참다운 이웃과의 열린 미래를 위하여

권대훈 한일합동교육연구회 1996 한일교육연구 Vol.1996 No.2

지식기반의 특성과 평가

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

Many researchers in learning and cognition currently place much explanatory power on the constructs related to knowledge. In this articls, the role and educational implications of the knowledge-based approach are discussed. Knowledge-based approach suggests that domain-specific knowledge can account for a majority of the variance of learning and development, Numerous research have reported that domain-specific knowledge base significantly influence learner`s cognitive processes such as attention, recall, reasoning, and problem-solving. Two forms of knowledge were distinguished in this article, declarative knowledge and procedural knowledge, or more simply, content knowledge and process knowledge(Anderson, 1976; Gagne´, 1985). Declarative knowledge is factual knowledge about the meaning or perceptual characteristics of things, whereas procedural knowledge is knowing that how to do something. This distinction seems to be important from the standpoint of education because the conditions for acquiring declarative and procedural knowledge and the methodology for assessing these forms of knowledge are quite different. And several problems with knowledge-based approach and future directions for research are discussed.

신자유주의 교육정책과 교육개혁

권대훈 한일합동교육연구회 1999 한일교육연구 Vol.1999 No.-

목표지향성과 자기효능이 학습방략과 학업성적에 미치는 영향

권대훈 안동대학 학생지도연구소 1995 學生指導硏究 Vol.15 No.1

이 연구의 결과와 논의를 통해 얻은 결론은 다음과 같다. 첫째, 학습자의 목표지향성은 성취관련행동과 학업성적에 영향을 준다. 즉 학습지향성이 높은 학습자들은 수행지향성이 높은 학습자들에 비해 교재 속에 포함되어 있는 정보를 의미 있게 처리할 수 있는 학습방략을 더 적극적으로 사용하고, 학습과제를 더욱 가치롭게 생각하며, 학업성적도 높다. 둘째, 학습자 자신의 학업능력에 대한 자기효능은 학습행동 및 학업성적에 영향을 준다. 즉 자기효능 수준이 높을수록 정보를 심층적으로 처리할 수 있는 학습방략을 더 적극적으로 사용하고, 학습활동에 지속적으로 참여하며, 학습과제를 가치롭게 생각하도록 하며, 따라서 학업성적도 높다. 셋째, 학습자의 목표지향성과 자기효능간에는 상호작용효과가 없다. 그렇지만 자기효능은 목표지향성의 영향을 감안한 후에도 성취관련행동과 학업성적을 유의하게 설명한다.

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.

地域史에서 만나는 日本

권대훈 한일합동교육연구회 1998 한일교육연구 Vol.1998 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.

自己?能理論의 動機觀과 硏究動向

권대훈 안동대학 학생지도연구소 1988 學生指導硏究 Vol.8 No.1

This article examines motivational perspective of Bandura's self-efficacy theory and reviews recent research articles which was performed to test its predictions in academic achievement situations. First, motivational perspective of self-efficacy framework is discussed Self-efficacy refers to personal judgment about one's capability to organize and implement behavior in specific situations. As a proximal mediating mechanism, self-efficacy is hypothesized to influence task motivation (effort expenditure and persistence), choice of activities, and thought patterns people acquire their efficacy information from their performance accomplishments, vicarious experiences, verbal persuasion, and their physiological states. People judge (percept) their efficacy in specific situations through inferential process in which these information are weighted and integrated with respect to various efficacy cues such as perceived ability, effort expenditure, external aids, outcome patterns. Second, self-efficacy perspective is compared with locus of control, attribution theory, self-worth theory, and learned helplessness. Third, recent studies performed under the rubric of self-efficacy are divided into those upon student efficacy and those upon teacher efficacy, and reviewed separately. Studies which successfully enhanced student self-efficacy are reviewed under the headings of reward, attributional feedback, goal-setting, social comparision, and strategy training with their educational implications. And the nature, antecedents, and consequences of teacher efficacy are discussed according to the self-efficacy framework. Also the relations of student efficacy, teacher efficacy, achievement, and other related variables are explored. Finally, some directions for future research are suggested.

발표 및 질의응답

권대훈,박종선(사회자),안홍빈(토론자),조항미(토론자),가리베 케이코(토론자),남상선(토론자),안도(토론자),송석종(토론자),여정숙(토론자),박소라(편집자) 한일합동교육연구회 2011 한일교육연구 Vol.2011 No.16

제주 4ㆍ3은 교육과 어떻게 만나고 있는가?

권대훈 한일합동교육연구회 2011 한일교육연구 Vol.2011 No.16