• 아동학회지
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• 제26권3호
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• pp.15-27
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• 2005

The present study explored the dimensionality of children's prosocial behavior. An instrument for assessing prosocial behavior was developed with 8 variables(orientation for prosocial values, caring, comfort and social equality, helping, harmony among peers, cooperation, donation, sacrifice and concession) using a 5-point scale of 37 items. The reliability for the scale of 8 variables ranged from.75 to.86 by Cronbach's. Construct validity was indicated by self-report, peer rating, and teacher rating.

• 한국지역사회생활과학회지
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• 제17권1호
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• pp.39-53
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• 2006

The purpose of this study was to examine the relation of elementary school children's stress and coping behavior in urban and rural areas. The subject included 286 children selected from 4 elementary schools in urban and rural areas. The instruments included the children's stress index and coping behavior questionnaire of the elementary school children. The statistics used from this data were t-test, one-way ANOVA(Duncan test), correlation analysis and multiple regression analysis. This study showed significant differences between urban and rural children's stress in school attainment domain, teacher-school domain, home environment domain and surroundings domain. And urban and rural children was different in active, passive/avoidant and aggressive coping behavior. The stress of urban's children was influenced significantly by the grade and school attainment variales, and the rural children's stress was influenced significantly by the gender variable. The coping behavior of urban's children was influenced by the gender, grade and school attainment variables, and also the rural children's coping behavior was influenced by the above variables. Correlation analysis indicated that children's stress and aggressive coping behavior were relative positive high correlation in urban areas, and children's stress and passive/avoidant coping behavior were positive high correlation in rural areas. It was also found that school attainment, aggressive coping behavior and passive/avoidant coping behavior were significant predictors of urban children's stress, and gender, passive/avoidant coping behavior and aggressive coping behavior were significant predictors of rural children's stress.

• 수산해양교육연구
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• 제23권1호
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• pp.130-139
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• 2011

The purpose of this study is to examine the effects of soccer club teachers' leadership behavior types on elementary and middle school students' psychological factors. The subjects in this study were 561 students who consisted of 245 elementary and 316 middle school students - from 15 elementary and 17 middle school teams. All the teams are registered in the Busan Sports Club. The findings of the study were as follows : Autocratic behavior must be used rarely because it causes great anxiety. Positive feedback behavior is needed to improve students' confidence. Positive feedback behavior and training and instruction behavior are needed for achievement motivation. For this reason, teachers must coach students through positive feedback behavior, training and instruction behavior and social support behavior to build confidence, achievement motivation and cohesion. Since confidence, achievement motivation and cohesion depend on careers, coaching student's early helps students perform better.

• 한국콘텐츠학회논문지
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• 제17권10호
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• pp.322-333
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• 2017

본 연구는 인간의 여러 가지 행동을 예측하는데 유용성이 입증된 계획된 행동이론의 모형에 따라 예비보육교사의 취업준비행동에 대한 영향요인을 규명하여, 교육적 차원 및 사회복지적 차원에서 예비보육교사의 취업지도 방안을 제시하고자 함이 목적이다. 본 연구모형에는 취업준비행동에 대한 태도, 주관적 규범, 지각된 행동통제, 행동의도, 취업준비행동 등 계획된 행동이론에서 제안한 제 요인들을 포함하였다. 수집된 자료를 분석한 결과, 취업준비행동에 대한 주관적 규범, 지각된 행동통제, 태도의 순으로 취업준비행동의도를 매개하여 취업준비행동에 대한 정적 영향을 미치고, 지각된 행동통제는 취업준비행동에 직 간접적인 영향을 미친다는 것을 알 수 있었다. 이를 바탕으로 주관적 규범, 지각된 행동통제, 태도의 수준을 높임으로써 예비보육교사의 취업준비행동을 증진 시킬 수 있는 방안을 제시할 수 있는 이론적 근거를 확보하였다.

• 대한수학교육학회지:학교수학
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• 제12권4호
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• pp.639-665
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• 2010

최근 국내의 다문화교육에 대한 논의의 확산과 더불어 다원화된 사회에서 요구되는 공존을 위한 삶의 태도 함양과 교육적 기회 평등 보장을 위한 교육을 실천할 수 있는 역량을 갖춘 교사 양성이 교사교육의 주요 과제로 제기되고 있다. 이에 본 연구는 다문화교육 및 다문화수학교육 관련 이론, 그리고 다문화수학교사교육 사례 검토에 기초하여 다문화수학교사교육의 원리와 방법을 모색하였다. 연구결과, 본 논문에서는 다문화적 수학교사에게 요구되는 역량을 '정의적 영역', '인지적 영역', '행동적 영역'으로 범주화하였다. 이들 영역에 공통적으로 등장하는 내용적 요소로서 '문화성', '다양성', '평등성', '자기정체성', 그리고 지도원리로서 '반성', '참여', '실행'을 제시하였다. 마지막으로 본 연구의 결과가 다문화수학교사교육에 제공하는 시사점 논의를 통해 다문화적 역량을 갖춘 수학교사양성을 위한 초석을 마련하고자 하였다.

• 한국생활과학회지
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• 제12권2호
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• pp.173-181
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• 2003

The purposes of this study were to compare the nursing behavior and support between mother as a housewife who has the first infant under 24 months in age and grandmother, and to analyze what mother's nursing behavior was affected by that of grandmother. The subjects were 60 pairs of mother and grandmother on mother's side or father's side and the inquiry paper method and interview were used for this study. The results of analyses for this study are as follows: The first, the nursing behaviors in the past and at the present from mother's perception were considerably different between two groups in the affection and concern aspects. The second, the perceived nursing behaviors by mother and mother-side grandmother's were considerably different in the educational aspect between two groups and mother-side grandmother's educational behavior was higher than that of mother. The third, mother's nursing support were given by husband at 1st and mother-side-grandmother in 2nd, but that of grandmother by husband at 1st and both mother-side- and father-side-grandmother in 2nd. The fourth, nursing support were not considerably different in all the aspects between two groups.

• 아동학회지
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• 제19권2호
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• pp.115-132
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• 1998

The present study investigated the construction of the moral concepts of 3-, 4-, and 5- year old Korean children. Instruments were the Maternal Behavior Research Instrument by Schaefer for mother and feather nurturing attitudes, and the Domain Distinctiveness Model for children's moral judgments. Maternal and teacher attitudes were categorized by the affection-rejection factor consisting of affection-affection, affection-rejection, rejection-affection, and rejection-rejection dimensions, and by the permissive, -control factor consisting of permissive-permissive, permissive-control, control-permissive, and control-control dimension. Children's data were collected with an individualized interview in which children were asked to judge moral and social conventional transgression events. 30 children were assigned to each of the maternal/teacher attitude dimensions; thus, there were 120 children for each factor. Results showed that (1) the affection-affection cohort was must strongly related to moral rules using both the seriousness criterion and deserved punishment criterion, and (2) the permissive-permissive cohort was most strongly related to reasoning and action. However, this cohort did not break out of children's structural limitation (limited responses to the intangible).

• 아동학회지
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• 제23권4호
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• pp.119-136
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• 2002

This study examined teacher's perceptions of the psychosocial adjustment and problem behaviors of institutionalized children compared with home reared children. Data were collected from the teachers of institutionalized children in elementary and secondary schools. The majority of institutionalized children were regarded as not very much different from home reared children. Still, findings from this study lead to conclusions that institutionalization is likely to elevate children's risk for adjustment problems such as social withdrawal, peer violence, and academic failure. Findings that the ratio of institutionalized children attending school decreased with age lead to speculation that failure in psychosocial adjustment may lead to to dropping out of school. Finally, a practical framework for the optimal development of institutionalized children is provided, with emphasis on school-community based interventions.

• 대한가정학회지
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• 제37권8호
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• pp.103-116
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• 1999

The purpose of this study was to explore leacher and peer relationships and child development in two types of early childhood program; halfway kindergarten and full-day childcare. The subjects were 90 four and half year old children and their teachers enrolled in 10 kindergartens and 20 childcare centers in Seoul. Each teacher evaluated her children with six scales developed by NICHD Early Child Care Research Network(1996); child-leacher relationship, peer relationship, social competence, adaptive language, behavior characteristics, and behavior problems. The data were analyzed by ANOVA. The results of this study were as follows: First, the girls in both programs had closer relationship with their teachers than the boys. The boys in the daycare were less dependent than those of kinder; on the other hand, the girls in the daycare were more dependent than those of kinder. Second, there was no significant difference in peer relationship between the children in both centers. Third, the girls of both centers scored higher than the boys in social competence. Fourth, in the child's adaptive language, both boys and girls were well developed, but girls were higher than boys, especially in kinder Fifth, the children in both centers behaved attentively in the groups, but in particular, the girths were more attentive. Finally, most of children were received low scores in the behavior problem scale.

• 한국학교보건학회지
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• 제34권1호
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• pp.33-41
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• 2021

Purpose: Exploring the variables that predict teachers' intent when referring students to mental health professionals is important. The Theory of Planned Behavio (TPB) is a theory of predicting people's intentions of performing a particular behavior; the intent to perform a certain behavior is determined by three factors. (1) attitudes toward the behavior, (2) subjective norms, and (3) perceived control. This study aimed to develop a TPB measurement to investigate what variables predict the intentions of teacher's referral behaviors. Methods: A qualitative study following standardized manuals and guidelines for developing a TPB measurement was used. As a qualitative research method, the Consensual Qualitative Research-Modified (CQR-M) was used. According to the findings from the qualitative study, the quantitative measurement to assess teachers' referral intention, attitude, subjective norm, and behavioral control was developed. Results: The reliability and validity of the newly developed measurement were tested and verified. Conclusion: The newly developed measurement would contribute to a future empirical study that will examine predictors of teachers' referral intention.