(A) study on performance of economics graduate students, Korea University : who is a good human capital in graduate school?

김경현 Graduate School, Korea University 2010 국내석사

The purpose of this investigation is to do determine a prediction model for selecting graduate students in economics area. Although economic graduate course in South Korea is similar to the one in Britain and the United States, little attention has been given to examine a student performance. Athey, Katz, Krueger, Levitt and Poterba(2007), who studied a research on economics graduate school of the United States, even said that economists devote considerable effort to graduate students education but have conducted relatively little research on the determinants of student performance or placement in the job market. As the authors' opinion, a study on performance of graduate students should be an important and urgent problem. But this paper is not concerned here with the determinants of student performance in labor market, the study will be supplemented by previous studied in section Ⅱ. The main objectives of this study were : firstly, to do a study on human capital in economics, secondly, to do a study on a group of the highest education level, and thirdly, to do a prediction on graduate students performance using pre-admission data of applicants. By analyzing this paper, we examine the sequentiality between economics required subjects of undergraduate and graduate course. And the paper can be concerned with what factors have an effect on economic graduate performance. It is important for selection process of pre-admission to cultivate outstanding scholars in graduate school. Hence, the results are expected to help screening graduate students in admissions committee.

Comparison of urban space cognitive images of middle schools' circumstance in Gangnam-gu and Nowon-gu

정호진 Graduate School, Yonsei University 2006 국내석사

본 연구의 목적은 학교 및 그 주변에 대한 학생들의 인지도 특성을 통한 공간인지 유형을 두 대상지로 나누어 분석하고, 비교 대상지간 학생들의 체험된 이미지의 차이를 도출하여 지역별 학교와 그 주변의 효과적인 개발 방안을 제시하는 것이다.본 논문에서는 강남구 대치동의 1개 중학교와 노원구 하계동의 1개 중학교를 그 대상으로 하여, Lynch(1960)의 인지도(cognitive map) 작성방법을 간략화하여 수행하였다.학생들의 공간인식은 학년의 고저에 따른 뚜렷한 변화를 나타내지 않은 채 대체로 ‘집주위 → 통학로 주변의 가로 → 학교주변 시설’ 로 확대되는 경향을 보이고 있어, 학생 각자의 생활 패턴에 크게 좌우되는 결과를 나타내고 있다.강남구 대청중학교와 노원구 중평중학교 학생들의 응답내용과 Sketch map을 바탕으로 Kevin Lynch의 5요소(District, Landmark, Path, Node, Edge)를 분석한 결과는 다음과 같다. District의 경우 강남구 대청중학교 학생들은 대청중학교, 우성아파트, 선경아파트 순으로 인지했으며, 노원구 중평중학교 학생들은 중평중학교, 중평초등학교, 건영백화점 순으로 인지하는 것으로 나타났다. Landmark의 경우 강남구 대청중학교 학생들은 양재천, 타워팰리스 순으로 인지했으며, 노원구 중평중학교 학생들은 중평중학교, 중평중학교, 브라운스톤 순으로 인지하는 것으로 나타났다. Path의 경우 강남구 대청중학교 학생들은 양재천길, 사이로길, 남부순환도로 순으로 인지했으며, 노원구 중평중학교 학생들은 중평로, 동재로, 동삼로 순으로 인지하는 것으로 나타났다. Node의 경우 강남구 대청중학교 학생들은 도곡사거리, 대치역사거리 순으로 인지했으며, 노원구 중평중학교 학생들은 동삼삼거리, 동재삼거리 순으로 인지하는 것으로 나타났다. Edge의 경우 강남구 대청중학교 학생들은 양재천을 노원구 중평중학교 학생들은 월계로를 인지하는 것으로 나타났다.혐오장소에 대한 선택의 차이는, 강남구 학생들은 방과후 대부분이 학원 및 교육시설 주변에서 시간을 소모함으로 그 공간에 대한 부정적인 인지가 지배적인데 반해, 노원구 학생들은 비교적 자유로운 방과 후 활동으로 인해 학교 주변 시설인 공원이나 놀이터, 가로 등을 혐오장소로 선택하는 것으로 판단된다.향후 학교와 그 주변시설에 대한 만족도 조사를 통해 회귀분석을 실시하여 실제 이용자들의 만족도에 영향을 끼치는 요소에 대한 파악이 이루어져 개선점을 찾아 나아가야 할 것으로 보인다. The purpose of this study is to analyze space-perception toward schools and their outskirts patterns by dividing the two target areas, and to draw up an efficient development plan for regional schools and its circumferences by deducing the differences of comparative target areas students' undergoing images.In this thesis, I chose one middle school in Gangnam-gu, Deachi-dong and one middle school in Nowon-gu, Hagye-dong for the targets, and briefly carried out cognitive map framing method.The students' space-cognitions have no definite changes in accordance with a school year, and generally show a tendency toward enlarged like this. 'neighborhood → street nearby school district → facilities close to school'. It shows that each student's can exert a major degree influence upon his/her life pattern.Be based on Daechung Mid. School in Gangnam-gu, and Jungpyong Mid. School in Nowon-gu students' answers to the queries and the Sketch map, analyzed results of Kevin Lynch's 5 elements (District, Landmark, Path, Node, Edge) are as follows. In case of district, the students of Daechung Mid. School in Gangnam-gu recognize district by this order: Daechung Mid. School, Woosung Apt. and Sungyung Apt, and the students of Jungpyong Mid. School in Nowon-gu recognize district by this order: JungPyong Mid. School, JungPyong Elem. School, Gunyung Dept. Store. In case of Landmark, the students of Daechung Mid. School in Gangnam-gu recognize landmark by this order: angje Stream, Tower Palace, and the students of Jungpyong Mid. School in Nowon-gu recognize landmark by this order: JungPyong Mid. School, JungPyong Park, and Brown Stone. In case of Path, the students of Daechung Mid. School in Gangnam-gu recognize path by this order: Yangjechun way, Sairo way, Nambu Beltway, and the students of Jungpyong Mid. School in Nowon-gu recognize path by this order: Jungpyong way, Donge way, and Dongsam way. In case of Node, the students of Daechung Mid. School in Gangnam-gu recognize node by this order: Dogok Crossroads, Daechi Station Crossroads, and the students of Jungpyong Mid. School in Nowon-gu recognize node by this order: Dongsam Three Corners, Donge Three Corners. In case of Edge, the students of Daechung Mid. School in Gangnam-gu recognize Yangje Stream as edge, and the students of Jungpyong Mid. School recognize Wolgye way as edge.The differences of selecting hatred spaces are like this. Students living in Gangnam-gu spend much time at the educational institutes and around the educational facilities. Contrary to Gangnam-gu's case, students living in Nowon-gu can spend after school hours comparatively freely, so I could estimate that's why they choose park, playground, and street nearby school as their hatred spaces.Hereafter, we must conduct schools and their outskirt satisfaction survey and do regression analysis to find betterment by grasping elements that can exert influences upon real user satisfaction.

(A) qualitative study on the schooling experiences of foreign language high school graduates

최연수 Graduate School, Yonsei University 2019 국내석사

본 연구는 외국어고등학교 졸업생들의 학교경험과 외국어고등학교를 둘러싼 다양한 사회적 담론들이 학생들의 정체성 형성과 미래 전망에 끼친 영향을 탐구하는 것을 목적으로 한다. 이를 위해 먼저 본 연구에서는 엘리트 정체성 형성과 학교선택(school choice)의 이론적 배경을 바탕으로 외국어고등학교의 역사와 관련 담론들의 역사적 추이를 살펴보았다. 본 연구의 구체적인 연구문제는 다음과 같다. 첫째, 학생들이 어떠한 이유와 배경에서 외국어고등학교 진학을 선택하였는가? 둘째, 학생들이 외국어고등학교 재학 당시 수업, 교우관계, 학교 문화를 어떻게 경험하였는가? 셋째, 외국어고등학교 졸업생들에게 재학 당시 교육경험은 어떠한 의미를 가지며, 외국어고등학교에 관한 사회적 담론이 학생들의 정체성에 어떠한 영향을 미치는가? 이들 질문에 답하기 위해 본 연구에서는 외국어고등학교를 졸업한 일곱 명의 ‘명문대’생과의 심층면담을 주 연구방법으로 활용하였다. 수집된 자료를 통해 내린 분석 결과는 다음과 같다. 먼저, 외국어고등학교 학생들의 외국어고 진학 결정에는 중산층 부모의 적극적인 교육적 관여와 엘리트 고등학교로서 외국어고등학교의 사회적 위상이 작용을 한 것으로 드러났다. 둘째, 참여자들은 외국어고등학교에서의 경험이 ‘명문대학교’ 진학에 큰 영향력을 끼쳤다고 보고, 외국어고등학교에서의 학교 경험을 긍정적으로 평가하였다. 그러나 한편, 수집된 면담 자료에 따르면 학생들은 경쟁적이고 가시적인 결과를 중시하는 외국어고등학교에서 수업, 교우관계 등 여러 측면에서 갈등과 모순적인 상황을 경험한 것으로 드러났다. 예컨대, 학생들은 외국어고 내의 학업경쟁에 적극적으로 참여하는 동시에, 지나친 교육경쟁에 비판적인 태도를 보이기도 하였다. 셋째, 학생들은 외고를 둘러싼 여러 사회적 담론과 논란을 인식하고 있었을 뿐만 아니라 엘리트 학생으로서 자아정체성을 구성하는 과정에서 이러한 담론들을 적극적으로 재해석하는 모습을 보였다. 특히 연구 참여자들은 외국어고등학교를 국가 발전에 기여하는 수월성 교육기관으로 설명하였으며, 도구주의적 관점에서 외국어고의 의의를 주장하였다. 또한 연구 참여자들은 외국어고 입학을 공정한 경쟁을 바탕으로 한 능력주의적 성취라 이해하고, 외국어고등학교가 교육격차의 심화에 기여할 수 있다는 주장에 대해 적극적으로 반박하기도 하였다. 더 나아가 연구 참여자들은 개인의 학업성취도를 개개인의 노력과 능력의 산물이라 보았으며, 사회구조적 요인에 대해서는 비교적 관심을 기울이지 않는 모습을 보였다. 본 연구는 위 연구결과를 바탕으로 외국어고등학교를 둘러싼 사회적 담론을 재검토하고자 하였으며, 교육 정책과 정책담론이 학생들의 학교경험과 정체성 형성에 끼치는 영향에 대해 학생들의 관점에서 접근하였다는 데에 그 의의가 있다. This study investigates schooling experiences of Foreign Language High School graduates and how their schooling experiences shape their self-identities and future outlooks. To this aim, this study first investigates the discursive construction of FLHSs as elite high schools and various discourses underpinning the emergence of FLHSs through examining the history of FLHSs and related policies, employing the theoretical lenses of elite identity formation and school choice. By making use of the in-depth interview data, this study then explores how and why the students chose to attend FLHSs, how the students experienced teaching, peer relations and school culture at FLHSs, how the students make sense of their high school experiences and social discourses on FLHSs, and how their interpretations have affected their sense of identity. Major findings reveal that the research participants’ decision to apply to FLHSs were underpinned by discourses of symbolic distinction and public imaginaries of FLHS as academically elite schools. It also turns out that while the research participants in general identified positively with their schooling experiences, the students also experienced constant tensions in peer relations, mainly arising from the competitive and outcome-oriented school culture. Furthermore, the data analysis reveals that the students are not only cognizant of various social discourses surrounding FLHSs but also actively negotiate these discourses as they construct their self-identities as elite students. The students perceived FLHSs to be meritocratic institutions which foster educational excellence and, in effect, contribute to the economic and social development of the country. The interview data further illustrate that the students view their academic achievements as the outcome of individual efforts and abilities, with scant attention paid to the systemic inequalities or broader social forces structuring the education system. Based on these findings, this study attempts to revisit the current dominant social discourses on FLHSs and provide a more nuanced picture of how education policy and policy discourses shape students’ schooling experiences and identities.

Creating and applying process writing activity using multimedia and digital device for elementary school overachievers

정해나 Graduate School, Yonsei University 2019 국내석사

세계화, 국제화 같은 현상을 거점으로 입시와 취업에서 영어점수를 빼놓을 수 없기에 한국교육에서 영어교육은 매우 중요하게 여겨진다. 특히, 대학수학능력시험에서의 영어영역은 대학입시에서 등급의 반영 비율이 높은 과목으로 수험생들의 부담이 크다고 한다. 이러한 현상은 학생들 사이의 경쟁심을 초래하였으며, 교육과정의 범위와 수준을 넘는 과잉학습을 유발시키고, 나아가 학생들간의 영어실력의 격차를 더 별러 놓는 문제점들을 야기시켰다. 초등학교에서부터 영어실력의 격차가 벌어짐으로써 각각의 학생들의 영어실력과 영어학습에 대한 동기와 흥미를 향상 시키기에 적합한 정규영어수업을 운영하기가 어려워졌다. 이러한 문제는 학생들이 더욱더 영어사교육에 의존하게 만들고 있다. 본 연구의 목적은 교육부에서 지정한 영어교과과정보다 영어실력이 월등한 초등학교 학습과진아들을 위한 영어쓰기 활동을 개발하고 적용하여, 이러한 영어쓰기활동이 학습과진아들의 학습동기, 자기효능감에 긍정적인 영향을 미치는지를 알아보는데 있다. 또한 쓰기 활동에 멀티미디어와 디지털 기기의 활용하여 정규영어수업 안에서도 개인별 학습이 가능하였는지를 알아보았다. 본 연구에 참여한 연구대상은 서울의 한 사립초등학교에 재학 중이었던 45명의 4학년 학생들이었으며, 이들은 학교에서 실행된 영어시험에서 교육부에서 지정한 영어교과과정보다 영어실력이 월등하다고 평가된 학생들이었다. 정규 영어교과서에 있는 내용을 토대로 태블릿 컴퓨터, 구글문서, 에드모도, 그리고 인터넷을 사용한 과정중심쓰기 활동을 만들고 이를 정규 영어수업시간에 시행하였다. 연구도구로서는 쓰기활동 사전, 사후 설문지, 학생들과의 인터뷰, 교사활동일지, 그리고 학생들의 쓰기활동내용이 사용되었다. 본 연구의 결과, 첫 번째, 학생들에게 익숙한 멀티미디어와 디지털 기기를 활용한 쓰기활동이 학습과진아들의 영어학습동기를 향상 시켰음을 확인 할 수 있었다. 두 번째로, 과정중심쓰기활동과 긍정적인 동료평가로 인해 학생들의 영어 자기효능감이 향상됨을 볼 수 있었다. 세 번째로, 학생들이 직접 멀티미디어와 디지털 기기를 사용하는 쓰기활동이 학생들의 수업참여도를 높이는 것을 확인할 수 있었다. 네번째로, 멀티미디어와 디지털 기기의 활용은 평소 교과서에서는 접할 수 없는 다양한 방법들로 학생들이 필요로 하는 자료와 정보를 보는 것을 가능하게 하며, 즉각적으로 원하는 답을 직접 찾아낼 수 있게 하였다. 나아가 학생들이 자신에게 적합한 속도로 쓰기 활동을 진행할 수 있게 해주는 점등이 정규수업 활동 안에서도 개별학습을 가능하게 하는 것을 볼 수 있었다. 다섯번째로, 멀티미디어와 디지털 기기를 활용한 수업에서 기계의 기능에 문제가 생겨 학생들의 학습에 방해가 되지 않도록 수업 전 기계들을 확인하고, 문제가 일어날 시에 신속하게 문제를 해결해야 한다는 점을 알 수 있었다. 교육부에서 지정한 영어교과과정보다 영어실력이 월등한 초등학교 학습과진아들을 위해 정규영어수업을 통해 보다 더 영어학습에 대한 동기와 자기 효능감을 높여주고, 학생들의 영어실력의 격차가 큰 학급 안에서 조금 더 개별적인 영어학습의 기회를 높여주기 위하여 다음과 같이 제언하고자 한다. 교사는 학생들에게 친숙하고 흥미로운 멀티미디어와 디지털 기기를 학생들이 직접 사용할 수 있는, 정규 영어교과서의 내용과 연결 된 영어쓰기 활동을 만들어 수업에 적용시켜 볼 가치가 있다. 또한 멀티미디어, 디지털 기기 그리고 과정중심쓰기활동은 개개인의 학생이 본인에게 적합한 속도로 활동을 진행하여 정규영어수업 안에서도 개별학습을 유발시킴으로 영어실력의 차이가 나는 학생들을 대상으로 수업을 설계하고 진행할 경우, 이러한 지도 방법을 고려해볼 필요가 있다. The present study attempted to create and apply process writing activity using multimedia and digital device for elementary school overachievers, which can be used in regular English classes in schools. Forty-five fourth grade overachievers from a private school participated in this study. The study was conducted during the regular English classes. Many students’ English proficiency level proved to be more advanced than the national English curriculum standard which is set by the Korean Ministry of Education. This is namely caused by the prerequisite English education that students receive before starting official English classes in elementary schools. This caused problem for elementary school teachers to design and conduct English lessons for overachievers whose English proficiency level is higher than the national English curriculum standard. Thus, elementary school overachievers and parents feel that elementary school English class is not sufficient, and feel more needs for private English education to improve English skills and motivation for learning English. Moreover, elementary school teachers and researchers pointed out the importance of English writing skills and argued that national English curriculum and textbooks lack writing practice in comparison to other areas of English. Thus, the current study attempted to create and apply the process writing activity based on the national English textbook which can be conducted in regular English class in elementary schools for overachievers. Furthermore, as many studies showed the effectiveness of individualized learning and a rise in motivation when multimedia and digital devices are used in education, the tablet computers, Google Docs, Edmodo and internet were integrated into the process writing activity so the students could complete the activity according to their own learning pace. The study employed pre-writing activity and post-writing activity surveys, student interviews, teacher’s log, and students’ in-class work to observe the result of the writing activity. The researcher focused especially on affective domain such as motivation, self-efficacy, and students’ individualized learning experience. The study’s result showed positive outcomes of the rise in motivation and self-efficacy, and participation among the participants. In addition, the students’ work displayed the individualized learning experience due to the use of tablet computers, Google Docs and internet. The result of the current study showed that a process writing activity using the tablet computers, Google Docs, Edmodo and internet should be recommended for elementary school overachievers whose English abilities are superior to the national curriculum standards and find regular English class not motivating. Moreover, the study can be served as a practical guideline for designing and applying English lessons that can be more suitable for overachievers in a regular school class where students’ English proficiency level all varies.

Individual Learners' Attitude, Motivation and Listening Proficiency in Secondary EFL Classroom in Korea

최갑균 Graduate School of Education, Sogang University 2002 국내석사

본 연구는 한국 중·고등학생들의 영어학습에 대한 태도와 동기와 듣기 능력 사이에 관계를 분석하는 데 목적이 있다. 본 연구에서 규명되어야 할 연구문제는 아래와 같다. 1. 한국 중·고등학교 영어학습자들의 영어학습동기는 어떤 요인들이 있는가 2. 중·고등학교에서 성별과 학년들 사이에 미국인에 대한 태도와 영어학습태도에는 각각 의미 있는 차이가 있는가 3. 태도와 동기 수준과 듣기 능력 점수사이에 각각 의미 있는 차이가 있는가 4. 태도와 동기 요인 과 듣기 능력 점수 사이에는 어떤 관계가 있는가 본 연구는 경기도 지역에 있는 중·고등학생 717명을 대상으로 하였다. 본 연구를 위하여 사용된 도구는 설문지와 영어듣기 평가였다. 설문지는 Gardner, R.C.와 Lambert, W.E. (1972)의 “Attitude and Motivation Test Battery"에서 인용하여 Lee (1996a)와 Do¨rnyei (1990)가 발전시킨 설문지이고, 듣기 능력 평가는 전국 15개 시·도 교육청이 연합으로 실시하는 듣기 평가 문제를 활용하였다. 표집 된 자료는 SPSSWIN 프로그램을 이용하여 분석하였으며 t 검증, 상관분석, 요인분석을 하였다. 분석된 결과는 아래와 같다 : 1. 이 특수한 상황에서 6개의 동기 동인이 추출되었고 그들은 내적 동기, 중요성, 통합적 동기, 외적동기, 의사소통 그리고 실용성이었다. 2. 한국 중·고등학교 학생들은 영어가 좋은 직업을 얻는 데 필수적이며, 영어가 세계공통어이고, 영어가 어느 분야에서나 중요하고, 영어가 필수 과목이라는 것을 믿고 있으며, 이것은 한국 중·고등학생들은 영어의 중요성을 충분히 인식하고 있다는 것을 의미한다. 3. 동기성향 가운데 중·고등학교에게 듣기 능력 점수와 높은 상관이 있는 공통된 항목은 ‘영어를 좋아한다’는 항목이고, 중학교 1·2학년 학생들은 ‘영어의 중요성’이, 고등학교 1·2학년 학생들은 ‘친구를 사귀기 위해서’와 ‘영어를 좋아하기 때문’이라는 항목이 듣기 능력과 높은 상관이 있었다. 4. 대체로 중학교 1학년 학생들은 내적 동기와 중요성과 관련하여, 중학교 2학년 학생들은 내적 동기, 중요성, 외적동기, 의사소통 과 실용성과 관련하여 영어 공부를 한다. 반면에, 고등학교 1학년 학생들은 의사소통과 관련하여, 고등학교 2학년 학생들은 중요성과 실용성과 관련하여 영어공부를 한다. 5. 미국인에 대한 태도와 영어학습에 대한 태도는 여학생이 남학생보다 더 긍정적인 태도를 보여주었다. 6. 학년사이에 미국인과 영어학습에 대한 태도에 큰 차이를 나타내었고 특히 중학교 1학년 학생들은 현격한 차이를 나타내었으며 미국인과 영어학습에 대하여 호의적인 태도를 가지고 있다. 7. 영어 듣기능력의 상·하 집단에 따른 영어학습에 대한 태도는 상·하 집단사이에 커다란 차이가 있었다. 8. 동기와 태도 변인들은 듣기능력과 의미 있는 상관관계가 있으며 영어학습에 대한 긍정적인 태도를 가진 학생들이 또한 동시에 영어학습에 대한 부정적인 태도를 가지고 있다. 9. 듣기 능력과 가장 밀접한 관계를 가지고 있는 변인은 영어학습태도이고 그 다음으로는 영어학습 동기이고 미국인에 대한 태도는 거의 상관관계가 없었다. 다시 말하면, 영어학습에 대한 태도가 가장 중요하였다. 10. 중학교 학생들이 고등학생들보다 동기요인과 듣기 능력 사이에 더 높은 상관이 있다. 여학생들이 남학생들보다 동기요인과 듣기능력사이에 더 높은 상관이 있다. 동기요인과 듣기능력사이에 상관관계가 있는 순서는 내적 동기요인, 중요성요인, 실용성요인, 의사소통요인, 통합적요인 순서이다. The object of this study is to analyze the relation of individual Learners' Attitude, Motivation and Listening Proficiency in Secondary EFL Classroom in Korea. The research questions investigated in this study are as follows: 1. what factors affect in learning English motivation of learners in secondary school? 2. Is there any significant difference in the attitude toward American and learning English between gender, and among grades in secondary school? 3. Is there any significant difference between the level of attitude/motivation and the score of a listening proficiency test? 4. Is there a relationship between attitude/motivation factors and the score of a listening proficiency test? Subjects in this study were 717 students of secondary school in Kyonggi Province area. The instruments used for this study were a questionnaire and an English listening proficiency test. The former was one adapted from “Attitude and Motivation Test Battery" (Lambert, W.E. and Gardner, R.C. 1972) and developed by Lee (1996a) and D?rnyei (1990). The latter was an English listening proficiency test supervised by National 15 municipal and provincial Board of Education in Korea. The collected data was analyzed through SPSSWIN program. The statistical tests used for the analysis were t-test, correlation analysis, and factor analysis. From the analysis, the following conclusions could be drawn: 1. The study shows that six motivational orientation factors were retained in this particular context and they were intrinsic motivation, importance, integrative motivation, extrinsic motivation, communication, and practicality. 2. Korean secondary school students believe that English is essential to get a good job, English is the world common language, English is important in any field, and English is a required subject. This means that Korean secondary school students are fully aware of the importance of English. 3. Among motivational orientations, the common items that are highly correlated with the score of listening proficiency for secondary school students are liking English; for the first and second middle school students is the importance of English; for the first and second high school students are making friends and liking English. 4. Wholly the first year middle school students study English related with intrinsic motivation and importance and the second year middle school students study English related with intrinsic motivation, importance, extrinsic motivation, communication, and practicality. On the other hand, the first year high school students study English related with communication and the second year high school students study English related with importance and practicality. 5. The female students have more a positive attitude than the male counterparts toward American and learning English. 6. There was a significant difference between grades, especially the first year middle school students show a striking difference. The first year middle school students have a favorable attitude toward American and learning English. 7. There was the greatest difference in the attitude toward learning English between the high and low level group according to the high and low level of score of listening proficiency test. 8. Motivational and attitudinal variables have significant correlations with the score of listening proficiency, and the students who have positive attitude toward learning English also have a negative attitude toward learning English at the same time. 9. The variable that has the closest relationship with listening proficiency is the attitude toward learning English, and the next variable is the learning English motivation, and the attitude toward American have few significant correlations with listening proficiency. That is to say, it shows that the positive attitude toward learning is very important. 10. The middle school students have higher levels of correlation between motivation factors and listening proficiency than the high school students. The female students have higher levels of correlation between motivation factors and listening proficiency than the male students. The order of the correlation levels between motivation factors and listening proficiency showed intrinsic motivation factor is the highest correlation level and follows importance factor, practicality factor, communication factor, and integrative factor.

Detecting the changes of latent profiles in academic burnout of middle school students

신효정 Graduate School, Korea University 2012 국내박사

This study used latent transition analysis (LTA) to examine changes in academic burnout profiles during middle school times (grade 7th-2, 8th-1 and 8th-2). In addition, this study was to examine the effects of the covariates (i.e., gender, parent education, and coping strategy) in LTA model. To do so, the first goal was to identify profile of academic burnout for middle school students at each time point based on Maslach Burnout Inventory ? Student Survey (MBI-SS). For first aim, the following research question was presented: What kinds of burnout profiles would be identified among middle school students? The second goal was to describe developmental pattern of academic burnout throughout middle school using the LTA model. For the second aim, the following research question was presented: How do those profiles change over time? Finally, the third goal was to confirm effects of covariates for modeling change in academic profiles in LTA model. For last aim, the following research question was presented: What are the effects of covariate variables (i.e., gender, parent education, and coping strategy) on changes of academic burnout profiles over time? Total of 413 middle school students (TI: N=381, T2: N=375, T3: N=388) in Seoul, Korea participated in this study. The data was collected from one middle school of Seoul region of South Korea during three waves. Korean version of MBI-SS and Ways of Coping Checklist (WCC) were used to measure the levels of students? academic burnout and coping strategy. All instruments in the present study measured in the final of the semester. Mplus 5.0 and SPSS 18.0 were used to analyze the data. The results of the present study showed that the middle school students could be best described by three latent profiles representing degree of academic burnout across three times: ?distressed (DS)?, ?intermediate (IM)?, and ?well-functioning (WF)?. DS is high scores on all subscales although cynicism was slightly higher score than emotional exhaustion and inefficacy. IM is maintaining medium score on all subscales. WF is low scores on all subscales although emotional exhaustion and inefficacy was slightly higher score than cynicism. The result of the current study proved evidence that academic burnout profiles are understood according to the degree, rather than type of profiles, of academic burnout during the middle school years. In the next, results indicated that as student developed throughout middle school they were likely to transition out of the WF group and into the DS and IM group. Specially, non burned-out group, that is WF group, transited to IM group and even DS group. In addition, distressed group of the academic burnout showed stability, that is, less movement to another groups than the IM and WF groups. Further, the result showed that both active coping and passive coping consistently differentiated the academic burnout profiles throughout the course of middle school. Active coping was associated with higher percentage being in the WF versus DS. Conversely, passive coping was associated with decreased odds of being in the WF. Based on the results of the present study, there are several implications. Specifically, the present study can be utilized for designing prevention and intervention programs for middle school students as well as teacher and parents? training program for student discipline in school and counseling settings. First, helping professionals such as school counselors, teacher could understand the diverse types of academic burnout as well as conduct academic burnout interventions (e.g., preventing or decreasing students? academic burnout). Second, school counselors, teachers and parents should keen attention to WF group during middle school period. Because WF group students transited intermediate group very much over middle school time. These results imply that although students are adapting easily at the moment helping professional need to conduct prevention program for general students. To do so, helping professionals could plan prevention strategies through classroom guidance focusing on WF group students. In addition, since DS group of the academic burnout showed stability, professionals have to provide intensive treatment for being DS group students. Third, this result implies that helping professionals and parents should help to prompt active coping and refrain from passive coping. How to instruct effective coping strategy to manage academic burnout for students is very important. The study implies that teachers and parents? training to support students, as resources, could be good way to prompt active coping for middle school students. Moreover, it is crucial to implement prevention program to learn active coping and passive coping through the classroom guidance regularly. There are several limitations associated with the present study. First, it is important to note that academic profiles were different with previous study in this study. Thus, further research is needed in order to identify the academic profiles with other populations for middle school student. Second, in the present study, the results were obtained for predominantly one middle school students in an urban community. These results may differ for other samples with different characteristics (e.g., gender, grade, academic pressure). Thus, it would be useful to replicate the results in larger samples. Additionally, it would be interesting to explore the special samples of chronic academic burnout groups having high academic demanding for middle school students (e.g., international middle school) in longitudinal designs. Third, the time interval of the study was relatively short (six months). These reason resulted in little changes of levels of each burnout profiles in this study. Thus, future study need to extended periods. The lastly, all instruments in the present research were self-reported questionnaires. In the case of self-reported questionnaires, students who experience high level of academic burnout may report low levels of burnout symptoms to minimize or maximize their symptoms. Therefore, future studies should also consider including biological indicators (e.g., blood pressure, cortisol levels) of burnout and stress to help offset the use of self-reported instruments.

Determinants of school dropout in the rural areas from Honduras : implications for government policies

Thuman, Samir Guillermo Flores Graduate School of International Studies, Korea Un 2012 국내석사

The school dropout issue is present at all educational stages and in all countries, however the issue is more complex and significant in Less Developed Countries (LDCs) or Developing Countries where the economic conditions are not entirely favorable. In Honduras more than half of the population is located in the rural areas; setting on which most of the people are living under extreme poverty. The conditions of basic education in the rural areas are unstable; more than 70 per cent of schools are managed by one or two professors. In Honduras the educational systems share the following features: insufficient coverage of primary education, increased access to basic education, and little capacity to retain both the primary and secondary levels. Consequently, the school dropout phenomena is linked to low levels of learning the basic content taught by professors, limited access to schools, school material, qualified teachers, as well as issues like poverty and school distance; which slows the development of the skilled children´s at their early age. Its negative effects are gathered throughout the school year, affecting disproportionately the opportunities of improving their welfare and wellbeing, especially among the poorest sectors slowing the economic development of the society and the country as a whole. School dropout have a direct impact on the society which suffer consequences when students drop out from school, the costs to society in terms of lost tax revenue and the expense of government assistance programs for employment, housing, medical care, and imprisonment represent a significant percentage of the countries budget. The document focal point is the analysis of the main causes of school dropout that take place in the rural areas of Honduras; the analysis aims to identify the factors that forced students to take the decision of dropping out from school. Identifying these causes will allow the implementation of strategies that will reduce school dropout, making children’s continue and finish school; give them higher levels of education, better employment generation which symbolize higher future earnings to keep their families out of poverty and improving their living standards. The most relevant findings based on the analysis done and the data collected were that identifying and understanding the causes of school dropout and the factors that influence children to dropout from school in the rural areas from Honduras is a complex but not an unfeasible assignment; mainly because many other areas of the education system in Honduras, school dropout is subjective to and affected by a variety of personal and organizational factors. However with the theoretical review made to identify the main factors that influence on school dropout gave some valuable approach to identify the starting point of the school dropout phenomenon in the rural areas from Honduras and at the same time it gave a possible explanation which determine what will be the best solution to reduce and control school dropout.

Impact of school factor-realated incentives on Pupil's absenteeism in Ugandan public primary schools

이재익 Graduate School of International Studies, Korea Un 2018 국내석사

ABSTRACT The study is analyzing the impact of school factor-related incentives on pupil’s absenteeism in Ugandan public primary schools. Were it not for the proper understanding of the education system in Uganda, our endeavor to make progress in the quality of education in the country would be easily blocked. Even if pupil’s absenteeism in Uganda has been a critical problem with regard to the quality of public primary education, especially from the perspective of school factor-related incentives, only few studies have systematically examined its associated determinants in conjunction with school factor-related incentives. The one of the main objectives of the study is to examine the impact of school factor-related incentives; and to investigate the adequate solutions to the pupil absenteeism problem as the base of operations by utilizing dataset which is amassed by an international Non–Governmental Organization UWEZO 2012. School factor-related incentives are divided into four categories: School feeding, whether each of the sample schools has a school library, electricity, and safe-water source. By applying OLS regression using the dataset which includes randomly chosen 81,650 children and 2,279 public primary schools, this study examines how those incentives are correlated with pupil’s absenteeism in Ugandan public primary schools. As a result of estimation, the biggest and most effective way of boosting pupil’s attendance is school feeding. It is because that although Uganda has enjoyed one of the highest rates of economic growth over the last decade, 35 percent of the total Ugandan population is living below the poverty line still. Through participating in school, students also can get benefit such as improving their nourishment and a caloric intake per each day, not to mention that they more frequently come to school. Until now, the Government of Uganda haven’t implemented policy regarding providing school feeding system in their public primary schools. The Ugandan government has the tasks of implementing the policy regarding such incentives which have been shown the negative impact on pupil’s absenteeism and progressing guidelines and standards for fulfilment yet; of course, school feeding should be a top priority. Further research is required to investigate this issues in more detail. Through continued advocacy endeavour and support from communities, better education of all school children in the country can be achieved

Confucianism and its cultural impacts : a comparative study on middle school bullying between China and Japan

Yunbo Bai Graduate School, Yonsei University 2021 국내석사

School bullying has become a social problem all over the world. In recent years, the problem of bullying in middle schools in China has become more and more serious, and the severity of its consequences has attracted the attention of the Chinese government. In the 21st century, Japan is also one of the countries with serious school bullying problems. According to the theory of social ecological system, we can infer that the participants of school bullying are affected by various surrounding environmental factors. As a macro environmental factor, the culture in society has a subtle influence on students' cognition. As we all know, China and Japan are very close geographically and have conducted many cultural exchanges since ancient times. There are cultural similarities between the two countries, especially, the Confucian culture. So does this mean that the reason for the similar behavior of middle school’s bullying in China and Japan is that they are influenced by the similar Confucian culture? Therefore, this paper will take the participants of bullying on middle schools in China and Japan as the research objects, and mainly analyze the cultural reasons of middle school’s bullying in both countries. Comparative research methods, case analysis methods, literature research methods and qualitative research methods are the main research methods used in this article. The second chapter of the thesis first introduces the differences between Chinese and Japanese Confucian cultures, especially in four aspects: shame culture, harmonious culture, collectivism and family culture. At the same time, it introduces the new development of these four cultures in the two countries and the impacts on the current Chinese and Japanese society. The third chapter of the thesis lists cases of bullying in middle schools in China and Japan, and carefully analyzes the psychology of the participants. It is found that although the behaviors of bullying participants in Chinese and Japanese schools are similar, they have different starting points. Therefore, the fourth chapter further analyzes the psychological factors of the three roles in the phenomenon of school bullying in China and Japan, as well as the social and cultural reasons that affect the psychological factors. Through comparative research methods, it is found that the different Confucian cultures in Chinese and Japanese societies have different impacts on the psychology. Although these factors are derived from traditional Confucian culture, they already have had special new developments in China and Japan. Therefore, this article concludes that although the phenomenon of school bullying in China and Japan seems to be the same, the Confucian culture of China and Japan has had impacts on school bullying in China and Japan respectively. Exploring the cultural background of school bullying in China and Japan can enable us to better understand the causes of school bullying and provide some ideas for the future countermeasures of school bullying in the two countries. It has important reference value for the further prevention of school bullying. At the same time, although Confucian culture has its meaning as a traditional culture, it still requires us that in the future China and Japan should constantly reflect on traditional culture, adjusting the traditional culture to new social needs, and better guide people's lives at the level of consciousness.

Assessing the effectiveness of school-based mental health intervention in poor area of Peru : focused on suicide attempt

김하윤 Graduate School, Yonsei University 2017 국내박사

Korean International Cooperation Agency (KOICA) and Yonsei Global Health Center was carried out the school-based mental health education program with the main goal of preventing adolescent suicidal behavior. The purpose of this study is to evaluate using the effect of a school-based mental health intervention in a poor urban area in Peru, as part of an ODA project by the KOICA. This study evaluated the effectiveness of the program operation and factors affecting on suicide attempt. Utilizing mixed methods and based on the PRECEDE-PROCEED model, the current study evaluated the effectiveness of the school-based mental health education program implemented through KOICA’s ODA program in impoverished areas of Peru. In order to identify the current state of adolescent mental health in the target area, social factors, epidemiological factors, behavioral & environmental factors, educational & ecological factors, and administrative & policy factors were assessed. Then, the operation effect of the 2015 school-based mental health education program was analyzed by several areas, including process, impact, and outcome evaluation. In order to do this, the results of the pre-intervention survey conducted with a stratified random sample of 768 individuals and the post-intervention survey conducted with a stratified random sample of 738 individuals, were analyzed through the comparison of the experimental and control group. In addition, in-depth interview were conducted with 64 individuals, including students, parents, teachers and psychologists who participated in the program, which provided a complementary explanation of the quantitative results of the effectiveness evaluation. First, in order to identify the current state of adolescent mental health, social factor, epidemiological factor, behavioral factor, environmental factor, educational factor, ecological factor, and administrative factor, policy factor were assessed. The results of the assessment were compared with Global School-based Student Health Survey by WHO, which showed that more higher of repeated suicide attempt, suicide ideation, drug use, sexual intercourse, involvement in fights more than 4 times and a lower level of parental understanding. Second, the operation effect of the school-based mental health education program was analyzed by process evaluation. After the implementation of the program average health knowledge scores improved significantly among all of the 15 topics, including mental health education, smoking・alcohol consumption・drug prevention education, and sex education. Qualitative analysis showed a positive change in the learning attitudes of students, which had a positive effect on the improvement of health knowledge and learning attitude. The qualitative analysis confirmed that participants were generally satisfied with the program content, in particular the health education and counseling, and the family workshop program. Third, the operation effect of the school-based mental health education program was analyzed by impact evaluation. Analysis of the predisposing factors showed confirmed positive change in the stage of behavior change regarding smoking and alcohol consumption. Analysis of reinforcing factors confirmed the program’s significant effect on the improvement of relationships with peers. Analysis of enabling factors confirmed the effect of the school-based mental health education program on the experience of acquiring information regarding health risk behaviors such as smoking, alcohol consumption, drug use, and sexual intercourse. Fourth, the operation effect of the school-based mental health education program was analyzed by outcome evaluation. This confirmed the effect of the school-based mental health program on the decrease of adolescent suicide attempt. Fifth, the effect of participation in the program, psychological factor, environmental factors, health risk behaviors, reinforcing factors, and enabling factors on the experience of suicide attempt was analyzed. Results showed that the implementation of the school-based mental health education program at a significant effect on suicide attempt when the reinforcing factor variable regarding parental affection was included in the model. Consequentially, Peru school-based mental health education program of KOICA improved the adolescents’ health knowledge, intention of behavior change, ability to acquire health information, bond within the family through the improvement of parental affection, and subjective happiness. Furthermore, the program was validated as an effective intervention in diminishing the adolescent experience of smoking, drug use, sexual intercourse, feeling insulted, depression and suicide attempt. In particular, the variable of implementation of the program had a significant effect on suicide attempt when the variable regarding parental affection was included in the model. Also, in the pre-intervention model, the degree of parental affection that influence suicide attempts was found to be a significant predictor of suicide attempts in pre and post intervention models. In conclusion, in order to the activities made success the school-based mental health education programs to be successful the operation of the program must be include in the school’s annual agenda and school regulations through agreement between the recipient country’s Ministry of Health, Ministry of Education, and local governments. Furthermore utilizing local school teachers as sources of health education can elevate the sustainability of the program, considering the lack of manpower in health education among developing countries. Teachers capacity could be improve by providing training about the health education. And also a school health education manual for teachers as well as an education material for students will be necessary for the sustainability of the program. 일반적으로 청소년기는 다른 연령대에 비해 건강한 집단으로 분류되지만, 현재 전 세계 약 20%에 달하는 청소년들이 정신건강과 관련된 문제를 겪고 있다. 오늘날 청소년들은 개인적 수준과 사회적 수준에서 신체적, 정신적으로 큰 변화를 보여주고 있으며, 특히 페루와 같은 개발도상국가에서는 그 변화가 크게 나타나고 있다. 연구의 대상이 되는 페루 도시빈곤지역은 페루국립정신건강연구소 역학조사 결과(2013) 및 WHO에서 페루 전역의 청소년을 대상으로 실시한 Global School-based Student Health Survey(2010) 결과와 비교하여 연간 자살생각 경험과 자살시도 경험이 더 높은 것으로 나타났다. 이에 이 연구에서는 KOCIA에서 2014년도부터 시행중인 페루 학교 정신건강교육 프로그램의 운영효과를 평가하고, 특히 자살시도에 초점을 맞추어 분석하고자 하였다. 이 연구는 PRECEDE-PROCEED 모형을 바탕으로 혼합연구방법을 통해 KOICA에서 페루 도시빈곤지역의 ODA 사업으로 시행한 학교 정신건강교육 프로그램의 효과를 평가하였다. 이를 위하여 학교 청소년 정신건강 실태 파악을 위한 사회적 요인, 역학적 요인, 행위적・환경적 요인, 교육학적・생태학적 요인, 행정적・정책적 요인을 사정하였다. 이후 양적 연구에서 2015년도 실시된 학교 정신건강교육 프로그램의 운영 효과를 과정, 영향, 결과 평가영역 별로 분석하였다. 이를 위해 무작위 층화표본 추출된 사전조사 768명과 사후조사 738명을 대상으로 한 설문조사 결과를 실험군과 대조군을 비교하여 분석하였다. 또한 정신건강교육 프로그램에 참여한 학생, 학부모, 교사, 심리상담사 총 64명을 대상으로 심층면담을 실시하여 프로그램의 양적인 효과 평가 결과를 보완적으로 설명하였다. 첫째, 학교 청소년 정신건강 실태 파악을 위한 사회적 요인, 역학적 요인, 행위적・환경적 요인, 교육학적・생태학적 요인, 행정적・정책적 요인을 사정하였다. 그 결과 WHO의 Global School-based Student Health Survey 결과와 비교하여 최근 12개월 동안 2회 이상 반복된 자살시도 경험, 자살생각 경험, 마약 경험, 성경험, 4회 이상 폭력사용 빈도가 더 높았고, 부모의 이해정도가 더 낮은 것으로 나타났다. 둘째, 학교 정신건강교육 프로그램의 운영 효과를 과정 평가 영역에서 분석한 결과, 건강지식의 경우 정신건강교육, 흡연・음주・마약예방교육, 성교육 총 15개 주제 모두에서 건강지식 평균 점수가 유의하게 향상된 것으로 나타났다. 질적 연구에서는 학생들의 학습 태도가 긍정적으로 변화한 것으로 나타나, 건강지식 향상과 학습태도에 긍정적인 효과를 미친 것으로 확인하였다. 프로그램 만족도의 경우, 양적 연구에서 학교 정신건강교육 프로그램 평균 만족도가 4점 이상으로 대체로 만족한 것을 확인하였고, 질적 연구에서 프로그램 구성에 있어 보건교육 및 심리상담, 가족 워크샵 프로그램에 대체로 만족하는 것을 확인하였다. 셋째, 학교 정신건강교육 프로그램의 운영 효과를 영향 평가 영역에서 분석한 결과, 소인요인에서 청소년 흡연, 음주에 대한 행동변화단계에 긍정적인 변화를 가져온 것을 확인하였다. 강화요인에서는 또래 친구 관계향상에 효과가 있었으며, 부모와 함께 보내는 시간 정도는 유의한 차이가 없었지만 부모와의 유대감 및 의사소통 향상과 함께 부모의 이해 정도, 부모의 애정표현 정도 향상에 효과가 있었음을 확인하였다. 촉진요인에서는 학교 정신건강교육 프로그램이 흡연, 음주, 마약, 성관계 등 건강위해행위에 대한 정보습득 경험 향상에 효과가 있었고 학생뿐만 아니라 교사에게도 정보습득의 기회를 제공한 것을 확인하였다. 건강위해행위에 대하여 학교 정신건강교육 프로그램이 청소년 흡연과 마약 행동, 성경험 개선에 효과가 있음을 확인하였다. 환경요인에서는 학교 정신건강교육 프로그램이 모욕경험 감소에 효과가 있었으나 가정 내 신체적 학대나 부모간의 폭력 감소에는 효과가 나타나지 않았다. 정신건강상태에서 청소년의 우울감 감소, 주관적 건강상태 및 주관적 행복도 향상에 효과가 나타났으나, 자살생각의 감소에서 통계적으로 유의한 수준의 효과는 보이지 않았다. 넷째, 학교 정신건강교육 프로그램의 운영 효과를 결과 평가 영역에서 분석한 결과, 학교 정신건강교육 프로그램은 청소년의 자살시도 감소에 효과가 있는 것으로 나타났다. 다섯째, 프로그램 참여 여부와 정신건강상태, 환경요인, 건강위해행위, 강화요인, 촉진요인이 자살시도에 미치는 영향을 분석한 결과, 자살시도에 유의한 영향을 미치는 변수는 학교 정신건강교육 프로그램 실시 여부, 우울감 경험, 주관적 행복도, 흡연 경험, 성경험, 폭력사용 경험, 부모의 애정표현 정도, 성별(남자)로 나타났다. 특히, 학교 정신건강교육 프로그램 실시 여부가 강화요인인 부모의 애정표현 변수가 포함되었을 때 자살시도에 유의한 영향을 미치는 것을 보여주었다. 결론적으로 KOICA의 페루 학교정신건강교육 프로그램은 청소년의 건강지식 향상, 행동변화 의지 향상, 건강정보습득 능력을 향상시키고, 부모의 이해와 부모의 애정표현 향상을 통한 유대감을 향상시키며, 흡연, 음주, 마약, 성경험, 모욕당한경험, 우울감, 자살시도 등을 감소시키는데 효과적인 개입 프로그램으로 검증되었다. 특히 프로그램의 실시 여부는 도시빈곤지역 청소년의 자살시도 감소에 유의한 영향을 미쳤으며, 회귀모형에서 부모의 애정표현 변수가 포함되었을 때 자살시도에 대한 프로그램 실시 여부의 영향력이 커지는 것을 확인하였다. 이는 청소년 자살행동이 주요한 사회적지지원인 부모의 영향을 많이 받는 것을 의미하며, 청소년기 부모와의 의견 불일치, 부모와의 감정적 차이, 부모의 태도, 개방적 의사소통의 결여 등이 자살행동에 영향을 줄 수 있다는 가능성을 시사한다. 따라서 청소년 자살예방을 위한 개입프로그램에는 부모와 자녀가 함께 관심을 갖고 참여할 수 있도록 구성되어야 좀 더 효과적인 개입 프로그램이 될 것으로 사료된다. 아울러, 학교 중심의 정신건강교육 프로그램이 성공하기 위해서는 KOICA 사업 종료 후에도 지속가능한 사업이 되도록 수원국의 보건부, 교육부 및 지방정부와의 협의를 통하여 학교 연간 계획 및 학칙에 프로그램 운영에 대한 명문화가 필요하다. 또한 개발도상국가의 여건 상 보건교육을 전담하여 실시할 인력이 부족한 상황에서 현지 학교 교사를 보건교육 자원으로 활용하는 것이 필요하며, 교사를 위한 학교 보건교육 매뉴얼 및 학생 대상 교재 개발이 필요할 것이다. 마지막으로 향후에는 지역사회의 사각지역에서 마약, 흡연, 음주, 성폭력, 학대, 자살시도의 더 큰 위험성이 있는 학교 밖 청소년들을 포괄할 수 있는 건강증진 프로그램의 개입이 필요할 것으로 사료된다.