A Structural Analysis of the Variables on Children's Creative Product

본 연구의 목적은 아동의 창의적 산출물, 창의적 사고능력, 창의적 인성과 인지, 정의, 환경적 변인들 간의 관계모형을 검증함으로써, 교육현장에서 창의성 계발에 영향을 미치는 중요한 변인들을 규명하려는데 있다. 이 러한 연구목적을 위하여 338명의 아동을 대상으로 지능, 학업성취, 성취목표동기, 가정환경, 교실환경 검사와 창 의적 사고력검사, 창의적 인성검사, 창의적 산출물 평가를 실시하였다. 수집된 자료는 상관분석과 구조모형 검증 을 실시하였다. 상관분석결과, 창의적 사고력, 창의적 인성, 창의적 산출물 간의 상관은 낮은 편이었으며, 다중지 능, 학업성취, 성취목표동기, 가정환경, 교실환경은 창의적 사고능력, 창의적 인성, 창의적 산출물과 정적 상관이 있는 것으로 나타났다. 변인들 간의 관계모형검증 결과, 인지, 정의, 환경적 변인들은 창의적 산출물이 나오는데 긍정적 영향을 미치며, 특히 창의적 사고력과 창의적 인성을 매개로 간접적인 영향을 주는 것으로 밝혀졌다 The purpose of this study was to investigate the effect of multiple-intelligence, knowledge, Goal-oriented motivation and home, school environmental variables on children's creative thinking, creative personality, creative product by the Structural Equation Modeling analysis in confluence approach. The subjects of this study consisted of 338 4th graders, selected for a class of unit, in public elementary schools located in Seoul, Korea. In this study, for children's creativity, Torrance Test of Creative Thinking(Kim, 2005), Creative Personality Scale(CPS: Ha, 2001), Essay by subjective assessment(Hennessey & Amabile, 1999) for creative product were used. And for relational variables written instrument collected measures of selected variables including cognitive (Multiple -Intelligence, Academic Achievement), affective (Achievement Goals Motivation) and environmental(home support, classroom environment)variables was also used. The data were analyzed with descriptive statistics, Pearson correlations and structural equation modeling analysis by using SPSS 14.0 and AMOS 7.0. The major results of this study were as follows; First, environmental variables directly affected the children's multiple-intelligence, academic-achievement and achievement goal motivation. Second, environmental variables directly and indirectly affected the children's creative product. Third, Creative thinking, creative personality directly affect children's creative product. Fourth, multiple-intelligence, academic-achievement and achievement goal motivation indirectly affected the children's creative product

과제-지향적 보행 훈련이 만성 뇌졸중 환자의 보행능력에 미치는 영향

Dept. of Rehabilitation Therapy/석사The purpose of this study was to compare the effect of task-oriented gait training and conventional gait training on improving gait parameters during single- and dual-task walking in people with chronic hemiparetic stroke. We evaluated changes in clinical gait and balance measures following task-oriented gait training. Twenty subjects (11 for the experimental group and 9 for the control group) with chronic hemiparetic stroke were recruited from the inpatient unit of a local rehabilitation center. This was a pretest-posttest control group study design. Participants were randomly assigned to a group (task-oriented gait training or conventional gait training). Subjects in the experimental group received task-oriented gait training, and subjects in the control group participated in conventional gait training for 30 min/day, 5 days/week for 4 weeks. The task-oriented gait training was composed of 4 circuit training programs. All subjects were tested twice before and after the 4 week trainings periods. Spatiotemporal parameters were collected with a portable gait analysis system under 2 gait conditions; the single-task condition (comfortable and fast walking speed) and the dual-task condition (tray carrying walking). The Berg Balance Test (BBT), Dynamic Gait Index (DGI) and Timed Up and Go (TUG) scores were used as clinical measures. Independent t-test was used to determine whether the pretest value of each outcome measure and the subject’s general characteristics were differed between groups. To determine group differences of in pre- to post- intervention changes, we used ANCOVA with the pre-intervention value as covariate. The level of significance was α=0.05.First, under single-task gait conditions at a comfortable walking speed, the changes between pre and post-intervention in gait velocity (p=0.047), cadence (p=0.027), stride length (p=0.031), step length (p=0.005), step time (p=0.01) and single limb support time (p=0.042) were significantly greater in the experimental group. Under single-task gait conditions at a fast walking speed, the changes between pre and post-intervention in stride length (p=0.006), step length (p=0.013), step time (p=0.049) and single limb support time (p=0.009) were significantly greater in the experimental group than in the control group. Second, under dual task gait condition with tray carrying, the changes between pre- and post-intervention in velocity (p=0.034), cadence (p=0.048) and single limb support time (p=0.036) were significantly greater in the experimental group than in the control group. Finally, as clinical measures, improvement in BBT (p=0.004), DGI (p=0.048) and TUG (p=0.002) scores were significantly greater in the experimental group than in the control group.These findings suggest that task-oriented gait training is a promising intervention option for improving gait performance not only in the simple walking situation but also in the dual-task walking situation which is more similar to real-life walking activities.ope

Study on particle charging and collection in two-stage parallel-plate electrostatic precipitators

학위논문(박사)--서울대학교 대학원 :기계공학과,1996.Docto

The Relationship of Parental Involvement, College Life Adaptation and Academic Achievement in First Year College Students

이 연구는 대학신입생들의 부모관여, 대학생활적응과 학업성취의 관계를 살펴보는 것을 목적으로 한다. 이를 위하여 선행연구들을 토대로 각 변인들 간의 관계에 관하여 연구모형을 설정하여 이를 검정하였다. 본 연구는 한국교육개발원의 한국교육종단조사 7차년도 대학생집단 데이터를 활용하였고, 국내의 4년제 대학생인 2,369(34.29%)명을 최종 분석대상으로 선정하였으며 성별구성은 여학생 1,180명(49.8%)과 남학생 1,189명 (50.2%)으로 이루어졌다. 연구 결과 첫째, 부모관여는 대학생들의 소속감과 만족도와 정적 상관이 있었으나 학 업성취와는 직접적인 상관이 없는 것으로 나타났다. 둘째, 연구모형의 적합도를 살펴본 결과, 부모관여가 소속감 과 만족도, 대학적응을 매개로 학업성취를 간접적으로 설명해주는 연구모형이 타당한 모형임을 확인하였다. Parental involvement remains to be a prevalent phenomenon among college students. The purpose of this study was to investigate the casual relationship between parental involvement, college life adaptation and academic achievement in first year college students. This study utilized the KEDIs longitudinal data collected on 4-year university students nationwide for 2012 to show whether or not parental involvement has impacts on sense of belonging in college, college life satisfaction, college adjustment and academic achievement. Structural Equation Modeling analysis was used to analyze 2,369 college students data. It was found that parental involvement was positively correlated with sense of belonging in college and college life satisfaction. Parental involvement was not directly associated with academic achievement. It was confirmed that parental involvement indirectly explained academic achievement through sense of belonging in college, college life satisfaction and college adjustment. Parental involvement was a positive predictor of sense of belonging in college and college life satisfaction. The three college life adaptation variables(sense of belonging in college, college life satisfaction and college adjustment) intermediated the predictive relationships of parental involvement and academic achievement. Future research directions and implications to parents and institutions were discussed