http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 문명혜 (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
-
최진승,문명혜,정미란 동아대학교 교육대학원 2001 동아교육논총 Vol.27 No.-
The purposes of this study research on university students’s stress and anxieties according to grades and sex. The subjects are 653 male and female students. Scales of stress, general anxiety, academic anxiety, and test anxiety used for research about differences of stress and anxiety among the grades and between the sex. Stress sub-factors of students are problems of friends, human relationships, parent, futures of own job and study, leisure activities, school achievements, and environment. Three types of anxieties are general anxiety, academic anxiety, and test anxiety. Grades are freshman, sophomore, and junior students of male and female. From the results and discussions, the conclusions are as follows. 1.Orders of students’ stress sub-factors are the first is problem of future job and academic progress; the second is problem of friends; and the lest is problem of leisure activity. Orders of students’ anxieties are the first is general anxiety; the second is academic anxiety; and the lest is test anxiety. 2.On the differences of grades about students’ stress sub-factors, freshman has more problems of leisure activities than sophomore and junior problems of them. On the differences of grades about students’ anxieties, sophomore has more problems of test anxiety than freshman and junior problems of them. There are no differences about sub-factors of students’ stress and anxieties without above statements among grades. 3.Women students’ stress sub-factors and anxieties are higher than men students’ stress sub-factors and anxieties. But there is no differences of problems of leisure activities between men and women students. 4.The orders of concrete stress items are unclear of future job, the bade score of school achievement, and regret of students’ past time. The orders of concrete general anxiety items are problems of stable mind, heart beating, and tension. The orders of concrete academic anxiety items are problems of academic achievement, heart beating, and answering about questions from teacher. The orders of concrete test anxiety items are problems of regret after test, thinking about test, anxious during test. 5.There are positive Pearson’s correlations between stress sub-factors and general and academic anxiety. But it can’t find any correlation between between stress sub-factors and test anxiety.
-
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.
-
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.
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
