37 research outputs found
The Relationship between Home Environment and Self-Regulated Learning: The Case of Middle-School Students in South Korea
λ³Έ μ°κ΅¬μ λͺ©μ μ κ°μ νκ²½ λ³μΈκ³Ό μκΈ°μ‘°μ νμ΅μ κ΄κ³λ₯Ό ꡬ체μ μΌλ‘ λ°νλ λ° μλ€. μ΄λ₯Ό μνμ¬ κ°κ°μ κ°μ νκ²½ νμ λ³μΈμ΄ μκΈ°μ‘°μ νμ΅μ λ―ΈμΉλ μν₯λ ₯μ λ°νκ³ , μκΈ°μ‘°μ νμ΅μ μ΄λ ν κ²½λ‘λ‘ μν₯μ μ£Όλμ§ νμΈνμλ€. 504λͺ
μ μ€νμμ λμμΌλ‘ κ°μ νκ²½ μ§λ¨ κ²μ¬μ μκΈ°μ‘°μ νμ΅ κ²μ¬λ₯Ό μ€μνμμΌλ©°, μκ΄λΆμ, μ€λ€νκ·λΆμκ³Ό κ²½λ‘λΆμμ νμ©νμ¬ κ²°κ³Όλ₯Ό λΆμνμλ€. μ°κ΅¬ κ²°κ³Ό, κ°μ νκ²½ μ€ μ¬λ¦¬νκ²½μ ꡬ쑰νκ²½μ΄λ μ§μνκ²½μ λΉν΄ μ€νμμ μκΈ°μ‘°μ νμ΅ λ₯λ ₯μ λ ν° μν₯μ λ―ΈμΉλ κ²μΌλ‘ λνλ¬λ€. νΉν, κ°μ μ μ¬λ¦¬νκ²½ λ³μΈ μ€ λΆλͺ¨μ λ₯λ ₯ νκ°λ μκΈ°μ‘°μ νμ΅ λ₯λ ₯μ κ°μ₯ ν° μν₯μ λ―ΈμΉλ λ³μΈμΌλ‘ λνλ¬λ€. κ²½λ‘λΆμ κ²°κ³Ό, μ§μνκ²½μ΄ μ¬λ¦¬νκ²½μΈ μ§μμ ν΅ν΄ μκΈ°μ‘°μ νμ΅μ μ μν μν₯μ λ―ΈμΉλ κ²μ νμΈν μ μμλ€. μ΅κ·Ό μ¬νκ²½μ μ μ§μμ λν κ΄μ¬μ μ¦λμλ λΆκ΅¬νκ³ , λ³Έ μ°κ΅¬λ₯Ό ν΅ν΄ λΆλͺ¨μ μ§μ§μ μΈ νλμ κ΄μ¬μ΄ μλ
μ μκΈ°μ‘°μ νμ΅ λ₯λ ₯ λ°λ¬μ μ£Όμν μν₯μ λ―ΈμΉλ€λ κ²μ μ μ μμλ€.
This study aims to explore the relationship between home environment and self-regulated learning in detail. This study tries to explain the influence of respective variables of home environment, including structure environment, status environment, and psychological process environment on the students' performance of self-regulated learning. This study thus leads to the specific path through which home environment influences the performance of self-regulated learning. This study surveyed 504 middle-school students in Seoul and Kyungki Province through the Questionnaire on Home Environment and the Assessment of Self-Regulated Learning. It then analyzed the survey outcomes by adopting Pearsons correlation analysis, multiple regression analysis and path analysis. The analysis demonstrates that psychological process environment of the students, among several variables of home environment, has more influenced on their capacity for self-regulated learning than such variables as structure environment and status environment. The analysis leads to a conclusion that parents optimistic view of the students capacity is the most influential factor upon the capacity of students for self-regulated learning. The analysis verifies that status environment has a significant positive influence on psychological process environment. Then parents' psychological support and view of the student's capacity among psychological process environment variables influence the student's performance of self-regulated learning. Despite the recent scholarly attention to the economic circumstances and household structure, this study implies the close interactions between parents and students are still important for the improvement of academic performance of students
Diet and the risk of breast cancer : A case-control study om Korea
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Όλ¬Έ(λ°μ¬)--μμΈλνκ΅ λνμ :μνκ³Ό μλ°©μνμ 곡,1995.Docto
The Effects of Self-Consciousness and Achievement Motivation on Speech Anxiety
λ³Έ μ°κ΅¬λ λνμμ λ°νλΆμκ³Ό κ΄λ ¨ν κ°μΈμ νΉμ±μ μ΄μ μ λμ΄, μΈμ§μ νΉμ±μΈ μμμκ³Ό μ μμ νΉμ±μΈ μ±μ·¨λκΈ°κ° λ°νλΆμκ³Ό μ΄λ ν κ΄λ ¨μ΄ μλμ§ κ·Έ μνΈκ΄κ³λ₯Ό λΆμνκ³ μμμμ΄ λ°νλΆμμ λ―ΈμΉλ μν₯μ μ μ΄μ μ±μ·¨λκΈ°κ° μ‘°μ ν¨κ³Όλ₯Ό κ°μ§λμ§λ₯Ό κ²μ¦νμλ€. μ΄λ₯Ό μν΄ λνμ 300λͺ
μ λμμΌλ‘ μ€λ¬Έμ μ€μνμ¬ μ λ£λ₯Ό μμ§νκ³ μ΄ 272λΆμ μλ£λ₯Ό μ΅μ’
λΆμνμλ€. μ°κ΅¬κ²°κ³Όλ₯Ό μμ½νλ©΄ λ€μκ³Ό κ°λ€. 첫째, μμμμ λ°νλΆμ μ μμΈ‘νλ μ μλ―Έν λ³μΈμ΄λ©°, λ°νλΆμκ³Ό ν΅κ³μ μΌλ‘ μ μλ―Έν μ μ μκ΄μ΄ μλ κ²μΌλ‘ λνλ¬λ€. λμ§Έ, μ± μ·¨λκΈ°λ λ°νλΆμμ μμΈ‘νλ μ μλ―Έν λ³μΈμ΄λ©°, λ°νλΆμκ³Ό ν΅κ³μ μΌλ‘ μ μλ―Έν λΆμ μκ΄κ΄κ³κ° μλ κ²μΌ λ‘ λνλ¬λ€. μ
μ§Έ, λ°νλΆμμ μμΈ‘νλ λ° μμ΄ μ±μ·¨λκΈ°λ μμμμ λΉν΄ λνμμ λ°νλΆμμ λ ν° μν₯μ λ―ΈμΉλ κ²μΌλ‘ λνλ¬λ€. λ·μ§Έ, μμμμ΄ λ°νλΆμμ μν₯μ λ―ΈμΉλ κ³Όμ μμ μ±μ·¨λκΈ°λ μ‘°μ ν¨κ³Όλ₯Ό κ°μ§μ§ μ λ κ²μΌλ‘ λνλ¬λ€. λ³Έ μ°κ΅¬λ₯Ό ν΅ν΄ λνμμ λ°νλΆμμ μμΈ‘νλ λ³μΈμΌλ‘μ κ·Έλμ κ°κ³Όλμ΄ μλ μ±μ·¨λκΈ° μ μ£Όλͺ©ν νμκ° μμμ νμΈνμλ€.
The purpose of this study was to examine the effects of self-consciousness and achievement motivation on college students' speech anxiety, and to examine moderating effect of achievement motivation on the relationship between self-consciousness and speech anxiety. To achieve the purpose, survey questionnaire was conducted with 300 college students and 272 responses were included in the final analysis of this study. The data were analyzed in several steps using SPSS 18.0: descriptive analysis, Pearson correlation analysis, and regression analysis. The results were as follows: First, self-consciousness was a significant variable to predict speech anxiety. There was significant positive correlation between overall self-consciousness and speech anxiety. Second, achievement motivation was a significant variable to predict speech anxiety. There was significant negative correlation between achievement motivation and speech anxiety. Third, the influence of achievement motivation was greater than the influence of self-consciousness on speech anxiety. Fourth, there was no moderating effect of achievement motivation on the relationship between self-consciousness and speech anxiety