• 영재교육연구
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• 제20권2호
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• pp.621-647
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• 2010

본 연구의 목적은 한국의 교육적 맥락과 언어적 차이 등이 고려된 한국어판 영재아 행동특성 평정척도를 개발하여 그 척도를 타당화 시키는데 있다. 이에 본 연구는 Renzulli외(2002)에 의해 개정된 SRBCSS를 번안 지침에 의거하여 우리말로 번안한 뒤 6개 항목에 대한 55개의 문항과 한국적 상황에 필요하다고 생각되는 3개 문항을 추가하여 58개의 문항으로 구성된 한국어판 행동특성 평정척도(K-SRBCSS)를 완성하였다. 영재아 126명과 일반아 126명에 대해 교사와 부모가 실시한 행동특성 평정 결과를 살펴본 결과 이척도는 타당하고 신뢰할 만한 도구임이 입증되었으며 이 척도를 이용하여 영재아와 일반아의 행동특성을 평정한 결과 두 집단 간 유의미한 차이를 드러내어 이 척도가 영재아 판별에 있어 변별력을 지닌 것으로 나타났다. 한편 이 척도로 교사와 부모의 행동특성 평정 차이를 검증한 결과 두 평정자간의 차이가 거의 없는 것으로 나타나 영재 판별시 특수한 상황에서 교사와 부모 어느 한 쪽의 평정만을 활용하여 일반화 하는 것이 가능하다는 시사점도 얻을 수 있었다.

• 여성건강간호학회지
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• 제12권1호
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• pp.22-28
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• 2006

Purpose: The purpose of this study was to investigate sex role identity and family group characteristics among university students. Method: The participants of the study were 325 university students at S university in Seoul from September 1st to 30th, 2001 and from September 1st to 30th, 2003. Data were collected using a structured questionnaire, sex role identity scale, and family group characteristics type scale. Data were analyzed by frequency, means, t-test, Chi-square test, and Pearson's correlation in the SPSS Win Program. Result: In this study, there was a high prevalence of androgyny to female(31.9%) and masculinity to male(39.4%) university students. There was a significant difference between male and female students in sex role identity(p=.000). "Family concord" indicated a high mean score of family group characteristics (4.71$\pm$.80). There were significant differences between family group characteristics and masculinity and femininity type. Conclusion: There is a high relationship between family group characteristics and sex role identities of university students. It is necessary to explore the varied aspects of the androgyny concept, and further research is needed on factors of family group characteristics.

• 한국지구과학회지
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• 제42권4호
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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• pp.167-178
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• 2006

The purpose of this study was to explore characteristics of sixth grade students' opistemological beliefs in science and the relationship to learner's characteristics: learning motivation, learning strategies, and logical thinking. The subjects were 265 sixth graders and data was collected through two types of questionnaires, translated and modified by researchers: opistemological beliefs regarding science, learning motivation & strategies. The results of this study were as follows. The students believed that the goals of science were related to activations such as 'Science is experiment', or 'Science is invention: These beliefs were connected with the emphasis of science classes or the focus of the science curriculum. However, the students' beliefs related to the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge were oriented to modern opistemological views. Moreover, the beliefs were meaningfully related to students' characteristics: learning motivation, learning strategies, and logical thinking. Among the students' characteristics, logical thinking was especially related to all of the factors of students' beliefs: the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge. However, the students who believed that scientific knowledge came from scientists, science teachers, or science textbooks had high levels of self-efficacy. Therefore, the belief that scientific knowledge is formed by self-discovery, in order to generate high self-efficacy, needs to be encouraged. From the results, it is possible to check the orientation of current science education based on the students' opistemological beliefs. In addition, the resources can be accumulated for persevering in our efforts to achieve a positive orientation for science education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권2호
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• pp.79-97
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• 2013

This paper reports findings from a survey of senior secondary school students' epistemological conceptions of mathematics with the adaption of the instrument of the "Conceptions of Mathematics" - Inventory in China. The survey included a sample of 414 Grade 10 students, 441 Grade 11 students, and 400 Grade 12 students from three provinces. Descriptive statistics, one-way ANOVA, and T-test were employed to analyze data in this study. It was found that senior secondary school students mainly focused on objectivity and reality of mathematics, without highlighting the characteristics of sociality, subjectivity, and creativity of mathematics. In addition, besides gender differences, differences were identified among students from different grades, different areas, taught by teachers with different teaching experience and experience in using reformed curriculum.

• 동의신경정신과학회지
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• 제27권1호
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• pp.1-9
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• 2016

Objectives The purpose of this research is to study the Psychological Characteristics of Korean Medical Students focusing on the Minnesota Multiphasic Personality Inventory-2 and the Beck Depression Inventory.Methods The survey was conducted on 101 Korean Medicine Students to investigate psychological characteristics focusing on the Minnesota Multiphasic Personality Inventory-2 and the Beck Depression Inventory.Results 29.7% of students scored more than 10 points in the Beck Depression Inventory. Students with depression according to the Beck Depression Inventory showed the higher scores in the Pd, Si, RC4, WRK, FAM, Mt and MDS scales as compared to the students without depression tendencies (p<.05). Students with depression according to the Beck Depression Inventory showed the higher scores in the Pt, RC7, ANX, A and PK scales as compared to the students without depressive tendencies (p<.05).Conclusions Students with depressive tendencies seem to have more difficulty adjusting socially compared to students without depressive tendencies. In addition, students with depressive tendencies will likely have other psychological problems compared to the students without depressive tendencies.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제26권3호
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• pp.199-217
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• 2023

수학 교육에서 정의적 영역을 지속적으로 강조하고 있으나 학생들의 수학에 대한 자신감이나 흥미는 크게 변화하지 않고 있다. 이에 본 연구에서는 학생들의 학업 성취도에 따른 정의적 특성에 미치는 요인을 분석하였다. 연구는 학교에서의 수학 교육 요인과 사회적 환경 요인으로 구분하여 초등학교 5-6학년 학생 593명을 대상으로 실시하였다. 연구결과 초등학생들은 학업성취도와 관계없이 자신의 정의적 특성에 가장 많은 영향을 미치는 요인으로 '학교에서의 수학 수업'을 꼽았다. 그 외에 상 수준의 학생은 '수학 사교육'과 '대학 입시와 직업', 중 수준의 학생은 '학교에서의 평가'와 '수학 사교육', 하 수준의 학생은 '학교에서의 평가'와 '수학 교과서' 순으로 가장 많은 영향을 미친다고 응답하였다. 특히, 학업성취도가 낮아질수록 학생들의 수학 수업 참여도가 급격히 줄어들었으며, 그 이유로 가장 많은 학생들이 배우는 수학 내용이 너무 어려워서라고 응답하였다. 이러한 연구결과를 고려할 때, 정의적 특성을 향상시키기 위해서 '학교에서의 수학 수업'에서의 변화가 우선적으로 필요하며, 학생들의 학업성취도에 따라 정의적 특성의 향상 방안을 적용하는 것이 효과적일 것이다.

• 한국생활과학회지
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• 제3권1호
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• pp.81-93
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• 1994

The purpose of this study is to investigate the differences in individuals and family characteristics between general and vocational high school female students, and the impacts of the characteristics on the their occupational outlook. The number of 792 female students in 4 general and 5 vocational high schools in Chongju area were sampled during September 6-10, 1993. There are more differences in family characteristics rather than individual characteristics between two types of high school female students. Both family and individual characteristics influence the occupational outlooks of the respondents. Therefore, the types of school affect their occupational outlooks. Over 50% of vocational students want to have a junior college education.

• 한국생활과학회지
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• 제12권2호
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• pp.237-251
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• 2003

The purpose of this study was to investigate the relationship between psychological characteristics(needs, self-consciousness, self-esteem), attitude toward appearance and clothing attitude of high school students. Method of posing a questionnaire was adopted to obtain stochastic data required for pertinent analysis. This is the investigation of which 489(male 236, female 253) high school students located in Chungnam and Jeollabukdo province. In this statistical analysis, SPSS 10.0 for Windows Program was utilized to calculate percentage, mean and standard deviation Also, these materials were verified by factor analysis, t-test, multiple regression analysis. The results of this research were as follows: The results of analysing the factors to the response attitude toward appearance emerged three factors(conformity value needs toward appearance). Gender had the significant effects on the psychological characteristics, attitude toward appearance and clothing attitude of high school students. Psychological characteristics, attitude toward appearance of high school students had an effects on clothing attitude, i.e. gender attractiveness, fashion pursuit, self-expression aesthetic, and modesty.

• 수산해양교육연구
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• 제24권6호
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• pp.963-976
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• 2012

As the college environment changes, the roles of professors and students should also be changed. And the way that we teach undergraduate students should also be changed. The purpose of this research is to analysis characteristics of good teaching methods in college as perceived by students and professors. We did content analysis to elicit the characteristics of good instruction from qualitative comments of 196 course evaluations, 195 excellent essays selected from 8 college essay competitions, and 72 teaching knowhow essays of professors. To see the difference of division in good instruction characteristics, we did frequency analysis by SPSS statistics program. According to the content analysis, the most essential characteristics of good instruction as perceived by the students and professors is teaching strategies. There were also differences in the fact of recognition transition by division and the students-professors.