http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
놀이치료자의 발달수준과 심리적 소진의 관계에서 직무스트레스에 따른 마음챙김의 조절된 매개효과
최서진 ( Choi¸ Seo-jin ),이영애 ( Lee¸ Young-ae ) 한국놀이치료학회 2021 한국놀이치료학회지(놀이치료연구) Vol.24 No.3
본 연구에서는 놀이치료자의 발달수준, 마음챙김, 심리적 소진 간의 관계에서 직무스트레스의 조절된 매개효과를 규명하였다. 이를 위해 놀이치료자 204명을 대상으로 상담자 발달수준 척도(KCLQ), 마음챙김 척도, 심리적 소진 척도(MBI), 직무스트레스 척도를 사용하여 설문조사를 실시하였다. 첫째, 놀이치료자의 발달수준과 심리적 소진의 관계에서 마음챙김의 매개효과를 검증한 결과, 마음챙김의 부분매개 효과가 유의한 것으로 나타났다. 둘째, 놀이치료자의 발달수준과 마음챙김 간의 관계에서 직무스트레스의 조절효과를 검증한 결과, 직무스트레스 수준이 낮거나, 평균인 집단에서 조절효과가 유의하게 나타났으며, 직무스트레스 수준이 높은 집단에서는 조절효과가 유의하지 않았다. 셋째, 발달수준이 마음챙김을 통하여 심리적 소진에 이르는 경로에서 직무스트레스의 조절된 매개효과를 검증한 결과, 직무스트레스 수준이 낮거나, 평균인 집단에서 조절된 매개효과가 유의하게 나타났으며, 직무스트레스 수준이 높은 집단에서는 조절된 매개효과가 유의하지 않았다. 이처럼 본 연구는 놀이치료자의 발달수준과 심리적 소진 간의 관계에서 직무스트레스 수준에 의해 조절된 마음챙김의 매개효과를 검증하였다. 이를 통해 놀이치료자의 심리적 소진의 경감을 위하여 발달수준과 마음챙김 수준을 높이는 것뿐만 아니라, 직무스트레를 감소시키는 것 역시 중요함을 확인했다는 점에서 의의가 있다. The purpose of this study is to verify the mediating effect of mindfulness as moderated by job stress on the relationship between the developmental levels and psychological burnout amongst play therapists. A total of 204 play therapists were selected as the subjects of this study. They responded to a survey, The Korean Counselor Level Questionnaire(KCLQ), as well as the Mindfulness Scale, the Maslach Burnout Inventory(MBI), and the Job Stress Inventory. The main research findings are as follows. First, the partial mediating effect of mindfulness was found to be significant in the relationship between developmental levels and psychological burnout amongst play therapists. Second, when job stress is low or average, the control effect of job stress was significant in the relationship between the developmental levels of play therapists as well as their levels of mindfulness. Third, when job stress is low or average, the mediating effect of mindfulness controlled by job stress was shown to be significant in the relationship between the developmental levels of play therapists and psychological burnout. As a result, this study shows that it is not only important to increase the levels of development and mindfulness of play therapists but also to reduce their levels of job stress, if we are to influence and reduce the degree and frequency of psychological burnout they experience.
EFL Middle School Learners’ Lexical Profile and Academic Motivation During a Reading Course
Seojin Kim,Yuah V. 언어과학회 2018 언어과학연구 Vol.0 No.85
The purpose of the study is to examine 84 middle school learners’ lexical profiles, academic motivation, and post-instructional reflections of a reading course. After the learners were involved in reading themebased books based on Lexile levels and writing for post-reading controlled writing tasks, the learners were asked to respond to questionnaires on academic motivation and a reflection of the course. The results were triangulated by semi-structured interviews with 14 learners. An analysis of learner writing products with RANGE GSL/AWL indicated that their percentage of words at the 2nd 1,000 and ‘Not in the list’ level had increased at a statistically significant level. Academic motivation analyzed with paired t-tests indicated a significant difference only for ‘amotivation’ by the end of the semester. Learners’ reflection of the course provided further understanding of the reading course for improved reading ability and motivation.
NS and NNS Teacher Identities: An Analysis of Teacher-Student Interaction in EFL Classroom
Seojin Park 한국외국어교육학회 2017 Foreign languages education Vol.24 No.1
With a recognition of a profound effect that teacher identity has in students’ language learning, the present study explores how teacher identity, especially that of native speaking (NS) and nonnative speaking (NNS) teacher in EFL context, shapes the teacher-student interaction and influences students’ learning differently. Data was gathered through classroom observations and video recordings of teacher-student interaction of a total of six hours of class sessions. The data comes from the interactions of three nonnative Korean teachers, one native speaker, and six university students in Korean EFL co-teaching classroom. To analyze the data, the method of discourse analysis was used. The findings show that the native teacher acted as an interaction provoker who stimulated classroom discussion and also an expert of both target language and culture. On the other hand, nonnative teachers acted as an activity guider by helping student understand the classroom activities. As sharing L1 and the same culture, nonnative teachers were flexible with the language choice of the students and understood the difficulties they had in the class. The study further draws attention to the pedagogical implications regarding the co-teaching of native and nonnative teacher in EFL classroom.