항공기 엔진 안전성 평가기술

이강이(Kangyi Lee),유승우(Seungwoo Yoo),김귀순(Kuisoon Kim) 한국추진공학회 2007 한국추진공학회지 Vol.11 No.6

어머니의 사회적 지원과 학령 전 아동의 학교준비도

이수현(Lee, Suhyun),이강이(Lee, Kangyi),이재림(Lee, Jaerim),김영선(Kim, Youngsun),유예진(Yoo, Yejin) 한국인간발달학회 2018 人間發達硏究 Vol.25 No.3

우리나라에서 초등학교 전이는 아동 뿐 아니라 부모에게도 중요한 생애사건이다. 대다수 부모는 자녀의 초등학교 입학을 준비하는 과정에서 개인적인 사회적 관계망을 통해 지원과 정보를 얻는다. 이 연구는 어머니가 실제 받은 사회적 지원과 양육 역량, 학령 전 아동의 학교준비도 간의 관계를 탐색하고 사회적 지원과 학교준비도 간의 관계를 양육 역량이 매개하는지 검증하고자 하였다. 이를 위해 첫 자녀가 초등학교 입학을 앞둔 어머니 368명을 대상으로 설문조사를 실시하였다. 먼저 확인적 요인분석으로 주요 변인의 측정모형을 검증하였으며, 구조방정식 모델링와 붓스트랩 방법으로 연구모형과 매개효과를 검증하였다. 분석 결과 첫째, 어머니가 실제 받은 사회적 지원, 양육 역량, 그리고 유아의 학교준비도 간에는 유의한 정적 관계가 있었다. 높은 수준의 사회적 지원은 어머니의 높은 양육 역량과 관계가 있었으며, 양육 역량은 학령 전 아동의 높은 사회준비도와 관계가 있었다. 둘째, 어머니의 양육 역량은 어머니가 받은 사회적 지원과 아동의 학교준비도 간 관계를 매개하였다. 이 연구의 결과는 자녀의 초등학교 입학을 앞둔 어머니에게 자녀 양육과 관련된 사회적 지원을 제공함으로써 실제 어머니의 역량을 증진하고 결과적으로 유아의 학교준비도를 높일 수 있음을 시사한다. The transition to elementary school is an important but often challenging life event not only for children but also for their parents in Korea. Many Korean parents seek information and support from their personal networks while helping their children prepare for elementary school. In this study, we aimed to examine the relationships among the social support mothers actually receive, mothers’ parenting competency, and children’s school readiness with a special attention given to the mediating role of mothers’ parenting competency between social support and school readiness. We collected data in February 2017 from 368 mothers who were preparing to send their first child to elementary school in March 2017. After verifying the measurement model, we conducted structured equation modeling to test our conceptual model. We found that mothers’ higher levels of social support were related to higher parenting competency, which in turn, was associated with their children’s higher levels of readiness for elementary school. Bootstrapping results indicated that parenting competency significantly mediated the relation between the mothers’ received social support and their children’s school readiness. Our results suggest that efforts to strengthen the social relationships of mothers whose children are entering elementary school facilitate the mothers’ parenting competency, resulting in better school readiness for their children.

항공기 왕복엔진 냉각설계 및 인증시험

이강이,박종혁,박성환,Lee, Kangyi,Park, Jonghyuk,Park, Sunghwan 항공우주시스템공학회 2012 항공우주시스템공학회지 Vol.6 No.2

A reciprocating engine installed on a normal category airplane shall be effectively cooled by air flown through the engine compartment. A airplane powerplant designer has to design cooling air inlets, baffles, seals, and outlets to maintain cylinder head temperatures and oil temperature under the limits, and show compliance with appropriate airworthiness standard. In this study, cooling designs of the installed engine and compliance requirements applicable to the cooling designs were reviewed, and engine cooling flight test results were evaluated for design changes. Engine cooling certification test will be conducted in a next step.

부모의 행동적, 심리적 통제가 아동의 성취가치 발달 궤적에 미치는 영향

이수현 ( Lee Suhyun ),이강이 ( Lee Kangyi ) 열린부모교육학회 2017 열린부모교육연구 Vol.9 No.2

이 연구에서는 다양한 양상의 부모 통제가 아동의 학업적 동기의 발달 궤적에 미치는 영향을 확인하고자 하였다. 특히 이 연구는 부모 통제가 다양한 양육 행동을 포괄하는 다면적 개념이라는 것에 초점을 맞추어, 부모 통제를 행동적 측면에서의 감독(monitoring), 의존지향적 심리적 통제(dependency-oriented pscyhological control), 그리고 성취지향적 심리적 통제(achievement-oriented psychological control)의 세 가지 양상으로 나누어 살펴보았다. 아동의 학업적 동기는 학업에 대한 아동의 주관적 가치인 성취 가치를 토대로 측정하였다. 연구에는 한국아동·청소년패널의 1, 3, 5차 데이터가 활용되었다. 연구 참여자는 패널에 참여한 아동 2,014명으로, 이들이 만 10세 시기 보고한 부모 통제와 만 10세, 12세, 14세에 각각 보고한 성취 가치가 분석에 활용되었다. 먼저 성취 가치의 발달 궤적에서의 개인차를 확인하기 위하여, 잠재계층성장분석(Latent Class Growth Anlaysis, LCGA)을 실시하였다. 이후, 부모 통제가 성취 가치의 발달 궤적에 대하여 갖는 예측력을 확인하기 위해 다항로지스틱 회귀분석을 실시 하였다. 분석 결과, 만 10-14세 사이 성취 가치의 발달 궤적에 따라 세 개의 하위집단이 확인되었다. 이는 상위집단(n=1,184), 중위집단(n=766), 하위집단(n=64)로 니뉘었다. 다항로지스틱 회귀분석 결과, 부모의 감독과 성취지향적 심리적 통제는 높은 수준의 성취가치 발달 궤적을 예측하였다. 즉, 부모가 높은 수준의 감독 및 성취지향적 심리적 통제를 행사할수록, 자녀는 성취 가치의 발달 궤적에서 하위집단보다는 중위 또는 상위집단에, 중위집단보다는 상위집단에 속할 확률이 높은 것으로 나타났다. 반면, 부모의 의존지향적 심리적 통제는 일관적으로 낮은 수준의 성취가치를 예측하였다. 본 연구는 부모의 행동적 측면에서의 통제(감독) 및 두 양상의 심리적 통제의 서로 구분되는 영향력을 확인함으로써, 부모 통제의 다면적 특성을 재확인하였다. 특히 성취와 관련된 심리적 통제가 성취가치의 긍정적 발달궤적을 예측한다는 점은, 부모 통제의 영향력이 문화권과 맥락에 따라 달라질 수 있다는 점을 시사한다. This study examined how diverse parental control (monitoring; dependency-oriented psychological control, DPC; achievement-oriented psychological control, APC) affects Korean children`s developmental trajectories of academic motivation measured as achievement value. Using data from Korean Children and Youth Panel Survey, we examined 2,014 children`s reports on their parents` controlling practices in 10-year-old and their achievement value in 10, 12, and 14-year-old. Latent class growth analysis (LCGA) was conducted to investigate developmental trajectories of achievement value. Multinomial regression analysis followed to prove the effect of parental control on the development of achievement value. Results revealed three developmental trajectories in achievement value; `High`(N=1,184), `Middle`(N=766), and `Low`(N=64). Parental monitoring and APC consistently predicted the higher level of achievement value while DPC predicted the low achievement value. Cultural meaning of parenting practices was discussed, regarding the Confucian context where parental control has been yielding children`s more positive outcomes especially in academic domain.

기질, 또래관계 및 교사-영아 관계에 따른 어린이집 영아반 원아의 코티졸 일일 변화: 보육기간에 따른 차이를 중심으로

이정민(Jungmin Lee ),이강이(Kangyi Lee) 한국아동학회 2020 아동학회지 Vol.41 No.1

Objectives: The purpose of this study was to investigate the differences of childrens diurnal cortisol change in childcare according to temperament, peer relationship, teacher-child relationship with a specific focus on the differences according to childcare duration. Methods: The participants included 60 three-year-olds attending to one of nine childcare centers located in Daejeon and Daegu, South Korea. The children participated in saliva sample collection for two days, around 10 a.m. and 3 p.m. The parents assessed their childrens temperament via a questionnaire. The teachers assessed the childrens peer relationship and teacher-child relationship via a questionnaire. Data were analyzed using Analysis of Variance (ANOVA). Results: Among children who had attended childcare for less than a year, higher levels of surgency or inhibitory control were related to an increased rise in cortisol in the afternoon. In the group of children that had been in childcare for more than a year, closer relationships with peers and teachers were tied to a smaller afternoon cortisol rise. Conclusion: The findings illustrate the complex nature of physiological adjustment for children in childcare. The relationship between temperament, peer relationship, teacher-child relationship and diurnal change of cortisol was found in longer childcare durations.

코로나바이러스감염증-19로 인한 공교육 원격수업에 대한 학부모의 인식과 자녀교육 지원현황

이보람(Boram Lee),이강이(Kangyi Lee) 가정과삶의질학회 2021 가정과삶의질연구 Vol.39 No.2

부모의 양육스트레스가 유아의 정서조절능력에 미치는 영향: 자녀의 부정적 정서표현에 대한 부모 반응의 매개효과를 중심으로

이지영(Ji Young Lee),이강이(Kangyi Lee) 한국아동학회 2021 아동학회지 Vol.42 No.1

Objectives: This study’s aim was to examine the paths from fathers’ and mothers’ parenting stress to preschoolers’ emotion regulation through parents’ responses to children’s negative emotions. Methods: Questionnaires were used to assess preschoolers’ emotion regulation, parenting stress, and parental responses to children’s negative emotions. Collected data were analyzed using SPSS 22.0 and AMOS 25.0. Statistical methods adopted for data analysis were descriptive statistics, t-tests, Pearson’s correlation, and path analysis. Results: The major findings of this study are as follows: First, there was no significant difference in emotion regulation based on children’s gender. Meanwhile, considering the differences in parenting stress between fathers and mothers, the former experienced higher levels of parenting stress than the latter, especially with regard to children’s characteristics. Second, preschooler’s emotion regulation showed a negative correlation with parenting stress but a positive correlation with the parental response to their negative emotions. On the contrary, while preschoolers’ emotion regulation displayed a negative correlation with mothers’ non-supportive responses, there was no significant correlation with fathers’ non-supportive responses. Third, when controlling for preschoolers’ temperament, parental education, and income, father’s parenting stress had a negative effect on their supportive responses to children’s negative emotions, while it had a positive effect on non-supportive responses. Meanwhile, fathers’ supportive responses to children’s negative emotions had a significant effect but their non-supportive responses had no direct significant effect on preschoolers’ emotion regulation. Fourth, mothers’ parenting stress had a significant negative effect on their supportive responses to children’s negative emotions, while it had a positive effect on non-supportive responses. In addition, mothers’ support for children’s negative emotions had a significant positive effect on children’s emotion regulation, while their non-supportive responses had a negative effect. Conclusion: In separate analyses for fathers and mothers, parenting stress revealed the path to affect emotion regulation by using parent’s responses to children’s negative emotions. Thus, There is a need for a different approaches to the management of fathers’ and mothers’ stress. Parenting stress and the parental responses to children’s negative emotions is important for the development of emotion regulation in preschoolers.

초등학교 학부모의 교육참여 : 학부모교육참여패널 1-4학년 기초분석 결과

김영선(Youngsun Kim),이강이(Kangyi Lee),이재림(Jaerim Lee) 한국가족정책학회 2022 가족정책연구 Vol.2 No.1

본 연구의 목적은 초등학교 학부모의 교육참여 양상이 학년별로 어떠하며, 학년이 올라가면서 어떻게 변화하는지 추이를 파악하는 것이다. 본 연구에서 교육참여는 Epstein 등의 개념화에 따라 부모역할, 의사소통, 자원봉사, 가정학습, 의사결정, 지역사회 협력으로 구분하였다. 학부모교육참여패널연구의 초등학교 1-4학년 자료를 활용하였으며, 학년별로 기술통계를 사용하여 분석하였다. 이 패널은 2017년 첫째 자녀가 초등학교에 입학한 어머니의 교육참여를 4학년까지 추적조사한 것으로, 학년별 응답자는 1학년(2017) 408명, 2학년(2018) 426명, 3학년(2019) 377명, 4학년(2020) 308명이었다. 학년별 추이를 살펴본 결과 학교 내 학부모교육, 학부모총회 및 학부모설명회, 학부모 자원봉사, 운영위원회 및 학부모회, 교사와의 면대면 의사소통, 가정 내 교육지원 등 전 영역에 걸쳐 자녀의 학년이 올라감에 따라 교육참여 수준이 감소하였다. 이러한 결과는 초등학생 자녀의 성장에 맞추어 학부모도 역량을 강화할 수 있도록 정책적 지원이 필요함을 시사한다. The purpose of this study is to understand the trends of educational involvement among Korean parents with children in elementary school and how these trends change over time from the first to fourth grade. Based on Epstein et al.’s conceptualization, we categorized parental educational involvement into six dimensions: parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. We analyzed the data on mothers of first to fourth graders from the Panel Study of Korean Parental Educational Involvement using descriptive statistics. This data set came from Korean mothers whose first child entered elementary school in 2017. The sample sizes were 408 in first grade (2017), 426 in second grade (2018), 377 in third grade (2019), and 308 in fourth grade (2020). We found that parents’ educational involvement decreased over time with respect to participation in parenting education at school, school briefing sessions, volunteering at school, parent-teacher associations, and educational support at home. These results suggest that policy support is critical to help parents strengthen their parental competency as their children develop through elementary school.

부모의 미디어 리터러시, 스마트미디어 중재, 유아의 스마트미디어 사용시간, 사회적 유능감의 구조적 관계

김지선(Jisun Kim),이강이(Kangyi Lee) 한국아동학회 2019 아동학회지 Vol.40 No.6

Objectives: This study’s aim was to examine the importance of preschoolers’ social competence and the effects of smart-media (smartphones, tablet PCs) use on the development of their social competence. Methods: Questionnaires were used to measure preschoolers’ social competence, smart-media usage time, parents’ media literacy, and smart-media mediation. SPSS 22.0 and AMOS 22.0 were used to analyze the collected data while descriptive statistics, t -test, Pearson’s correlation, structural equation modeling, and bootstrapping were adopted for data analysis. Results: First, parents’ media literacy had significant effects on their smart-media mediation, which in turn had indirect effects on preschoolers’ smart-media usage time. Second, preschoolers’ smart-media usage time had a significant effect on their social competence. Additionally, their parents’ smart-media mediation indirectly affected their social competence through their smart-media usage time. Conclusion: The findings highlight the importance of parental roles in mediating and regulating preschoolers’ use of smart-media to promote their healthy social development.

중학교 1학년 또래 관계가 스마트폰 과의존에 미치는 영향: 스마트폰 목적별 이용 정도에 따른 다집단 분석

김대웅(Daewoong Kim),이강이(Kangyi Lee) 한국아동학회 2020 아동학회지 Vol.41 No.5

Objectives: This study aims to identify clusters of the purpose of using smartphones of 7th graders and explores whether there is a difference in the relation between peer relationship and smartphone dependency by clusters. Methods: We analyzed the first wave data from the Korean Child and Youth Panel Survey 2018. To identify clusters, we conducted latent profile analysis models. The effects of peer relationships on the smartphone dependency were analyzed using a multi-group structural equation model. Results: The results identified five pattern groups; the proportions were 42.3%, 6.7%, 23.1%, 17.4%, and 10.5%, respectively. The 7th graders in the cluster 1 reported a relatively higher level of each purposes than that reported by other clusters. Those in cluster 2 reported a relatively lower level of each purposes. The mean scores for playing games and watching videos were especially high for cluster 3 and those for playing music were high for cluster 5. Cluster 4 was similar to cluster 1, but their social media usage score was not high level but medium. The multi-group analysis revealed that 7th graders’ peer relationships predicted smartphone dependency among clusters 1 and 3, but not among cluster 2, 4, and 5. Conclusion: Clusters of 7th graders can be identified based on the purpose of using a smartphone. The relation between peer relationships and smartphone dependency is different by the clusters. Increasing peer relationships for clusters 1 and 3, clusters with high scores in playing games and videos was associated with decreasing smartphone dependency.