본 연구는 교육커뮤니케이션에 관한 연구로 수업 불공정성에 대해 대학생들의 반응을 살펴보는 것을 목적으로 한다. 이를 위해 수업 불공정성을 분배, 절차, 상호작용 세 가지 유형으로 구...
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국문 초록 (Abstract)
본 연구는 교육커뮤니케이션에 관한 연구로 수업 불공정성에 대해 대학생들의 반응을 살펴보는 것을 목적으로 한다. 이를 위해 수업 불공정성을 분배, 절차, 상호작용 세 가지 유형으로 구...
본 연구는 교육커뮤니케이션에 관한 연구로 수업 불공정성에 대해 대학생들의 반응을 살펴보는 것을 목적으로 한다. 이를 위해 수업 불공정성을 분배, 절차, 상호작용 세 가지 유형으로 구분하고 학생들의 반응은 감정적 반응과 교수자와의 커뮤니케이션 동기로 살펴보았다. 대학생 307명을 대상으로 설문조사를 실시하여 회귀분석을 한 결과, 분배 불공정성에 대해 분노, 좌절의 반응이 강하게 나타났고, 절차 불공정성에 대해서는 분노, 혐오의 감정이, 상호작용 불공정성에 대해서는 분노, 좌절, 혐오, 창피의 감정이 반응으로 나타났다. 그리고 절차 불공정성이 높거나 상호작용 불공정성 낮을수록 이의제기 동기가 높았다. 학생들은 불공정성 유형에 따라 다른 감정적 반응을 보이고, 불공정한 교수자에게 이의제기를 위한 커뮤니케이션은 하지만 점수를 만회하기 위한 참여 커뮤니케이션 경향은 보이지 않았다.
다국어 초록 (Multilingual Abstract)
Purpose: This study analyzed college students' responses to perceived classroom injustice (distributive, procedural, and interactional injustice). Students' responses were examined in terms of emotional responses and motives for communicating with the...
Purpose: This study analyzed college students' responses to perceived classroom injustice (distributive, procedural, and interactional injustice). Students' responses were examined in terms of emotional responses and motives for communicating with their instructors.
Data: Regression analysis for questionnaires administered to 307 university students.
Findings: Anger and helplessness were emotional responses to distributive injustice, and anger and disgust were responses to procedural injustice. Anger, helplessness, disgust and humiliation were responses to interactional injustice. Procedural and interactional injustice predicted motive to challenge a grade they received; classroom justice was not associated with participatory motive.
참고문헌 (Reference)
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2 조윤경, "대학 교양수업에서 교수자 커뮤니케이션의 영향 : 학생감정과 학습효과를 중심으로" 한국소통학회 16 (16): 115-145, 2017
3 조윤경, "대학 교양 수업에서 커뮤니케이션 요인이 학생 흥미 및 참여에 미치는 영향 : 교수자의 명료성·친근성 요인과 학습자 커뮤니케이션 동기를 중심으로" 언론정보연구소 54 (54): 224-258, 2017
4 조윤경, "대학 교수자의 커뮤니케이션에 대한 인식이 수업 공정성 인식에 미치는 영향: 수사적, 관계적 요인을 중심으로" 언론정보연구소 55 (55): 211-248, 2018
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1 김정기, "커뮤니케이션 스타일, 동기, 주목도, 만족감, 교육효과의 관계" 한국소통학회 (18) : 202-234, 2012
2 조윤경, "대학 교양수업에서 교수자 커뮤니케이션의 영향 : 학생감정과 학습효과를 중심으로" 한국소통학회 16 (16): 115-145, 2017
3 조윤경, "대학 교양 수업에서 커뮤니케이션 요인이 학생 흥미 및 참여에 미치는 영향 : 교수자의 명료성·친근성 요인과 학습자 커뮤니케이션 동기를 중심으로" 언론정보연구소 54 (54): 224-258, 2017
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고등학교 학생들의 진로 활동 경험: 학교의 공급과 학생의 경험
진로의사결정에 영향을 미치는 개인 및 환경적 요인 탐색: 한국과 미국대학생 사례
학술지 이력
연월일 | 이력구분 | 이력상세 | 등재구분 |
---|---|---|---|
2026 | 평가예정 | 재인증평가 신청대상 (재인증) | |
2020-01-01 | 평가 | 등재학술지 유지 (재인증) | ![]() |
2017-01-01 | 평가 | 등재학술지 유지 (계속평가) | ![]() |
2013-01-01 | 평가 | 등재학술지 유지 (등재유지) | ![]() |
2010-01-01 | 평가 | 등재학술지 유지 (등재유지) | ![]() |
2008-01-01 | 평가 | 등재학술지 유지 (등재유지) | ![]() |
2005-05-11 | 학술지등록 | 한글명 : 한국교육외국어명 : THE JOURNAL OF KOREAN EDUCATION | ![]() |
2005-01-01 | 평가 | 등재학술지 선정 (등재후보2차) | ![]() |
2004-01-01 | 평가 | 등재후보 1차 PASS (등재후보1차) | ![]() |
2003-01-01 | 평가 | 등재후보학술지 유지 (등재후보1차) | ![]() |
2002-01-01 | 평가 | 등재후보학술지 유지 (등재후보1차) | ![]() |
2000-01-01 | 평가 | 등재후보학술지 선정 (신규평가) | ![]() |
학술지 인용정보
기준연도 | WOS-KCI 통합IF(2년) | KCIF(2년) | KCIF(3년) |
---|---|---|---|
2016 | 2.25 | 2.25 | 2.05 |
KCIF(4년) | KCIF(5년) | 중심성지수(3년) | 즉시성지수 |
1.87 | 1.68 | 2.643 | 0.65 |