The High Price of Korean Materialism on Chronic and Momentary Happiness

학위논문 (석사)-- 서울대학교 대학원 : 심리학과, 2014. 7. 최인철.The present study aims to replicate and extend previous findings on the aversive effects of materialism on wellbeing. In numerous past studies, sufficient amount of information about psychological and social traits about materialists that are related to diminished happiness have been provided. However, they have neglected to examine materialists in daily life. This study overcomes such limitation by assessing materialists happiness at both chronic and momentary levels. At the chronic level, participants happiness was assessed from their retrospective evaluation on life satisfaction. At the momentary level, participants instant pleasure, meaningfulness, and engagement were used as an indicator of their happiness. Moreover, Study 1 addressed two psychological processes to understand the negative relationship between materialism and happiness. Mediation analysis showed that materialism begets a lay belief about happiness and consumer behaviors which in turn reduce happiness. Materialism also acted as a moderator to attenuate the positive impact of income on happiness. In Study 2, materialists momentary happiness and life style were examined in an everyday life setting using the experience sampling method. The results showed that materialists do feel unhappier in daily life. Interestingly, materialists showed a unique life style that reduces their happiness. Upon investigating their lifestyle further, results found that materialists engaged in happiness-enhancing activities less frequently, but surprisingly they felt more pleasure, meaningfulness, and engagement during those activities. Specifically, they engaged in self-enhancing activities, social events, leisure activities, and self-transcendent activities, but felt less happy while engaging in materialistic activities and asocial activities. The findings all together suggest the possibility that the life style of materialists begets reduced chronic and momentary happiness. Theoretical contribution, practical implication, and limitation of the study are discussed.Abstract Introduction Study 1 Method Results Study 2 Method Results General Discussion References Appendices Abstract in KoreanMaste

Differences in Self-reported and Peer nominated Aggression Groups in School Adjustment and Psychological Characteristics

The purpose of this research was to compare the distribution of aggressiveness levels in elementary, middle, and high school students and to explore whether there are differences in school adjustment, positive psychology, and negative psychology based on aggressiveness level groups. For this research purpose, three research questions were addressed. First, what is the distribution of aggressiveness level in elementary, middle, and high school students? Second, are there any differences in school adjustment, positive psychology, and negative psychology among school levels? Third, are there any interaction effects of aggressiveness level and school levels on school adjustment, positive psychology, and negative psychology? In this research study, data of 3179 participants was derived from 2017 ClassNet program data base. The results of this study are as follows: First, peer-nominated aggressive group and high aggressive group were significantly reduced in high school compared to elementary and middle school. Second, self-reported aggressive students perceived themselves negatively and had difficulties in school adjustment compared to non-aggressive students or peer-nomination aggressive students. Lastly, the results of the interaction analysis between aggressiveness level and school level showed an interaction effect in behavioral participation, morality, empathy, self-control, and negative emotion.이 연구의 목적은 자기보고와 또래지명을 토대로 초, 중, 고등학생의 공격성 수준별 유형 분포를 비교하고, 유형에 따른 학교적응, 긍정 및 부정심리에 차이가 있는지를 탐색하는 것이다. 연구문제는 첫째, 초, 중, 고등학생의 공격성 수준별 유형분포는 어떠한가? 둘째, 학교급별로 공격성 수준별 유형에 따른 학교적응, 긍정 및 부정심리에는 차이가 있는가? 셋째, 학교적응, 긍정 및 부정심리에 대한 공격성 수준별 유형과 학교급의 상호작용 효과가 있는가? 이다. 2017년도에 클래스넷 프로그램에 포함된 초, 중, 고등학교 학생 3,179명의 데이터를 분석하였고, 주요 연구결과는 다음과 같다. 첫째, 또래지명 공격성집단과 높은 공격성집단의 비율이 초등학교와 중학교에 비해 고등학교에서 감소하였다. 반면 자기보고에 의해 공격적이라고 확인된 집단 비율은 중·고등학교에서 오히려 증가하였다. 둘째, 자신을 스스로 공격적이라고 생각하는 학생들이 비공격성집단이나 또래지명 공격성집단에 비해 대체로 자신에 대해 부정적으로 인식하고 학교적응에도 문제가 있는 것으로 나타났다. 셋째, 공격성 수준별 집단유형과 학교급의 상호작용분석결과, 행동적 참여, 도덕성,공감, 자기조절, 부정정서에서 상호작용효과가 나타났다.이 논문은 2015년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-2015S1A5A2A03049911

췌장기능 부전증을 진단하기 위한 몇 가지 검사방법의 비교

학위논문(석사)--서울대학교 대학원 :수의학과 수의내과(임상병리)학전공,2000.Maste

전기방사된 나노섬유웹의 수분투과성과 기능성에 관한 연구

Thesis(doctoral)--서울대학교 대학원 :재료공학부,2005.Docto

Validation of Global Talent Indicator (GTI) for Adolescents

본 연구는 글로벌 인재역량 (Global Talent)의 특성을 확인하고, 글로벌 인재의 구성요소를 추출한 후, 이를 이용하여 초기 청소년기의 글로벌 인재 역량을 탐색하기 위한 목적으로 수행되었다. 이러한 연구목적을 달성하기 위하여 글로벌 인재 역량의 정의를 제안하고 검사를 개발하며, 개발한 검사를 타당화 하였다. 먼저 문헌분석을 통해서 글로벌 인재의 관련 개념을 확인하고, 구인을 확인한 후, 초등학교 4, 5, 6 학년, 중학교 1, 2학년까지 의 초기 청소년기의 학생을 대상으로 자료를 수집한 후 타당화 작업을 수행하였다. 연구 결과에 따르면, 글로벌 인재 역량의 구인은 비전, 자기주도성, 창의성, 시민의식, 감성지능, 문화지능, 대인관계능력으로 확인되었다. 신뢰도 분석과 상관관계 분석 및 구조방정식을 이용한 타당도 분석에 따르면 글로벌 인재역량 검사는 초기 청소년들의 글로벌 역량 특성을 합당하게 반영하는 것으로 밝혀졌다. 또한, 이러한 결과를 바탕으로 향후 글로벌 인재 역량에 대한 후속 연구의 가능성과 사회적 함의를 제시하였다. The purpose of this study was to define and extract components of Global Talent, and to develop and validate the Global Talent Indicator. For this purpose, preliminary concepts were reviewed and derived from the previous studies. Two pilot studies were conducted. Through the pilot studies, the items were revised. Exploratory factor analysis was executed and identified 8 factors. The validation study was conducted with 1,855 students ranging from 4th to 8th graders. The validities of the GTI was examined through correlation, reliability, and confirmatory factor analysis. The Global Talent Indicator consisted of 8 factors. The factors were Vision, Self-Leadership, Creativity, Citizenship, Emotional intelligence, Cultural intelligence, Interpersonal competence, and Cognitive abilities. Lastly, implications for further research on Global Talent Model were discussed. Key words: Global Talent, Vision, Self-Leadership, Creativity, Citizenship, Emotional intelligence, Cultural intelligence, Interpersonal competence, and Cognitive abilitie

Validation of Global Talent Indicator (GTI) for Adolescents II : Testing of Group Invariance Between Male and Female Students

본 연구는 청소년 GTI(Global Talent Indicator) 검사의 타당성을 확보하기 위하여, 하위 요인인 개인내 역량 요인과 개인간 역량 요인의 상관을 가정하여 분석하였으며, 남녀집단간 동등성을 검증하였다. 연구 결과 검사의 두 하위 요인인 개인내역량과 개인간역량은 서로 유의한 상관을 가지고 있었다. 또한 요인 구조 및 부하량, 측정 변수 절편, 잠재변수 공분산 검증에서 남녀 집단간 동등성을 수용할 수 있었다. 이는 GTI 검사의 요인구조와 부하량, 측정변수 절편은 남녀 집단간 안정적으로 동등하게 나타나기 때문에 남녀 간 공통 규준을 사용할 수 있다는 실제적인 의의가 있다. The purpose of this study was to validate the Global Talent Indicator. For this purpose, a strong relationship between inter-individual competence and intra-individual competence was proposed and tested through a confirmatory factor analysis. In addition, multi-group confirmatory factor analysis was performed to test factor invariance, metric invariance, scalar invariance and invariance of structural covariance across female and male students. The results indicated followings. First of all, a correlation of inter-individual competence and intra-individual competence was high(.93) and the new model's fit index was appropriate. Second, a result of multi-group confirmatory factor analysis showed factor invariance, metric invariance, scalar invariance and invariance of structural covariances across female and male students. It indicated when using norm and interpreting test results, common norm and factor structure could be applied to both female and male.본 연구는 서울대학교 산학협력연구 (700-20100008)에 의하여 수행되었습니다