아동의 학업성취에 미치는 부모참여 효과: 2-수준 위계적 선형모형 검증

임선아 ( Sun Ah Lim ) 한국아동교육학회 2011 아동교육 Vol.20 No.4

본 연구는 부모의 학교 참여를 가정과 학교의 두 환경적 맥락에서 접근하고 부모참여에 영향을 미치는 구조적 맥락인, 학교특성을 함께 고려할 필요에 따라, 가정과 학교에서의 부모참여 변인들의 영향력을 확인하는 모형을 개발하여 두 수준에서의 부모참여 형태가 학업성취에 미치는 효과를 경험적으로 검증하고자 하였다. 이를 위해 본 연구는 2-수준 위계적 선형모형 방법을 사용하여 아동초기 종단연구(ECLS-K) 자료를 분석하였다. 그 결과, 가정과 학교에서의 특성 및 배경변수를 통제한 후에 읽기 성취도는 가정에서의 부모참여와 학교에서의 부모참여의 영향을 받는다는 결과를 보인 반면, 수학 성취도는 가정에서의 부모참여에 의해서만 영향을 받는다는 결과를 보였다. 구체적으로 가정에서의 부모참여요인인 도서관 방문, 책 보유수, 숙제 보조가 수학과 읽기 점수 모두에 영향을 주는 요인으로 나타났으며, 학교에서의 부모참여와 관련된 요인으로는, 학교운영회의 참여와 봉사활동 참여가 학생의 읽기 능력에 영향을 주는 것으로 나타났다. 반면 학부모의 교사와의 상호작용은 읽기나 수학 능력에 영향을 미치는 않는 것으로 나타났다. To examine the differential effects of home-based and school-based types of parental involvement on students` academic achievement, which distinguish between parental involvement within the home context from that of the school context are therefore needed in order to accurately capture the dual effect of parental involvement on student`s achievement, this study employed the two-level hierarchical linear modeling analysis, utilizing ECLS-K dataset. The models showed reading achievement were influenced by both home-based parental involvement and school-based parental involvement, on the other hand, mathematics achievement were influenced by only home-based parental involvement. Specifically, the results found that some home-based involvement factors (homework assistance, the number of books, and library visit) and school-based involvement factors (school involvement and school volunteering) are significant predictors. This result suggests that students engage in different types of parental involvement and these differences are found to have varying effects on student achievement. This study might contribute to provide the information about the type of parent involvement, therefore, provide important input in developing parental involvement programs and inform policy-making on administrative guidance to improve students` achievement.

아동양육시설에 종사하는 생활지도원의 구강건강인지 및 지각요인과 구강건강증진행위에 대한 조사

임선아 ( Sun A Lim ),송애희 ( Ae Hee Song ),이명선 ( Myeong Seon Lee ) 한국치위생학회(구 한국치위생교육학회) 2012 한국치위생학회지 Vol.12 No.6

Objectives: The aim of this study was to examine the level of oral health knowledge, oral health importance, oral health status and oral health interest of the social workers engaged in child care facilities to analyze the influential factors on oral health promotion activities and provide the basic data for oral health promotion activities. Methods: The subjects in this study were those social workers engaged in child care facilities from May 15th to May 25th in 2011. The self-report questionnaires were distributed and withdrawn and then a total of 205 papers from the subjects that participated in this study were analyzed for the final analysis. Results: 1. Oral health knowledge had 12.16±1.66 in a full score of 15 and oral health importance, oral health status and oral health interest were 1.12±0.36, 2.80±0.50 and 2.14±0.8 respectively in a full score of 5. 2. According to the general characteristics, the difference analysis of cognition-recognition factors showed that singles had significantly higher oral health knowledge married couples (p<0.05) and the social workers unusing auxiliary oral hygiene devices had significantly higher oral health interest than those using them(p<0.01). 3. The mean of oral health promotion was 3.28±0.51, characteristics of detailed specific-area were as follows; the toothbrushing was 3.77±0.57, the use of fluoride was 2.67±0.98, periodic dental screening and treatment were 2.98±1.09 and eating habits was 4.14±0.57. These results generally showed tooth-brushing and eating habits show a little higher figures. 4. Considering the factors oral health promotion behaviors of social workers engaged in child care facilities, the higher oral health interest was, the higher oral health promotion behavior was. Conclusions: It seems that social workers engaged in child care facilities are required to pay attention to the importance of oral health and learn oral health knowledge, which will lead to much better improvement of oral health for children brought up by them.

중학생의 내적·외적 귀인성향이 자기효능감을 매개하여 학업관여와 학업성취에 미치는 영향

임선아(Sun Ah Lim),이선경(Sun Kyung Lee) 한국교육심리학회 2014 敎育心理硏究 Vol.28 No.1

본 연구는 내적ㆍ외적 귀인성향이 자기효능감을 매개하여 학업관여와 학업성취에 영향을 미치는 관계모형을 가정하고 이러한 관계모형이 학업성취 수준에 따라 다르게 나타나는지를 확인하고자 하였다. 이를 위해, 본 연구는 504명의 중학생을 학업성취력의 정도에 따라 상집단과 하집단으로 나누고 구조방정식모형(SEM)을 이용한 다집단 비교(Multiple group comparison) 분석을 사용하여 분석하였다. 그 결과는 다음과 같다. 첫째, 상위 성취집단은 하위 성취집단에 비해 내적 귀인성향과 자기효능감, 학업적 관여와 학업성취 모두 높은 것으로 나타났다. 통계적으로 유의미한 차이를 나타내지는 않았으나 하위 성취집단은 상위 성취집단보다 외적 귀인성향이 더 높은 것으로 나타났다. 둘째, 상위 성취집단의 경우 내적귀인이 자기효능감을 높이고 자기효능감은 학업성취력을 높이는 것으로 나타났으며 내적귀인이 학업적 관여와 연결되는 것으로 나타났다. 즉 내적귀인은 자기효능감, 학업관여에 직접적인 영향을 미칠 뿐 아니라 자기효능감을 매개하여 학업관여와 학업성취에 영향을 미치는 것으로 나타났다. 반면, 하위 성취집단의 경우 내적귀인이 자기효능감과 학업적 관여에 연결되지 않으며 자기효능감은 또한 학업성취에 영향을 미치지 않았다. The purpose of this study was to test significant differences in the variables such as internal attribution, external attribution, academic self-efficacy, and academic engagement and in structural model for those variables between low-achievement and high-achievement groups. To be able to achieve the purpose of this study, data were collected from 504 middle school students (247 high achievers and 257 low achievers), t-test and multi-group structural equation modeling analyses were used. The result indicated that high achievers have higher values in internal attributional style, self-efficacy, academic engagement, and academic achievement than low achievers. Also, the result showed internal attribution style affects low-achievers and high-achievers in a different way. For high achievers, internal attribution affected academic self-efficacy, academic engagement, and academic achievement, yet for low achievers internal attribution did not affect academic self-efficacy, academic engagement, and academic achievement. Moreover, for high-achievers internal attribution appeared to have strong effect on academic engagement and academic achievement by means of academic self-efficacy, but not for low-achievers. These results suggest that students gain better self-confidence and more engagement when they have internal attributional style, which ultimately improve their performance in academy. This study revealed differences in the effects of attributional styles on learning motivation and behavior between low-achievement and high-achievement groups.

교사의 지지가 초등학생의 도움찾기 행동과 수업참여에 미치는 영향

임선아(Lim, Sun Ah) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.14

목적 본 연구는 교사지지와 같은 교실 환경이 성공적인 학습참여를 이끌어내는 데 있어, 초등학생의 적극적 도움찾기 행동을 유도하여 학습참여를 이끌 것이라고 가정하고 이들 변인 간 관계를 검증하고자 하였다. 이를 위해 본 연구는 교사의 지지행동을 세분하여, 교사의 정서적 지지, 평가적 지지, 정보적 지지 행동이 학생의 수업참여 행동에 미치는 영향을 살펴보았으며, 이들 변인 간의 관계에 적극적인 도움찾기 행동이 매개하는 지를 살펴보았다. 방법 이를 검증하기 위하여 본 연구는 2019년 10월부터 11월까지 2개월 동안 5개 초등학교에 재학 중인 4~6학년 학생들 686명에게 자기보고식 설문을 실시하여 수집한 자료를 구조방정식모형(SEM) 방법을 사용하여 분석하였다. 결과 첫째, 교사의 정서적 지지와 평가적 지지가 학생의 행동참여에 정적 영향을 미치는 것으로 나타났다. 둘째, 교사의 정서지지와 정보지지가 도움찾기 행동에 정적인 영향을 미치는 것으로 나타났다. 셋째, 학생의 도움찾기 행동이 인지참여와 행동참여 모두에 정적 영향을 미치는 것으로 나타났다. 넷째, 본 연구결과는 학생의 도움찾기 행동이 교사의 정서지지 행동과 학생의 인지참여, 교사의 정보지지와 학생의 인지참여를 매개하며, 교사의 정보지지와 학생의 행동참여를 매개하는 결과를 보였다. 결론 본 연구는 교사의 정서지지와 정보지지가 학생의 수업참여적 행동양상(인지적 참여, 행동적 참여)에 영향을 미침에 있어 도움찾기 행동이 매개역할을 함을 보여주었다. Objectives This study attempted to verify the relationship between these variables, assuming that the teacher’s supportive behavior would lead students to participate in learning by inducing active help-seeking behavior. To this end, this study subdivided the teacher s support behaviors and examined the influence of teachers emotional support, evaluation support, and informational support actions on students cognitive and behavioral participation behaviors, and among these variables, student s active help-seeking behavior was mediated. Methods The study conducted the survey for two months in October and November 2019. Then this study analyzed 686 students who were in grades 4th to 6th in five elementary schools, using Structural Equation Modeling. Results Firstly, the teacher s emotional support and evaluation support had positive effects on the academic behavioral participation. Second, teacher’s emotional support and informational support had positive effects on the student s behavior of seeking help. Third, student’s help-seeking behavior had positive effects on their cognitive and behavioral participation. Fourth, the results of this study showed that the student s seeking for help mediated the relationship between the teacher s emotional supporting behavior and the student s cognitive participation, the relationship between the teacher’s information support and cognitive participation. Also, it was also found that information support from teachers influenced students behavioral participation by mediating their help-seeking behavior. Conclusions This study demonstrated that help-seeking behavior plays a mediating role in influencing of the teacher s supportive behaviors on class participation (cognitive participation and behavioral participation) of student.

성인의 구강건강과 저작불편과의 관련성 : 제7기 국민건강영양조사를 바탕으로

임선아 ( Sun-a Lim ) 한국치위생학회 2021 한국치위생학회지 Vol.21 No.4

Objectives: Based on the 7th National Health and Nutrition Examination Survey 1,135 adults aged 19 years were selected as the final study subjects to investigate the relationship between oral health and chewing difficulty in adults. Methods: Frequency analysis, chi-square test, and logistic regression analysis were performed for general characteristics, oral health behaviors, awareness symptoms, and oral health using SPSS Program 21.0. Results: Regarding factors related to chewing difficulty, the oral health was 0.44 times lower than the average level and 0.28 times lower than the good condition. In the case of oral examination, chewing difficulty was 0.85 times lower. The speaking problem was 0.11 times lower in usually than inconvenient and 0.06 times lower in not inconvenient. In the case of un-treatment, it was 0.40 times lower than that in the case of treatment. The chewing difficulty was significantly higher by 2.09 times in the case of experience of tooth pain and 1.36 times in the case of periodontal disease. Conclusions: Based on the above results, it is thought that prevention and treatment are actively needed to identify factors of oral health to improve oral health, to solve chewing difficulty and to improve chewing function.

일부 치위생과 학생들의 실습 만족도와 사회적 지지 관련 요인

임선아 ( Sun A Lim ),윤혜정 ( Hye Jeong Youn ) 한국치위생학회(구 한국치위생교육학회) 2014 한국치위생학회지 Vol.14 No.6

Objectives: The purpose of the study was to investigate the related factors of clinical practice satisfaction and social support in dental hygiene students. Methods: A self-reported questionnaire was filled out by 420 dental hygiene students in Gwangju and Jeonnam from March 8 to April 8, 2014. Except 26 incomplete answers, 394 data were analyzed. The instrument consisted of general characteristics of the subjects(7 questions), social support(7 questions), and satisfaction level with clinical practice(22 questions). The instrument for satisfaction level with clinical practice included self-esteem(1 question), interest and usefulness(2 questions), knowledge application(1 question), place of clinical practice(1 question), and influence by practice leader(1 question). Cronbach alpha was 0.773 in the study. The instrument of social support was adapted from Park and reconstructed. Social support included emotional support(11 questions), self-esteem support(7 questions), and informative support(4 questions). Social support was score by Likert 5 scale and higher score showed the higher social support. Results: The dental hygiene students got a mean of 3.11±0.55 in clinical practice satisfaction. They got 3.35 points in satisfaction with major and 3.32 in satisfaction with curricula(p<0.001). They got a mean of 3.68±0.55 in social support. They got 3.69±0.57 in emotional support; 3.81±0.59 in self-esteem support; and 3.53±0.66 in informative support. The influencing variables on satisfaction with clinical practice were self-esteem support(B=0.202), satisfaction with major(B=0.234), and satisfaction with curricula (B=0.128). Conclusions: There was a close relationship between satisfaction with clinical practice and social support. In order to enhance the satisfaction with clinical practice, it is necessary to connect self-esteem support with major satisfaction and curricula satisfaction.

실시간 이더넷 기반의 한국형 오픈소스 모션 시스템 개발 및 분석

임선,이승용,김지현,정일균,Lim, Sun,Lee, Seung-Yong,Kim, Ji-Hyun,Jung, Il-Kyun 대한전기학회 2017 전기학회논문지 Vol.66 No.1

KOSMOS is Korea Open Source MOtion System which is developed based on general purpose hardware and open source software. It is aiming at IEC 61131-3 standard. Real-time ethernet has several advantages for motion control system and distributed control system. So, considering this advantages, KOSMOS has the network interface made up of Real-time ethernet, EtherCAT. In this paper, we explain the KOSMOS platform, the performance for real-time task and show the real case applying KOSMOS platform in manipulator control system.

일부 치위생(학)과 학생의 임파워먼트에 영향을 미치는 요인

임선아 ( Sun A Lim ),윤혜정 ( Hye Jeong Youn ) 한국치위생학회(구 한국치위생교육학회) 2013 한국치위생학회지 Vol.13 No.4

Objectives : The purpose of this study is to examine correlation between clinical practice and self-esteem in empowerment of dental hygiene students. Methods : Subjects were 399 dental hygiene students in Gwangju and Jeollanamdo. They completed self-reported questionnaire from November 5 to 20, 2012, after infromed consent was accepted. Results : Higher scores in empowerment was found in students who were satisfied with curricula (p<0.05) and major(p<0.001), having higher average grades (p<0.001), and who felt the better atmosphere of the clinical practice (p<0.05) and got more marks in empowerment. The empowerment of the students had a significant positive correlation to their satisfaction with clinical practice(p<0.001) and self-esteem(p<0.001). Satisfaction with clinical practice had a significant positive correlation to self-esteem(p<0.01). Conclusions : Satisfaction with major and higher self-esteem led to empowerment, sustained research efforts should be directed into the development and application of programs that could bolster these factors.

부모기대와 참여, 아동의 인지적 준비도가 학업성취에 미치는 경로: 저소득층 아동과 비저소득층 아동의 비교

임선아 ( Sun Ah Lim ) 한국아동교육학회 2012 아동교육 Vol.21 No.4

본 연구의 목적은 저소득층 아동과 비저소득층 아동의 학업성취에 영향을 미치는 요인들에 대하여 그동안 수행되어 온 연구결과를 토대로 세운 인과관계 모형을 검증하고 저소득층 아동과 비저소득층 아동 집단 간 인과관계 경로에 차이가 있는지 비교하는 데 있었다. 이러한 연구목적을 위해 본 연구는 아동기 종단연구(Early Childhood Longitudinal Study- Kindergarten: ECLS-K) 자료를 사용하여 두 집단의 학업성취 차를 낳는 예측변인들을 밝히고 두 집단 간에 예측변인들의 효과 차이를 살펴보았다. 그 결과, 본 연구는 두 집단 간 차이를 보이는 예측변수들을 발견하였다. 저소득층 아동들의 경우 비저소득층 아동들에 비해 유치원에서의 인지적 준비도나 3학년 때의 언어능력 등의 인지적 능력이 학업성취에 큰 영향을 미치는 것으로 나타났고, 저소득층 아동에 비해 비저소득층 아동들이 3학년 때의 부모기대와 부모참여의 영향을 더 받는 것으로 나타났다. 저소득층과 비저소득층 아동 집단 모두에서 유치원에서의 부모기대와 부모참여가 5학년 학업성취도에 미치는 영향은 크지 않은 것으로 나타났다. 이러한 결과는 저소득층 아동과 비저소득층 아동 간의 부모요인과 인지적 준비 요인이 다르게 작용함을 보여줌으로써 저소득층 아동의 학업성취의 증진을 위한 교육적 개입을 위한 방안을 모색하는 데 있어 시사점을 제공하고 있다. The purpose of this study was to extend existing research on academic achievement by developing and testing a model of academic achievement in elementary school between low-income and high-income groups. Using the Early Childhood Longitudinal Study-Kindergarten (ECLS-K), findings from this study hope to shed light on differences in the number of salient predictors that may contribute to the achievement gap versus differences in the effects of those predictors between low-income and high-income groups. This study found that both differences matter in some cases, while in other cases the effects were similar. For example, the were no family income effects for parent`s factor and cognitive readiness on student academic achievement. This suggested that low-income students were as similar as their high-income counterparts. But findings from this study also suggested that the relationship between cognitive readiness or parent`s factors (parents` expectation and involvement) and subsequent academic achievement operated differently for each group. By identifying the factors that may impede or facilitate student performance between low-and high-income groups, educators could provide appropriate intervention.

모가 지각하는 부부갈등이 우울감을 매개하여 영유아 자녀의 문제행동에 미치는 종단 관계 검증

임선아(Lim, Sun-Ah) 한국영유아보육학회 2019 한국영유아보육학 Vol.0 No.117

본 연구는 모가 지각하는 부부간 갈등이 우울감을 매개하여 자녀의 문제행동에 영향을 미치는 종단매개효과를 검증하고자 한국아동패널 종단자료를 사용하여 자기회귀교차지연 모형 분석을 실시하였다. 분석을 실시함에 있어, 변인간 관계에 영향을 미칠 수 있는 혼재변인을 통제하기 위하여 부모와 아동의 특성을 통제하였다. 분석결과는 다음과 같다. 첫째, 이전 시점의 부부갈등, 모의 우울감, 자녀의 문제행동은 이후 시점의 모가 지각하는 부부갈등, 모의 우울감, 자녀의 문제행동 각각에 안정적이고 지속적으로 유의한 영향을 미치는 것으로 나타났다. 둘째, 연구결과 이전 시점의 모가 지각하는 부부갈등이 이후 시점의 모의 우울감에 통계적으로 유의한 정적 영향을 미치는 것으로 나타났으며, 이전 시점의 모의 우울감은 이후 시점의 자녀의 문제행동에 정적으로 유의한 영향을 미치는 것으로 나타났다. 셋째, 이전 시점의 모가 지각하는 부부갈등과 이후 시점의 자녀의 문제행동 간의 관계에서 모의 우울감이 매개하는 것으로 나타났다. The purpose of this study was to verify the longitudinal mediating effect of mothers’ depression symptom between marital conflict perceived by mothers and children"s problem behaviors. To clarify the causal relationship among variables, we controlled the mixed variables, such as the characteristics of parents and children, that could affect the relationship between variables. This study analyzed the data from the Panel Study on Korean Children by utilizing Autoregressive Cross-Lagged Model (ARCLM). The results of the analysis were as follows. First, prior perception of marital conflicts, mothers’ depression symptom, and their children"s problem behaviors had significant effect on the marital conflicts, mothers’ depression symptom, and children"s problem behaviors in the following next year, stably and continuously. Second, prior perception of marital conflict had a statistically significant effect on the subsequent mothers’ depression symptom, which in turn contributed to posterior their children"s problem behaviors. Third, marital conflict influenced their children’s problem behaviors, through mediation of mothers’ depression symptom longitudinally.