• 아동학회지
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• 제14권2호
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• pp.149-168
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• 1993

The purpose of this study was to develop a theoretical model from which to test the influence of family background and work experience on the level of rural high school students' (N=381) occupational aspirations. In the basic model, mother's occupation directly influenced occupational aspirations. Father's education influenced occupational aspirations directly and also indirectly through students' academic achievement. The number of working hours per week had a direct and negative influence on academic achievement. In a different path, working hours had an indirect positive influence on academic achievement through parents' different treatment which especially focused on the fact that parents gave students more freedom compared to the relationship they shared before the students began to work. Enjoying school, studying homework, and extra reading were influenced by students' number of working hours. Two variables, extra reading and job characteristics, predict the social acceptance work attitudes which are a direct predictor of occupational aspirations. Academic achievement had a greater total effect on the level of occupational aspirations than any other variables.

• 한국산학기술학회논문지
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• 제14권3호
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• pp.1148-1156
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• 2013

본 연구는 중 고등학생을 대상으로 자기효능감과 자기결정성 동기 및 학업성취 간에 어떠한 관계가 있는지를 알아보았다. 이를 위해 서울 시내의 중 고등학생 480명을 대상으로 자기효능감 검사와 자기결정성 동기 검사를 실시하였다. 수집된 자료를 활용하여 상관관계, 중다 회귀 분석을 실시하였다. 중 고등학생 모두 자기효능감 합계와 학업성취와 정적상관이 있었다. 자기결정성 동기에서는 중학생은 자기결정성 동기의 하위 요인 모두가 학업성취와 상관이 있었던 반면에, 고등학생은 하위 요인 중에서 동일시조절, 통합조절, 내적 동기와 학업성취 사이에 정적상관이 있고, 무동기는 부적상관을 나타내었다. 자기효능감 하위요인 중에서 중학생은 자기조절효능감과 자신감이, 고등학생은 과제 난이선호도와 자기조절효능감이 학업성취를 의미 있게 설명하였다. 자기결정성동기 하위요인 중에서 중학생은 내사조절이, 고등학생은 동일시조절이 학업성취에 유의미한 영향력이 있었다.

• International Journal of Internet, Broadcasting and Communication
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• 제7권2호
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• pp.79-83
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• 2015

The Response to Intervention(RTI) approaches is the method to help students who are at risk for learning difficulties in advance and provide an appropriate level of intervention. In this article, the characteristics of model RTI were reviewed for students with achievement of below basic proficiency level. We considered RTI as supporting system to document students' progress and its applicability for the general educational setting in Korean school. The tier of RTI make it possible the evidence based individual instruction and counseling, differentiated step-by step approach for students with achievement of below basic proficiency level. In conclusion, RTI can be used as educational tools for dealing with improvement of academic subjects learning, behavioral and emotional problem for students with achievement of below basic proficiency level. For building high quality implementing for RTI it is needed the collaboration of teachers, counselors and learning consultants and related educators.

• 한국과학교육학회지
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• 제25권3호
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• pp.321-326
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• 2005

본 연구는 군집 분석을 통해 학생들의 복합적인 성취 목적 양식을 확인하고, 이것이 학습 전략(심층적/피상적)과 과학 성취도에 미치는 영향을 조사하였다. 성취 목적(과제 지향/수행 지향/수행 회피)에 대해 군집 분석을 실시한 결과, '과제 지향 목적이 높은 집단(군집 1)'. '과제 지향 목적과 수행 지향 목적이 모두 높은 집단(군집 2)', '과제 지향 목적과 수행 지향 목적이 모두 낮은 집단(군집 3)'으로 구분되었다. 일원 변량 분석 결과, 심층적 학습 전략에서 군집 2의 평균이 군집 1과 군집 3보다 유의미하게 높았으며, 과학 성취도에서 군집 1과 군집 2의 평균이 군집 3보다 유의미하게 높은 것으로 나타났다. 피상적 학습 전략에서는 군집 3의 평균이 군집 1과 군집 2보다 유의미하게 높았다. 본 연구 결과에 대한 교육적 함의를 논의하였다.

• 산업융합연구
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• 제21권3호
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• pp.37-48
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• 2023

우리나라의 대학은 존립과 성장을 위해 대학생의 비교과 활동을 다양하게 제시하고 있다. 비교과 활동의 목표는 다양하지만 가장 중요한 요인 중 하나는 대학생의 학업성취도 개선이다. 본 연구에서는 비교과 활동을 난이도별로 가중하여 누적한 비교과 활동점수와 학업 성취도의 관계를 살펴보았다. 그 결과 첫째, 학생들의 기초적 수학능력을 통제하더라도 비교과 활동은 학생의 성취도에 긍정적 영향을 주고 있다. 이는 대학이 보다 다양하고 학생들의 요구에 맞는 비교과 활동을 제공하여 학생들의 참여율을 높여야 한다는 것을 시사한다. 둘째, 여학생의 비학점 활동 참여도는 남학생과 비슷하지만 성과는 매우 높게 나타나고 있는 반면, 고학년 학생은 참여도와 성과가 모두 높게 나타나고 있다. 이러한 점은 여학생과 저학년 학생의 참여율을 적극적으로 높일 필요가 있다는 점을 의미하는데 이를 위해서는 비학점 활동에 대한 홍보나 장학금 등 경제적 보상 뿐 아니라 교수자의 적극적인 관심과 참여가 필요할 것이다.

• 한국치위생학회지
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• 제15권3호
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• pp.371-377
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• 2015

Objectives: The purpose of the study was to investigate the relation between learning strategy and academic achievement in the dental hygiene students. Methods: A self-reported questionnaire was completed by 207 dental hygiene students in Gyeongnam from April 1 to 30, 2014. The questionnaire consisted fo 51 questions of learning strategy and 1 question of academic achievement. The data were analyzed using SPSS 17.0 program for descriptive analyses, t-test, Pearson correlation and multiple regressing analysis. Results: The organized strategy and learning time management had a significantly positive influence on high scores in the junior and senior students. Learning strategie(r=0.419) and cognitive strategies(r=0.343), metacognitive strategies(r=0.239), resource management strategies(r=0.415) had significantly positive correlation to academic achievement. Cognitive strategy of learning strategies(p<0.05) and resource management strategies(p<0.001) had a positive effect on higher academic achievement. Conclusions: The learning strategies will provide the dental hygiene students with active participations.

• 패션비즈니스
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• 제16권5호
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• pp.178-191
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• 2012

This paper is purposed to study on the relationship of learning style, professor image, academic achievement in cosmetology majoring college students, and to find the effective education methods of them. The research methods are survey with 400 persons & statistics analysis such as frequency, factor, regression analysis, using SPSS V.14. The results are as belows; 1. Learning styles are divided by (1) shirker, (2) participate, (3) stand-alone, (4) dependent, (5) cooperative, (6) competitive, and professor images are divided by (1) professor ability, (2) professor relationship. 2. There is a relationship in learning styles and professor images. Especially cooperative, participate, dependent valued professor ability, shirker devalued it and cooperative, stand-alone, dependent, competitive valued professor relationship, shirker devalued it. 3. There is a relationship on learning styles and the academic achievement. participate, stand-alone, dependent achieve in high glades and shirker, cooperative low ones. 4. There is a no valid relationship with professor images and the students' academic achievement. 5. The conclusion are; there are the relationship of learning style, professor image, academic achievement in cosmetology majoring college students. So shirker need endless motive giving program, participate personal record management system, dependent creative motivating program, participate class attractive factors, stand-alone learner centered program.

• 한국콘텐츠학회논문지
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• 제20권1호
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• pp.519-529
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• 2020

본 연구는 대학생의 학업성취 예측모형을 구축하여, 각 요인간의 상호관계와 상대적 영향력을 밝히는데 목적이 있다. 이를 위해 J 대학 재학생 1,310명의 학습자 개인요인과 학습전략 요인을 설문하였으며, 그 결과를 데이터마이닝 기법인 의사결정나무 분석을 통하여 학업성취 예측요인의 변별과 패턴을 분석하고, 각 요인의 상대적 영향력을 살펴보기 위한 이항 로지스틱 분석을 실시하였다. 분석결과, 학업성취를 예측하는 가장 중요한 요인은 효능감으로 나타났으며, 이외 학습동기, 시간관리, 우울이 학업성취를 예측하는 요인으로 나타났다. 학업성취를 예측하는 요인의 패턴은 효능감과 시간관리 수준이 높은 경우와 효능감이 중간 수준이더라도 학습동기가 높은 경우로 나타났다. 효능감과 학습동기가 낮거나 우울이 높은 경우 학업성취를 감소시키는 것으로 나타났다. 이러한 결과를 토대로 대학생의 학업성취 향상을 위한 효능감과 학습동기 향상, 시간관리 교육 강화, 부정적 정서 관리 등을 제안하였다.

• 한국학교수학회논문집
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• 제3권2호
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• pp.111-122
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• 2000

This study is focused on vocational high school students who feel hardly interested in mathematics and are considered to have very limited basic scholastic ability. It analyzes the data obtained by applying the material, extracted from the Internet and literature to school classes from March to July, for the purposes of improving the degree of scholastic achievement on the basis of the fact that interest induced learning materials were developed and applied to the students to bring about their motivation resulting in a positive change in understanding and attitudes to mathematics. According to the result of the analysis, the level of students' scholastic ability of both the comparative class and the experimental class were too low to become interested in mathematics. However, the experimental class students seemed to feel familiar to the learning materials rather than reluctant, and it appeared that their interest and behavior of learning began to change gradually in an extent. In addition to that, as an aspect of scholastic achievement there was not considerable difference between the two classes, but as time went, some valuable changes were found. Unfortunately, the size of group of the research was small and the period of the experimental classes was not extensively long, and therefore the same result might not occur in other groups. However, it is believed that in class-time, educating students by putting in learning materials bringing about relevant motivation to the class, will lead them to become interested in mathematics, and change their attitudes and understanding of mathematics. After all, scholastic achievement will be effective.

• 한국과학교육학회지
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• 제16권4호
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• pp.410-416
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• 1996

The purpose of this study is to determine which variable is the best predictor of students' science-related attitudes. Three influential variables were tested : students' science achievement. students' science process skills, and teachers' attitudes toward science. This study has been made on the basis of questionnaire from 205 1st graders in 5 different middle schools in Seoul. The instruments used for measuring attitudes were TOSRA and the questionnaire developed by Sung-Jae Pak(1980). The instrument used for measuring science process skills was a standardized test developed by Youne-Woo Lee(1989). The results was analyzed by multiple-regression in the statistical packages SPSS/PC+. The major findings of this study are as follows. 1. The mean score of students' science-related attitudes was 66.8, and there was no significant difference according to gender of students and teachers(p> .05). 2. The mean score of students' science process skills was 61.1, and there was no significant difference according to gender of students and teachers(p> .05). 3. Students' science process skills was the best predictor of students' science-related attitudes among three variables(R=0.3102, p< .05). 4. The subjects were divided into 2 groups by students' science achievement. In the high score group, students' science achievement was the best predictor of students' science-related attitudes (R=0.3406, p<.05). And in the low score group, none of the variables was related to students' science-related attitudes (p> .05). 5. In students who has a male science teacher, students' science process skill was the best predictor of students' science-related attitudes (R=0.3220, p<.05). And in students who has a female science teacher, students' science achievement was the best predictor of students' science-related attitudes (R=0.3480, p<.05).