진로진학상담교사의 긍정정서 및 부정정서, 삶의 의미, 삶의 만족 간의 구조적 관계

권대훈 한국교원교육학회 2017 한국교원교육연구 Vol.34 No.1

이 연구는 진로진학상담교사들이 경험하는 긍정정서와 부정정서의 수준이 차이가 있는가를 비교하고, 긍정정서 및 부정정서, 삶의 의미, 삶의 만족 간의 구조적 관계를 검증하는 데 목적이 있다. 연구목적을 달성하기 위해 207명의 중등학교 진로진학상담교사들에게 긍정정서 및 부정정서 목록(Positive Affect and Negative Affect Schedule; PANAS; Watson, Clark, & Tellegen, 1988), 삶의 의미 척도(Meaning in Life Questionnaire; MLQ; Sterger et al., 2004), 삶의 만족 척도(Life with Satisfaction Scale, Diener et al., 1984)를 실시하여 자료를 수집한 후 분석했다. 이 연구의 주요한 결과는 다음과 같다. 첫째, 진로진학상담교사들은 부정정서보다 긍정정서를 상대적으로 더 높은 수준에서 경험하는 것으로 나타났다. 둘째, 긍정정서 및 부정정서가 삶의 만족에 미치는 영향을 삶의 의미가 매개할 것이라는 이론모형을 검증한 결과 모형적합도가 매우 높았다. 경로계수의 통계적 유의성을 검증한 결과 긍정정서 및 부정정서는 삶의 의미 및 삶의 만족에 직접적인 영향을 미쳤고, 삶의 의미는 긍정정서 및 부정정서가 삶의 만족에 미치는 영향을 부분매개하는 것으로 나타났다. 이 연구의 결과는 진로진학상담교사들이 경험하는 정서를 이해함은 물론 긍정정서 및 부정정서, 삶의 의미, 삶의 만족 간의 구조적 관계를 이해하는 데 도움을 줄 것이라고 기대된다. The purposes of this study were to compare middle & high school guidance & counseling teachers’ level of positive emotions and that of negative emotions, and to test a structural relationship among positive emotions, negative emotions, meaning in life, and life satisfaction. A total of 207 middle & high school guidance & counseling teachers were participated in this study. Korean Version of Positive Affect and Negative Affect Schedule(PANAS; Watson, Clark, & Tellegen, 1988), Meaning in Life Questionnaire(MLQ; Sterger et al., 2004), Satisfaction with Life Scale(Diener et al., 1985) were used to collect data. The results of this study were as follows; First, guidance & counseling teachers’ level of positive emotions was significantly higher than that of negative emotions. Second, positive emotions and negative emotions had a statistically significant direct effect on meaning of life and life satisfaction. Third, meaning of life partially mediated the relation from positive emotions to life satisfaction. Fourth, meaning of life partially mediated the relation from negative emotions to life satisfaction. This study will contribute to understand guidance & counseling teachers’ emotions and structural relationship among positive emotions, negative emotions, meaning in life, and life satisfaction.

웹 기반 토론수업이 중학생의 도덕 판단력과 수업 만족도에 미치는 영향

권대훈,김종태 안동대학교 교육대학원 2005 교과교육연구논집 Vol.1 No.-

受檢能力의 認知的 및 情意的 關聯變因 分析

권대훈 안동대학 학생지도연구소 1992 學生指導硏究 Vol.12 No.1

Test-wiseness was defined as an examinees cognitive capacity to utilize the characteristics and formats of the test and/or test situation to receive high score, and is logically independent of the examinees knowledge of the subject-matter for which the tests are supposedly to measure. Despite of its long history in the measurement fields, no studies which have investigated the correlates of test- wiseness comprehensively were found by now. The purpose of this article is to examine the extent to which IQ, cognitive style (field independences field dependence), attitude for testing, self-efficacy for testing are related to test-wiseness. Three hundred and sixty high school students took five tests in a random order; three tests developed by the author (Test-Wiseness Scale (TWT), Attitude Scale for Testing, Self-Efficacy Scale for Testing); a Korean version of Test Anxiety Inventory (Spielberger, Gonzalez, Taylor, Anton, Algaze, Ross, and Westberry, 1980 translated by Choi (1988), and Group Embedded Figures Test (Oltman, Raskin, and Witkin, 1971). The results show that test-wiseness were significantly correlated with IQ, cognitive style, attitude for testing, and self-efficacy for testing. But test-anxiety was not correlated with test-wiseness.

문제중심학습이 초등학교 과학 교과의 개념 획득 및 태도 형성에 미치는 효과

권대훈,김현숙 안동대학교 교육대학원 2005 교과교육연구논집 Vol.1 No.-

고등학생들의 성취목표와 학업정서의 관계

권대훈 대한사고개발학회 2020 사고개발 Vol.16 No.3

이 연구는 고등학생들의 성취목표 및 학업정서의 평균 차이를 검증하고, 성취목표와 학업정서 간의 다변량 관계를 검증하는 데 목적이 있다. 연구목적을 달성하기 위해 265명의 고등학생들에게 성취목표 지향성 척도와 학업정서 척도를 실시했다. 이 연구의 주요한 결과는 다음과 같다. 첫째, 고등학생들은 접근목표(수행접근목표와 숙달접근목표)를 회피목표(수행회피목표와 숙달회피목표)보다 상대적으로 더 높은 수준에서 채택하는 것으로 나타났다. 둘째, 고등학생들은 긍정학업정서를 부정학업정서보다 상대적으로 더 높은 수준에서 경험하고 있었다. 셋째, 성취목표와 학업정서 간에는 유의한 다변량 관계가 있었다. 구체적으로 접근목표(수행접근목표와 숙달접근목표)는 긍정학업정서를 정적으로 예언했고, 부정학업정서를 부적으로 예언했다. 이 연구의 결과는 고등학생들의 학업성취를 높이려면 회피목표(수행회피목표와 숙달회피목표)가 아니라 접근목표(수행접근목표와 숙달접근목표)를 채택하고, 긍정학업정서를 많이 경험하고 부정학업정서를 적게 경험하도록 지도해야 함을 시사한다. The purposes of this study were to compare the differences among high school students’ level of achievement goals and academic emotions, and to test multivariate relationships between achievement goals and academic emotions. Two hundred and sixty five high school students filled out Achievement Goals Scale, and Achievement Emotions Scale. The results of this study were as follows; First, high school students’ levels of approach goals(performance approach goals and mastery approach goals) were significantly higher than those of avoidance goals(performance avoidance goals and mastery avoidance goals). Second, high school students’ levels of positive academic emotions were significantly higher than those of negative academic emotions. Third, academic goals had significant multivariate relationships with academic emotions. Specifically, approach goals(performance approach goals and mastery approach goals) significantly predicted positive academic emotions, and negatively predicted negative academic emotions. This study suggests that, in order to facilitate high school students’ academic achievement, it is necessary to encourage students to adopt approach goals(performance approach goals and mastery approach goals) rather than avoidance goals(performance avoidance goals and mastery avoidance goals), and to experience more positive academic emotions and less negative academic emotions.

受檢能力의 構成要素分析

권대훈 안동대학 학생지도연구소 1989 學生指導硏究 Vol.10 No.1

Despite of its long history in the measurement fields, there is no consensus among measurement specialists on the components which comprise the construct of test-wiseness. Although Millman, Bishop and Ebel (1965) have proposed theoretical framework of test-wiseness which were comprised of six components-namely, time-using strategies, error-avoidance strategies, guessing strategies, deductive reasoning strategies, intent consideration strategies, and cue-using strategies-of test wiseness, none of the research have been performed to test the adequacy of their framework, either logically or empirically. This state of affairs is partially explained by research orientations itself in this area. Most researchers have been attempted to test the effects of experimental manipulation of test-wiseness on the test scores. As a result instruments that could be used to measure six component of test-wiseness were not developed until now. On the premise that test-wiseness is a factorially complex construct, six dimensions-test taking processes, generality, itme type, subject matter domain of the test, behavioral nature, time-are identified through literature review and discussed with respect to its relevancy as dimension of test-wiseness components. Of these six dimemsions, taxonomy of test-wiseness to be determined on the basis on test taking processes, generality, item type, subject-matter domain of the test, And then techniques that measure components of the taxonomy is developed and validated.

수행평가의 문제점

권대훈 한국교육학회 대구·경북지회 2000 교육학논총 Vol.21 No.2

Put simply, performance assessment is assessment based on observation and judgment(Stiggins, 1994). Performance assessment is becoming increasingly popular because it promises authentic and direct evaluation of educational achievement leading to positive consequences for learning and teaching. However, along with the positive benefits come with problems of psychometric characteristics and implementation. This article begin with an overview of the backgrounds and forces that gave rise to the revival of performance assessment. And main features of performance-based assessments are described. Finally, four main issues facing performance assessment-i. e., conceptual issues, validity-related issues, reliability-related issues, practicality-related issues-are discussed. Performance assessment is one of the current educational reform movements have caught the attention of diverse educational stakeholders-i. e., teacher, students, parents-in Korea. Performance assessment holds a lot of promise. The promise is alluring, yet what we know about performance-based assessment is small when compared with what we have yet to discover(Herman, 1996). Performance assessment is not panacea for all of educational ills. Performance assessment faces many problems must resolve as it progresses. If performance assessment is to survive and to develop into a potent force for educational improvement, then educators must resolve problems confronting it.

2.5V 10-bit 300MSPS 고성능 CMOS D/A 변환기의 설계

權大勳,송민규 대한전자공학회 2002 電子工學會論文誌-SD (Semiconductor and devices) Vol.39 No.7

In this paper, a 2.5V 10-bit 300MSPS CMOS D/A Converter is described. The architecture of the D/A Converter is based on a current steering 8+2 segmented type, which reduces non-linearity error and other secondary effects. In order to achieve a high performance D/A Converter, a novel current cell with a low spurious deglitching circuit and a novel inverse thermometer decoder are proposed. To verify the performance, it is integrated with 0.25㎛ CMOS 1-poly 5-metal technology. The effective chip area is 1.56㎟ and power consumption is about 84mW at 2.5V power supply. The simulation and experimental results show that the glitch energy is 0.9pVsec at fs=100MHz, 15pVsec at fs=300MHz in worst case, respectively. Further, both of INL and DNL are within ±1.5LSB, and the SFDR is about 45dB when sampling frequency is 300MHz and output frequency is 1MHz. 본 논문에서는 CMOS로 구현된 2.5V 10-bit 300MSPS의 D/A 변환기를 제안하였다. 이를 위해 전체구조는 고속동작에 유리한 전류구동 방식의 8+2 분할 타입으로 상위 8-bit은 Thermometer Code 기법을 이용한 전류셀 매트릭스(Current Cell Matrix)로, 하위 2-bit은 이진 가중 전류열(Binary Weighted Current Array)로 설계하였다. 우수한 다이내믹 특성 및 고속 동작을 만족시키기 위해 낮은 글리치 에너지를 갖는 새로운 전류셀과 BDD(Binary Decision Diagram)에 의한 논리합성 기법을 활용한 새로운 역 Thermometer Decoder를 제안하였다. 제안된 DAC는 0.25㎛, 1-Poly, 5-Metal, n-well CMOS 공정으로 제작되었으며, 유효 칩 면적은 1.56㎟이고, 2.5V의 전원전압에서 84mW의 전력소모를 나타내었다. 모의실험 및 측정을 통해 최대 글리치 에너지는 0.9pVsec@fs=100MHz, 15pVsec@fs=300MHz로 나타났다. 또한 출력 주파수가 1MHz, 샘플링 주파수가 300MHz에서의 INL과 DNL은 약 ±1.5LSB 이내로, SFDR은 45dB로 측정되었다.

대학생의 학업통제, 학업가치, 긍정정서 및 부정정서, 목표몰입의 관계

권대훈 중앙대학교 한국교육문제연구소 2018 한국교육문제연구 Vol.36 No.2

Goal commitment implies the intention to extend their effort toward goal attainment, persistence in pursuing that goal over time, and an unwillingness to lower or abandon that goal when faced with difficulties in achieving goals. For a successful college life, students must be committed to their academic goals. The purpose of this study is to test relationships among academic control, academic value, positive emotions, negative emotions, and goal commitment. Three hundred and twenty college students filled out the Positive Affect and Negative Affect Schedule(PANAS), Perceived Academic Control Scale, Academic Value Scale, and Goal Commitment Scale. The results of this study were as follows; First, academic control and academic value had a significant direct effect on positive emotions and goal commitment, and a significant negative effect on negative emotions. Second, positive emotions had a significant positive effect on goal commitment, but negative emotions had a significant negative effect on goal commitment. Third, positive emotions and negative emotions partially mediated the relation from academic control to goal commitment. Fourth, positive emotions and negative emotions partially mediated the relation from academic value to goal commitment. The results of this study suggest that, in order to foster college students’ goal commitment, we should help them perceive they can control academic activities and outcomes, give high value on academic activities and outcomes, and experience more positive emotions than negative emotions. 목표몰입은 목표를 달성하기 위해 지속적으로 노력하고 목표를 달성하는 과정에서 어려움에 당면할 경우에도 포기하지 않고 원래 목표를 꾸준하게 추구하는 것을 뜻한다. 대학생들이 성공적으로 대학생활을 영위하려면 학업목표를 달성하기 위해 몰입해야 한다. 이 연구는 대학생을 대상으로 학업통제, 학업가치, 긍정정서 및 부정정서, 목표몰입의 관계를 검증하는 데 목적이 있다. 이 연구의 목적을 달성하기 위해 대학생 320명에게 긍정정서 및 부정정서 척도, 학업통제 척도, 학업가치 척도, 목표몰입 척도를 실시했다. 이 연구의 주요한 결과는 다음과 같다. 첫째, 학업통제 및 학업가치는 긍정정서 및 목표몰입에 정적 영향을 미치고, 부정정서에 부적 영향을 미쳤다. 둘째, 긍정정서는 목표몰입에 정적 영향을 미친 반면 부정정서는 목표몰입에 부적 영향을 미쳤다. 셋째, 긍정정서 및 부정정서는 학업통제 가 목표몰입에 미치는 영향을 각각 부분매개했다. 넷째, 긍정정서 및 부정정서는 학업가치가 목표몰입에 미치는 영향을 각각 부분매개했다. 이 연구의 결과는 대학생들의 목표몰입을 높이려면 대학생들이 학업활동 및 결과를 자신이 통제할 수 있다고 지각하고, 학업활동 및 결과에 가치를 부여하며, 긍정정서를 많이 경험하고 부정정서를 적게 경험하도록 해야 함을 시사한다.

歸因過程의 測定 : 方法 및 問題點 Methods and Problems

權大勳 한국교육학회 대구·경북지회 1988 교육학논총 Vol.7 No.-

Over the past years, a great deal of research efforts have been devoted to test predictions derived from Weiner's attributional theory of achievement behavior. Unfortunately, most attribution researchers suffer from serious measurement problems. In this regard, this article reviews methods for assessing causal attribution and causal dimension, and examines possible difficulties involved in each method through literature review. Major conclusions are as follows; First, attribution researchers have been tended to uncritically accept inappropriate measurement techniques used in previous studies without considering psychometric adequacy such as validity and reliability. As a result, measurement procedures has not yet developed an adequate degree of sophistication until now. Second, a variety of measures have been used to assess causal attribution in attribution research; open-ended procedure, independence ratings, percentage ratings, bipolar scalings, rankings, paired comparisions, and choice of major cause. According to some validation studies, independence ratings is more valid and reliable than other ipsative measures or open-ended procedure. Third, measurement procedures which mathematically transform causal attribution into causal dimension relied on theoretical meaning of cause (i.e. indirect assessment of causal dimension) can not adequately assess attributor's phenomenal perception of the causal attribution. A more valid methodology is directly asseessing how the attributor perceive or interpret the cause he has attributed. Finally, researchers must systematically examine theoretical properties of causal attribution and causal dimension, and validate measures to assess these constructs.