http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
實際的 自我와 理想的 自我間의 差異와 學業成就度와의 關係
李相魯,李明子 慶北大學校 學生指導硏究所 1974 學生指導硏究 Vol.7 No.1
兒童後期인 國民學敎學 5,6年과 靑年氣인 中學校와 高等學校에 있어서 實際的 自我와 理想的 自我間의 差異를 밝히고, 이 差異와 學業成就度와의 關係도 밝힘과 同時에 性差도 밝히려고 하는 것이 本 硏究의 目的이다. 硏究對象은 年令을 統制하여 國民學校學 5年부터 高等學校 2學年까지 441名(男 237名, 女 204名)이다. 測定道具는 Bills, Vance&Mclean(1951)의 尺度와 McCallon(1967)의 尺度에서 選擇한 것에다 硏究者가 尺度를 더하여 豫備檢査 結果 各 尺度間의 相關係數 .7이상되는 尺度는 제외하였으며, 尺度의 檢査一再檢査 信賴度는 .75였다. 實際的 自我와 理想的 自我間의 差異는 理想的 自我의 點數에서 實際的 自我의 點數를 減한 點數로 하였다. 比較集團間에 t-test와 CR-test 및 x^2-test를 適用시키고, Person의 積率相關係數를 算出하였다. 그 結果 (1) 實際的 自我와 理想的 自我間의 差異에 있어서 國民學校 5學年과 6學年間에 有意한 差가 있고 다른 學年間에는 有意한 差가 없다. (2) 國民學校와 中學校間에는 有意한 差가 있고 中學校와 高等學校間에는 有意한 差가 없다. (3) 男女間에는 差가 없다. (4) 實際的 自我와 理想的 自我間의 差異와 學業成就度와는 關係가 없다. The purposes of the present study were to investigate the discrepancy between real self (RS) and ideal self (IS) from ages 10 to 16, to explore the relationship between discrepancy and academic achievement and to see difference between male and female. The subjects in this study were 441 students(male; 237, female; 204) sampled with limited age. They were 47 boys and 26 girls of fifth-grade aged 10-0 to 10-11, 37 boys and 26 girls of sixth-grade aged 11-0 to 11-11, 31 boys and 38 girls of first-year in middle school aged 12-0 to 12-11, 31 boys and 31 girls of second-year aged 13-0 to 13-11, 33 boys and 33 girls of third-year aged 14-0 to 14-11, 31 boys and 26 girls of first-year in high school aged 15-0 to 15-11 and 27 boys and 24 girls of second-year aged 16-0 to 16-11. The real-self scale contains 38 trait-descriptive adjectives as follows; "I am kind, brave, honest, stubborn, optimistic, likable, trusted, good, cold, businesslike, sincere, cooperative, cheerful, proud, logical, popular, courteous, helpful, lazy, shrewd, friendly, alert, successful, reckless, commonplace, clever, thoughtful, responsible, faultfinding, frank, competent, confident, jealous, obedient, broadminded, rebellious, calm and annoying," The ideal-self scale contains the same adjective only prefaced by "I would like to be" instead of "I am." The rating categories, scored "not at all," "not very often", "some of the time", "most of the time," and "all the time." One point is received on an item if number one is encircled which signifies "not at all," up to five points if number five, signifying "all the time," is encircled, with the exception of the nine negative adjectives(stubborn, cold, proud, lazy, reckless, faultfinding, jealous, rebellious, annoying) which are scored in inverse order. The discrepancy score was determined by subtracting the total real-self score from the total ideal self score. The academic achievement was measured by the grade point average of students' monthly end examinations. CR-test and t-test were performed to determine the significance of the difference between ages, between sex in RS-IS discrepancy. Product-moment correlation was calculated to investigate the relationship between RS-IS discrepancy and academic achievement, Also 3×3 x^2-test was performed to determine the significance of the difference between RS-IS discrepancy and academic achievement. This study led to the following conclusions: 1. There was a significant difference between fifth grade and sixth grade in RS-IS discrepancy but there was no between other grades. 2. There was a significant difference between elementary school and middle school in RS-IS discrepancy but there was no between middle school and high school. 3. There was no significant difference between male and female in RS-IS discrepancy. 4. There was no significant relationship between RS-IS discrepancy and academic achievement.
의료 시설에서 증거 보존을 위한 법의학적 사후처치 간호 프로토콜의 개발
노군소,이명경 한국과학수사학회 2020 과학수사학회지 Vol.14 No.2
This study is a methodological study to develop systematic and standardized post-mortem care nursing guidelines for patients who died in medical facilities and need post-mortem examination. The experts content validity test of a preliminary protocol developed through literature review was evaluated using the 4-point Likert scale; the results with the Content Validity Index (CVI) 0.80 or more were adopted as significant items, while those with CVI lower than 0.80 were reinforced, corrected and deleted. The questionnaire for the measurement of clinical applicability was evaluated on the 5-point Likert scale for the degree of satisfaction with the protocol; it was recognized that the higher the point, the more applicable to the protocol. The completed protocol consisted of 5 steps, which include preparation and confirmation, nursing care, family visit, pre-transfer treatment, and finishing. It is required to prevent crimes and accidents through thorough investigation into death based on the results of this study and continuously conduct research that helps control diseases and improve the public welfare.