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대학생의 음주 정도, 음주 동기가 음주 허용도에 미치는 영향
김종임(Kim Jongim),김종성(Kim Jong-Sung),김경희(Kim Kyunghee),김지수(Kim Ji-Su) 기본간호학회 2007 기본간호학회지 Vol.14 No.3
Purpose: This study was done to identify the risk factors influencing drinking permissiveness in university students. Method: The participants in this descriptive survey on causal relations were 219 students enrolled in university who were selected by convenience sampling. The data collected from April to July, 2005 were used in multiple regression analysis to build a prediction model. Results: Differences in drinking permissiveness according to general characteristics were as follows: gender, drinking frequency, drinking in more than one place each time and frequency of excessive drinking. The relationship between drinking permissiveness and amount of alcohol consumption (drinking frequency/month, amount/each time) showed positive correlations. The relationship between drinking permissiveness and motives to drink (social, enhancement, confirmity, coping motives) also showed positive correlations. The causal factors of drinking permissiveness were social motives, capacity/each time and drinking frequency/month. Conclusion: The findings suggest that board intervention programs should be provided to prevent problems of excessive drinking. It is also recommended that a program be developed that can help control the variables identified in this study along with follow up study to verify the model.
김인숙(Kim, Insuk),변종임(Byun, Jongim),조순옥(Jo, Soonok) 한국열린교육학회 2010 열린교육연구 Vol.18 No.4
본 연구는 방과후학교의 참여가 학업성취, 학교생활, 사교육 참여 정도에 가져오는 영향을 분석하는 것을 목적으로 수행되었다. 특히 그동안 수행되었던 방과후학교 참여의 영향 분석 연구들이 학생 개인 수준에 한정되어 이루어졌다는 한계점을 넘어, 분석 수준을 학생 개인 뿐 아니라 학교와 지역수준으로 구분하여 분석을 시도하였다. 이를 위하여2007 학업성취도 데이터를 활용하여, 방과후학교 참여가 학생 개인의 학업 성취와 학교생활에 미치는 영향, 학교의 평균 학업 성취와 학교 수준의 문제 행동 발생에 미치는 영향, 지역의 평균 학업 성취도와 사교육 정도에 미치는 영향을 분석하였 다. 연구 결과, 방과후학교는 학생 개인과 학교 수준의 학업 성취도 향상에 유의미한 영향을 미치며, 학생의 교사 및 교우 관계 형성에 긍정적 영향을 미치는 것으로 나타났다. 또한 지역 수준에서 국어 과목의 방과후학교 참여율이 높으면,국어 관련 사교육 정도는 낮아지는 것으로 분석되었다. The purpose of this study is to investigate the effects of participation in an 'after-school program (ASP)' on academic achievement, school life, and private tutoring. The previous studies on the effect of participation in an ASP were limited to analyzing student level data, but this study examined data from the student, school, and at a community level. Using 2007 National Assessment of Educational Achievement (NAEA) data, the effects of participation in an ASP on a student's academic achievements, school life, the school's average academic achievement, the school's problems, and the community's average academic achievement, and private tutoring were examined. The results showed that participation in an ASP has a statistically significant positive effect on the student's and the school's academic achievement and the relationship both with teachers and classmates. Finally, the participation rates of ASP are high, and the private tutoring rates are low.