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학업우수고교 학생들의 학업서열 하락과 자아개념, 정서의 관계
김영빈(Kim Young-Bin),김계현(Kim Kay-Hyon) 한국청소년정책연구원 2009 한국청소년연구 Vol.20 No.3
본 연구는 학업우수고교에 입학한 고등학교 1학년 학생들을 대상으로, 고등학교 입학당시 기대했던 학업서열 수준, 중학교 때의 학업서열에 비하여 고등학교에서의 학업서열 변화정도, 학업서열 변화와 자아개념, 정서와의 관계에 대하여 조사하였다. 연구결과 학생들은 중학교 때 높았던 자신의 학업서열을 토대로 하여 고등학교에서도 높은 학업서열 수준을 기대하였고 그에 비하여 학업우수집단형성 및 상대평가로 인하여 95%의 학생들이 중학교 때에 비하여 고등학교에서의 학업서열이 하락하였다. 학업우수고교 학생들은 일반학생에 비하여 성취자아개념 수준이 매우 낮았으며, 특히 고등학교에서의 학업서열 하락정도와 자아개념, 정서 간에는 유의한 부적 상관관계가 있었다. 본 연구를 통해 고등학교 다양화, 특성화 정책을 앞두고 학업우수학생들의 건강한 정서발달을 위한 예방지도방안이 필요함을 인식할 수 있었다. The purpose of this study is to examine the changes in the relationships between academic achievement, self-concept, and emotion of high school students participating in the highly competitive educational system in South Korea. The subjects were 479 top ranked high school students. The results are as follows: First, 80% of the students expect that they would rank above the average in their school. Second, in terms of achievement and self-concept, the students in high-ranked schools showed much lower levels than students in lower ranked schools. Third, changes in academic achievement ranking in middle school and high school exhibited significant correlation with academic self-concept, and negative emotions. This means that those who experienced a drastic decline in academic scores and ranking showed a greater tendency towards negative self-concept and emotions. For talented students, entering upper schools may give rise to a severe personal crisis. This implies that counseling programs should be provided to these students to help them adapt to new environments and for the formation of sound self-concept and emotions.
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대학생의 학과(學科)(학부(學部))만족(滿足)의 要因에 관한 연구
하혜숙(Hye Suk Ha),김계현(Kay Hyon Kim) 한국상담학회 2000 상담학연구 Vol.1 No.1
Department Satisfaction with his/her major is very important for successful college-life, because students go through maladaptation in case that they are not satisfied with their major department in universities. The purpose of this study is to find out more valid indicator for the Department Satisfaction(DS) of the Korean university students. A major hypothesis of this study is that the explanatory power of OS theory could be increased if two factors such as School Perception(SP) and Department Perception(DP) were added to the previous theory. DP is defined as the social reputation of and personal satisfaction with the department or major and SP is defined as the general reputation of and personal satisfaction with the university. Department Satisfaction Rating Scale(DSRS) was developed by twenty-￢seven items. The DSRS was administered to 960 undergraduate college students who were sampled from two major universities. A factor analysis was conducted using Varimax Rotation and five factors were found: School Perception, General Interest in Major, Department Perception, Curriculum, and Interpersonal Relation The results of the factor analysis suggest that School Perception has the strongest explanatory power as a factor of Department Satisfaction. This result implies that school counselors examine their students` perception of the universities in the process of application to college.
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상담과정에서 상담자의 알아차림 방해요소 추출 및 분류 연구
손진희(Jin Hee Son),김계현(Kay Hyon Kim) 한국상담학회 2001 상담학연구 Vol.2 No.2
This study intends to identify and classify obstructive factors which counselors experience frequently during the counseling process. Data was collected from thirty counselors at various counseling centers. The counselors represented three different experience levels(10 counselors from each level: beginning, intermediate and advanced). All counselors were interviewed, and 415 responses were extracted. The 415 responses were classified into to 52 obstructive factors to counselor awareness. And those 52 factors were classified by twenty-nine judges. A cluster analysis was performed to find out how these factors were classified. Seven clusters emerged as the result of the classification of 52 obstructed factors; (1) countertransference; (2) a counselor`s preconception and carelessness; (3) a counselor`s misunderstanding of the client`s characteristics and the client`s attributes; (4) the perception of the counseling process and results; (5) the external factors, regardless of counseling itself; (6) the counselor`s lack of competency; and (7) the counselor`s personal immaturity. These results provide counselors with a meaningful chance to become sensitive to the obstructive factors through the empirical examination, and fundamental information.
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