• 한국컴퓨터정보학회:학술대회논문집
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• 한국컴퓨터정보학회 2016년도 제54차 하계학술대회논문집 24권2호
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• pp.257-258
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• 2016

전문대학 학생을 대상으로 외재적 동기 부여에 초점을 맞추어 교수자가 개입하여, 한 학기 학습 계획에 따라 학습자가 학습수행 체크 리스트를 작성하게 하고 그 효과 분석을 통해 학습동기에 미치는 영향을 살펴보았다.

• 대한간호학회지
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• 제22권4호
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• pp.604-619
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• 1992

This study was designed to investigate the problems facecl by adolescents who have nephrotic syndrome and who have struggled with their disease over a long time. Information obtained from this study can be utilized as basic data in planning nursing care for these adolescents. The subjects in this study were 13 adolescents who were being treated in the pediatric OPD of one general hospital in Seoul. The treatment period ranged from 2 to 15 years. The tool for this study was constructed after asking patients with nephrotic syndrome about their problems using anunstructured questionalire. Problem items which were observed during nursing cared in the pediatric unit. were also inclucled. Ten problem items were constructed on the basis of Moonlcy's problem check list and two additional items related to diet and physical activity were added to the list. The results of this study can be summerized as follows : adolescents with Nephrotic Syndrome. 1) have a vague knowledge about their illness and have distorted concepts. 2) feel social isolation within their peer group because of their changed appearance, limited physical activity and special diet regimen. 3) have problesm in heterosexual relationship because of short height in boys and changes in body propotions in girls. 4) think that their personality has changed due to illness. In most cases(8) changes were in a negative direct ion but in two cases they were positive. 5) have problems with scholastic achievement due to physical weakness and school absence. 6) who are in late adolescentce are more realistic and plan for their future taking into consideration their prognosis much more so than do patients who are in early adolescence. 7) have problems in their peer relationships. 8) have limitation their enjoy ment of leisure time. 9) have some conflict with their siblings. 10) think religion is significant and it has and influence on their life.

• 모자간호학회지
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• 제3권1호
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• pp.25-37
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• 1993

The purpose of this study was to investigate the relation between perception of family environment and mental health of boy's high school students. In order to obtain the appropriate data, a questionnaire was administered to 240 boy's high school 2nd-grade students in Pohang city from March 19 to March 28, 1992. The instruments used for this study were Moos's Family Environment Scale Form R and Kim's Symptom Check List-90. The conclusions were as follows : The level of perception of family environment was lower than mean score. Cohesion, achievement orientation, independence, organization, expressiveness were percepted high but active-recreational orientation, intellectual-cultural orientation were percepted low. Mental health of most respondents was well. The scores of obsessive-compulsive reaction and interpersonal sensitivity were high, the scores of somatization and phobia were low. General characteristic variables significantly related to the level of perception about family environment were father's occupation and mother's education level. There were no significant differences between general characteristic variables and mental health. There were mostly negative correlations between perception of family environment and mental health. Cohesion, expressiveness, independence, intellectual-cultural orientation, active-recerational orientation, moral-religious emphasis, organization were negatively correlated but conflict, achivement orientation, control were positively correlated. Cohesion, expressiveness, conflict, achivement orientation, active-recretional orientation, organization, control were significantly related, but independence intellectual-cultural orientation, moral-religious emphasis were no significant correlation.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제7권1호
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• pp.92-109
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• 1996

본 연구에서는 정상 지능 범위의 만성 특발성 경련 질환으로 치료중인 40명의 환아군과, 나이, 성별, 학업 성적, 지능 지수를 일치시킨 30명의 대조군을 대상으로, 국내외를 통해 신뢰도 및 타당도가 확인된 평가 도구들인, 부모용 아동 행동 조사표(Child Behavior Checklist)의 한국판, DSM-III-R에 따른 파탄적 행동 장애 척도(Disruptive behavior disorders scale according to DBM-III-R)의 한국판, 예일 아동 평가표(Yale children's inventory)의 한국판, 소아 우울 척도(Children's Depression Inventory)의 한국촌, 소아용 상태 및 특성불안 척도(State-Trait Anxiety Inventory for children)의 한국판, 피어스-해리스 자기 개념 척도(Piers-Harris self-concept questionnaire)의 한국판. 가정 환경 척도(Family environment Scale)의 한국판, 간이 정신진단 검사(Symptom check-list-90)의 한국판, 경련질환에 대한 부모태도 척도(Parent's attitude to epilepsy questionnaire)의 한국판, 아동 의존척도(self-administered dependency questionnaire)의 한국판을 사용하였고, 이들 결과로 부터 얻은 자료의 일부인 환아의 정신병리 부분과 경련 질환의 신경과적인 변수들인 환아의 성별 및 나이, 경련 질환 발병시 나이와 유병기간, 경련질환의 임상적 유형, 뇌파의 유형 최근 6개월간의 경련 빈도, 항경련 약물 치료력과 그 반응등과의 관련성을 평가하였다. 위에서 얻은 자료들을 토대로 분석하여 다음과 같은 연구 결과를 얻었다. 환아의 우울과 관계된 위험 요인은, 조기 발병(early onset), 복합성 부분 간질(complex partial seizure), 뇌파상 편측성 측두엽 이상(lateralized temporal focal abnormality in EEG), 약물 병합 투여(drug polypharmacy), 고 빈도 경련(high seizure frequency)임을 알 수 있었고, 이들 위험요인들은 상호 연관되어 있었다. 불안에 영향을 미치는 요인은 높은 연령. 뇌파상 편측성 측두엽 이상, 고 빈도 경련이었고, 학습 및 언어적 문제와 관련이 있는 위험 요인은 환아의 어린나이, 조기 발병, 복합성 부분 간질, 고빈도 경련 등이었다. 주의력 결핍 과잉행동 장애와 반항 및 품행장애에 영향을 미치는 위험 요인은 남성, 어린 나이, 조기 발병, 뇌파상 편측성 측두엽 이상, 고 빈도 경련등이었다. 위의 결과를 종합하면, 우울, 불안, 품행장애 및 주의력 결핍 과잉 행동장애에 공통적으로 관계되는 위험요인은, 뇌파상 편측성 측두엽 이상, 고 빈도 경련이라는 겻을 알 수 있었다. 향후 연구를 통해서는 신경학적 요인이외에 가족 및 사회-인구학적 위험 요인을 찾는 연구가 지속되어야 하며, 이를 통해 종합적 위험 요인 평가 작업과 치료적 대안을 제시하는 후속 작업이 지속 되어야 할 것 이다.

• 한국초등과학교육학회지:초등과학교육
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• 제17권2호
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• pp.11-22
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• 1998

The present educational and social circumstances require the improvement of science education and the promotion of scientific technology simultaneously Under this situation, it is necessary to develop the performance assessment evaluating the ability of scientific inquiry. The purpose of this study is to develop a valid and reliable instrument of the performance assessment that is can evaluate the scientific inquiring ability. The characteristics of the instrument developed through this study, are as follows, 1. The performance assessment can be impartially achieved for all the elements of scientific inquiry, which are required in the units of elementary science from 3rd to 6th grade of elementary school. 2. To maintain the objectivity of performance assessment, the detailed standpoints and standards are established. 3. The instruments are devised to evaluate the thinking skills with the experimental reports of student, the operation skills by the check list of evaluation that the teacher's observation for the student are recorded. 4. Considering the level of elementary school student, the items required the complex thinking and the investigative skills are exclude as much as possible. 5. The items are arranged according to the learning steps of elementary school, so that the evaluation may be achieved in parallel with the process of the real teaching -learning in class. 6. According to circumstances, make use of these materials for the evaluation as the practical teaching-learning materials instead of the normal teaching-learning materials The first field trial with the instrument was carried out, using a sample of 20 students from the 3rd to 6th at K and Y elementary school located in Kwangju city. The results of mean achievement quotient for each grade are as follows, the first term of 3rd grade (experiment and exercise skills ; 85%, inquiry thinking skills ; 74%), the second term of 3rd grade (experiment and exercise skills : 81%, inquiry thinking skills ; 76%), the first term of 4th grade (experiment and exercise skills ; 70%, inquiry thinking skills ; 59%), the second term of 4th grade (experiment and exercise skills ; 61%, inquiry thinking skills ; 71%), the first term of 5th grade (experiment and exercise skills ; 84%, inquiry thinking skills ; 67%), the second term of 5th grade (experiment and exercise skills; 73%, inquiry thinking skills ; 70%), the first term of 6th grade (experiment and exercise skills : 83%, inquiry thinking skills ; 84%), the second term of 6th grade (experiment and exercise skills ; 87%, inquiry thinking skills ; 81%).