人間行動特性의 探索을 위한 Q-技法的 分析

Kim Joon Kweon(金俊權) 공주대학교 교육연구소 1995 교육연구 Vol.11 No.-

Q-technique advanced by W. Stephenson to characterize a set of philosophical, psychological, statistical, and psychometric ideas oriented to research on the individual. It calculates the correlation coefficient among persons. Q-technique is a powerful approach to testing theory, intensive study of the individual, turning up new ideas, and to test the effect of independent variables on complex dependent variable. Also it is pertinent in the study of public opinion and attitude, personality, values, communication, and self-involving domains(Brown, 1980 ; Kerlinger, 1987). In recent years, the relation between formation of intimate and self-disclosure, mental health and self-disclosure has increasingly become the focus of psychological study. Many researchers strive to discover how human interrelationships are formed, maintained and dissolved. Communication is an important factor in relationship behavior, and a crucial modality of communication in relationships is self-disclosure. Successful psychotherapy depends on the patient’s willingness to reveal personal information about himself. Every male adjustment person is a person who has not made himself known to another human being(Jourard, 1971). I have observed that self-disclosure is an essential variable in mental health and formation of intimate human relationship. This study had two main purposes : (a) to test validity of self-disclosing instrument(developed by soon-ill kim & Joon-Kweon kim, 1994). (b) to investigate the self-disclosure structure in college students. 35 subjects, the college students were selected at random and they were asked to sort the Q sort deck - 48 cards each containing one of the Q-sort items printed on it on the Q sort board - a mat board containing a printed scale with 11 sequares and showing the number of Q-sort cards necessary for the different rating positions on the scale. To test validity of the 48 statements the result of Q-sort of each subjects were analyzed as follows : ① means of each respondent’s score obtained from the 12 classified categories ② correlations between 12 classified categories, and between 35 respondents using Pearson’s product moment. ③ principal component factor analysis ④ Varimax rotation of results in the factor analysis ⑤ factor scores. They were computed with the help SAS V. 6.03. Analysis of category means showed the intrastructure of individual subject, the coeffcients of inter correlation of subjects found clusters, and factor analysis showed factor structure. The result of factor analysis extracted 5 factors. In order to identify the character of each factor, factor scores were calculated. The characteristic traits of each factor were as follows : Factor Ⅰ : The subjects of this factor disclose deeply their emotional information to their family members but academic informations disclose their friends and strangers. They seldom reveal their deep mind to their friends and strangers. They are very discriminative but positive. So they can be named “The Discriminative Positivist”. Factor Ⅱ : The students of this pattern communicate positively their learning information to their family members, friends and strangers. They are interested in their learning, leaning scores, hometask, and subject-matters. They reveal a little their emotional matters to others. So they can be called “The Leaning Oriented Person”. Factor Ⅲ : The persons of this type interact deeply and broadly their whole mind (ie learning and emotional matter) to anyone whom they meet. They are positive in their self-disclosing. “The Positivist” could be named to them. Factor Ⅳ : The students classified into this group often disclose their emotional and learning matters to their family members and friends, but they seldom talk to strangers about his information. “The Stranger Evasive Person” is the suitable name. Factor Ⅴ : Basic tendency toward self-disclosure of these students is to disclose rarely about his pers

유아의 교수학습과정에서 멀티미디어 활용에 대한 고찰

김준권(Kim Joon Kweon),백미열(Paik Mi Yeol) 공주대학교 교육연구소 2007 교육연구 Vol.21 No.-

본 연구의 목적은 유아의 교수학습과정에서 컴퓨터를 기반으로 한 멀티미디어 활용방법의 모델을 제시하는 것이다. 유아에게 멀티미디어를 활용한 교수학습을 수행함에 있어서 교수학습의 전체의 진행절차는 Glaser의 수업모형을 적용했으며 학습동기를 높이는 측면에서는 Keller의 ARCS 동기이론을, 조직 전략으로는 Reigeluth와 Merrill의 거시적, 미시적 조직전략을 부분적으로 적용했다. 고찰 것은 체제적 접근가능성, 매력성, 거시적 미시적 조직전략의 적용가능성을 고찰했다. 본 연구를 통해 얻은 시사점은 교사는 교수학습과정의 체제적(system) 접근과 거시적ㆍ미시적 조직(macro-micro structure)전략을 구사함으로써 유아의 학습결과에 매력성(appeal)을 높일 수 있는 교수학습 방법을 설계할 수 있어야 한다는 것, 교사양성 과정에서 예비교사들에게 멀티미디어를 개발하는 교육이 밀도 있게 이루어져야한다는 것, 교사가 교수학습모형을 적용할 때는 융통성을 발휘할 필요가 있다는 것이다. The objective of this study is to present a hypothetical teaching and learning model to teachers of early childhood education. The model is to design instructional objectives first and then diagnostic evaluation, introduction, body, conclusion, formative evaluation, deepness or supplement study, and summative evaluation. In this process they use multimedia and apply instructional theories simultaneously. In multimedia, I used CD-ROM title, web sites, Hun Min Jung Hum 3 for young children, Powerpoint. Kidpix, MicroWorlds Jr, digital camera, movie maker, and frame master. Theses are effective teaching and learning tools and can enhance learning experience and energize many curricular activities, in particular for the education of kindergarten children. Also I applied instructional theories of Glaser, Reigeluth, Merrill, and Keller. This hypothetical teaching and learning model has systems, appealing, and macro-micro structure. But the model must be generalized very carefully, because it didn’t verify experimental validation. I suggest that the preschooler’s teachers must be able to use an instructional design and to design instructional plan and model by themselves, because a well-planned, intervention in young children is one of efficient teaching strategies, in addition child is a being of unique.

일부 군 사병의 성 의식과 에이즈에 대한 지식 및 태도

김남초(Kim, Nam Cho),오정아(Oh, Jeong Ah),한혜자(Hanm Hye Ja),김미혜(Kim, Mee Hye),김준권(Kim, Joon Kweon),이혜자(Lee, Hye Ja),김미정(Kim, Mee Jung) 한국보건간호학회 2002 韓國保健看護學會誌 Vol.16 No.2

대학생의 자기노출 유형에 관한 Q-방법론적 연구

김순일(Kim Soon il),김준권(Kim Joon Kweon) 공주대학교 교육연구소 1994 교육연구 Vol.10 No.-

The purpose of this study was to explore the types of self-disclosure in college students. Self-disclosure is viewed as an important variable in relationship development and mental hygine. In this study making use of Q-methodology the authors attempted to identify the types of self-disclosure in college students and to provide materials for the teachers who involved in teaching and counseling. Self-discloser can express his/her opinions, and exert social influences. Receiver can reduce his/her uncertainties and get trust from the discloser. Pairs (discloser-receiver) can develop the intimacy, transactive memory system, and stipulate their relationships. Forty-eight Q-Statements related to self-disclosure were Q-sorted by fifty college students. The data were statistically analysed by Q-factor analysis and six characteristic factors could be extracted. The characteristic features of each factor were as follows; Factor A: The students of this factor mainly disclose their intimate informations to their friends. They emphasize the importance of reciprocity. So these students could be named “The Friends-Rational Reciprocals”. Factor B: The people of this pattern mainly disclose their important informations to their family and openly demand his requirements. “The Family-Open Demandants” could be named to them. Factor C: The persons of this type interact with strangers and casual acquaintances easily. They mainly disclose their reports to strangers and casual acquaintances, but they discriminate the contents. They listen quitely, display sympathy, show their concerns. So they could be called “The Strangers-Discriminants”. Factor D: The subjects of this factor have no Special characters and they are ambivalent in self-disclosure. The name of “The Ambivalents” is most likely. Factor E: The students of this factor disclose their private informations positively to every one whom they meet. Sometimes they are need to control their disclosure. They could be named as “The Positivists”. Factor F: These college students seldom disclose their concerns even though someone talks to them positively. Also they are to need to control their attitudes. They could be named “The Conservatives”. Discussion focused on the adequacy of Q-methodology for exploring the types of self-disclosure in college students, the variety of types of self-disclosure, and the college student’s guidance.

정의적 행동특성 사정의 탐구

김준권 圓光大學校 敎育問題硏究所 1997 敎育硏究 Vol.- No.16

In recent years, the relation between formation of intimate and self-disclosure, mental health and self-disclosure has increasingly become the focus of psychological study. Many researchers strive to discover how human interrelationships are formed, maintained and dissolved. Communication is an important factor in relationships behavior, and a crucial modality of communication in relationships is self-disclosure. Successful psychotherapy depends on the patient's willingness to reve-al personal information about himself. Every male adjustment person is a person who has not made himself known to another human being. Analysis of category means showed the intrastructure of individual subject, the coefficients of inter correlation of subjects found clusters, and factor analysis sho-wed factor structure. The result of factor analysis extracted 5 factors. In order to identify the character of each factor, factor scores were calculated. The characteristic traits of each factor were as follows : Factor Ⅰ : The subjects of this factor disclose deeply their emotional information to their family members but academeic informations disclose their friends and str-angers. They seldom reveal their deep mind to their friends and strangers. They are very discriminative but positive. So they can benamed "The Discriminative Positivist". Factor Ⅱ : The students of this pattern communicate positively their learning information to their family members, friends and strangers. They are inter-ested in their learning, leaning scores, hometask, and subject-matters. They reveal a little their emotional matters to others. So they can be called "The Leaning Orie-nted Person". Factor Ⅲ : The persons of this type interact deeply and broadly their whole mind (ie learning and emotional matter) to anyone whom they meet. They are positive in their self-disclosing. "The Positivist" could be named to them. Factor Ⅳ : The students classified into this group often disclose their emotional and learning matters to their family members and friends, but they seldom talk to strangers about his information. "The Stranger Evasive Person" is the suitable name. Factor Ⅴ : Basic tendency toward self-disclosure of these students is to disclose rarely about his personal affairs. They nearly don't want to tell anything deeply and broadly. The name of "The Passivist" is most likely.

교육ㆍ심리 연구를 위한 Q방법론의 고찰

김준권 공주대학교 학생생활연구소 1993 學生生活硏究 Vol.19 No.-

Q methodology is to characterize a set of philosophical, psychological. statistical ideas oriented to research on individuals. Stephenson outlined some of the possibilities of Q-methodology for the study of intra-structure of individuals Stephenson descrips the traits of Q methodology as follows ; ① The populations are group of statements or the like. ② Each variate has reference to an operation of a single person upon all the statements in one interactional setting. ③ The variate may interact in the one interactional setting. ④ The transitory postulate has reference to intra-individual differences. ⑤ Scores are reduced to standard scores with respect to each person array. ⑥ Scores are approximately normally distributed with respect to the person array. ⑦ All the important information for each array is contained in its variation. ⑧ The statements of a sample may interact. ⑨ The concern is with dependency analysis. The procedures of Q methodology are given below: ① Q-samples ∼ A Q sample is a collection of stimulus items. The method of Q sampling is naturalistic Q samples, ready-made Q samples, Quasi-naturalistic Q samples, hybrid types, and factorial design. ② P sets∼The selection subjects is random and theoretically saturated. ③ Q sarting ∼ Q methodology uses a rank-order procedure of piles or groups of objects for statistical convenience, the sorter is instructed to put varying numbers of cards in several piles, the whole making up a normal or quasi-normal distribution. ④ statistical analysis ∼ Data analysis in Q methodology involves the sequential of three sets of statistical procedures : correlation, factor analysis, and the computation of factor scores.