• 아동학회지
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• 제26권3호
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• pp.43-59
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• 2005

A sample of 578 adolescents responded to self-report questionnaires. Results showed that parental education levels and occupation and adolescent perceptions of their socioeconomic status were positively related to maternal expectations. Adolescent perceptions of their socioeconomic status were related to maternal emotional support and adolescent self-esteem. Adolescent achievement motives were positively related to parental education levels and adolescent perceptions of their socioeconomic status. Maternal expectations/emotional support and adolescent perceptions of their socioeconomic status were positively related to adolescent achievement motivation. Maternal expectations played a mediating role between parental educational levels and adolescent perceptions of their socioeconomic status and adolescent achievement motives. Maternal emotional support and adolescent self-esteem played mediating roles between adolescent perceptions of their socioeconomic status and achievement motives.

• 한국과학교육학회지
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• 제17권1호
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• pp.45-53
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• 1997

The purpose of this study was to investigate the instructional effects of a problem solving model on students' achievement, science process skills, and perceptions of science activities. The problem solving model was developed on the basis of the SSCS (Search, Solve, Create, Share) problem solving model while considering Korean educational situations under a national curriculum. The model developed is composed of 4 stages; identify, solve, create, and share. In this research, the treatment and control groups (6 classes) were selected from a middle school in Seoul and taught about the separation of mixture for four weeks. Prior to instruction, the Group Assessment of Logical Thinking and the Learning Approach Questionnaire were administered, and their scores were used as covariate and blocking variable, respectively. During instruction, classroom observations for each group were conducted with a researcher-made checklist. Immediately following the instructions, students' achievement, science process skills, and perceptions of science activities were measured by a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test(MIPT), and the Perceptions of Science Activities Questionnaire, respectively. The results indicated that students in the treatment group achieved significantly better than those in the control group. Although students in the treatment group were found to use more science process skills correctly during their science activities, the MIPT scores of the treatment group were not significantly higher than those of the control group. No interaction with students' learning approach was found for both students' achievement and science process skills. On the questionnaire of students' perceptions of science activities, the treatment group showed more positive perceptions and interest than the control group. Educational implications are discussed.

• 가정과삶의질연구
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• 제27권6호
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• pp.255-265
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• 2009

This study explores the relationship of mother's perceptions on child development, achievement pressure and parenting stress. The participants were 275 mothers of preschool-age children in Seoul and Gyeonggi-do area. The results were as follows. Maternal perception of child development, achievement pressure and parenting stress were significantly different according to gender, birth order of the child and the employment status of the mother. Maternal perception of child development, achievement pressure and parenting stress were related to each variable. The results of the regression analysis indicated that the maternal perception of child development and achievement pressure were significant variables in predicting the parenting stress of mothers.

• 한국수학교육학회지시리즈A:수학교육
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• 제58권1호
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• pp.21-39
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• 2019

This study examines the longitudinal effect of goal perception, mathematics class factors(perceptions about mathematics teachers (PMT), mathematics classroom attitude), and mathematics academic achievement. This study consists of three research models. First, we examined the longitudinal change of goal perception, perceptions about mathematics teachers (PMT), mathematics classroom attitude, and mathematics academic achievement using latent growth curve modeling. Secondly, the slope of PMT is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Finally, the slope of mathematics classroom attitude is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Data were extracted from Seoul Education Longitudinal Study from 2010 to 2012 (in three waves), and the analysis used by middle school students, measured by 4163 students of the three-wave surveys. Latent growth modeling was applied to verify the research problems. The results of the research are as follows. First, the slope of goal perception had positive and significant effects on the slope of PMT and mathematics classroom attitude, respectively. Second, the slope of PMT and mathematics classroom attitude had positively significant effects on the slope of mathematics academic achievement. Finally, it was confirmed that the slopes of PMT and mathematics classroom attitude are critical mediators between the slope of goal perception and the slope of mathematics academic achievement.

• 한국간호교육학회지
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• 제18권2호
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• pp.239-247
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• 2012

Purpose: This study is to assess the level of student perceptions, academic achievement, satisfaction, and their relationships in a medical-surgical nursing course using team-based learning (TBL). Method: Four-hour TBL sessions were given in a structured three-phase sequence in a cohort of 261 second year nursing students. Results: Mean perceptions of TBL was $6.64{\pm}5.11$, and $8.30{\pm}4.11$ for perceptions of teamwork. On a 7-point scale, the mean satisfaction score was $4.85{\pm}1.41$, and 64.0% of nursing students were satisfied with TBL compared to lecture. Group readiness assurance test score was significantly higher than individual readiness assurance test score (t=-16.76, p<.001). Perceptions of TBL (F=1.40, p=.245), perceptions of team work (F=1.55, p=.202) and satisfaction (F=0.81, p=.489) was not different by the level of students' academic achievement on items related TBL. Conclusion: Results indicates that TBL was an effective instructional strategy including favorable perceptions and satisfaction for nursing students. TBL could be an adjunct educational strategy for undergraduate nursing education.

• 한국가정과교육학회지
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• 제27권3호
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• pp.35-46
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• 2015

본 연구는 가정교과 교육목표에 대한 중학교 학생들의 교육목표 성취도 인식을 조사하여 가정교과의 교육활동에 대한 지침을 제시하고자 하였다. 조사를 위해 경상북도 G시에 있는 남, 여 중학생 2학년과 3학년을 대상으로 설문조사를 실시하였으며 최종 332부를 분석에 사용하였다. 주요 연구결과는 다음과 같다. 첫째, 중학교 학생들의 가정교과 교육목표 성취도 인식에 대한 일반적 수준은 5점 만점에 평균 3.46점(SD=0.80)으로 중앙값보다 다소 높은 점수를 보였고, 학습내용 영역별 교육목표 성취도 인식은 6개의 모든 영역에서 평균값과 비슷한 수준을 보였다. 둘째, 조사대상자의 일반적 특성과 가정교과 교육목표 성취도 인식수준을 영역별로 살펴본 결과, 6개의 학습내용 영역에서 공통적으로 성별, 학년, 학교유형, 학교성적 변수들에서 유의미한 차이가 나타났다. 성별에 따라서는 남학생이, 학년에 따라서는 2학년이, 학교유형에 따라서는 남자중학교 학생이, 학교성적에 따라서는 성적이 높은 집단이 가정교과의 교육목표 성취도 인식이 높은 것으로 나타났다. 셋째, 회귀분석을 통하여 중학교 학생들의 가정교과 교육목표 성취도 인식에 영향을 미치는 독립변수들의 상대적 영향력을 살펴본 결과 남자중학교(${\beta}$=0.67), 남녀공학중학교(${\beta}$=0.19), 학년(${\beta}$=-0.18), 성별(${\beta}$=-0.13), 성적(${\beta}$=0.09)순으로 나타났으며 종속변수에 대한 전체 설명력은 30%를 보였다. 이상의 연구결과 조사대상자의 특성에 따라 교육목표에 대한 성취도 인식수준은 차이를 보이므로 효과적인 가정교과의 교육활동을 위해서는 학습대상에 맞게 차별화된 교수 학습 방법을 도입해야 할 것이며, 교수 학습 방법의 다양화 방안 중 하나로는 자유학기제를 활용할 수 있을 것이다.

• 아동학회지
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• 제35권3호
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• pp.157-176
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• 2014

A total of 378 $4^{th}$ and $5^{th}$ grade elementary school students (194 boys and 184 girls) participated in a study investigating the direct and indirect effects (through self-esteem and/or achievement motivation) of children's perceptions of parental expectations on school happiness. First, parental expectations did not have a direct effect on children's levels of school happiness. Second, parental expectations did not have an indirect effect on children's school happiness through self-esteem. Children who perceived higher levels of parental expectations showed higher levels of self-esteem, but the path from children's self-esteem to school happiness was not significant. Third, parental expectations had an indirect effect on children's levels of school happiness through achievement motivation. Children who perceived higher levels of parental expectations showed higher levels of achievement motivation, and children with higher levels of achievement motivation reported higher levels of school happiness. Finally, parental expectations indirectly influenced children's school happiness through self-esteem and achievement motivation. These findings suggest that both environmental and individual factors need to be considered together to more comprehensively explain children's levels of school happiness.

• 영재교육연구
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• 제26권2호
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• pp.365-387
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• 2016

본 연구에서는 온라인 과학영재교육에서 중 고등학생의 온라인 수업에 대한 인식이 학습자의 자기조절학습 전략의 활용과 수강지속의사와 학업성취도에 어떠한 영향을 미치는지 알아보고자 하였다. 연구 대상은 과학탐구중심 온라인 영재교육 과정을 수강한 중학교 1학년~고등학교 2학년 학생 434명이었다. 연구를 위해 수업에 대한 인식 하위변인(흥미, 도전감, 의미, 선택권, 학업적 자기효능감)을 독립변인으로, 인지조절전략(시연 전략, 정교화 전략, 조직화 전략, 초인지 전략)과 행동조절전략(노력관리, 시간관리, 도움활용)을 종속변인으로 하는 중다회귀분석을 실시하였다. 또한 수업에 대한 인식 하위변인과 학업성취도와 수강지속의사에 대해 중다회귀 분석을 실시하였다. 연구 결과를 살펴보면, 수업에 대한 인식 하위 변인 중 시연 전략 활용에 긍정적 영향을 미치는 변인은 학업적 자기효능감이었으며, 정교화 전략 활용에 긍정적 영향을 미치는 변인은 도전감과 의미였다. 도전감 인식은 시연 전략 활용과 부적인 관련이 있는 것으로 나타났다. 수업에 대한 인식 하위 변인 중 시간관리 전략 활용에 긍정적 영향을 미치는 변인은 학업적 자기효능감이었으며, 도움활용 전략에 긍정적 영향을 미치는 변인은 도전감이었다. 수업에 대한 인식 하위요인 중 흥미, 도전감, 의미에 대한 인식이 높을수록 학습자가 후속 강의를 수강하려는 의지가 높게 나타났으며, 도전감에 대한 인식이 높을수록 탐구학습 점수가 높을 가능성이 있는 것으로 나타났다.

• 한국초등과학교육학회지:초등과학교육
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• 제29권1호
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• pp.102-111
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• 2010

This study examined the instructional influences of MBL programs on elementary school students' science achievement, scientific inquiry skills, and science learning motivation. The perceptions of students and their teacher toward science classes using MBL programs were also examined. The subject of this study was sixty four 4th grade students from two classes. The experimental group engaged in science classes that applied MBL and the control group engaged in traditional science classes based on the textbook and experiment workbook. As results, there was no significant difference in academic achievement, scientific inquiry skills, however, were significantly higher for the experiment group compared to the control group. There was also significant difference in the relevance and confidence, the sub-categories of science learning motivation. In the analyses of students' perceptions toward science classes using MBL, students showed positive perceptions in aspects of interests of science classes, content comprehension, and convenience of experiments. The teacher also showed positive perceptions using MBL in elementary science classes. Educational implications of appling MBL in elementary science classes were discussed.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.8-14
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• 2006

This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.