학교환경(學校環境)의 모형정립(模型定立)과 척도제작(尺度製作)에 관한 연구(硏究)

강주태 ( Choo Tae Kang ),신해우 ( Hae Woo Shin ),송명자 ( Miung Ja Song ),최진승 ( Jin Seung Choi ) 東亞大學校附設 石堂傳統文化硏究院 1977 石堂論叢 Vol.1 No.-

The purpose at this study was to examine the preceding studies on school environment. and, setting up a theoretical model of middle school environment in the aspect of student behavior and preparing a questionaire necessary for standardizing measurement scales. The theoretical outline and model abstracted from the preceding studies can be summed up as follows: 1. Synopsis of the preceding studies. From the viewpoint of defining the concept of school environment, the preceding studies heve classified two kinds of environment: (1) objective one independent of its members and (2) the one characterized by the interaction between its members. An approach based on ecological and structural dimensions falls under the former category while the other based on the analytical dimension of behavioral setting, character, behavioral traits, psychological, social features and functronal reinforcement, falls under the latter. In respect to method of measuring environment, the preceding studies involve (1) objective measurement of environmental properties including school facilities and student activities, (2) that of perceptual response of individuals to environmental properties, and (3) the combination of both. Different scales have been worked out as different points of view dictate. I. Theoretical model of school environment 1. Conceptualization of school environment According to Baker`s theory, environment is a behavioral setting which exercises a strong influence on the positive choice and formation of individual behavior in a given environment, and despite personal differences in behavioral traits, each individual in it shares simiar and common features. Consequently, it is possible to predict individual differences in motivation and behavior by indentifying a particular behavior setting and general behavior product of each member in a specific environment. 2. Variables of school environment Student activities as output variables in school environment are categorized (1) creative individuals, (2) wild ones, (3) the scholars, (4) the socialgroup, and (5) the leaders, (6) the political activists. 3. Model of school environment 1) Relevent model 2) Derived model (environment determined by output variablss).

한국(韓國) 중등학교(中等學校) 환경진단(環境診斷)을 위한 척도제작(尺度製作)

강주태 ( Choo Tae Kahng ),신해우 ( Hae Woo Shin ),강영삼 ( Young Sam Kahng ),송명자 ( Myung Ja Song ),최진승 ( Jin Seung Choi ) 東亞大學校附設 石堂傳統文化硏究院 1978 石堂論叢 Vol.2 No.-

The purpose of this study was to develop a scale and manual for measurement of junior and senior high school environment with high validity and reliability, and to analize the actual conditions of the environment of the sampled schools. The theoretical model adopted of our High School Environmental Assessment Scale was base on Newcome`s subcultural model and Barker`s behavior setting theory. Thus what we wanted to assess here was psychological environment as reflected in school climate and classroom atmosphere manifested by students` acitivities. Test items were constructed according to the dimension of intellectuality and subjectivity so that a given school environment might be categorized into the creative, intellectual, wild, and social. Following pretest, test items were finally selected and standardized on the schools sampled on a basis of area, sex, and corporate type (stratified sampling) across the nation. The size of the sample are 1073 junior high school boys, 1138 junior high girls, 1157 academic senior high school girls, 370 vocational senior high school boys and 365 vocational senior high school girls-a total of 5206 students. The following results were obtained from analytical study of the actual conditions of the sampled schools: (1) Junior high school As for area, the village girls` schools were significantly higher in the intellectual dimension. The boys` schools in big cities were higher in subjective dimension. As regards sex, the boys` schools in towns significantly higher in intellectual dimension. In terms of corporate type the private schools` were significatnly higer in both intellectual and subjective dimension than public ones. (2) Senior high school Across the country, girls` schools were significantly higher in intellectual dimension than boys` but no significant area difference was observed in intellectual and subjective dimension. The public schools were significantly higher in intellectual dimension, while private ones in subjective dimension. (3) Difference between junior and senior high schools Junior high schools were significantly higher in intellectual dimension, but no difference was seen in subjective dimension. The Manual of the standardized High School Environmental Assessment Scale is composed of the outline of the scale, methods of execution, evaluation, interpretation of the results, application and norms. The high School Environmental Assessment Scale affords information on the relationship between the characteristics of environment and students` activities by showing which on the four categories-creative, intellectual, wild, and social-a given school falls into, and information on the ways to improve school environment.

大學生의 成就動機와 自我槪念과의 關係

辛舜基,姜周泰,申海雨 東亞大學校 學生指導硏究所 1974 學生硏究 Vol.5 No.-

木 硏究의 目的은 成就動機와 自我槪念의 機孫를 밝히는 데 있있으며 이 硏究가 究明하려는 具體的인 問題는 다음과 같다. 1) 成就勳機와 自我槪念과의 相關 2) 成就勳機와 自我漑念의 內的 自我準據體制와의 關係 3) 成就勳機와 自我漑念의 外的 自我準據體制와의 關係 4) 學年別 自我槪念의 比較 5) 學年別 成就動機의 比較 6) 成就動機 上·下位 集團間의 自我槪念의 比較 위의 問題를 解決하기 위하여 釜山市內에 있는 D 大學校의 各學年에서 各各 50名 씩 計 200名을 無選標集하였다. 그리고 成就動機 上·位 集團을 漂準偏差 ±1б以上 떨어진 學生으로 各各30名씩 分類하였다. 使用된 道具는 成就動機를 測定하기 위하여 想像力 檢査, 自我槪念을 測定하기 위해서는 自我漑念檢査가 使用되었다. 위의 資料로써 木 硏究의 硏究問題를 究明한 그 檢證方法 및 結果를 要約하면 다음과 같다. 硏究問題 I. 成就動機와 自我槪念의 相關 成就動機와 自我槪念과의 相關은 原點數에 의한 相關係數가 0.522로서 確實한 相關이 있었으며 Y´=0.28X+3.79X´=0.97Y+34.95의 回歸方程式을 얻었다. 硏究問題 Ⅱ. 成就動機와 自我槪念의 內的 自我準據體制와의 關係 成就動機와 自我同一性, 成就勳機와 自我行動向에는 確責한 相關이 있고 成就勳機와 自我受容間에는 正的 相關이 있으나 얕다. 그리고 成就動機와 內的 自我準據體制의 各要因間의 相關係數의 差異는 CR-test에 의해 有意한 差가 없었다. 硏究問題 Ⅲ. 成就動機와 外的 自我準據體制와의 關係 成就動機와 性格的自我, 家庭的自我間에는 確實한 相關이 있으나 成就動機와 身體的自我, 道德的自我, 社會的自我間에는 相關이 있으나, 낮아서 相緖이 있다 없다고 確信할 수 없다. 그리고 成就動機와 外的 自我準據體制의 各 要因과의 相關係數의 差異는 CR--test에 의하면 道德的 自我와 性格的自我間, 道德的自我와 庭的自我間에서 P<. 05水準에서 有意한 差가 있었다. 硏究問題 Ⅳ. 學年別 自我槪念의 比較 學年間의 自我肯定을 變量分析한 結果 F比 0.1474로서 學年別 自我槪念에는 有意한 差가 없었다. 硏究問題 Ⅴ. 學年別 成就動機의 比較 學年間의 成就動機 點數를 變量分析한 結果 F比 1.251으로서 有意한 差가 없었다. 硏究間題 Ⅵ. 成就動機 上·下位 集團間의 自戮槪念의 比較 成就動機 上·下位 集團間의 自我槪念을 t-test한 結果 P<.001의 水準에서 差의 意義가 있었다. 이 硏究를 通하여 다음과 같은 結論이 導出되었다. 1. 大學生 集團에 있어서는 成就動機와 自我槪念은 確實한 相關이 있으므로 두 變因間에는 共通要因 및 因果關係가 있다. 2. 成試動機와 自我槪念의 內約 自我準據體制의 要因인 自我同一性, 自我受容, 自我行動과는 正的 相關이 있으며, 成就勳機와 外的 自栽準據體制의 要因인 身體的自我, 道德的直我, 性格的自我, 家庭的自我, 社會的自我와의 關係에 있어서도 正的 相關이 있다. 3. 成就動機와 自我槪念의 內的 自我準據體制의 各 要因間의 相關係數의 差異에 있어서는 有意한 差가 없으며, 成就動機와 自我槪念의 外的 自我準據體制의 各 要因間의 相關係數 差異는 道德的自我와 性格的自我間, 道德的自我와 家庭的自我間에는 有意한 差가 있고 다른 要因間에는 有意한 差가 없다. 4. 自我槪念의 內的 自我準據體制의 各 要因間과 外的 自我準據體制의 各 要因間의 平均値의 差異에 있어서는 身體約自我와 家庭的自我間, 道德的自我와 家庭的自我間, 社會的 自我과 家庭的自我間에는 有意한 差가 있고 그 외의 다른 要因間에는 音意한 差가 없다. 5. 大學生 集團에 있어서 成就動機와 自我槪念은 學年別에 따라 有意한 差가 없다. 6. 大學生 集團에 있어서 成就動機 上·下位 集團間에 自我槪念은 有意한 差가 있다. 따라서 成就動機 上位 集團은 下位 集團보다 自我槪念에 肯定的이다. 이 硏究는 男子 大學生 集團에 있어서 成就動機와 自我槪念과의 關係를 究明한다는 點에서 그 뜻을 가지며, 이 硏究의 結果에 비추어 將次의 硏究을 위해 다음 4가지 點을 提議하였다. 1. 性別과 發達段階에 따라 相異한 結果가 밝혀질 可能性이 있으므로 學校事態에서 性別과 發達段階에 따른 成就動機와 自我槪念의 關係를 究明하는 學生指導方法의 硏究가 中高等, 大學에서 試圖되어야 하겠다. 2. 成就動機 育咸方法으로 自我槪念의 ?化 또는 發展的 方向 提示가 試圖되어야 하겠다. 3. 自我槪念의 外的 自我準據體制는 大學別 集團에 따라 相異한 結果가 밝혀질 可能性이 있으므로 大學集團問에 關찬 硏究가 있어야 하겠다. 4. 大學生 集圍에서도 成就動機 育成과 自我漑念 ?化를 위한 學生指導方法의 새로운 接近이 摸索되어 야 하겠다. Ⅰ. PROBLEMS The purpose of this study was to invesitgate the relationship between achievement motive and self-concept, and the research questions drawn from theoretical assumptions and research findings were as follows: (1) Correlation between achievement motive and self-concept, (2) Relationship between achievement motive and row self critaria of self-concept. (3) Relationship between achievement motive and colomn self critaria. (4) Comparison with the scores of polssitive self according to grade level. (5) Comparison with the scores of achievement motive according to grade level. (9) Comparison with the scores of polssitive self between the groups of high and low achievement motive. Ⅱ. METHOD The sample corlsisted of 200 students of 4 grades in D University of Pusan city; the sample of each grade was 50 students, and randomly drawn. The subjects of achievement motive were devided into two groups; one was the group of high achievement motive, and the other the group of low. Each group consisted of 30 students who were within ±1бS.D. The following tools and measures were used in this study, and data of achievement motive were obtained from TAT test, and scores of self-concept were obtained from S.C test made by Won-Shick Cheung. Ⅲ. RESULTS The research questions were tested and validated, and so the results were presented as follows; <Research Problem I > Correlation between achievement motive(nAch) and self-concept(S. C). The coefficient of correlation between nAch and S. C. :by row scores was. .522. (Regression equation…… Y´=0.28X+3.79 X´=0.97Y+34.95 <Research Problem Ⅱ> Relationships between nAch and row self-critaria of SC. There was significant correlation between nAch and self identity, and between nAch and self satisfaction. There was possitive correlation between nAch and self satisfaction. But there were no significant differences by CR test in correlations among nAch and the factors of row self critaria. <Research Problem Ⅲ> Relationships between nAch and colomn self critaria. There was significant correlation between nAch and personal self, and between nAch and family self, but the data revealed that there were slight correlations among nAch and physical self, moral self, social self. So it can not be confident that there were correlations among them. And there were differences at 5% level of significance by CR test in correlations among nAch, moral self and personal self, and among nAch, moral self and family self. <Research Problem Ⅳ> Comparison with the scores of possitive self according to grade level. There was no difference significantly at . 1474 F-test by analysis of variance in the scores of possitive self according to grade level. <Research Problem Ⅴ> Comparison with the scores of achievement motive according to grade level. There was no difference significanlty at 1.251 of F-test by analysis of variance in the scores of nAch according to grade level. <Research Problem Vl > Comparison with the scores of possitive self between the groups of high and low achievement motive. It was yielded that there was significant difference at .01% by T- test in the scores of possitive self between the groups of high and low nAch. Ⅳ. CONCLUSIONS On the basis of major findings obtained from this study, the following conclusions may be made. (1) In the group of college students, there is the correlation confirmable between nAch and the scores of possitive self. And so there may be general factors and any causation in them. (2) There are possitive correlations between nAch and row self critaria; self identity, self satisfaction, self behavior, and also between nAch and colomn self critaria; physical self, moral self, personal self, family self, social self. (3) There are no differences significantly in correlations among nAch and the factors of row self critaria. It is confirmed that there are significant differences among nAch and moral self, personal self and among nAch and moral self, family self, but in the other factors, there are no differences. (4) In the difference of mean between the factors of row self critaria and the factors of colomn self critaria, there are significant differences between physical self and family self, and between social self and family self, but there are no differences between the others. (5) In the group of college students, there is no significant difference in the level of nAch and the scores of possitive self according to grade level. (6) In the group of college students, there is significant difference in the scores of possitive self between the groups of high and low nAch. So SC is more possitive in the group of high nAch than in the group of low.

學校環境과 自我槪念의 關係

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

靑年期의 職業的 成熟度에 관한 硏究

申海雨,金健善 東亞大學校 學生指導硏究所 1977 學生硏究 Vol.8 No.-

The major purpose of the present study was to investigate the level of vocational maturity or adolecence. The specific questions guided this study were as follows: 1) Are there any geographical differences in vocational maturity? 2) Are there any sex defferences in vocational maturity? 3) Are there any school grade differences in vocational maturity? 4) Are there any significant differences in term of parents level of schooling? A total of 676 student drawn from four different senior high schools in Busan and Keungnan, representing grade 3 throngh 12, were used as subjects. Data of VMQ were obtained from the questionaire developet by self made according to 5 demensions of vocational maturity presented by D. E. Super. On the basis of the results, the following Conclusions may be made : 1) From lack of vocational information and self understending, it is hard that vocational planning is built up. And it has a bad effect upon vocational preference. 2) Parents' intellectual, economic level and social status have an effect upon the student vocational development. 3) Vocational guidance should should start at primary school, so thaat Vocational ad justment and the satisfaction through self-realization in vocational life may be realized. 4) For Vocational guidance, it is necessary to build up a financial question, to research vocational guidance, to get human resources in school.

基礎學力定着을 爲한 敎科擔任制와 學習集團編成에 關한 硏究

申海雨,朴命柱 東亞大學校 學生指導硏究所 1976 學生硏究 Vol.7 No.-

교육과정과 수업의 관계에 관한 연구

신해우,김신곤 東亞大學校 學生生活硏究所 1999 學生硏究 Vol.27 No.-

This study aims to research a relation between curriculum and instruction on the basis of the various theories which have been studied so far. The main stream of studies on a curriculum and instruction shows that these two have been considered on the binary viewpoint, and that these two have been studied individually. A rapid social change, however, has an effect on some educational aspects. Foregoing division into two fields, a curriculum and instruction, becomes insignificant under the existing conditions that the interaction between a teacher and the students in the classroom creates a new knowledge. That is to say, in the past, the contents of study were transferred to learners through instruction on the basis of a curriculum made beforehand from a binary viewpoint of a curriculum and instruction, and this is restricted to meet the changing conditions effectively. Therefore, it can be more effective to consider these two altogether than to do them separately. It is not that to systematize singly a curriculum and instruction simply means to try to eliminate their division considering them identical. These two, as the sub-elements in the whole educational system, have a close relation with each other and interact dynamically in order to draw out the instructional results, the last step of the system. This means that a curriculum and instruction interact simultaneously to learners in order to change learners for the final purpose of education. In addition, the curricular composition is just instruction according to unification of a curriculum and instruction. Thus learners can act creatively for knowledge when the curricular composition is achieved in the process of instruction. This means the active instruction for learners, who can learn a new import.

學年水準에 따른 學業成績의 從的인 相關에 관한 硏究

申海雨,金丙埰,金智順 東亞大學校 學生生活指導硏究所 1984 學生硏究 Vol.13 No.-

本校 大學生의 性格特性 傾向에 관한 硏究

申海雨,金丙埰,金智順 東亞大學校 學生生活指導硏究所 1984 學生硏究 Vol.13 No.-

韓國敎育의 未來指標 : 價値觀의 變化와 敎育의 課題 with Emphasis on the Change of Value

申海雨 東亞大學校 學生生活硏究所 1983 學生硏究 Vol.12 No.-