大學生活指導의 專門的 正體

崔海春,申海雨,宋明子 東亞大學校 學生指導硏究所 1978 學生硏究 Vol.9 No.-

大學敎育의 理念과 學生指導

崔海春,申海雨,姜永三,宋明子 東亞大學校 學生指導硏究所 1978 學生硏究 Vol.9 No.-

學生指導를 위한 敎授의 人格과 知的 權威

金秉圭 東亞大學校 學生生活指導硏究所 1982 學生硏究 Vol.11 No.-

역사에 나타난 理想的인 敎授像 : 西歐社會를 中心으로

李太一 東亞大學校 學生生活指導硏究所 1982 學生硏究 Vol.11 No.-

學力評價에서의 成功經驗과 失敗經驗이 學習動機에 미치는 影響

申海雨,金小範 東亞大學校 學生指導硏究所 1974 學生硏究 Vol.5 No.-

本 硏究의 目的은 敎師가 學生에게 미칠수 있는 相互活動의 樣式中 評價的相互活動에서 學生들이 成功感과 失敗感을 가질 때 學習動機가 어떻게 變化하는 가를 밝히는데 있다. 本 硏究의 假說은 學力平價結果에서 繼續的인 成功經驗을 하면 學習動機는 높아지고, 失敗經驗을 繼續하면 學習動機가 낮아진다는 基本前提로부터 誘導되었으며, 이 硏究가 糾明하려는 具體的인 問題는 다음과 같이 規定되었다. 첫째 : 學力平價 結果에서 繼續的인 成功經驗을 한 集團이나 失敗經驗을 한 集團은 實驗前後의 學習動機變化에 差가 있을 것인가? 둘째 : 學習平價 結果에서 繼續的인 成功經驗을 한 集團이나 失敗經驗을 한 集團은 統制集團보다 學習動機의 變化에 差가 있을것인가? 세째 : 學力平價 結果에서 繼續的인 成功經驗이나 失敗經驗을 하면 學業成績 上.中.下位 集團에 關係없이 學習動機의 變化에 差가 있을것인가? 이와 같은 問題를 밝히기 爲하여 釜山市內에 있는 D 工業高等學校 1學年中, 學習動機, 學業成績, 知能 等에서 差에 意義가 없는 同質的인 集團 3個班에서 150名(各班 50名)을 標集하여, A班은 成功經驗集團, B班은 失敗經驗集團, C班은 統制集團으로 構成하였으며, 成功經驗集團과 失敗經驗集團을 學業成績 및 學習動機 點數에 따라 上.中.下位 集團으로 各各 分類하였다. 이 硏究에서 使用된 道具는 學習動機檢査(金基錫製作 學習習慣檢査中 動機要因 26問項)와 硏究者 自作의 學力檢査였다. 그리고 硏究者로부터 調練을 받은 一般社會 擔當敎師 1名과 硏究者가 위의 道具로서 實驗에 臨하였다. 본 硏究의 假說과 그 結果를 要約하면 다음과 같다. 假說Ⅰ : 學力平價에서 繼續的인 成功經驗을 한 集團이나 失敗經驗을 한 集團은 實驗前後의 學習動機 變化에 意義있는 差가 있을 것이다. 成功經驗集團이나 失敗經驗集團의 實驗前後 學習動機 變化의 差를 CR檢證 및 二分變量分析한 結果 有意水準 .1%dp에서 肯定되었다. 假說Ⅱ : 學力平價에서 繼續的인 成功經驗을 한 集團이나 失敗經功을 한 集團은 統制集團보다 實驗前後의 學習動機 變化에 意義있는 差가 있을 것이다. 成功經驗集團과 統制集團, 失敗經驗集團과 統制集團의 實驗前後 學習動機 差의 變化差를 CR檢證 및 共變量分析한 結果 .1%의 有意水準에서 肯定되었다. 假說Ⅲ 學力平價에서 成功經驗을 繼續한 集團은 學業成績 上.中.下位集團에 關係없이 學習動機가 높아질 것이다. 成功經驗을 한 集團에서 學業成績 上.中.下位集團의 實驗前後 學習動機 變化의 差를 t檢證한 結果, 上中集團은 有意水準 5%에서 下集團은 1%의 有意水準에서 肯定되었다. 假說Ⅳ 學力平價에서 失敗經驗을 繼續한 集團은 學業成績 上.中.下位 集團에 關係없이 學習動機가 낮아질 것이다. 失敗經驗을 繼續한 集團에서 學業成績 上.中.下位 集團은 5%의 有意水準에서 下集團은 1%의 有意水準에서 肯定되었다. 假說Ⅴ 學力平價에서 成功經驗을 繼續하면 學習動機 上.中.下位 集團에 關係없이 學習動機는 높아질 것이다. 成驗經驗을 한 集團에서 學習動機 上.中.下位 集團의 實驗前後 學習動機變化의 差를 t檢證한 結果, 上集團은 5%의 有意水準에서 中下位集團은 .1%의 높은 有意水準에서 肯定되었다. 假說Ⅵ 學力平價에서 失敗經驗을 繼續하면 學習動機 上.中.下位 集團에 關係없이 學習動機는 낮아질 것이다. 失敗經驗을 한 集團에서 學習動機 上.中.下位 集團의 實驗前後 學習動機 變化의 差를 t檢證한 結果, 上集團은 1%의 有意水準에서 中下位集團은 .1%의 높은 有意水準에서 肯定되었다. 이 硏究를 通하여 다음과 같은 結論이 導出되었다. 첫째 : 成績經驗을 繼續하면 學習動機가 높아지고 失敗經驗을 繼續하면 學習動機가 낮아진다. 둘째 : 成功經驗集團은 統制集團보다 學習動機가 높아지고 失敗經驗集團은 統制集團보다 學習動機가 낮아진다. 셋째 : 學力平價에서 成功經驗을 繼續하면 學業成績 上.中.下位 集團에 關係없이 學習動機는 높아지고, 失敗經驗을 繼續하면 學業成績 上.中.下位 集團에 關係없이 學習動機는, 낮아진다. 넷째 : 學力平價에서 成功經驗을 繼續하면 學習動機 上.中.下位 集團에 關係없이 學習動機는 높아지고, 失敗經驗을 繼續하면 學業動機 上.中.下位 集團에 關係없이 學習動機는 낮아진다. 以上과 같은 結論으로 本 硏究가 試圖했듯 學力平價에서 繼續的인 成功經驗이나 失敗經驗이 學習動機에 미치는 影響이 밝혀짐에 따라 다음과 같은 示唆을 준다. 1. 敎師一學生 相互作用中 評價的 相互活動이 學習者에게 成功感을 주어 學習動機가 誘發될 수 있도록 多樣하게 試圖되어야 하겠다. 2. 學業成績이나 學習動機가 낮은 集團일수록 成功感을 줄수있도록 學力平價에 있어서의 意圖的인 接近이 試圖되어야 하겠다. 3. 敎師一學生 相互作用中 評價的 相互活動이 學習動機에 미치는 影響에 關한 보다 洗練되고 多樣한 硏究들이 이루어 져야 하겠다. Problems : The purpose of this study is to investigat how the learning motive would change when students feel either success or failure in school achievement. The major questions guided this study were as follows; (1) Is there any significant difference between the group of the continual success and that of the continual failure in the learning motive pre and post the experiment? (2) Is there any difference among the groups of continual success, failure and controlled group in learning motive? (3) Is there any difference in learning motive at the high, middle and low groups of academic achievement, if the success or the failure in school achievemnt is going on? (4) Is there any difference in learning motive at the high, middle and low groups of learning motive is going on? Methods The sample consisted of 150 boys of 1st grade in a technical high school of Pusan City. They were formed into the group A which was the success, group B, the failure and which was the controlled group. Data of learning motive were obtained from the learning motive test made by Kee-Seuk, Kim Scores of academic achievenent test made by the investigator himself. Result : The following hypothesis were tested, and the results were as follows; Hypothesis Ⅰ: There would be a significant difference of learning motive in the group of the success as well as that of the failure pre and post experiment. This hypothesis was accepted on .1% level of significance. The result indicates that in the group of success as well as that of the failure, there are the difference of learning motive pre and post experiment. Hypotesis Ⅱ : There would be more significant difference of learning motive in the group of the success as well as that of the failure than the controlled one. This hypothesis was accepted on .1% level of significance. The result indicates that there are more difference of learning motive in the group of success as well as failure than the controlled one. Hypotesis Ⅲ : The group of the continual success would become higher in its learning motive disregarding the groups of high. middle and low in the school achievement. This hypothesis was accepted on 5% level of significance in high, middle groups, and in low group, 1% level of significance. Hypothesis Ⅳ : The group of the failure would become lower in lts learning motive disregarding the groups of high, middle and low in the school achievement. This hypothesis was accepted on 5% level of signifcance in high, middle groups, and in low group, on 1% level of significance. hypothesis Ⅴ : With the continual succss, the learning motive would ascend disregrading the groups of high, middle and low in learning motive. This hypothesis was accepted on 5% level of significane in high group and in middle group, in low group, on l% level of sigificance. hypothesis Ⅵ : With the continual failure, the learning motive would descend disregarding the groups of high, middle and low in the learning motive. This hypothesis was accepted on 1% level of significance in high group and in middle, low groups, on 1% level of significance. Conclusions : On the basis of the findings, the following conclusions may be made. (1) In the result of the testing, in the coutinual success being done, the learning motive becomes higher, While if the continual failure, it becomes lower. (2) In the result of the testing in the group of the success, the tearing motive becomes higher more than in the controlled group, in the group of the failure it is lower than the controlled group, (3) With the continual success, the learning motive becomes higher disregarding the groups whose school achievement are middle and low, but with the continual failure, it is lowered. (4) with the continual success, the learning motive becomes higher disregarding the groups of high, middle and low in their learning motive, and with the continual failure, it becomes lower.

社會人의 立場에서 본 오늘의 大學과 大學生

金尙勳 東亞大學校 學生生活指導硏究所 1981 學生硏究 Vol.10 No.-

學生이 바라는 理想的 敎授像 : 文獻을 通해서 본

朴基順 東亞大學校 學生生活指導硏究所 1982 學生硏究 Vol.11 No.-

效果的인 相談을 위한 學生理解資料의 開發

崔震昇,宋明子 東亞大學校 學生生活指導硏究所 1984 學生硏究 Vol.13 No.-

靑少年의 進路選好一貫性과 進路選擇의 豫言

郭晙圭,申海雨 東亞大學校 學生生活指導硏究所 1984 學生硏究 Vol.13 No.-

The purpose of this study was three fold. (l) to clarify the definiton of career development and quilance (2) to clarify consistency in career choice for youth, and (3) to determine predictability in career choice category for youth. The method used in this study was research articles published in various journals and books Tallowing results are assertional. Studies of persistence or consistency in career choice usually have relied on cross-sectional design which do not permit Sampling behavior over a long period. Therefore, most findings are inconsistent and confusing. In surveying the research articles published it is found that there have been relatively few well designed studies which attempt to predict career choice. Most prediction studies have been weak both in design and methodology, and thus, the findings have been inconsistent and inconclusive. It was suggested that further study with better design (longitudinal data and precise control of intervening coriobles) should be carried out in order to make conclusion valid and consistent.

大學에 있어서의 學生指導의 意義

孫賢秀 東亞大學校 學生生活指導硏究所 1982 學生硏究 Vol.11 No.-