• 영어어문교육
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• 제12권3호
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• 한국학교보건학회지
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• 제30권2호
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• pp.174-180
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• 2017

Purpose: This study examined depression, ego-resilience and health behaviors of high school student in order to understand the relationship among these variables. Methods: The study used raw data from the Korean Children and Youth Panel Survey conducted in 2015. Data was analyzed using SPSS 21.0 for descriptive statistics, t-test, $x^2$ test, Pearson's correlation coefficients, and multiple regression analysis. Results: Gender, school performance, economic status, subjective health status, drinking behavior and ego-resilience had significant effects on depression. Moreover, school performance, subjective health status, smoking behavior, duration of exercise during physical education classes, and depression had significant effects on ego-resilience. Conclusion: Based on these findings, we need to develop the interventions for depression and ego-resilience for adolescents, considering the related factors to health status and behaviors.

• International Journal of Contents
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• 제8권1호
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• pp.1-9
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• 2012

The present study explores how the stress of online learners is related to Korean cultural norms and social expectation and presents the criteria online education should aim at when designing instructional approaches. A sample of 176 students from a Korean online university participated in a study investigating the patterns in the academic and personal stressors they face. This study also examines stressor types in relation to sample characteristics, analyzed with a categorization method developed by extant researchers on the stress faced by U.S. college students. Unlike the findings of previous studies on college student stress, this study's results reveal that nontraditional Korean online students were faced with (1) taking on the multiple roles at work and home prescribed by cultural and social norms, and (2) challenges in regulating study habits and the learning environment as adult learners. The relevant implications for the design of online learning are discussed.

• 대한지구과학교육학회지
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• 제6권1호
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• pp.40-49
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• 2013

The purpose of this study was to investigate a motivation system about science learning and interest in science among elementary, middle & high school students and analyze on the their relations. For this, the questionnaires on interest in science that developed by Kind et al., (2007) were selected and translated. After that, second-grade 80 students, fourth-grade 87 students, sixth-grade 107 students, eighth-grade 123 students and eleventh-grade 128 students were required to accomplish a questionnaire on behavioral inhibition system/behavioral activation system about science learning (SL-BIS/BAS), interest in science. Based on these materials, SL-BIS/BAS by student's variables and relations of between the system to interest in science have been analyzed. The result of this study shows the followings. First, the sensitivity about SL-BIS was no significant difference in School levels. But sensitivity about SL-BAS and interest in science in elementary and high school was higher than it in middle school. Second, there were low negative correlation with SL-BIS and interest in science, and relatively high positive correlation with SL-BAS and interest in science. Through the results of this study, relations of motivation to related variables, and the motivation by student's variables are identified. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• 복식
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• 제31권
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• pp.165-188
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• 1997

This study aims at 1) examining the perceived importance of clothing norms 2) examining relationship between perceptions of clothing norms clothing behavior and psycho-logical variables-ego identity(uniqueness and self acceptance) and sex role identity and 3) ascertaining any significant differences in the level of the perceived importance of clothing norms among variables-sex role identity and the uniqueness in psychological variables-and which variables are influencingon perception of clothing norms. The perception of cloth in norms inventory clothing norms inventory clothin behavior inventory ego identity in-ventory and the Bem Sex Role Inventory were administered to 620 college students. Sex role identity was classified into androgynous mas-culine feminine and undifferentiated type. Subjects were asked to rate each statement on the clothing norms under two kinds of instructions: their attitudes(TATT) and their beliefs about the expectations of others toward clothing norms(TBEO). 1) The scores of 3 TBEO of the students were higher than the scores of TATT. But the scores of TBEO concerning modesty of students were lower than the scores of TATT. Discrepancy scores of TATT and TBEO of the students were revealed significances differently according to clothing norms. males lower and higher class students had more free attitudes to the norms concerning genaral clothing attitudes. Females and higher class students had less free attitudes to the clothing norms concerning modesty. Females and lower and higher class students had more free attitudes to the norms concening sex-role related clothing attitudes but male students had less free to the sex-role related clothing norms. 2) Significant negative correlations between each variable of clothing norms and conform-ity-individuality were found. But negative correlations between those variables of the males and lower class students were higher than the correlations of the female and higher class students and the former had more posi-tive relationships with clothing norms and con-formity as compared with the latter. And sig-nificant positive correlations between each variable of clothing norms and modesty were found. But positive correlations between those variables of the males females and higher class students were higher than the correlations of the lower class students and the latter had less positive relationship with clothing norms and modesty as compared with the former. 3) Significant negative correlations between clothing norms and uniqueness were found in the subjects groups. The females and lower class students had more negative relationships with clothing norms and uniqueness as compared with the male and higher class students. Significant positive correlations be-tween uniqueness and conformity-individuality were found in all subjects groups, Therefore the higher uniqueness the student have the less they perceive theimportance of clothing norms and the more they have individuality. Significant positive correlations between sex-role related(higher class) general(female) clothing norms and self acceptance were found. but significant negative correlations be-tween campus style(higher class) general(female) clothing norms and self acceptance were found. But significant negative correlations be-tween campus style(males lower class, higher class) clothing norms and self acceptance were found. Clothing norms therfore related posi-tively or negatively with self acceptance ac-cording to the subjects groups. And significant negative correlations between conformity in-dividuality and self acceptance was found in higher class students. 4) The female masculine groups and the masculine groups of lower class revealed high scores than the scores of andrgynous group and undifferentiated group in clothing norms concerning modesty. And the feminine group revealed high scores in conformity-individu-ality than the scores of the masculine group. Male masculine and feminine group revealed high scores in clothing norms concerning cam-pus style than the scores of the androgynous group. The masculine group and feminine group of the lower classes revealed high scores in general clothing norms than the scores of the androgynous group. 5) The most influencing variables on the clothing norms were sex conformity-individu-altiy and masculine-feminine variables in the right order. The general clothing norms and clothing norms concerning modesty were influened by the sex role identity but the sex role related clothing norms and clothing norms concerning campus style were influenced by the ego identity. 6) Based on the sum scores of the uniqueness each group of the subjects was separately segmened into "high medium and low" groups. By the analysis of variances sig-nificant differences in discrepancy scores of TBEO and TATT among 3 uniqueness level groups were found on all clothing norms variables in all students three clothing norms variables in male and female students and one clothing norms variable in lower and higher students and in each clothing norms variable the mean discrepancy scores of the high uniqueness group were higher than those of the other groups. The findings indicated that the differences in the discrepancy score mainly contributed to the results of correla-tions described above.bed above.

• 한국학교보건학회지
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• 제14권2호
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• pp.161-175
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• 2001

In order to evaluate the erects of regular health education by a school nurse on a child's health-related knowledge and health-related behavior, a questionnaire survey was conducted with primary school students (4th, 5th, 6th grade) from December 5 to December 15, 1998. Subjects of the study were composed of two groups; one group who had regular health education by a school nurse and the other group who had no regular health education by a school nurse. The results obtained from the data analysis were as follows: 1. There was no significant difference in general characteristics between broth groups, but significant difference in parent-related characteristics and health-related characteristics were detected. 2. The health-related knowledge score was 21.98 in the regular health education group and 21.04 in the control group. There was significant differences between both groups (p<0.05). 3. Significant differences in the practice of health-related behaviors were detected between both groups (p<0.05). 4. The variables associated with the practice of health-related behaviors were regular health education, health-related knowledge, the education level of the mother, ignorance of health and parent's concern about the child's health (p<0.05). 5. The practice of regular health education was significantly related to the prevention of communicable disease, concern about health and total health behavior (p<0.05). From the above results, it can be concluded that there is a positive relationship between regular health education and the practice of health-related behavior after controlling other variables. According to the results, suggestions are as follows; 1. Evaluation of health-related knowledge and behaviors be conducted by the school nurse on pre and post-education. 2. The primary school student can be educated about health by the school nurse.

• 교육심리연구
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• 제28권1호
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• pp.23-39
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• 2014

본 연구는 다문화가정 학생의 학교적응에 영향을 미치는 변인을 학생 개인 변인(한국어능력, 자기효능감, 학생-교사 애착관계)과 교사변인(다문화교육 인식)으로 나누고 이 변인들 간의 관계를 살펴보기 위하여 수행되었다. 자기효능감과 학생-교사 애착관계를 매개변인으로 상정하고, 구조방정식모형을 통해 그 효과성을 검증하였다. 서울특별시에 거주하고 있는 초등학생 336명과 그들의 담임교사 264명을 대상으로 설문조사를 실시한 결과, 자기효능감과 학생-교사애착관계의 매개역할이 유의미한 것으로 나타났다. 다문화 가정 학생의 한국어능력은 자기효능감을 매개로 학교적응에 긍정적인 영향을 미쳤고, 다문화교육 인식은 학생-교사 애착관계를 매개로 학교적응에 영향을 미치는 것으로 나타났다. 또한 매개변인들 간의 관계를 살펴본 결과, 자기효능감은 학생-교사 애착관계를 매개하여 학교적응에 영향을 미친다는 것을 알 수 있었다. 이는 다문화가정 학생들의 교육에서 자신에 대한 긍정적인 인식과 함께 교사와의 정서적 유대관계의 형성이 학교생활 적응에 중요하다는 점과 학교 및 사회적응에 특별한 배려와 관심이 중요하다는 점을 보여 준다. 본 연구결과를 기반으로 시사점과 추후 연구를 위한 제안을 논의에 수록하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제35권3호
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• pp.257-275
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• 2021

본 연구는 예비교사가 변수와 관련된 학생의 사고를 어떻게 파악하고 대응하는지를 조사하는 것을 목적으로 하였다. 변수와 관련된 학생들의 사고를 추론하여 그에 따른 지도방안을 제시해 보게 하는 문항에서 예비교사의 주목하기와 해석하기의 특징을 동시에 살펴보았으며 주목하기와 해석하기에 따라 예비교사의 대응하기가 어떻게 제안되었는지 그 특징을 조사하였다. 예비교사 26명의 응답을 분석한 결과, 예비교사들이 학생들의 응답에서 나타나는 변수에 대한 오개념에 주목하기가 쉽지 않음을 보여주었으며, 주목은 하였으나 적절한 해석을 해내지 못한 경우를 확인할 수 있었다. 주목하지 못하고 해석하지 못한 대부분 예비교사는 변수에 대한 전반적인 이해의 부족으로 인해 적절한 대응을 제시하지 못한 것으로 나타났으며, 주목하기와 해석하기가 성공적으로 이루어졌다 하더라도 경험적 지식의 부족으로 인해 적절한 대응을 제시하지 못하였다. 연구 결과를 바탕으로, 예비교사 교육에 주는 시사점을 논의하였다.

• Human Ecology Research
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• 제53권4호
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• pp.425-432
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• 2015

This paper verifies the effect of the personal dietary habits on students' school lunch satisfaction and the effect of food related activities such as rural communities' experience and safe and nutrition education. Personal dietary habits (5-Likert scale), satisfaction of school lunch (5-Likert scale), and rural community experiences, are investigated. A survey from 10 middle schools in Gyeonggi-do was undertaken from September to October, 2014. Multi regression analysis and t -test are applied. This study applied factor analysis and derived three latent variables in order to know the latent variables of eating habits. Students with rural communities' experience are satisfied with school lunches more than those who have not experienced it. Further related education (such as eating habits, safe and organic food) have a positive effect on students' school lunch satisfaction. Appreciation for school lunch (p<.001) and eating breakfast (p<.01) are significant among the independent variables that included three latent variables, the taste of school lunch (p<.001), eating well all kinds of food (p <.001). The results shows that students with a balanced diet are more satisfied with school lunches. Personal eating habits and understanding food and agriculture are important factors to improve students' satisfaction about school lunch on top of the quality of food and facilities. Students with rural community experience show improved satisfaction and this experience can be a good way for students to understand food. Food related education (including farming) are recommended to raise student school lunch satisfaction.

• 지역사회간호학회지
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• 제7권1호
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• pp.118-128
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• 1996

The purpose of this study was examine the determinants of highschool students' health behavior. A convenient sample of 2nd grade highschool students (N=638) responded to self-report questionnaires. The IMCHB was then tested with data using SAS program by frequency, t-test, ANOVA, regression. The results were as follows 1. Health behaviors were found to be type of school specific. 2. From the general highschool's model, student's health affected health perception and mother's health and father's education affected self esteem among a set of background variables. Health perception and self-esteem are related to health behaviors. 16.8% of the varience in regular highschool student's health behavior are explained by health perception and self-esteem. 3. From the vocational highschool's model, 20.2% of health behavior varience was explained by self-esteem. Mothers' education, health perception and self esteem explained internal motivation. Student's health, internal motivation and self-esteem explained health perception. The results indicated that there was a relatively poor fit of the IMCHB to the highschool students' data.