고등학생의 외모만족도, 거부민감성, 사회적지지, 자아탄력성 및 심리적 안녕감 간의 구조적 관계분석

임미지,김종운 한국청소년상담복지개발원 2019 청소년상담연구 Vol.27 No.2

The purpose of this study is to investigate the structural relationship, direct effect and indirect effect of appearance satisfaction, rejection sensitivity, social support and ego-resilience and psychological well-being of high school students. The subjects of this study are as follow. First, is there a direct effect of high school student's appearance satisfaction on rejection sensitivity, social support, ego-resilience, and psychological well-being? Second, are high school students' rejection sensitivity, social support, and ego-resilience directly affect psychological well-being? Third, are high school students' appearance satisfaction indirect effects on psychological well-being through rejection sensitivity, social support, and ego-resilience? Fourth, are there any indirect effects of high school students' appearance satisfaction on psychological well-being through rejection sensitivity, social support and ego-resilience? For this purpose, 380 male and female high school students in D, K, S, and Y high schools in Busan were surveyed. The survey consisted of appearance satisfaction, rejection sensitivity, social support, ego-resilience and psychological well-being. And the final 350 data were used for analysis. In this study, it was confirmed that high school students' direct and indirect effects of appearance satisfaction, rejection sensitivity, social support, and ego-resilience on psychological well-being were the major predictors and protectors of psychological well-being of high school students. In addition, the indirect effects of rejection sensitivity, social support, and ego-resilience on the relationship between appearance satisfaction and psychological well-being of high school students were verified and a new triple mediation model was suggested as a mediator. It is meaningful that it is necessary to provide professional and specific programs for the psychological and emotional support of high school students in each counseling centers and high schools for the psychological variables affecting appearance satisfaction and psychological well-being of high school students. 본 연구의 목적은 고등학생의 외모만족도, 거부민감성, 사회적 지지, 자아탄력성 및 심리적 안녕감 간의 구조적인 인과관계를 알아보고, 직․간접적인 효과를 규명하는 것으로, 연구문제는 다음과 같다. 첫째, 고등학생의 외모만족도는 거부민감성, 사회적 지지, 자아탄력성 그리고 심리적 안녕감에 직접적인 효과가 있는가? 둘째, 고등학생의 거부민감성, 사회적 지지, 자아탄력성은 심리적 안녕감에 직접적인 효과가 있는가? 셋째, 고등학생의 외모만족도는 거부민감성, 사회적 지지 및 자아탄력성을 매개로 심리적 안녕감에 간접적인 효과가 있는가? 넷째, 고등학생의 외모만족도는 거부민감성, 사회적 지지 및 자아탄력성을 매개로 심리적 안녕감에 순차적으로 간접적인 효과가 있는가? 이를 위해 부산광역시에 소재한 D, K, S, Y 인문계 고등학교 재학 중인 남녀 고등학생 380명을 대상으로 외모만족도, 거부민감성, 사회적 지지, 자아탄력성 및 심리적 안녕감 척도로 이루어진 설문을 실시하였으며, 최종 350명의 자료를 분석에 활용하였다. 본 연구의 결과 고등학생의 외모만족도, 거부민감성, 사회적 지지, 자아탄력성이 심리적 안녕감에 미치는 직․간접적인 영향을 확인하여 고등학생의 심리적 안녕감을 높이는 예측변인과 보호요인임을 확인하였다. 뿐만 아니라 고등학생의 외모만족도와 심리적 안녕감 간의 관계에서 거부민감성, 사회적 지지, 자아탄력성의 간접효과를 검증하고, 매개변인으로써의 새로운 삼중매개 모델을 제시하였다. 이는 고등학생의 외모만족도와 심리적 안녕감에 영향력을 미치는 심리내적 변인을 위해 각 학교의 상담 및 교육기관에서 고등학생의 심리․사회 지원을 위해 전문적이고 구체적인 프로그램을 마련할 필요가 있음을 확인하였다는 점에서 의의가 있다.

전문계 고등학교 학생의 창의성과 자아정체감 및 진로결정수준의 관계

임효신,정철영 한국농·산업교육학회 2010 농업교육과 인적자원개발 Vol.42 No.4

The purpose of this study was to investigate inter-relationships among creativity, ego-identity and career decision status and moderating effect of career decision status between creativity and ego-identity of vocational high school students. The population of this study was 125,235 third grade vocational high school students and limited to agricultural, industrial and commercial high school. With the stratified sampling method, 600 third grade students of vocational high school were sampled for the study. The survey instrument consisted of creativity scale, ego-identity scale, career decision making status scale and demographics. 570 out of 600 questionnaires were returned (a response rate of 95%), of which 450 were used for analysis after data cleaning. Both descriptive and inferential statistics were employed with and alpha level of 0.05 to establish a priori for determining significance. All data analysis was accomplished using the SPSS 17.0 statistics package. The following conclusions were reached through the analysis: 1)The level of creativity of vocational high school students was found to be above the average and 8 sub-scales were also found to be above the average except for perseverance and independence scale. After conducting ANOVA or t-test, the level of creativity of vocational high school students varied according to the characteristics of vocational high school students such as types of vocational high school, domestic economy level, types of career plan after graduation. 2)The level of ego-identity of vocational high school students was found to be above the average and 6 sub-scales were also found to be above the average. After conducting ANOVA or t-test, the level of ego-identity of vocational high school students varied according to the characteristics of vocational high school students such as types of vocational high school, gender, domestic economy level, types of career plan after graduation. 3)career decision status of vocational high school students was found to be above the average. After conducting ANOVA or t-test, the level of career decision status of vocational high school students varied according to the characteristics of vocational high school students such as types of vocational high school, gender, domestic economy level, types of career plan after graduation. 4)ego-identity was found to be positively related with creativity of vocational high school students. 5)career decision status was found to be positively related with creativity of vocational high school students. 6)relationships between creativity and ego-identity was not moderated by career decision status except for imagination scale which is a character of creativity. 이 연구의 목적은 전문계 고등학교 학생의 창의성과 자아정체감의 관계, 그리고 창의성과 진로결정수준의 관계를 확인하고, 자아정체감이 창의성에 미치는 영향이 진로결정수준에 따라 조절되는지를 구명하는 데 있었다. 이 연구의 모집단은 전문계 고등학교에 재학 중인 3학년 학생 125,235명으로 전문계 고등학교에 재학 중인 3학년 학생의 계열비율을 고려하여, 유층표집하여 총 600명을 표본집단으로 선정하였다. 자료 수집은 우편조사 및 방문조사를 통해 이루어졌으며, 불성실 및 무응답 질문지를 제외한 450부가 최종 분석에서 사용되었다. 자료의 분석은 기술 통계 및 추리통계를 사용하였으며, 유의수준은 0.05를 기준으로 유의미성을 판별하였다. 이 연구의 결론은 다음과 같다. 첫째, 전문계 고등학교 학생의 창의성은 보통 이상의 수준으로 나타났으며, 계열, 가정경제 수준, 졸업 후 진로계획에 따라 차이가 있는 것으로 나타났다. 둘째, 전문계 고등학교 학생의 자아정체감의 수준은 보통 이상으로 나타났으며, 계열, 성별, 가정경제 수준, 졸업 후 진로계획에 따라 차이가 있는 것으로 나타났다. 셋째, 전문계 고등학교 학생의 진로결정수준은 보통이며, 계열, 성별, 가정경제 수준, 졸업 후 진로계획에 따라 차이가 있는 것으로 나타났다. 넷째, 전문계 고등학교 학생의 창의성과 자아정체감은 유의미한 정적관계를 갖고 있었으며, 자아정체감 수준이 높아질수록 창의성의 수준이 증가하는 경향이 있었다. 다섯째, 전문계 고등학교 학생의 창의성과 진로결정수준은 유의미한 정적관계를 갖고 있었으며, 진로결정수준이 높아질수록 창의성의 수준이 증가하는 경향이 있었다. 여섯째, 전문계 고등학교 학생의 자아정체감과 창의성의 관계에 대한 진로결정수준의 조절효과는 없는 것으로 나타났으나, 자아정체감 하위요소들과 창의성의 하위요소 중 하나인 상상의 관계에 있어서는 진로결정수준의 조절효과가 있음이 밝혀졌다.

공업계고등학교 토목과 학생의 진로에 대한 조사연구

권영환 (사)한국교육녹색환경연구원 2009 교육·녹색환경연구 Vol.8 No.1

The purpose of this study was to examine the basic academic achievement of technical high school students, their learning capability about major, their adaptability to school instruction and whether those factors of them was linked to their career in an effort to suggest workable reform measures. Technical high school seniors to grasp their basic learning capabilities and their opinions on the curricula. The findings of the study were as follows: First, the civil engineering students at technical high school weren't fully able to understand what they learned because of their poor basic achievement. They should take all the required courses to fix their academic deficiencies in the first year of high school, and client-centered additional education should be provided about particular subjects, such as mathematics, which they should learn to study their major. Second, many of the students chose technical high school through the advice of parents or since they weren't able to go onto academic high school. So they entered technical high school without knowing well about their major, and vocational education wasn't properly publicized. As students make a critical career decision in middle school, the government should build permanent pavilions for vocational-education exhibition where interested students can acquire information and explore their career without any restraints. Current fragrant vocational education that is based on experiential learning should be avoided. Third, the government substituted regular classroom teaching for field practice, and that resulted in providing just uniform instruction, destroying learning atmosphere and eventually holding teachers back from offering quality education. To remedy the situation, two different sorts of classes should be prepared. One type of classes are for college- bound students, and the others are for job-seeking students. College- bound students should receive education about humanities to improve their academic deficiencies, and job-seeking seniors should be allowed to take field-practice courses at authorized companies in the second semester. It's advisable personally and socially to help ensure their successful and immediate social adjustment. The purpose of this study was to examine the basic academic achievement of technical high school students, their learning capability about major, their adaptability to school instruction and whether those factors of them was linked to their career in an effort to suggest workable reform measures. Technical high school seniors to grasp their basic learning capabilities and their opinions on the curricula. The findings of the study were as follows: First, the civil engineering students at technical high school weren't fully able to understand what they learned because of their poor basic achievement. They should take all the required courses to fix their academic deficiencies in the first year of high school, and client-centered additional education should be provided about particular subjects, such as mathematics, which they should learn to study their major. Second, many of the students chose technical high school through the advice of parents or since they weren't able to go onto academic high school. So they entered technical high school without knowing well about their major, and vocational education wasn't properly publicized. As students make a critical career decision in middle school, the government should build permanent pavilions for vocational-education exhibition where interested students can acquire information and explore their career without any restraints. Current fragrant vocational education that is based on experiential learning should be avoided. Third, the government substituted regular classroom teaching for field practice, and that resulted in providing just uniform instruction, destroying learning atmosphere and eventually holding teachers back from offering quality education. To remedy the situation, two different sorts of classes should be prepared. One type of classes are for college- bound students, and the others are for job-seeking students. College- bound students should receive education about humanities to improve their academic deficiencies, and job-seeking seniors should be allowed to take field-practice courses at authorized companies in the second semester. It's advisable personally and socially to help ensure their successful and immediate social adjustment.

S중, 고등학생의 구강검진에 따른 구강 증상 및 구강건강행태 조사

홍민희(Hong, Min-hee),정미애(Jeong, Mi-Ae) 한국산학기술학회 2010 한국산학기술학회논문지 Vol.11 No.4

본 연구는 서울시에 소재한 S중학교 1학년 251명, S남자고등학교 1학년 220명을 대상으로 구강검진을 실시 한 결과 아래와 같다. 구강증상에 대한 중, 고등학생들의 치아 지각과민 경험은 고등학생이 23.2%로 중학생 14.3%보다 차갑고 뜨거운 음 료 혹은 음식을 마시거나 먹을 때 치아가 아픈 경험이 있었으며, 유의한 차이를 보였다(χ2=6.08, p<.05). 치아 통증에 대한 경험은 고등학생이 9.1%로 중학생 4.4%보다 치아가 쑤시고 욱신거리고 아픈 경험이 있었으며, 유의한 차이를 보였다(χ2=4.23, p<.05). 중학생과 고등학생의 구강건강행태 결과 중학생이 48.6%로 고등학생 26.4%보다 지난 1년 간 치과병원을 간 적이 더 높게 나타났으며, 통계적으로도 유의한 차이를 보였다(χ2=24.56, p<.001). 하루 동안 잇솔 질 시기는 중학생이 68.5%로 고등학생 57.3%보다 아침식사 후에 이를 많이 닦았으며(χ2=6.39, p<.05), 점심식사 후 에는 고등학생이 16.8%로 중학생 7.2%보다 이를 많이 닦았으며, 통계적으로도 유의한 차이를 보였다(χ2=10.58, p<.01). 또한 중학생과 고등학생의 구강검사 판정결과 고등학생이 44.1%로 중학생 22.3%보다 우식치아가 많았으며 (χ2=25.36, p<.001), 중학생이 9.6%로 고등학생 4.1%보다 상실치아가 더 많았고, 통계적으로도 유의한 차이를 보였다 (χ2=5.39, p<.05). This study carried out dental checkup targeting 251 students in the 1st grade of S middle school and 220 students in the 1st grade of S high school in Seoul Metropolis. The results are as follows. As for the experience of dental hypersensitivity to oral symptoms in middle-and-high school students, 23.2% of high school students had experience of painful tooth when drinking or eating cold and hot beverage or food, compared to 14.3% of middle school students, and showed significant difference(χ2=6.08, p<.05). As for the experience of painful teeth, 9.1% of high school students had experience of being sore, aching, and painful in the teeth, compared to 4.4% of middle school students, and showed significant difference(χ2=4.23, p<.05). As a result of the oral health behavior in middle-and-high school students, 48.6% of middle school students were indicated to be higher than 26.4% of high school students in the experience of having ever gone to dentist for the past 1 year, and showed statistically significant difference(χ2=24.56, p<.001). As for the period of toothbrushing during one day, 68.5% of middle school students brushed teeth after having breakfast(χ2=6.39, p<.05) more than 57.3% of high school students. After having lunch, 16.8% of high school students brushed teeth more than 7.2% of middle school students, and showed statistically significant difference(χ2=10.58, p<.01). As a result of judging dental checkup in middle-and-high school students, 44.1% of high school students had dental caries(χ2=25.36, p<.001) more than 22.3% of middle school students. 9.6% of middle school students had tooth loss more than 4.1% of high school students, and showed statistically significant difference(χ2=5.39, p<.05).

광주여자고등보통학교 학생들의 광주학생독립운동 참여

윤선자 호남사학회 2023 역사학연구 Vol.89 No.-

Gwangju Girls’ High School was established in April 1927 with the aspirations of Jeonnam people. And, together with Gwangju High School, Gwangju Agricultural School, and Gwangju Normal School, they actively participated in the Gwangju Student Independence Movement. Gwangju Girls’ High School moved to a new school after living in Gwangju Girls' High School for one year. However, most of the teachers were still Japanese, and the attitude of ignoring Koreans was still the same. In November 1928, Gwangju Girls’ High School student Jang Mae-seong restricted Gwangju Girls' High School students from forming a meeting, and 6 students agreed. Jang Mae-seong’s proposal to form a meeting was influenced by Jang Jae-seong’s younger brother, who organized Seongjinhoe, and was caused by the formation of a research group by Korean secondary school students in the Gwangju area, the closing of the alliance, and the movement toward development into a specific organization. And the most decisive cause was the poor education of Japanese imperialism that high school girls were experiencing at the time. In July 1928, the students submitted a 「Complaint」 demanding the gangbanging of Japanese teachers who ignored them, and attempted a fierce retreat. It showed that students needed a united force to resist Japanese colonial education, and it led to the formation of “Girls’ Association”. The Girls’ Association of Gwangju Girls’ High School, which was formed in early November 1928, became known to the Japanese after Jang Mae-seong was arrested on November 30, 1929. And on January 15, 1930, it ended with the arrest of the girl members. The Girls’ association lasted for about a year and two months, expanded its gathering to Gwangju Girls’ High School, studied social science, and actively participated in the Gwangju Student Independence Movement that began in November 1929. Although they did not participate in the Girls’ association, many students at Gwangju Girls’ High School knew about the Girls’ association, and after the arrest of the Girls’ association by the Japanese, most of the students found out about it, they actively sympathized with the Girls’ association and wanted to be with them. It is clear evidence that Lee Kwang-chun, who was not considered a member of the Girls’ Association by the Japanese authorities, actively recommended the Blank Examination Paper Alliance as a student protest, and all students at Gwangju Girls’ High School agreed to Lee Kwang-Chun’s invitation to participate in the Blank Examination Paper Alliance. Gwangju Girls’ High School students, including members of the Girls’ Association, treated Korean male students who were injured in a clash between Korean and Japanese students. And when they couldn’t go outside the school, they sang independence songs and protested in the school. In addition, everyone actively participated in the Gwangju Student Independence Movement, such as forming a Blank Examination Paper Alliance to be with the arrested Gwangju Girls’ High School students. As a result, many students were suspended or expelled. 1927년 4월 전남인들의 열망으로 설립된 광주여자고등보통학교는 광주고등보통학교, 광주농업학교, 광주사범학교와 함께 광주학생독립운동에 적극 참여하였다. 광주여자고등보통학교는 광주고등여학교에서의 1년 더부살이 후 신축 교사로 이전하였다. 그러나 교사들 대부분은 여전히 일본인이었고, 한국인을 무시하는 태도도 여전하였다. 1928년 11월 광주여고보생 장매성이 광주여고보생들에게 모임 결성을 제한하였고, 6명이 찬성하였다. 장매성이 모임 결성은 제안한 것은 성진회를 조직하였던 장재성의 동생으로 그의 영향을 받았고, 광주지역 한국인 중등학교 학생들의 연구모임 결성과 동맹휴교, 구체적인 조직체로의 발전을 향한 움직임에 원인이 있었다. 그리고 가장 결정적인 원인은 당시 여고보생들이 겪고 있던 일제의 부실한 교육이었다. 1928년 7월 학생들을 무시하는 일본인 교사들의 갱질을 요구한 광주여고보생들의 「진정서」제출과 맹휴 시도는 일제의 식민교육에 저항하려면 학생들의 단결된 힘이 필요하다는 것을 보여주었고, 그것이 모임 결성으로 연결되었다. 1928년 11월 초에 결성된 광주여고보의 소녀회는 1929년 11월 30일 장매성이 체포된 후 일제에게 그 존재가 알려졌고, 1930년 1월 15일 소녀회원들이 체포됨으로써 막을 내렸다. 소녀회는 약 1년 2개월 동안 존속하며, 광주여고보에 모임을 확대하고 사회과학을 공부하였으며 1929년 11월부터 전개된 광주학생독립운동에 적극 참여하였다. 소녀회에 참여하지 않았지만 광주여고보의 많은 학생들이 소녀회를 알았고, 소녀회가 일제에게 체포된 후에는 대부분의 학생들이 알게 되었으며, 소녀회원들을 적극 동정하고 함께 하고자 하였다. 일제가 소녀회원으로 파악하지 않은 이광춘이 백지동맹을 적극 권유하였고, 여고보의 모든 학생들이 이광춘의 백지동맹 참여 권유에 동의하였음이 명백한 증거이다. 소녀회원들을 포함하여 광주여고보생들은, 한․일 학생 충돌로 인해 부상당한 한국인 남학생들을 치료하고, 학교 밖으로 나갈 수 없게 되자 교내에서 독립가를 부르며 시위하였다. 또한 검거된 여고보생들과 함께 하고자 백지동맹을 결행하는 등 광주학생독립운동에 모두가 적극 참여하였다. 그리고 그로 인해 많은 학생들이 정학, 퇴학 처분을 당하였다.

중․고등학생의 의복 구매 실태 및 맞음새에 관한 연구

어미경;홍은희;홍수숙;서미아 한양대학교 2005 韓國 生活 科學 硏究 Vol.25 No.1

Surveying actual wearing conditions and fitness of clothes for middle and high school students, this study intends to grasp the problem of ready-made clothes worn by middle and high school students and to suggest the size system of ready-made clothes appropriate for adolescents. The objects for survey were 796 middle and high school students at the age of 13~18, attending from the 1st grade of middle school to the 3rd grade of high school and 7 middle and high schools located in southern and northern part of Seoul were selected. The result of study is as follows. Preferring common casual most, middle and high school students show the highest tendency of wearing clothes in the ordinary fitness. It was found that middle school students bought clothes with parents and high school students, with friends. As the reason for middle and high school students’ not purchasing clothes at the corner of children’s wear, boy student answered that the size of casual or sports wear does not fit and girl student answered that design or color looks young. The largest dissatisfaction on clothes is complaint on price, which is followed by design in the case of middle school students and by size in the case of high school students. When it comes to the fitness of clothes, middle school students are more satisfied than high school students. In the case of jacket, trousers and shirts, boy students are more satisfied than girl students. Though obese students are most satisfied with the shoulder width of jacket and coat, they are less satisfied with all items of skirt and trousers.

전문계 고등학생들의 정서적 특성에 따른 청소년 행동특성 및 학교지각의 차이 분석

김택호(Kim Tack Ho),박제일(Park Je Il),박영진(Park Young Jin) 한국교육실천연구학회(한국교육포럼) 2008 韓國敎育論壇 Vol.7 No.1

본 연구는 전문계 고등학생의 정서적 특성이 청소년 행동 특성 및 학교지각에 어떠한 영향을 미치는 지를 살펴봄으로써 학생지도에 대한 시사점을 얻기 위하여 실시하였다. 연구에 참여한 대상은 총 809명으로 전문계 고등학교 708명, 인문계 고등학교 101명이 참여하였다. 검사에 사용한 도구는 LCSI(Lim’s Character Style Inventory), 창의적 인성검사 (CPI: Creative Personality Inventory), 청소년 행동특성, 학교지각척도를 실시하였다. 연구 결과는 첫째, 인문계 고등학교와 전문계 고등학교를 비교한 결과r 성격에는 차이가 없었으나, 창의적 인성에서 인문계가 높게 나타났다. 청소년 행동 특성에서는 소외감과 학교공부에서 인문계가 전문계보다 높게 나타났다. 둘째, 전문계 고등학생의 경우, LCSI의 각 하위 요인에 따라 청소년행동특성 및 학교지각에 차이가 있는 것으로 나타났다. 셋째, 전문계 고등학생에서 창의적 인성의 하위요인에 따라 청소년행동특성과 학교지각에서 차이가 있는 것으로 나타났다. 이 연구 결과는 전문계 고둥학생들을 이해하기 위한 기초자료로 활용될 수 있을 것으로 기대된다. The purpose of this study is to investigate the difference in juvenile behavioral characteristics and school perception according to emotional characteristics among vocational high school students. A sample of 809 high school students (n = 708 for vocational high school students; n = 101 for academic high school students) was participated in this study. Measures used in this study are Lim's Character Style Inventory (LCSI), Creative Personality Inventory (CPI), Juvenile Behavioral Characteristics Scale, and Scale for School perception. The results of this study are as follows. First, compared to academic high school students, vocational high school students displayed higher mean scores on CPI. However, mean differences in Lim's Character Style Inventory were not apparent for the two group's high students. On Juvenile Behavioral Characteristics Scale, mean scores of subscale of sense of alienation were higher for vocational high school students than for academic high school students while mean scores of subscale of school study were higher for academic high school students. Second, vocational high school students displayed differences in Juvenile Behavioral Characteristics Scale and School perception Scale according to all sub-scales of LCSI. Third, vocational high school students displayed differences in Juvenile Behavioral Characteristics Scale and School perception Scale according to all sub-scales of CPI. We expect that the results of this study could be used for understanding the characteristics of vocational high school students. Findings and implications are discussed.

고등학생의 시민의식에 영향을 미치는 부모양육태도, 교사와의 관계 및 자아존중감의 구조적 관계

김대명 한국교육사회학회 2022 교육사회학연구 Vol.32 No.3

This study used data from the 2019 Gyeonggi Education Termination Study, which corresponds to the second year of high school, in the Gyeonggi Education Termination Study conducted by the Gyeonggi-do Office of Education to find out the changes and trends of high school students' civic awareness. Through this, it was attempted to analyze the structural relationship between the factors affecting the civic consciousness of high school students. First of all, the parenting attitude of high school students. How does relationship with teachers and self-esteem affect high school students' civic consciousness? Second, how does high school students' self-esteem mediate the relationship between parents' parenting attitudes and civic consciousness, and the relationship between teachers and civic consciousness? As a result of analyzing the structural equation model, first, it was found that the parenting attitude, relationship with teachers, and self-esteem perceived by high school students had a significant effect on the civic consciousness of high school students. Second, it was found that high school students' self-esteem mediates the relationship between parents' parenting attitude and civic consciousness, and also mediates the relationship with teachers and civic consciousness. Based on the above results, in order to improve the citizenship of high school students, systematic parental education is needed to ensure that parents have an acceptable and positive parenting attitude, teacher training for positive student-teacher interaction, and develop and operate programs to improve self-esteem of high school students. In addition, it suggests that an institutional basis should be established to improve positive interaction efforts between school members and the school climate itself. 본 연구는 고등학생의 시민의식에 영향을 미치는 부모양육태도, 교사와의 관계 및 자아존중감의 구조적 관계를 알아보기 위해 경기도 교육청에서 실시한 ‘경기교육종단연구’에서 고등학교 2학년에 해당하는 2019년도 경기교육종단연구 자료를 활용하였다. 이를 통해 고등학생의 시민의식에 영향을 미치는 요인들에 대한 구조적 관계를 분석하고자 하였다. 구체적인 연구문제는 첫째, 고등학생이 인식한 부모양육태도. 교사와의 관계, 자아존중감은 시민의식에 어떠한 영향을 미치는가? 둘째, 고등학생의 자아존중감은 부모의 양육태도와 시민의식의 관계 및 교사와의 관계와 시민의식의 관계를 어떻게 매개하는가? 구조방정식 모형 분석결과 첫째, 고등학생이 인식한 부모의 양육태도, 교사와의 관계, 자아존중감은 고등학생의 시민의식에 유의한 영향을 미치는 것으로 나타났다. 둘째, 고등학생의 자아존중감은 부모의 양육태도와 시민의식의 관계를 매개하고, 교사와의 관계와 시민의식의 관계도 매개하는 것으로 나타났다. 이상의 결과를 바탕으로 제언을 하면 고등학생의 시민의식을 향상하기 위해서는 무엇보다 부모들이 허용적, 긍정적 양육태도를 지닐 수 있도록 하는 체계적인 부모교육이 필요하며, 학생-교사간 긍정적인 상호작용을 위한 교사 연수 제공, 고등학생들의 자아존중감 향상 프로그램 개발 및 운영이 요구된다. 더불어 학교 구성원 간의 긍정적 상호작용 노력과 학교 풍토 자체를 개선할 수 있도록 제도적인 기반이 마련되어야 함을 시사한다.

High School Students’ Attitudes towards Sustainable Development: An Exploratory Investigation

권혁수 대한공업교육학회 2015 대한공업교육학회지 Vol.40 No.1

Sustainable development brings many potential dvantages to the society and environment. As such, many educational communities have concentrated on incorporating this concept into their educational programs for the K-12 classrooms. The K-12 technology educators have also exerted efforts to infuse the sustainable development concept into the K-12 national-curriculum level. The purpose of this study was to investigate the high school students’ attitudes towards sustainable development. The study participants were 1,073 high school students from six high schools in Gyeonggi province. A self-reported instrument was used to obtain the students’ demographic information and to come up with an attitudinal scale towards sustainable development. This study employed statistical ways of exploring the attitudinal level of the South Korean high school students and of describing the subcategories of the sustainable development. The findings described the high school students’ attitudes towards sustainable development with regard to three components: (1) cognition of sustainable development; (2) practices in pursuit of sustainable development; and (3) perception of the ducation for sustainable development. The exploratory factor analysis supported three perspectives of the students’ attitudes towards sustainable development. Also, the qualitative data collected and analyzed from the students’ responses to the open-ended question posed to them indicated two domains of the students’ cognition of and practices in pursuit of sustainable development. These findings were made on the bases of several recommendations regarding the research on and implementation of Education for Sustainable Development(ESD). Sustainable development brings many potential advantages to the society and environment. As such, many educational communities have concentrated on incorporating this concept into their educational programs for the K-12 classrooms. The K-12 technology educators have also exerted efforts to infuse the sustainable development concept into the K-12 national-curriculum level. The purpose of this study was to investigate the high school students’ attitudes towards sustainable development. The study participants were 1,073 high school students from six high schools in Gyeonggi province. A self-reported instrument was used to obtain the students’ demographic information and to come up with an attitudinal scale towards sustainable development. This study employed statistical ways of exploring the attitudinal level of the South Korean high school students and of describing the subcategories of the sustainable development. The findings described the high school students’ attitudes towards sustainable development with regard to three components: (1) cognition of sustainable development; (2) practices in pursuit of sustainable development; and (3) perception of the ducation for sustainable development. The exploratory factor analysis supported three perspectives of the students’ attitudes towards sustainable development. Also, the qualitative data collected and analyzed from the students’ responses to the open-ended question posed to them indicated two domains of the students’ cognition of and practices in pursuit of sustainable development. These findings were made on the bases of several recommendations regarding the research on and implementation of Education for Sustainable Development(ESD).

일반논문 : 특성화고,마이스터고 학생의 국어과 성취수준별 학업성취 특성 -2011년 국가수준 학업성취도 평가 결과를 중심으로-

김영란 ( Young Ran Kim ),구영산 ( Young San Goo ),양정실 ( Jeong Sil Yang ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.146

The purpose of this study is to analyze characteristics of academic achievement in Korean language arts by vocational high school students based on the National Assessment of Educational Achievement (NAEA) results. There are few studies about academic competency, especially Korean language arts or communication competency, of vocational high school students, this study found out the following characteristics of them. First, vocational high school students showed a higher rate of low-performance in Korean language section of the NAEA compared to general high school students. Secondly, female students from vocational high school and male students from general high school obtained similar scores on the Korean language arts section of the NAEA. Thirdly, students from metropolitan ares and cities obtained higher scores than those from rural areas, which was more pronounced in vocational high (typically, “teuk-seong-hwa-go”) school students. Fourthly, vocational high school students showed especially poor performance in critical understanding of text, sentence structure, traditional grammar, traditional-literature appreciation. The above results show that we need to reconsider whether the NAEA is the most appropriated assessment for vocational high school students. Also, we need to consider differential educational support for Korean language education of vocational high school students, for whom communication competency is more necessary to job securing of vocational high school students.