• 아동학회지
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• 제37권3호
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• pp.69-82
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• 2016

Objective: This study aimed to explore early childhood educators' anxiety regarding science education via Q-methodology. Methods: As the first step, 268 Q samples were collected from resources such as books and research papers related to science education for young children. Through five stages of excluding and modifying, a set of 33 Q statements was finalized. The P sample consisted of 40 early childhood educators and was based on educational levels, years of teaching experiences and types of centers. The collected data were analyzed using QUANL statistical program. Results: The results of this study indicate that science anxiety among early childhood educators are classified into four types, explaining 45.13% of the total variance. Conclusion: We conclude that early childhood educators' science anxiety stems from "preparing educational environment and materials," "instructional methods focused on process and scientific inquiry skills," "lack of understanding regarding early childhood science education," and "simple science avoidance."

• 영어어문교육
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• 제16권3호
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• pp.161-182
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• 2010

The goals of this study were to identify differences in learners' and teachers' perspectives on EFL learners' language anxiety, to identify the differences among teachers coping with learners' language anxiety, and to find how learners cope with their language anxiety. The research was effectuated by means of a survey questionnaire and interviews. The data were collected from 92 teachers and 230 students in four different school settings. There were the $6^{th}$ grade 50 primary school learners, the $2^{nd}$ grade 60 middle school learners, the $11^{th}$ grade 60 high school learners of, and the $2^{nd}$ and $3^{rd}$ grade 60 university learners. There were also 26 primary school teachers, 22 middle school teachers, 21 high school teachers, and 23 university teachers. The findings reveal that there were differences in responses among the respondents. The findings suggest that teachers need to pay attention to their particular learners' anxiety sources: especially in the case of primary school setting, the activity of answering teachers' questions for teachers was the primary source of learner's anxiety, in the case of middle school settings, translating sentences in English into Korean, in the case of high school setting, checking unknown vocabulary, and in the case of university settings, university learners felt anxious when classmates spoke fluently. The implications of the study indicate that these aspects should be handled carefully to motivate certain group of learners.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제6권2호
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• pp.55-64
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• 2002

According to changing the society rapidly in the 21s1 century, the self-regulated learning ability is considered as an ability of which people should carry on their lives. The purpose of this study was to investigate prospective elementary school teachers in mathematics teaching method class in terms of the following areas: (1) the degree of their abilities shown the lower level factors of motivated strategies for learning such as self-efficacy, intrinsic value, anxiety, cognitive strategy use, and self-regulation (2) relations between factors of motivated strategies for loaming and performance of prospective elementary school teachers The results show that the prospective elementary school teachers showed above the mean value of the motivated strategies for learning and there are positive relations among lower level factors of motivated strategies fur learning except anxiety, positive relation between motivated strategies for learning and achievement. In order to help the prospective elementary school teacher to improve their motivated strategies fur learning in their elementary mathematics teaching method lecture, several methods such as mathematical connections to real world problem, history of mathematics and interview with mathematicians and application of feller's ARCS model to elementary mathematics education are suggested.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제35권1호
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• pp.1-14
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• 2021

수학불안은 수학에 대한 정서적·신체적 거부감을 통칭하는 용어이다. 학생들의 수학불안에 대해 이해하는 것은 수학학업 성취도 향상 뿐 아니라 미래 사회에 필요한 수학 인력 양성의 측면에서도 중요하다. 특히 수학불안은 대부분 초등학교시기에 발생할 가능성이 높으며, 후속 학습에 부정적인 영향을 미치기 때문에 초등학교에서 학생들의 수학불안 양상을 이해하는 것이 필요하다. 이에 본 연구는 시간의 경과에 따른 학생들의 수학불안 변화 패턴을 제시하고 이를 통계적으로 검증하였다. 249명의 초등학교 학생들의 수학불안을 4학년에서 6학년까지 3년 동안 추적 조사한 결과, 수학불안 양상의 다섯 가지 패턴을 확인하였다. 또한 본 연구에서는 수학불안 변화에 지속적인 영향을 미치는 것은 교사의 수학 수업에 대한 흥미도이며, 부모의 관심은 수학불안을 경감시키고, 사교육에 대한 부담감은 수학불안을 증가시킨다는 것을 확인하였다.

• 영어어문교육
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• 제8권1호
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• pp.15-38
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• 2002

This article explored 9 EFL learners' emotional reactions they experienced in order to locate sources of EFL apprehension in university-based classroom settings. As part of further establishing construct validity of the measure (the FLPAS) Kim (2002) developed, lengthy interviews were adopted with focus on sources of discomfort with a variety of forms of language learning tasks. Findings showed that the interviewees confirmed most of the statements in the measuring tool, thereby increasing the trustworthiness of the measure. Specifically, the following themes or categories emanated from the analysis of interview data: (a) anxiety about performance in EFL classrooms; (b) EFL anxiety or discomfort about difficulties with cultural understanding; and (c) EFL anxiety induced by instructor and instruction.

• 영어어문교육
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• 제11권4호
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• pp.261-286
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• 2005

Lately, teaching methods and instruments have become student-centered and are directed towards developing a communicative competence of learners. However, compared with that of other countries, the level of our students English is not very good. I guess the reason is that our English education is focused on the uniformal teaching methods regardless of the differences of intelligence, affective domains and study time. I tried to find the relationship between these factors and the students' English accomplishments. So I divided the students into 2 groups of superior and inferior students by the standard of intelligence, affective domain and study time and compared the scores between the groups in the fields of reading comprehension, grammar, pronunciation, accent, vocabulary, and listening. These were the results that followed: First, intelligence has a great influence students' English accomplishment in all fields. Second, affective domains such as motivation, anxiety, attitude, confidence, and studying time also have some influence on the students' English accomplishments. Third, the sequence of these factors according to their influence force are as follows: study time, anxiety, intelligence, motivation, attitude, and confidence. So we can conclude that we should teach English according to our students' ability in the field of intelligence and affective domains and should not ignore the individual differences they have.

• 간호행정학회지
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• 제21권4호
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• pp.417-425
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• 2015

Purpose: The purpose of this study was to identify factors in the clinical learning environment that affect clinical practice stress and anxiety in nursing students. Methods: Participants were 210 senior nursing students from two universities who had completed their clinical experience. Data were collected from self-report questionnaires and analyzed using t-test, ANOVA, and hierarchical multiple regression analysis with the SPSS/WIN 21.0 Program. Results: The mean scores for the clinical learning environment, the clinical practice stress, and anxiety were $3.16{\pm}0.68$, $2.98{\pm}0.66$, and $43.74{\pm}10.18$ points, respectively. The regression analysis showed that the clinical learning environment contributed to 13% of the stress and 20% of the anxiety in the nursing students with the conditions controlled for general characteristics, department satisfaction and social support. Conclusion: The results of this study suggest that the clinical learning environment should be carefully assessed to reduce nursing students' stress and anxiety from clinical practice. Therefore, collaboration between nursing universities and teaching hospitals is necessary to optimize clinical learning environment.

• 한국콘텐츠학회논문지
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• 제16권5호
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• pp.96-103
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• 2016

본 연구는 초등학생을 대상으로 참여식 및 강의식 교육법의 구강보건교육이 치과공포지수에 미치는 영향을 알아보고, 치과공포를 줄일 수 있는 구강보건교육 방안을 마련하고자 하였다. 연구대상은 2014년 4월 D초등학교에 다니는 10세 아동으로, 의사소통이 가능하며 전신 질환이 없는 아동 총 40명을 대상으로 하였다. 본 연구는 구강보건교육을 시행하기 전, 각 교육군 연구대상자들에게 치과공포지수를 측정하기 위하여 자가기입 설문조사를 수행하였다. 그 후, 2주에 걸쳐 한 시간 가량의 구강보건교육을 총 2회 진행하였다. 참여식 교육군에는 소아치과에서 사용하는 행동조절방법인 체계적 탈감작법(Tell(말)-Show(시범)-Do(시행))을 적용하여 구강보건교육을 진행하였고, 강의식 교육군(대조군)에는 power point(PPT)를 이용한 교육방법으로 실시하였다. 2회 교육이 종료된 후, 각 군에서 교육 전 조사한 설문지와 동일한 설문지를 이용하여, 치과공포지수를 재측정하였다. 참여식 교육군에서는 교육 전 치과공포지수가 9.61점이었으나, 교육 후에 7.13점으로 유의하게 감소하였으나, 강의식 교육군은 교육 전 11.14점에서 교육 후 10.59점으로 조사되었다. 따라서, 참여식 교육방법을 적용하는 구강보건교육이 소아 청소년의 치과공포지수를 감소시키는데 효과적인 것으로 사료되었다.

• 대한가정학회지
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• 제51권2호
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• pp.219-228
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• 2013

The major purpose of this study was to explore the relation of a child's need for approval, anxiety and anger-in on a child's relational aggression according to gender. The study's participants included 464 boys and girls selected from fifth-and sixth-graders at an elementary school in Busan. A child's need for approval, anxiety, anger-in and relational aggression were assessed with their own self-reports. For data analysis, Cronbach ${\alpha}$, T-test, Pearson correlation coefficients, and Multiple Regression were used. The collected data was analyzed by the SPSSWIN 18.0 program. The major findings were as follows: First, child's anger-in demonstrated a significant difference among sexes. Girls indicated higher points than boys. Second, Boys' need for approval indirectly affected child's relational aggression through anger-in. Boys' anger-in was directly affected by relational aggression. Boys' anxiety was directly affected by anger-in. And boys' anxiety indirectly affected child's relational aggression through anger-in. Third, Girls' anxiety was directly affected by relational aggression. Need for approval and anxiety were directly affected by anger-in. The findings from this study indicates that child's need for approval, anxiety and anger-in are important elements in relational aggression are affected differently depending on the child's gender. Also, this study has meaning in that it can be used as fundamental data to develop a teaching plan and counseling program for children that can decrease relational aggression.

• 대한간호학회지
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• 제22권3호
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• pp.271-296
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• 1992

The purposes of this study were 1) to identify patterns and trends of studies of anxiety and stress and 2) to provide direction on which to base further research. Research studies of anxiety and stress were selected from journals of medical and nursing schools, the Korean Nurse, the Korean Nurses' Academic Society Journal, the Central Journal of Medicine, the New Medical Journal, Monthly Nurse, and from theses and dissertations, which had been conducted for the 20 years from 1970 to 1990. The total population of the studies numbered 463. Seven studies were excluded from the analysis because of duplication, so that 252 studies of anxiety and 204 of stress were analyzed. These studies were analyzed for 1) time of publication or presentation, 2) research design, 3) characteristics of subjects used in each study, 4) types of correlated variables, and 5) types of nursing interventions. Findings obtained in the study were as follows : 1. The number of studies related to anxiety and stress has increased rapidly since the early 1980's. 2. The studies were primarily descriptive throughout the 20 years. However, correlational studies, comparative studies and experimental studies slowly increased. 3. Anxiety studies tend to be conducted more on patients and stress studies with normal subjects in non - experimental research. However, experimental studies were conducted more with patients than with normal subjects. 4. In correlational studies, the trend was to study physical conditions in relation to anxiety, and coping and adaptation in relation to stress. 5. In experimental studies, teaching and information therapy and relaxation were the most popular interventions for anxiety, and supportive care for stress. On the bases of these findings, the following recommendations were made : 1. These patterns of studies related to anxiety and stress in Korea need to be compared with studies conducted in other countries. 2. More attention is needed in terms of research design, reliability and validity of tools, and results of statistical analysis. 3. Meta -analysis should be done to analyze and integrate the results of various studies. 4. For theory testing and identification of useful intervention methods, experimintal studies with the same protocols must be conducted rather than more descriptive studies.