명이며, 측정도구는 진로성숙도(Crites, 1978), 학업적 자기효능감(김아영, 박인영, 2001), K-SRQ-A(Kim, 2002)및 자아존종감(Coopersmith, 1967)을 사용하였다. 자료는 상관분석을 실시하였으 며, 구조방정식 모형에서는 모형의 적합도와 매개효과를 검증하였다. 연구결과는 다음과 같다. 첫째, 진로태도성숙, 학업적 자기효능감, 학업동기, 및 자아존중감 간의 상관분석 결과 각 변인들과의 관계는 정적 상관관계로 나타났다. 둘째, 자아존 중감이 학업동기에 정적으로 영향을 미치고, 학업적 자기효능감이 진로태도성숙에 정적으로 영향을 미쳤다. 셋째, 자아존중감은 학업적 자기효능감을 매개하여 진로태도성숙에 정적으로 영향을 미치는 것으로 나타났다. 넷째, 학업동기는 학업적 자기효능감을 매개로 진로태도성숙에 영향을 미치는 것으로 나타났다. The purpose of this research is to approach and understand school counseling multi-dimensionally and interactively. This study also investigates the structural relationship between career attitude maturity, academic self-efficacy, academic motivation, and self-esteem. A total of 250 high-school freshmen in Seoul, Gyeonggi-do, and Chungbuk-do were studied for this research. Statistical methods include correlation by SPSS program and model fit and mediation effects by AMOS program. The results of this study are as follows. First, it was revealed that there were passive correlations among variables after analyzing correlations among career attitude maturity, academic self-efficacy, academic motivation, and self-esteem. Second, self-esteem had a positive effect on academic motivation, while academic self-efficacy had a positive effect on career attitude maturity. Third, self-esteem had a positive effect on career attitude maturity by the mediation of academic self-efficacy, and it is revealed that these variables have statistically meaningful meditation effects. Fourth, academic motivation had a positive effect on career attitude maturity by the mediation of academic self-efficacy, and it is also revealed that these variables have statistically meaningful meditation effects.
개인과제 방식 액션러닝 프로그램의 프로세스 및 성공요인 탐색
김미옥(Miok Kim),김남균(Namkyun Kim),김창환(Changone Kim) 전북대학교 산업경제연구소 2016 아태경상저널 Vol.8 No.1
본 연구는 중소기업 이업종 CEO들을 위한 개인과제 방식 액션러닝 프로그램의 프로세스와 성공요인을 탐색하기 위해 수행 되었다. 연구 목적을 달성하기 위해 먼저 CEO 대상 액션러닝 프로그램 운영과 관련한 선행연구를 분석 하였다. 이를 토대로 A대학의 최고경영자 과정으로 진행된 개인과제 방식의 액션러닝 프로그램에 대하여 사례 연구를 실시했다. 연구자가 최고경영자 과정에 참여하여 참여관찰을 진행하였으며, 액션러닝 프로그램에 참여한 팀원들과 담당 코치의 인터뷰를 통해 핵심성공요인을 도출하였다. 핵심성공요인은 학습자의 액션러닝 운영방법에 대한 이해와 자발적 참여, 개인과제 방식의 과제성격과 과제해결 프로세스 습득, 팀 활동을 통해 개인의 가능성 개발, 성찰활동 촉진 등으로 나타났다. 연구결과, 개인과제 방식 액션러닝은 중소기업 CEO을 대상으로 액션러닝 팀을 설계하여 운영하고자 하는 전문가나, 비즈니스의 이슈를 해결하고자 하는 이업종 CEO들에게 새로운 문제해결과 학습으로써 가능성을 갖고 있다고 판단된다. 그러나 본 연구는 단일 사례로서 개인과제방식 액션러닝프로그램의 핵심성공요인을 일반화하기에는 한계를 가지고 있으며, 향후 연구에서는 개인과제 방식 액션러닝프로그램의 다중 사례를 통해서 핵심성공요인이 도출 되도록 추가적인 연구가 필요하다. This study explores the key success factors of action learning teams with open group problems for CEOs in small and medium enterprises. Prior studies were analyzed with CEO targeted action learning program to achieve the research objectives. For this study, action learning program with open group problems in a CEO course in A university has been selected. The researcher conducted a participant observation and the key success factors were derived through interviews with team members and responsible action learning coaches who participated in the program. Key success factors were understanding of action learning and voluntary participation in learners side. To facilitate learners to master the challenges to the nature and challenges of individual process tasks manner, to develop the possibility of individual through team activities, and to facilitate the reflection activities are key success factors in the coaching side. Consequently, the action learning based on open group problem solving presents a new alternative to professionals who want to design the action learning team to target CEOs in SMEs and to CEOs to solve business issues. However, as this study as a single case has limitations on the generalization of the key success factors of open group projects approach of action learning programs, in future studies, additional research is needed to be able to analyze key success factors to expand through multiple examples of how action learning program challenges individuals.
Reduction in CO<sub>2</sub> uptake rates of red tide dinoflagellates due to mixotrophy
Jeong, Hae Jin,Lee, Kitack,Yoo, Yeong Du,Kim, Ja-Myung,Kim, Tae Hoon,Kim, Miok,Kim, Ju-Hyoung,Kim, Kwang Young The Korean Society of Phycology 2016 ALGAE Vol.31 No.4
We investigated a possible reduction in $CO_2$ uptake rate by phototrophic red tide dinoflagellates arising from mixotrophy. We measured the daily ingestion rates of Prorocentrum minimum by Prorocentrum micans over 5 days in 10 L experimental bottles, and the uptake rates of total dissolved inorganic carbon ($C_T$) by a mixture of P. micans and P. minimum(mixotrophic growth), and for the predator P. micans (phototrophic growth; control) and prey P. minimum (phototrophic growth; control) alone. To account for the effect of pH on the phototrophic growth rates of P. micans and P. minimum, measurements of $C_T$ and pH in the predator and prey control bottles were continued until the pH reached the same level (pH 9.5) as that in the experimental bottles on the final day of incubation. The measured total $C_T$ uptake rate by the mixture of P. micans and P. minimum changed from 123 to $161{\mu}mol\;C_T\;kg^{-1}\;d^{-1}$ over the course of the experiment, and was lower than the $C_T$ uptake rates shown by P. micans and P. minimum in the predator and prey control bottles, respectively, which changed from 132 to $17{\mu}mol\;C_T\;kg^{-1}\;d^{-1}$ over the course of the experiment. The reduction in total $C_T$ uptake rate arising from the mixotrophy of P. micans was 7-31% of the daily $C_T$ uptake rate seen during photosynthesis. The results suggest that red tide dinoflagellates take up less $C_T$ during mixotrophy.
Miok Kim 한국간호과학회 2021 한국간호과학회 학술대회 Vol.2021 No.10
Aim(s): This study is a descriptive research to investigate students" online class participation and satisfaction and to identify related factors as the class method has been changed from face-to-face to non-face-toface due to the global corona pandemic.In particular, since online classes give learners the active ability to decide on their own learning content, learning order, and learning methods, this study aims to confirm class participation and satisfaction accordiβng to self-regulated learning ability. Method(s): To achieve this goal, a survey was conducted with 100 students who took both the 2020-1st and 2nd semesters among T University students who experienced online learning in the context of the COVID-19 pandemic. The self-regulated learning ability tool by Yang(2000) and the online class satisfaction measurement tool developed by Cha et al(2012) were used. The collected data were analyzed by descriptive statistics, frequency, correlation analysis, independent test, one-way ANOVA, and multiple regression analysis were performed. Result(s): The self-regulated learning ability of the subject was 3.61 points on average, which were 3.85 points for cognitive control, 3.35 points for behavior control, 3.57 points for motivation control, e 3.55 points for online class participation and 3.72 points for online class satisfaction. As a result of the correlation analysis of the three variables, it was found that there was a positive correlation. As a result of the analysis of factors affecting class participation, the explanatory power was 67% and the factors were beta-cognitive planning (β=-.181, p=041), beta-cognition, behavioral control (β=-.206, p=.05), and behavioral control (β=.472, p=.001). As a result of regression analysis on the effect on class satisfaction, the explanatory power was 59% and the factors were cognitive strategy-elaboration (β=.181, p=.019), beta cognitive planning (β= -.247, p=.017), motivational control goal orientation (β=.293, p=.018), motivational control achievement value (β=.250, p=.032), behavioral regulation (β=.472, p= .002) Conclusion(s): As a result of this study, the higher the self-regulated learning ability of students, the higher their online class participation and satisfaction. Although it has come to prominence through the corona pandemic environment, modern society is changing into a smart society based on maximizing convenience that allows you to work without face-to-face in many fields. In the midst of these changes, as the online learning form is increasing in education, it is necessary to develop various contents to improve the effectiveness of online learning, to verify the competence of students who actually learn, and to develop necessary learning abilities.