간호행정학회지 (Journal of Korean Academy of Nursing Administration)
- 제13권4호
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- Pages.516-525
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- 2007
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- 1225-9330(pISSN)
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- 2288-4955(eISSN)
간호대학생의 MBTI 성격유형과 학습태도, 학업성취도간의 상관성
A Study on the Relationship Between Personality, Learning Attitude and Academic Achievement of Nursing Students
- 정현경 (부산대학교 병원, 부산대학교 간호대학) ;
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유연자
(울산과학대학 간호과) ;
- 김수옥 (울산과학대학 간호과) ;
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원대영
(울산과학대학 간호과) ;
- 김명수 (울산과학대학 간호과)
- Jung, Hyun-Kyeong (The Graduate School of Nursing, Pusan National University) ;
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Yoo, Youn-Ja
(Department of Nursing, Ulsan College) ;
- Kim, Soo-Ok (Department of Nursing, Ulsan College) ;
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Won, Dae-Young
(Department of Nursing, Ulsan College) ;
- Kim, Myoung-Soo (Department of Nursing, Ulsan College)
- 발행 : 2007.12.31
초록
Purpose: This study was to explore the relationship between personality type and learning attitude and academic achievement of nursing students. Method: 91 students were sampled from freshman in nursing school. Data were collected from April 2 to October 5 2007. Analysis of the results were carried out using SPSS win 12.0 for frequency, mean and standard deviation, t-test, ANOVA, Pearson correlation. Result: The result of MBTI test was that nursing students in this study showed extraversion(52.7%), sensing(82.4%), thinking(56.0%), judging(57.1%). Academic achievement according to personality was that only feeling(F) type students had significantly higher score of English than thinking(T) type students(p=.013). Learning attitudes according to personality were that sensing(S) type students had significantly positive attitude toward their college than intuition(N) type students (p=.016). And think(T) type students had significantly higher confidence of learning than feeling(F) type students. There was significant positive correlations between learning method and score of English, Fundamental Nursing, Anatomy(p<..05). Conclusions: Diagnosing personality can differentiate student's learning attitude. It is important to develop teaching-learning strategies according to their personality, which can help them to improve their academic achievement.