• Proceedings of the SOHE Conference
• /
• 2003.10a
• /
• pp.73-73
• /
• 2003

본 연구는 문헌고찰, 기존의 관련 교육프로그램 분석 그리고 여성농업인들을 대상으로 실시한 설문조사와 면접 결과를 기초로 하여 여성농업인들의 자아성장에 도움이 되는 교육프로그램을 개발하는데 목적이 있다. 여성농업인들에게 자아성장을 위한 교육의 필요한 이유를 제시하면 다음과 같다. 첫째, 여성농업인들은 도시에 사는 여성들에 비해 전반적으로 자아의식이 낮으며 부정적이다. 둘째, 여성농업인들은 자기를 돌아볼 시간적 여유를 갖지 못한다는 것이다. 가사와 농업 그리고 자녀양육 둥에 많은 시간을 보내기 때문에 자신이 누구인가를 생각해 볼 여유가 없다. 셋째, 성인기는 많은 위기를 경험하는 시기인데 여성농업인들은 위기상황이 왔을 때 그것을 극복할 전략을 모르기 때문에 어려움을 주게 되고 결국 부정적 자아개념을 갖게 된다. 넷째, 미래의 자기에 대한 구체적 계획이 없어 미래의 자아상을 갖지 못하고 자신의 삶에 소극적이 된다. 프로그램 개발을 위해 관련문헌을 고찰하였으며 기존 교육 프로그램들을 분석하였다. 그리고 여성농업인들이 자아의식과 관련해서 가지고 있는 문제점이 무엇인지를 구체적으로 분석하기 위해서 설문조사와 면접을 실시하였다. 1차적으로 개발된 프로그램은 농업인 교육 담당자 및 전문가들을 초청하여 프로그램 수정, 보완에 관한 자문을 구하였다. 최종단계로 여성농업인을 대상으로 프로그램을 적용하여 타당성과 효과성을 검증 받았고 피드백 결과를 기초로 프로그램을 확정하였다.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.10
• /
• pp.6595-6603
• /
• 2015

This study analyzes the moderating effects of the self-esteem on the life satisfaction of 2,040 middle school senior students using the Korean Children and Youth Panel Survey 2012 Data (KCYPS 2012) provided by the National Youth Policy Institute. The path analysis of how environmental characteristics, such as parents, friends, and school, affect life satisfaction, is based on four groups of self-esteem, categorized by positive and negative self-evaluation levels. The analysis suggests that groups with higher levels of positive self-evaluation have closer relevance in more paths than other groups. Furthermore, in groups with higher levels of negative self-evaluation, negative effects on life satisfaction are offset by positive self-evaluation. These results suggest research associated with the mental health of adolescents and their self-esteem should be performed according to two separate levels of self-esteem: positive self-evaluation and negative self-evaluation. Since low levels of negative self-evaluation doesn't necessarily guarantee high levels of positive self-evaluation, counseling for adolescents needs to have different tracks, addressing positive and negative self-evaluation levels.

• Journal of the Korea Society of Computer and Information
• /
• v.16 no.7
• /
• pp.173-181
• /
• 2011

This study investigated the effects of self concept on impulsive purchase and after-buying emotional response. For these purposes, researcher compared the impulsive purchasing and after-buying emotional response by socially independent-dependent groups in self concept. The results of present research were as follow: First, impulsive purchase led to high after-buying emotional response such as guilt, regret, happiness, but it did not in pride. non-impulsive purchase led to high pride. Second, socially independent self concept led high impulsive purchase. Third, socially independent self concept moderated the effect of impulsive buying on guilt, regret, happiness, but it did not in pride also. These results show that socially independent consumers in self concept purchase cell-phone impulsively and have high guilt, regret, happiness in after-buying emotion. But the low pride would be interpreted that they don't think their impulsive purchases desirable.

• Journal of Families and Better Life
• /
• v.27 no.2
• /
• pp.227-241
• /
• 2009

This study examined to find out mediating variable between ordinary stress and anxiety-depression. The subjects were 2,844 4th grade elementary school in Korea. The instruments used were questionnaires about anxiety-depression, ordinary stress, anger control ability and negative self-concept. Data were analyzed by t-test and regression. Major findings were as follows: (1) There were significant difference in parent-, appearance-, possession-related stress, anger control ability, negative self-concept and anxiety-depression according to sex. (2) Parent-, schoolwork-, peer-, appearance-related stress and anger control ability had a significant effect on the anxiety-depression. The principal finding was that anger control ability had mediating role between ordinary stress(schoolwork-, peer-, appearance-related stress) and anxiety-depression in male, one side parent-related stress and anxiety-depression in female. (3) Parent-, schoolwork-, peer-, appearance-related stress and negative self-concept had a significant effect on the anxiety-depression. The principal finding was that negative self-concept had mediating role between ordinary stress(parent-, schoolwork-, peer-, appearance-, possession-related stress) and anxiety-depression in male, one side parent-, peer-related stress and anxiety-depression in female.

• Journal of Families and Better Life
• /
• v.12 no.1
• /
• pp.93-103
• /
• 1994

본 연구는 부부의 감정적 자기노출 정도를 알아보고 그 유형을 분류한 뒤 관계되는 변인을 밝힘으로써 부부간의 감정적 자기노출에 관한 이해를 명확히 하는데 연구의 목적을 두었다. 248쌍의 부부를 대상으로 분석한 결과를 요약하면 다음과 같다. 1) 부부의 감정적 자기노출 정도는 부인이 남편보다 높은것으로 나타났다. 2) 부부의 감정적 자기노출에 가장 영향을 미치는 변인은 긍정적 노출의 경우는 심리적 변인이었으며 부정적 노출의 경우는 가정환경적 변인으로 나타났다. 3) 남편과 부인의 감정적 자기노출유형은 남편의 경우는 완전폐쇄형(43.3%), 부인의 경우는 완전노출형(48.2%)이 가장 많았으며, 부부간의 감정적 자기노출유형은 긍정적 자기노출에서는 상호노출형(43.7%), 부정적 자기노출에서는 상호폐쇄형 (38.4%)이 가장 많은것으로 나타났다. 4) 감정적 자기노출유형을 판별하는 가장 강력한 변인은 남편의 경우는 남성성, 부인의 경우는 자아개념으로 나타났다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.12 no.1
• /
• pp.125-137
• /
• 2001

We investigated the self-concept, subjective depression, and state-trait anxiety of the school boys with learning disabilities(abbr. LD, n=86) and compared them with normal boys(n=52) using Piers-Harris Self-Concept Inventory, Child Depression Inventory(abbr. CDI), and State-Trait Anxiety Inventory(abbr. STAI). With regard to Piers-Harris Self-Concept Inventory total scores, there was no significant difference between two groups, but normal boys showed higher scores in intellectual and school status, physical appearance, and happiness-satisfaction subscales than patients with LD. The male patients with LD showed significantly higher ratings in CDI total scores, and CDI subscales - ineffectiveness, anhedonia, negative self-esteem than normal children. The patients with LD reported significantly higher state anxiety, but not trait anxiety. Correlation analyses revealed that self-concept decreased over time, and depression-anxiety increased across grades in the patients with LD, but not in normal children. Especially, negative mood, anhedonia, negative self-esteem subscales of CDI, and state-trait anxiety showed significant positive correlation with grades. In both groups, CDI scores were inversely correlated with Piers-Harris Self-Concept and positively with State-Trait anxiety. In conclusion, self-concept problems which were related with school achievement and self-esteem were more abundant in the patients with LD than normal children, self-image problem, depression and anxiety increased across grades. According to regression analysis, age, behavior subscale, intellectual-school status, anxiety, popularity, happiness-satisfaction, CDI-ineffectiveness, interpersonal problem, negative self-esteem, and state anxiety could explain the self-concept in the patients with LD, not in normal children. So, the self-concept of the patients with LD were found to be related to the school achievement and stress when comparing with peers. In conclusion, elementary school boys with LD showed lower self-concept, higher depression and anxiety, and these differences increased across grades. Since the patients with LD have concomitant depression and anxiety disorders, it is important that comorbidity with emotional problems should be explored and managed properly.

• Communications of Mathematical Education
• /
• v.18 no.2 s.19
• /
• pp.187-208
• /
• 2004

삼각비 단원에 대한 학습 결손은 나아가 공통수학 삼각함수 단원에 대한 선수학습 결손으로써 학습의욕의 상실, 자기 열등감, 삼각함수 단원에 대한 지속적인 학습결손의 누적으로 이어진다. 실제로 고등학교 1학년 학생들의 삼각함수를 학습할 때 삼각비에 대한 기초가 부족한 것에 영향을 받아 지적인 측면은 물론이고 정의적 측면에서도 기초가 부족하다는 부정적 자아개념을 가지고 출발하게 되어 이후 학습에 많은 어려움을 겪고 있다. 이에 본 연구에서는 중학교 9-나의 삼각비 단원과 고등학교 공통수학의 삼각함수 단원에 대한 중 ${\cdot}$ 고등학교 교사 및 학생들의 인식과 교수 ${\cdot}$ 학습 실태를 알아보고, 수학의 계통성을 고려하여 올바른 교육과정을 모색하는데 그 목적이 있다.

• Journal of the Korean Home Economics Association
• /
• v.42 no.1
• /
• pp.207-227
• /
• 2004

The purpose of this study was to investigate conceptual representations of the self in Korean culture by analyzing normative conception of the self present in Sohak. The method of this study was the historical method and the material for analysis is 'Reverencing for the Self of Sohak, which was the textbook for childhood education and contained normative tasks that the society of the Chosen Dynasty period held for what people should do in their lives. According to the analysis, the Chosen Dynasty had interdependent conception of the self, which had strong emphasis on connected relationships, especially between self and parents, and regarded respect, rightness, and politeness as important attributes of the self, and expected reciprocal exchange of mutual support in social roles. Also, there were many instrumental and terminal goals in normative expectations of the self, which were toward harmonious interdependent relationships. Finally, the attributes of the self that were thought of as positive characteristics served collective interests rather than individualistic ones. In addition, the society of the Chosen dynasty regarded socially disengaged emotion such as pride, anger, and pleasure as negative ones.

• Journal of The Korean Association For Science Education
• /
• v.42 no.3
• /
• pp.325-340
• /
• 2022

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

• Education of Primary School Mathematics
• /
• v.19 no.2
• /
• pp.161-175
• /
• 2016

The purpose of this study is to measure the differences in affective characteristics and mathematical reasoning ability between gifted students and non-gifted students. This study compares and analyzes on the relations between the affective characteristics and mathematical reasoning ability. The study subjects are comprised of 97 gifted fifth grade students and 144 non-gifted fifth grade students. The criterion is based on the questionnaire of the affective characteristics and mathematical reasoning ability. To analyze the data, t-test and multiple regression analysis were adopted. The conclusions of the study are synthetically summarized as follows. First, the mathematically gifted students show a positive response to subelement of the affective characteristics, self-conception, attitude, interest, study habits. As a result of analysis of correlation between the affective characteristic and mathematical reasoning ability, the study found a positive correlation between self-conception, attitude, interest, study habits but a negative correlation with mathematical anxieties. Therefore the more an affective characteristics are positive, the higher the mathematical reasoning ability are built. These results show the mathematically gifted students should be educated to be positive and self-confident. Second, the mathematically gifted students was influenced with mathematical anxieties to mathematical reasoning ability. Therefore we seek for solution to reduce mathematical anxieties to improve to the mathematical reasoning ability. Third, the non-gifted students that are influenced of interest of the affective characteristics will improve mathematical reasoning ability, if we make the methods to be interested math curriculum.