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바인랜드 적응행동척도 2판(K-Vineland-2)의 타당도 연구: 지적 장애군을 대상으로
정다원 ( Da Won Jeong ),황순택 ( Soon Taeg Hwang ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2016 지적장애연구 Vol.18 No.1
적응행동기능의 결함은 지적 장애진단에서 인지적 기능과 함께 고려해야 한다. 최근에 사회성숙도검사(SMS)와 바인랜드적응행동척도(VABS)가 개정되어 Vineland-II라는 이름으로 미국에서 출판되었으며, 이 검사의 한국표준화판인 K-Vineland-II가 출판되었다. 본 연구는 K-Vineland-Ⅱ를 통해 지적 장애를 선별할 때의 타당성과 유용성을 검증하고자 하였다. 본 연구에서는 K-Vineland-Ⅱ 표준화 과정에서 표집된 정상집단과 지적 장애인 집단의 자료 일부를 사용하였고, 자료분석을 위해 지적 장애인을 추가로 표집하였다. 연구 대상자들에게는 K-Vineland-Ⅱ와 웩슬러 지능검사(K-WAIS-IV; K-WISC-IV)를 실시하였다. 수집된 자료로 K-Vineland-Ⅱ와 지능검사의 상관관계를 알아보고, 다음으로 K-Vineland-Ⅱ가 지적 장애 등급 얼마나 유의하게 판별하는지 검증하고, 지능지수로 장애등급을 변별한 결과와 비교해보았다. 분석 결과 K-Vineland-Ⅱ와 웩슬러 지능검사는 높은 상관관계가 나타났다(적응행동 조합, 즉 ABC와 SIQ 간 r=.88). 또한 ABC는 정상집단과 지적 장애 집단을 유의하게 구분할 뿐만 아니라 FSIQ만으로 구분하기 어려운 지적 장애 1급을 유의하게 변별하는 것으로 나타났다. 본 연구 결과는 지적 장애 진단시 적응행동기능과 지능을 서로 보완적으로 사용하는 평가절차가 합리적임을 경험적으로 뒷받침한다. 또한 지적 장애 세부진단을 위해 IQ 점수를 제시하는 대신 적응기능을 기준으로 장애의 심각도를 구분하도록 한 DSM-5체제에서 K-Vineland-Ⅱ가 지적 장애 진단 및 장애등급 판정에 활용될 수 있음을 시사한다. Deficits in adaptive functioning are important criteria for the diagnosis of intellectual disability. The Vineland Adaptive Behavior Scales (VABS; 1984) have been extensively used to assess individuals’ adaptive behaviors. As such, the Korean Vineland Adaptive Behavior Scales-second edition (K-Vineland-II) was published last year. The present study aims at evaluating the clinical utility of K-Vineland-II in diagnosis and assessment. First, we examined relation between adaptive behaviors and cognitive functions measured by K-WAIS-IV and K-WISC-IV. Second, we explored the extent to which variables used to diagnose Intellectual Disability, discriminately predict the degree of disability. The participants were a group of 62 people who had intellectual disability and a nonclinical group of 57 normal people. The data were statistically analyzed using correlation analysis and discriminant analysis. The results show that K-Vineland-II and Wechsler Intelligence Scale presents high correlation. Adaptive Behavior Composite(ABC) has been shown to distinguish the normal and ID population and significantly discriminate severe group(1st degree), which is difficult to discriminate only FSIQ, from other groups. These findings provide empirical evidence that K-Vineland-II is useful for diagnosis and assessment among intellectual disability patients.
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정다원 ( Da Won Jeong ) 경남대학교 교육문제연구소 2014 敎育理論과 實踐 Vol.24 No.-
This study analyzes how emotional intelligence affects the learning flow based on the discussion about the important value of emotional intelligence and the learning flow. It also reviewed and referred to the previous research regarding emotional intelligence and the learning flow. The results were as follows. First, Each factor of self-emotion appraisal, others emotion appraisal, regulation of emotion, and use of emotion which belongs to emotional intelligence, has statistically positive significant influence on the learning flow. Especially, it reveals that self-emotion appraisal has the most influence on cognitive immersion among emotional intelligence factors. Second, self-emotion appraisal and regulation of emotion also have statistically positive significant influence on emotional immersion. Third, each factor of self-emotion appraisal, others emotion appraisal, regulation of emotion, and use of emotion among the factors of emotional intelligence has statistically positive meaningful influence on behavioral immersion. Notably, the study reveals that others emotion appraisal affects behavioral immersion the most. The result of the study analyzes how the emotional intelligence works to improve the attitude of English learning and English learning achievement and has the purpose of contributing to raising up individual learning efficiency in English learning environment.
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영어 학습자의 감성지능과 개인특성이 영어 학습몰입에 미치는 영향에 관한 연구
정다원 ( Jeong Da Won ) 글로벌영어교육학회(구 호남영어교육학회) 2016 Studies in English education Vol.21 No.4
The purpose of this study is to analyze how emotional intelligence influences on English learning flow. It also seeks to analyze the moderating effects of personal traits on the relation between emotional intelligence and English learning flow. Based on the analysis of the influence of emotional intelligence, all the sub-factors of emotional intelligence, self-emotion appraisal, other`s emotion appraisal and regulation of emotion affected cognitive English learning flow. Only self-emotion appraisal and regulation of emotion had an effect on conative English learning flow. Next, the analysis of the moderating effects of personal traits on the relation between emotional intelligence and personal traits on English learning flow showed that only gender had an effect. It is significant to note that the regulation of emotion in emotional intelligence affected the English learning flow of English learners the most. This result also suggests it is necessary to establish an English teaching methodology and environment that consider not only emotional intelligence but also gender to effectively improve the students` English learning flow.
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영어교사의 성격특성과 직무만족의 관계에서 자기효능감의 매개효과 연구
정다원 ( Jeong Da Won ) 글로벌영어교육학회(구 호남영어교육학회) 2017 Studies in English education Vol.22 No.2
The purpose of this study is to analyze how the personality traits and self-efficacy of English teachers influence their job satisfaction. Previous studies have shown the effects of self-efficacy and personality traits on various fields of job satisfaction. According to those studies, factors related to their job satisfaction also need to be analyzed, thus leading to improved learning performances among English learners. The results of the study are as follows. First, conscientiousness and extroversion affected self-efficacy based on the analysis of the influence of personality traits. Second, conscientiousness and extroversion also affected job satisfaction among the English teachers based on the analysis of the influence of personality traits on job satisfaction. Finally, self-efficacy had a significant influence on the relationship of conscientiousness and job satisfaction, as well as on the relationship of extroversion and job satisfaction, according to the analysis of the mediating effect between the personality traits and job satisfaction of the English teachers. It is important to note that extroversion significantly improved job satisfaction of the English teachers, and the variables of personality traits and self-efficacy can create positive synergistic effects on their job satisfaction. It was concluded that improved job satisfaction may help raise personal life satisfaction of English teachers, thereby, resulting in better quality English education and English learning environments.
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표성국 ( Seong Guk Pyo ),정다원 ( Da Won Jeong ),송규정 ( Kyu Jeong Song ) 전북대학교 과학교육연구소 2020 과학과 과학교육 논문지 Vol.45 No.1
대부분 대학 실험실에 구축되어 있는 홀 효과(Hall effect) 실험기기를 이용하여, 홀 계수(Hall coefficient) R<sub>H</sub> 측정과 부호를 확인하는 실험과정 이외에 홀 계수 R<sub>H</sub>, 전하운반자 밀도(Charge carrier density) n, 전하운반자 이동도(Charge carrier mobility) μ 등의 여러 물리량들의 자기적 특성을 조사하였다. 자기장 B 혹은 전류 I을 고정하는 두 방법으로 n형 GaAs 반도체 시편의 홀 계수 R<sub>H</sub> 값들을 측정하여 서로 일치함을 확인하였으며, 비저항(Resistivity) p 와 전기전도도(Electric conductivity) σ 값들이 상온에서 각각 1.272×10<sup>-3</sup> V·m/A와 782.6 A/(V·m)임을 예측하였다. 홀 계수 R<sub>H</sub> 결과와 전기전도도 σ 결과들을 이용하여, n형 GaAs 시편의 전하운반자 이동도 μ 값들을 구하고, 자기장 B 값이 0일 때, n형 GaAs 시편의 상온에서 전하운반자 이동도 μ ≈ 1.0m<sup>2</sup>/(V·s) 값을 예측하였다. 본 논문에서 우리는 실험을 통해 데이터를 얻어 분석하고 논의하는 연구과정의 기초를 학부 학생들에게 제공하고자 하였다. Using Hall effect experimental devices of general university laboratories, in addition to the measurement of Hall coefficient R<sub>H</sub> and its sign verification, the magnetic characteristics of various physical quantities such as Hall coefficient R<sub>H</sub>, charge carrier density n, and charge carrier mobility μ were investigated. The Hall coefficient R<sub>H</sub> values of the n-type GaAs semiconductor specimen were measured by two methods of fixing the magnetic field B or current I and were confirmed the same their values. Its resistivity p and electric conductivity σ values were predicted to be 1.272×10<sup>-3</sup> V·m/A and 782.6 A/(V·m) at room temperature, respectively. The charge carrier mobility μ values of the n-type GaAs specimen were obtained using the Hall coefficient R<sub>H</sub> results and the electric conductivity σ results, and when the magnetic field B was 0, its charge carrier mobility μ ≈ 1.0 m<sup>2</sup>/(V·s) value was predicted at room temperature. In this paper, we wanted to provide the foundation of the research process obtaining, analyzing, and discussing for data through an experiment, to students in the undergraduates.
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