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대학의 지원과 자기결정성 요인이 신입생의 대학교육성과에 미치는 영향
홍성연,김인수 한국청소년학회 2016 청소년학연구 Vol.23 No.12
The purpose of this study is investigate the effect of student support and sub elements of self-determination theory, autonomy, relatedness and competence on first-year student outcome. For this, hypothesized structural equation model was tested and revised. A survey using a structured questionnaire was conducted with 379 first-year students in A university, Korea. The results were as follows: Firstly, student support had significant direct influence on relatedness and competence, Secondly, relatedness and competence had significant direct effect on learning achievement, university satisfaction and further expectation. Thirdly, student support and autonomous had significant indirect effect on learning achievement, university satisfaction and further expectation via relatedness and competence. This result implies that student support to promote relatedness and competence will be effective in order to improve learning achievement, university satisfaction and futuer expectation. In addition, student support to promote autonomous need to be provided systematically. 대학생들이 대학생답게 생활하도록 이끄는 내적동기인 자기결정성은 대학의 다양한 지원을 통해 강화될 수 있으며, 궁극적으로 교육성과로 이어진다. 이 연구는 선행연구를 통해 신입생에 대한 대학의 지원이 자기결정성 요인인 자율성, 관계성, 유능감에 영향을 미치고, 이것이 다시 학습성과, 대학만족도, 미래기대와 같은 대학교육의 성과에 영향을 미친다는 경로모형을 가정하고, 이를 총 379명의 신입생 설문결과를 바탕으로 구조방정식을 통해 검증하였다. 그 결과, 대학의 지원은 관계성과 유능감에 직접적인 영향을 주었으며, 관계성과 유능감은 학습성과, 대학만족도, 미래기대에 긍정적으로 작용하였다. 특히 관계성은 대학만족도에, 유능감은 학습성과에 .7이상의 높은 영향력을 보였다. 대학지원과 자율성은 관계성과 유능감을 매개로 하여 학습성과, 대학만족도, 미래기대에 간접적으로 영향을 미쳤다. 따라서 대학은 신입생의 관계성과 유능감을 증진할 수 있도록 적극적으로 지원해야 하며, 자율성에 대한 지원은 심리적으로 수용될 수 있도록 계획적으로 이루어져야 한다. 논의 부분에서 결과의 의미와 대학교육에 주는 시사점을 추가적으로 기술하였다.
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분말고속도공구강을 활용한 베어링 레이스 열간 단조 금형의 수명 및 기계적 특성
홍성연,배종수,Hong, Seong-Hyeon,Bae, Jong-Soo 한국분말야금학회 2007 한국분말재료학회지 (KPMI) Vol.14 No.6
P/M high speed steel (1.26% C, 4.42% Cr, 6.54% W, 4.92% Mo, 3.21 % V, 8.77% Co, bal. Fe) was applied to hot former die. It showed that the die life became 2.7 times higher than that of cast/wrought SKH 55 tool steel which is commercially used. The increase of die life was corresponding to the improved hardness and transverse rupture strength of PM high speed steel due to the finer grain and carbide as well as the uniform carbide distribution. The P/M high speed steel with the promoted die life could be an alternative to the conventional SKH55.
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우수한 공대생의 교육 활동 참여 분석: 개인투자이론을 기초로
홍성연,Hong, Seongyoun 한국공학교육학회 2017 공학교육연구 Vol.20 No.4
The purpose of this research is to analyze the educational experiences of competent engineering students and finding the reason why they invest their time and efforts engaging in school activities. Five students with high GPA, high K-CESA scores and successful employment or entrance test scores, participated in the survey and the interview. In checking their responses, their activities' records were gathered from school DB. According to the modified framework based on the personal investment theory, the interviews, survey and DB records were analyzed on the sense of self, the social cultural environment, and pattern of behaviors in schools. The competent engineering students are able to manage themselves, in maintaining a good relationship with the collegiate, and in having high self-efficiency. They also tend to put effort into their studies and participate in inbound and outbound school activities. At the last part, freshmen foundation, relationship within college, students' activity related future career, economic stability during studies are suggested for supporting students in universities.
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교원들이 인식하는 우수 원격학습자 유형 분석 : 원격대학원 진학 교사들을 중심으로
홍성연 한국교원교육학회 2011 한국교원교육연구 Vol.28 No.4
원격교원연수 참여와 원격대학원 진학이 보편화되면서 원격교육이 교사들의 전문성을 키우는 재교육 방법으로 등장하고 있다. 본 연구는 교육전문가인 교사들이 인식하는 우수 원격학습자 유형을 분석하는 것을 목적으로 한다. 이를 위해 Q 방법론에 기초하여 원격교원연수 및 원격대학원의 학습경험이 있는 24명의 교사들을 대상으로 총 34개 우수 원격학습자 특성들에 대한 인식의 패턴을 분석하였다. 그 결과, 교사들의 우수 원격학습자에 대한 인식은 ‘목표중심의 자기관리형’, ‘교류지향적 협력학습형’, ‘자아조정적 학습전략가형’, ‘학생역할에 충실한 모범생형’, ‘테크놀로지 중심의 학습관리형’ 등 총 다섯 가지 유형으로 구분되었다. 그중 가장 많은 교사들이 ‘자아조정적 학습전략가형’을 우수 원격학습자라고 인식하였다. 이러한 결과들은 향후 교사들의 성공적인 원격학습을 지원하는데 시사점을 제공해줄 것으로 보인다. The purpose of this study is to analyze the differences in cognitions of teachers on the successful distance learners. 24 teachers, both who had the experience of learning by distance teacher training program and who studied at the distance graduate school, participated in this survey on perception of the successful distance learners based on the Q methodology. They sorted the 34 perceptions on the successful distance learners into the Q table, and then wrote the reason why they had chosen the most agreement and disagreement characteristics. As the result, the teachers' perception on the successful distance learners were classified into five types: goal-centered self-management type, relation-oriented interaction type, self-controled learning strategist type, identification as model learners type, technology-centered learning management type. This study reveal the teachers' perception on the successful learners and give the implications of developing the distance education program for teachers.
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신입생 대학 적응 요인에 대한 메타 분석 2001년에서 2020년까지의 국내연구를 중심으로
홍성연,김인수 한국문화융합학회 2022 문화와 융합 Vol.44 No.3
During the past two decades, a lot of research has been conducted to identify the factors influencing the adjustment to college of freshmen. However, it was difficult to identify which factors had the higher significant effect on freshmen adjustment than others according to the different variables, survey tools and participants for each study. This study aims to investigate the main factors influencing the adjustment of freshmen by comparing the effect sizes of related variables using meta analysis. In the Research Information Sharing Service (riss.kr), from 2001 to 2020, there were 226 articles including “university”, “freshman”, and “adjustment” in the research abstract. A total of 33 articles, among them, including correlation coefficients were selected and 94 variables were extracted verifying the effect size. As a result, the effect sizes of cognitive and social domains were higher than that of affective domain. Factors with the effect size of .5 or more were learning strategy (.578) in cognitive domain, communication skills (.555), college satisfaction (.530) in social domain, and efficacy (.552) in affective domain. Stress (-.450) and emotional disorder (-.367) showed negative effects in the affective domain. In conclusion, it was important for freshmen to quickly adapt to the learning strategy in college, expand relationships with effective communication skills based on efficacy, and increase the sense of belonging and satisfaction in college. Learning support is the most important for freshmen’s adjustment in college because learning failure negatively affects efficacy and passively dampens participation in college activities.
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