중학생의 희망, 공감, 정서표현, 대인관계의 구조적 관계

윤혜신 대진대학교 대학원 2010 국내석사

본 연구는 중학생의 대인관계와 희망, 그리고 공감의 관계를 파악하고, 정서표현을 매개변인으로 선정하여 그 변인들의 구조적 관계와 매개효과를 검증하려는 목적으로 수행되었다. 연구를 위해 경기도 S시에 소재한 2개 중학교에 재학 중인 2학년 학생 410명을 대상으로 하여 희망, 공감, 정서표현과 대인관계를 측정하였으며, 그 중 누락된 문항이 많거나 불성실한 응답을 보인 18명을 제외한 392명의 자료를 최종분석에 사용하였다. 수집된 자료의 통계처리는 SPSS 17.0과 LISREL 8.50 프로그램을 사용하였고, 모델검증을 위해서 구조방정식모형 분석을 실시하였다. 본 연구에서 살펴보고자 하는 연구문제와 그와 관련하여 설정된 연구가설은 다음과 같다. 연구문제 1. 희망, 공감, 정서표현, 대인관계는 어떠한 관계를 이루고 있는가? 가설 1-1. 희망은 정서표현에 정적인 영향을 미칠 것이다. 가설 1-2. 공감은 정서표현에 정적인 영향을 미칠 것이다. 가설 1-3. 희망은 대인관계에 정적인 영향을 미칠 것이다. 가설 1-4. 공감은 대인관계에 정적인 영향을 미칠 것이다. 가설 1-5. 정서표현은 대인관계에 정적인 영향을 미칠 것이다. 연구문제 2. 희망과 공감이 정서표현을 매개로 대인관계에 영향을 미칠 것인가 ? 가설 2-1. 희망은 정서표현을 매개하여 대인관계에 영향을 미칠 것이다. 가설 2-2. 공감은 정서표현을 매개하여 대인관계에 영향을 미칠 것이다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 희망수준은 정서표현에 긍정적인 영향을 미치지 않은 것으로 나타났다. 둘째, 공감능력이 정서표현에 긍정적인 영향을 미치는 것으로 나타났다. 즉, 공감능력이 높을수록 정서표현 능력이 높은 것을 알 수 있었다. 셋째, 희망수준이 대인관계에 긍정적인 영향을 미치는 것으로 나타났다. 즉, 희망수준이 높을수록 대인관계가 좋은 것을 알 수 있었다. 넷째, 공감능력이 대인관계에 긍정적인 영향을 미치는 것으로 나타났다. 이러한 결과를 통해 공감이 잘 할수록 대인관계를 잘 할 가능성이 높은 것으로 예측할 수 있다. 다섯째, 정서표현이 대인관계에 긍정적인 영향을 미치는 것으로 나타났다. 이러한 결과를 통해 정서표현을 잘 할수록 대인관계를 잘 할 가능성이 높은 것으로 예측할 수 있다. 여섯째, 희망은 정서표현을 매개하지 않고 직접 대인관계에 영향을 미치는 것으로 나타났다. 일곱째, 공감은 정서표현을 매개하여 대인관계에 영향을 미치는 것으로 나타났다. 즉, 공감수준이 높을수록 정서표현 능력이 좋았으며, 자신의 정서를 잘 표현하는 사람은 대인관계 능력도 높게 나타났다. 본 연구는 인간관계에서 중요한 요인으로 대두되고 있는 많은 변인들 중에서 특히 희망, 공감 그리고 정서표현이 대인관계에 영향력을 가진다는 것을 증명하였다. 특히 공감이 대인관계에 영향을 미치는 과정에서 정서표현이 매개역할을 하는 것으로 보아 정서표현의 증진은 결국 대인관계를 긍정적으로 증진할 수 있다고 보여 진다. 아울러 본 연구결과를 통해 대인관계에 영향을 미치는 관련 변인들의 중요성을 재인식함과 동시에 나아가 대인관계에 어려움을 겪고 있는 청소년들을 위한 교육적, 심리적 개입의 기초와 정보를 제공하는데 의의가 있다. 한편, 본 연구에서 희망, 공감, 정서표현이 대인관계에 영향을 주는 것으로 밝혀진 만큼 추후 연구에서는 각 변인들의 잠재변인 간의 관계를 살펴보아야 할 것이다. 또한 청소년의 대인관계 형성에 영향을 주는 변인들에 대한 연구가 지속적으로 이루어져야 할 것이다. This study was carried out to understand middle school students' interpersonal relationships, hope and empathy, with emotional expression as the mediation variable in order to verify the structural relationships among and the mediation effect of the variables. For the research, hope, empathy, emotional expression and interpersonal relationships were measured for 410 second-year students who attend either one of the two middle schools located in S., Gyeonggi-do, and the data of 392 students were used for the final analysis after excluding the data of 18 students which were often incomplete or untrustworthy. For the statistical processing of the collected data, SPSS 17.0 and LISREL 8.50 software were used and for model verification, an analysis of structural equation model was carried out. The research questions and the hypotheses set of this study related to them are as follows: Research Question No. 1. What relationships hope, sympathy, emotional expression and interpersonal relationships form? Hypothesis 1-1. Hope will affect emotional expression positively. Hypothesis 1-2. Empathy will affect emotional expression positively. Hypothesis 1-3. Hope will affect interpersonal relationships positively. Hypothesis 1-4. Empathy will affect interpersonal relationships positively. Hypothesis 1-5. Emotional expression will affect interpersonal relationships positively. Research Question No. 2. Will hope and empathy affect interpersonal relationships through emotional expression? Hypothesis 2-1. Hope will affect interpersonal relationships through emotional expression Hypothesis 2-2. empathy will affect interpersonal relationships through emotional expression. The summarization of the results of this study is as follows: First, the level of hope did not affect emotional expression positively. Second, sympathizing ability affected emotional expression positively. In other words, the higher empathizing ability, the higher emotional expression ability. Third, the level of hope affected interpersonal relationships positively. In other words, the higher the level of hope, the better interpersonal relationships. Fourth, empathizing ability affected interpersonal relationships positively. Through this result, it was predicted that the level of empathy for others would affect interpersonal relationships positively. Fifth, emotional expression affected interpersonal relationships positively. Through this result, it was shown that the better emotional expression, the higher the possibility of good interpersonal relationships. Sixth, hope directly affected interpersonal relationships without the mediation of emotional expression. Seventh, empathy affected interpersonal relationships through emotional expression. In other words, the higher the level of empathy was, the better emotional expression ability got and a person who expressed his or her emotions well had better ability of interpersonal relationships. This study proved that among many variables considered as important factors in interpersonal relationships, especially hope, empathy and emotional expression have significant impacts on interpersonal relationships. In particular, judging from the fact that emotional expressions helps empathy affect interpersonal relationships, the promotion of emotional expression seems to promote ultimately the interpersonal relationships positively. Along with this, the results of this study showed that it is significant to understand the importance of the related variables affecting interpersonal relationships newly and at the same time to provide the base and information of educational and psychological interventions for the youths who further suffer from difficulties in interpersonal relationships. Meanwhile, since, this study proved that hope, empathy and emotional expression affect interpersonal relationships, in the future studies, the relationships among the latent variables of each variable should be examined. In addition, studies on the variables which affect the formation of youths' interpersonal relationships must be carried out continuously.

Establishing Process-Structure Relationships in Laser Powder Blown Directed Energy Deposition Through In-Situ Investigation

Webster, Samantha Northwestern University ProQuest Dissertations & T 2022 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Laser powder-blown directed energy deposition (DED) is an additive manufacturing process that utilizes a co-axial nozzle and laser to melt metal powders onto a substrate in a line-by-line fashion. This coupling gives rise to interactions between the laser, powder, and melt pool. To address fundamental process understanding, physical models were established for high frequency (i.e., particle impact and surface oscillations) and low frequency (i.e., volume) behavior of the melt pool. These behaviors were connected to structures within DED clads such as pores, clad dimension, and dilution. The process-structure relationship for low frequency melt pool behavior was established through an energy density model, and high frequency melt pool behavior was analyzed through air-cushioning models of solid particle impact on a liquid surface. Through the established process-structure relationships, one continuous build on a machine can manufacture several different scales of high quality clads.Fundamental relationships in DED were studied using in-situ observations, with single powder-particle models informing the macro-scale experiments and characterization. Experiments were accelerated with a novel DED system, designed and constructed to conduct experiments within an X-ray hutch at the Advanced Photon Source (APS) in Argonne National Laboratory. From highspeed, in-situ X-ray images collected with this setup, it was determined that particle impact in powder-blown DED causes pore formation. This result stands in stark contrast to currently accepted process maps of porosity, which incorrectly assume that pore formation is independent of particle momentum, size, and wettability. Residual pores were also characterized using X-ray computed tomography (CT), and the percentage of pores formed through bubble entrapment was estimated by classifying pores from their orientation and aspect ratio in CT data. Since pore formation depends not only on the particle’s momentum but also the size of the receiving melt pool, a connection between particle impact area and the melt pool surface area needs to be established. Thus, research concluded with the development of an analytical model of ‘energy density’, a term for how much power (or energy) is being used to melt the metal powders in an area and at a certain speed. This physics-grounded model accounts for laser-particle interactions and predicts clad quality. In all, this research can be used to standardize process conditions across DED machines that utilize different hardware and enable more reliable material processing. Further research investigated the potential of closed-loop control and Hybrid-AM processes to control DED process conditions and expand the technology to include additional energy sources that can further control material structure.

지적장애 고등학생의 성취동기,진로정체감, 사회적 지지,진로태도 간의 구조적 관계

서지훈 창원대학교 2019 국내박사

The purpose of this study is to find out the structural relationship among achievement motivation, career identity, social support and career attitude which are expected to affect the career attitude of high school students with intellectual disabilities For this, a survey targeting a total of 364 high school students with intellectual disabilities in P city and T province was conducted. The results were used for the analysis, and basic statistical analysis and structural equation modeling analysis were carried out. The results are as follows. Achievement motivation had a positive effect on career identity and social support, career identity on career attitude, and social support on career attitude. According to the result of analyzing the direct effect, indirect effect and total effect between career identity, social support and career attitude, achievement motivation had a positive effect on career attitude as mediating career identity and social support. Regarding the structural relationship by gender, a significant difference was identified in all routes. In all routes, female students had statistically more significant effects than male ones. Based on the results above, it is suggested that follow-up studies on a multi-dimensional approach considering achievement motivation, career identity and social support to improve positive career attitudes of high school students with intellectual disabilities, development of differentiated programs regarding gender and continuous supports are necessary.

중국 성인의 비형식교육 참여에 영향을 미치는 요인 간 구조 관계 : 사회인지이론을 중심으로

왕우 우석대학교 일반대학원 2024 국내박사

중국 성인의 비형식교육 참여에 영향을 미치는 요인 간 구조 관계: 사회인지이론을 중심으로 왕 우 우석대학교 일반대학원 교육학과 교육학전공 지도교수 박 경 희 평생교육은 현대사회의 필수적인 학습 영역이 되었으며, 성인의 비 형식교육 참여는 개인의 역량과 삶의 질을 제고하는 주요 과정이다. 특히 중국 성인의 경우, 평생교육의 주요 경로는 비형식교육에의 참 여로서, 참여 목적은 자신의 흥미를 만족시키고 개인의 역량과 직무 능력을 발전시키며 국가경쟁력을 제고하기 위함이다. 이 연구는 반두라(Bandura)의 사회인지이론의 관점에서 중국 성인 의 비형식교육 참여 행위의 영향 요인을 밝히는데 목적이 있다. 구체 적으로 중국 성인의 비형식교육에 대한 주관적 인식, 목표 지향 등의 개인적 요인을 비롯하여 학습 환경, 교육 자원, 사회적 영향, 편의성 등의 환경적 요인이 비형식교육에의 투자 의지를 매개로 참여 행위에 미치는 영향을 실증하였다. 이를 위해 중국에서 비형식교육에 참여했거나 현재 참여 중인 851 명의 성인을 대상으로 층별 무작위 추출법으로 데이터를 수집하였다. 다음으로 신뢰도가 양호하다는 전제하에 변인의 하위 요인들을 탐색 적으로 검증하고 변인 간 관련성과 차이를 검증하였다. 구체적으로 중국 성인 비형식교육의 참여 행위가 성별, 연령, 결혼여부, 직업, 소 득수준, 학력, 평생교육 참여경험 등의 영향 하에 유의미한 차이가 있 는지를 확인하였다. 마지막으로 구조방정식 모형 분석을 통해 연구 모델과 가설의 통계적 유의성을 검증하였다. 주요 연구결과는 다음과 같다. 첫째, 인구통계학적 특성과 관련하여 성별에 따른 중국 성인의 비형식교육에 대한 투자 의지와 참여 행위 의 차이는 유의미하지 않았다. 그에 비해 연령, 결혼여부, 직업, 소득 수준, 학력, 평생교육 참여경험은 비형식교육에 대한 투자 의지와 참 여 행위에 대한 차이가 유의미하게 나타났다. 둘째, 구조방정식 모형 의 경로계수를 분석한 결과에서는 주관적 인식, 목표 지향, 사회적 영 향, 학습 환경, 교육 자원이 비형식교육에 대한 투자 의지에 긍정적인 영향을 미치는 것으로 나타났다. 특히, 주관적 인식, 목표 지향, 교육 자원의 영향력이 현저하게 높게 확인되었다. 셋째, 매개 효과 검증 결 과에 따르면, 중국 성인의 비형식교육에 대한 투자 의지는 중국 성인 의 목표 지향과 교육 자원의 환경적 요인이 비형식교육 참여 행위에 대한 미치는 영향을 강화하는 것으로 확인되었다. 결론적으로 본 연구는 사회인지 이론의 관점에서 성인 개인과 환경 간의 상호 영향을 검증하는 것을 기반으로 중국 성인의 비형식교육 투자 의지를 향상시키고 행동 참여를 촉진하는 실천적, 이론적 의의 를 제안하였다. 정부의 정책적 지원을 비롯하여 기업 차원의 학습 환 경 조성과 지원, 개인 차원의 동기 부여 및 인식 변화에 있어서 중국 성인의 비형식교육 참여를 강화하고 촉진할 필요가 있다. Lifelong education has already become an essential learning area in modern society, and adults' participation in non-formal education is a key process for improving individual capabilities and quality of life. For Chinese adults, the main path to lifelong education is participation in non-formal education, which aims to satisfy one's interests, develop individual competencies and job skills, and improve national competitiveness. This study aims to reveal the influencing factors of Chinese adults' participation in non-formal education from the perspective of Bandura's social cognitive theory. Specifically, personal factors, such as Chinese adults' subject cognition of non-formal education and goal oriented, and environmental factors, such as learning environment, educational resources, social influence and convenience conditions, influence participation behavior through a willingness to invest in non-formal education. The impact has been demonstrated. For this purpose, data were collected using stratified random sampling from 851 adults who participated or are currently participating in non-formal education in China. Next, under the premise that reliability was good, the sub-factors of the variables were exploratively verified, and the relationships and differences between the variables were verified. Specifically, it was determined whether there were significant differences in Chinese adult non-formal education participation behavior under the influence of gender, age, marital status, occupation, income level, education level, and lifelong education participation experience. Finally, the statistical significance of the research model and hypotheses was verified through structural equation model analysis. The main research results are as follows. First, the differences in Chinese adults' willingness to invest in and participation in non-formal education by gender were insignificant according to demographic characteristics. In contrast, age, marital status, occupation, income level, educational background, and lifelong education participation experience showed significant differences in willingness to invest in non-formal education and participation behavior. Second, analyzing the path coefficient of the structural equation model showed that subject cognition, goal oriented, social influence, learning environment, and educational resources positively affected the willingness to invest in non-formal education. In particular, the influence of subject cognition, goal oriented, and educational resources was confirmed to be significantly high. Third, the mediation effect verification results confirmed that Chinese adults' willingness to invest in non-formal education strengthens the influence of their goal oriented and environmental factors of educational resources on non-formal education participation behavior. In conclusion, from the perspective of social cognitive theory and based on verifying the mutual influence between adults and the environment, this study puts forward the practical and theoretical significance of increasing the willingness to invest in non-form education and promoting behavioral participation in Chinese adults. Strengthening and promoting Chinese adults' participation in non-form education is recommended, including government policy support, corporate learning environment creation and support, individual incentives and cognitive changes.

중국 장애인 운동선수의 동기분위기, 운동동기, 운동전념 및 운동지속의 구조적 관계

진용 창원대학교 2021 국내박사

The purpose of this study is to investigate the structural relationship among motivational climate, motivation, sport commitment, and exercise adherence of disabled athletes in china. In order to achieve this research objective, a research model was established for the structural relationship among motivational climate, motivation, sport commitment, and exercise adherence, and then the structural relationship among the measured variables was identified through the structural equation model(SEM). For the study, a population was selected from 500 disabled athletes in each region of China, and then a sample was extracted by using a convenience sampling method. Among the collected questionnaires, 482 questionnaires data were used for actual analysis, excluding data that were unfaithful or unsuitable for analysis. Data processing method is used by SPSS ver.25 AMOS Ver. 23, descriptive statistics, reliability analysis, confirmatory factor analysis, correlation analysis, and structural equation model verification were conducted, and the results are as following: Firstly, it was found that the mastery motivational climate had a positive relationship with the autonomous motivation. On the other hand, it was found that the performance motivational cliamte had a positive relationship with the controlled motivation. Secondly, it was found that the mastery motivational climate had a positive relationship with the enthusiastic commitment. On the other hand, it was found that the performance motivational atmosphere was not related to the constrained commitment. Thirdly, it was found that the mastery motivational climate was not related to exercise adherence. On the other hand, it was found that the performance motivational climate was not related to exercise adherence. Fourthly, it was found that the autonomous motivation have a positive relationship with enthusiastic commitment. On the other hand, the controlled motivation was found to have a positive relationship with constrained commitment. Fifthly, it was found that autonomous motivation had a positive relationship with exercise adherence. On the other hand, the controlled motivation was not related to exercise adherence. Sixthly, it was found that the enthusiastic commitment have a positive relationship with exercise adherence. On the other hand, the constrained commitment was not related to exercise adherence. Seventhly, the mastery motivational climate is related to the exercise adherence through the separate mediating effect of the autonomous motivation and enthusiastic commitment. Eighthly, the mastery motivational climate is related to the exercise adherence through the chain mediating effect of the autonomous motivation and enthusiastic commitment. In summary, if the athletes with disabilities are aware of cooperation and effort of the mastery motivational climate created by the leader will increase the autonomous motivation. Next, to improvement the exercise adherence through increasing enthusiastic commitment. Therefore, at the practical level, the leader should adopt a teaching method that creates an mastery motivational climate and prepare a plan for education and training 본 연구는 중국 장애인 운동선수의 동기분위기, 운동동기, 운동전념 및 운동지속의 구조적 관계를 검증하는데 목적이 있다. 이와 같은 연구목적을 달성하기 위하여 중국 장애인 운동선수가 인지한 동기분위기, 운동동기, 운동전념 및 운동지속의 관계에 대한 연구모형을 설정한 후 구조방정식 모형을 통하여 측정 변인 간 구조적인 관계를 규명하였다. 연구대상은 편의표본방법을 사용하여 중국 각 지역 장애인 운동선수 500명을 선정하였다. 회수된 설문지 가운데 불성실하거나 분석에 적합하지 않은 자료들을 제외하고 최종적으로 482개의 설문 데이터가 실제 분석에 사용되었다. 자료처리 방법은 SPSS. 25, AMOS. 23 프로그램을 활용하여 기술통계분석, 신뢰도 분석, 확인적 요인분석, 상관관계 분석, 구조방정식 모형 검증을 실시하였으며 결과는 다음과 같다. 첫째, 숙련동기분위기는 자율성 동기와 긍정적인 관계가 있는 것으로 나타났으며, 수행동기분위기는 타율성 동기와 긍정적인 관계가 있는 것으로 나타났다. 둘째, 숙련동기분위기는 열정전념과 긍정적인 관계가 있는 것으로 나타났으며, 수행동기분위기는 제약전념과 관계가 없는 것으로 나타났다. 셋째, 숙련동기분위기는 운동지속과 관계가 없는 것으로 나타났으며, 수행동기분위기는 운동지속과 관계가 없는 것으로 나타났다. 넷째, 자율성 동기는 열정전념과 긍정적인 관계가 있는 것으로 나타났으며, 수행동기분위기는 타율성 동기와 긍정적인 관계가 있는 것으로 나타났다. 다섯째, 자율성 동기는 운동지속과 긍정적인 관계가 있는 것으로 나타났으며, 타율성 동기는 운동지속과 관계가 없는 것으로 나타났다. 여섯째, 열정전념은 운동지속과 긍정적인 관계가 있는 것으로 나타났으며 제약전념은 운동지속과 관계가 없는 것으로 나타났다. 일곱째, 자율성 동기와 열정전념은 각각 숙련동기분위기와 운동지속의 관계를 매개하는 것으로 나타났다. 여덟째, 자율성 동기와 열정전념은 숙련동기분위기와 운동지속의 관계에서 직렬매개효과가 있는 것으로 나타났다. 이상의 결과를 종합해 보면, 지도자에 의한 숙련동기분위기를 선수들이 인지하게 되면 자율성 동기를 높일 수 있으며, 이는 다시 열정전념을 통해 운동지속을 촉진할 수 있다는 것을 확인할 수 있다.

부동산 개발사업 참여자간 관계구조에 관한 연구 : 시행사와 시공사간 관계구조를 중심으로

김재태 건국대학교 대학원 2010 국내박사

부동산 개발사업은 장기간에 걸쳐 진행되기에 개발사업의 진행과정중 시장이 변화하고 다양한 사안이 발생하여 개발사업 초기에 계획했던 성과는 개발사업이 종료되는 시점에는 변하는 것이 현실이다. 개발사업을 진행하는 주요 관계자로는 사업의 주체로 사업을 전반적으로 이끌어가는 시행사와 도급계약을 통해 시공을 책임지는 건설사, 그리고 개발사업에 프로젝트 파이낸싱 형식으로 자금을 지원하는 금융기관이 있겠다. 본 연구는 사업의 주 책임주체이며 사업에 지대한 영향을 미치는 시행사와 시공사에 초점을 맞추어 이들 간의 관계요인과 매개변수의 작용이 성과향상에 어떠한 영향을 미치는지 살펴보는 것을 주요 목적으로 한다. 여타부문의 기업 간 관계에서와 마찬가지로 부동산분야의 개발사업에 있어서 참여자간의 협력은 당면하고 있는 개발프로젝트의 원만한 진행과 성공에 지대한 영향을 미치기에 참여자간의 협력적 관계형성은 매우 중요한 요인으로 작용한다. 그동안 기업 간 관계구조에 대하여는 많은 연구들이 수행되어 오고 있으나, 부동산 개발분야에서 중요한 기능과 역할을 하고 있는 시행사와 시공사를 중심으로 한 연구는 거의 없는 실정으로 본 연구는 매우 시의적절하며 이 분야의 학문적 발전에도 일조할 것으로 여겨진다. 본 연구에서 제시하고 있는 연구모형은 시행사와 시공사간 선행변수는 관계요인으로 유대와 의사소통으로 구성된 친밀요인과 기회주의요인 및 자산특유성요인이 함께 구성되어 있는 바, 이러한 요인들이 신뢰요인과 관계몰입요인이라는 매개변수를 통해 성과에 어떻게 작용하는지에 대한 검토를 담고 있다. 본 연구는 제안된 구조모형을 실증적으로 검증하기 위하여 시행사와 시공사의 사업담당 임직원이 설문에 참여토록 하였고, 국내 주요 개발사업에서의 관계구조 특성을 살펴보고자 1군 건설사가 다수 포함되도록 이들을 분석대상으로 하였다. 연구결과 시행사와 시공사부분 모두에서, 기대했던 대부분의 가설이 채택되었다. 이를 우선, 성과에 영향을 주는 요인에서 살펴보면, 신뢰와 관계몰입이 모두 전체표본에서는 성과에 유의한 영향을 미치는 것으로 나타났다. 선행변수인 관계요인으로 살펴본 바, 친밀과 기회주의, 자산특유성요인들도 모두가 전체표본에서는 신뢰 및 관계몰입요인이라는 매개변수를 통하여 성과에 영향을 미치는 것으로 나타났다. 즉 사업과정에서의 친밀, 기회주의, 자산특유성은 신뢰를 경유하여 사업초기 계획했던 성과를 변화시키는데 기여하는 요인으로 작용하는 것이다. 그러나 시공사의 시행사에 대한 기회주의가 신뢰에 영향을 미치는 부분과 시공사의 시행사에 대한 관계몰입이 성과에 영향을 미치는 부분은 유의하지 않게 나왔다. 이는 상대적으로 규모가 작은 시행사가 사업을 진행함에 있어 시공사로부터 제공받는 것이 시공사 본연의 업무인 공사분야 외에, 사업을 위한 프로젝트 파이낸싱 보증 등의 도움을 받는 부분이 있어 사업의 원만한 진행과 완성 등을 위해 시공사에 대해 몰입하고자 하는 측면이 강한 것으로 여겨진다. 또한 개발프로젝트를 기초로 관계가 형성되고 시행사가 사업의 부가가치를 높이기 위해 개발컨셉과 함께 어떤 시공사를 선택할지 고민하지만, 시공사는 시행사에 대한 고민과 검토보다는 사업대상 부지의 위치와 규모, 컨셉 등 개발프로젝트 자체를 위주로 보고 판단하여 진행하기에 시행사에 대한 몰입은 기대하기는 어려운 것으로 해석되어진다. 본 연구에서 개발된 모형은 국내 개발사업에서의 구조적 특성을 살펴본 연구의 시도로 의미 있다 하겠다. 그러나 시행사와 시공사간 관계구조에 영향을 미치는 요인이 다양해 특성요인의 다소 적게 추출되었을 수 있다는 것과 관계구조 모형이 다양성을 보일 수 있어 향후에 보다 포괄적이고 다양한 연구가 전개되어야 할 것이다. This study was founded on the understanding that the outcome planned at the early stage of the development project might change at the point in time when the development project ends as market changes and diverse cases occur in the process of the development project because of the progress of the real estate development project over a long time. Major partners in the progress of the development project at home include the developer that become its agent and leads it overall, the constructer responsible for construction through the contract with the developer and the financial institution supporting funds for the development project in a form of project financing. The major purpose of this study was to investigate what effect the factor of relationship between developer and constructer and the action of the mediating variable had on the improvement of performance with a focus on both the developer and the constructer which are the agents responsible for the project and have a tremendous effect on the project. As in the relationship to firms in any other sector, the cooperation between partners in the development project of the real estate field has a tremendous effect on the progress and success of the impending development project. The formation of cooperative relationship between partners acts as a very important factor. Many studies have been made about the relationship structure between firms for the years, but the realities are that few studies have been made with a focus on both developer and constructor performing an important function and role in the real estate development field. It is thought that this study is greatly well-timed and will contribute to the academic development of this field. The research model presented in this study was to investigate intimacy, opportunism and asset specificity as the factor of relationship between developer and constructer. And it involves an examination of whether these factors will act positively or negatively on performance through the mediating variables of trust and relationship commitment. The officers and employees in charge of the project working in both developer and constructer were asked to participate in the questionnaire research by making an empirical test of the proposed structural model. The object of analysis was extended to include many construction companies in the first group in order to investigate the characteristics of relationship structure in the major domestic development project. Most of the hypotheses expected of both developer and constructor were adopted in the research model. An attempt to investigate this as the factor influencing performance showed that both trust and relationship commitment had an effect on performance in the overall sample. An attempt to investigate the factor of relationship showed that intimacy, opportunism and asset specificity all had an effect on performance through the mediating variable of trust and relationship commitment in the overall sample. That is, trust for the other party further improves performance. But it was found that the opportunism of the constructor toward the developer had no significant effect on trust and the relationship commitment of the constructer to the developer had no significant effect on performance. This is because in progressing the project the relatively small developer tend to become committed to the constructer as it receive assistance in the guarantee of project financing for the project other than the field of construction works as the job proper to the constructor. And relationship between developer and constructer is formed on the basis of the development project, and the developer is worried about which constructer it should choose in order to raise the added value of the project. But it was found that the constructor had more or less difficulty expecting to become committed to the developer because it promotes the project under the judgement focused on those related to the development project such as the location, size, concept and the like of the prospective project site rather than the worry and examination of the developer. It can be said that the model developed in this study is meaningful as an attempt to investigate the structural characteristic of the domestic development project. But more or less few characteristic factors might have been elicited as the factor influencing the relational structure between developer and constructer are diverse. And more comprehensive and diverse studies should be conducted as the relationship structure model may show diversity.

청소년의 사회적지지, 진로성숙도, 학습동기 및 공격성의 구조적 관계

황재은 경상대학교 대학원 2015 국내박사

This study intented to set up the variables which are expected to have a significant impact on aggression among high school students such as social support, career maturity, and structural model of motivation for studying. This research also, aims to identify a causal relationship between the variables through structural equation model analysis, investigate the relationship between them, and find out how they affect aggression. In addition, this study looks at the mediator effect of career maturity on the relationship between social support and aggression and is trying to find out how the structural relationship among the three variables changes based on the standards in schools and the subjects' gender. The specific subject of study is summarized as follows. First, what is the structural relationship among social support, career maturity, motivation for studying, and aggression? Second, what is the mediator effect of career maturity on the relationship between social support and aggression? Third, what is the structural relationship among social support, career maturity, motivation for studying, and aggression based on the standards in schools and the subjects' gender? This study included 320 middle school students and 350 high school students from chosen high school and middle school located in Gyeongsangnamdo. The total number of participants were 639 except for insincere respondents. The results of the analysis are listed below. First, on the analysis of the structural relationships among social support, career maturity, for studying, and aggression, social support has a beneficial effect on career maturity, motivation for studying, and aggression. Second, apart from the impact of social support on the other three variables, social support has a significant impact on aggression by the medium of career maturity. Third, apart from the mediator effect of career maturity, career maturity has a significant impact on aggression directly. Fourth, in addition to the mediator effect of career maturity and aggression, career maturity affects motivation for studying directly. Fifth, latent mean analysis was conducted to find out the change in the structural relationship among social support, career maturity, motivation for studying, and aggression based on the standards in schools and the subjects' gender which are the characteristics of participants. In social support, the value in high school students was higher than that of middle school students while the values of high school students were lower than those of middle school students in career maturity, motivation for studying, and aggression. However, there were no differences in latent mean between two groups. Sixth, on the analysis of the difference in latent mean between male and female students, the value of female students was higher than that of male students in social support, career maturity, motivation for studying, and aggression. There was no difference found in variables between high school students and middle school students. However, the values of female group were higher than those of male group in career maturity and aggression. Based on the results, the key focuses are as follows. First, the results emphasize the meaning and importance of social support for improved career maturity and motivation for studying and decreased aggression. In other words, practical proposals that provide teenagers with social support should be made. Second, career maturity is the variable that affects aggression directly and also forms the bridge between social support and aggression. In other words, aggression could be reduced by improving career maturity. Third, the result showing that career maturity can alleviate aggression could be very meaningful because little has been written on this topic. In addition, it tells that career maturity is a very important variable since the mediator effect of career maturity could has an influence on aggression by focusing on career maturity despite low social support. Fourth, the result showed that there were strong interconnections between career maturity and motivation for studying while research on this topic is lacking. Fifth, In general, the value of female students in career maturity is higher than that of male students. This result suggests that career education program with consideration to gender should be created. In other words, career activity for alleviating aggression is more helpful for female students than male students and it suggests that how to select participants must be considered for career education related programs. The study suggests that following topics should be considered and studied for the future reference. First, the importance of social support should be emphasized to lower aggression. Second, intervention by career maturity could be helpful for students who lack social support. Therefore, career education program should be conducted methodically to lower and prevent aggression. Third, career education program with consideration to gender should be conducted. Fourth, based on the results of this study the correlation between motivation for studying and aggression the structural relationships among four variables and group differences should be studied in the future.

ANALYZING THE STRUCTURAL RELATIONSHIPS OF FLIPPED LEARNING-BASED COLLEGE ENGLISH CLASSES ON KOREAN STUDENTS' ENGLISH ACHIEVEMENT AND CLASS SATISFACTION

YIM, GANA 충북대학교 2021 국내박사

This study aims to investigate the structural relationships among factors related to the effects of FLEC. FLEC has been implemented and the effects of FLEC have been studied in the field of college English education. However, little focus on the synthetic relationships of the effects has been made. Also, FLEC has been implemented for a semester in most research, which makes it difficult to demonstrate the effects of language education due to such a short implementation period. Therefore, this study implemented FLEC for two consecutive semesters to identify the effects of FLEC and analyze the structural relationships among them. The 94 students who participated in this study were divided into a treatment group with FLEC and a control group with LSEC, and took the mock TOEIC test four times during a year to check their cognitive achievement. Forty-eight students in the treatment group who engaged in FLEC responded to four questionnaire surveys to identify changes in their affective domain. The collected data was quantitatively analyzed using R version 3.5.0, SPSS version 24, and Amos version 25 programs. Among them, 25 students answered in-depth interviews to express genuine opinions on FLEC. Their responses were qualitatively analyzed through the process of transcribing and reading repeatedly to identify themes. The most notable findings based on data analyses are as follows: First, the English achievement of students in the treatment group improved significantly in the short term and the long term, indicating FLEC was effective in improving cognitive aspect of English learning. Second, students’ learning motivation, perception of teaching attitude, class participation, pre-learning, cooperative learning, and class satisfaction were significantly increased in the treatment group in the short term and long term. Therefore, it was demonstrated that FLEC had positive influence on the affective aspects of English learning. Third, variables based on the identified effects of FLEC were categorized into learner, teacher, educational context, and learning outcome in order to analyze their relationships using structural equation modeling. It was revealed that improved learning motivation through FLEC which has been proved to be the most effective factor of FLEC, and the implementation of pre-learning with video lecture, which is an essential element of FLEC led students to actively participate in offline classes. This active participation in class created positive educational outcomes such as enhanced English achievement and class satisfaction. Fourth, it was found that the overwhelming majority of students did not feel burdened with pre-video learning, which has been concerned in previous studies. They knew that they could receive constant and immediate help from the teacher and peer students during the offline class. They were also satisfied with complete individual learning through video lectures for pre-learning. In addition, students strongly expressed that their active class participation through various group activities in the classroom made them have positive class experiences. Accordingly, most of students preferred FLEC to LSEC. However, there were a small number of students who felt burdened by the various interactions during FLEC, and some responded that they needed the hybrid model of FLEC and LSEC. Based on the findings above, some implications and suggestions for more effective design and implementation of FLEC are made as follows: First, to improve students’ learning motivation which has been a critical issue in college education, educators are encouraged to employ FLEC. They should pay more attention to developing specific strategies for improving motivation by way of keeping students interested and curious about the learning contents and providing them with opportunities to be confident for an active engagement in class. Second, to produce video lectures for pre-learning more effectively and efficiently, the efforts of educators, supports from administrators, and theoretical helps from researchers are needed. Educators are encouraged to focus on developing contents of the video lecture which reflect students’ needs and interests. Colleges should support educators technologically and financially. Researchers need to expand their research on pre-learning with more diverse perspectives. Third, to activate FLEC which meets the needs of current educational paradigm, it is necessary for educators and administrators to change their perceptions regarding the roles of teachers and students. They need to actively embrace the new educational approach to conduct the successful college English class. Lastly, this study employed homogeneous groups and included a vacation period that may affect the effectiveness of FLEC. Therefore, this study suggests the future studies with various samples of students and teachers, and longer application period of FLEC than this study, or studies with no breaks to verify the long-term effect of FLEC.

대학생의 미래지향목표, 자율성 및 진로준비행동간의 구조적 관계

추스란 경상대학교 교육대학원 2016 국내석사

The study is to verify structural relationship among future-oriented goals, autonomy, and career preparation behavior among undergraduate students, as well as to verify mediation effect of autonomy in the relationship between future-oriented goals and career preparation behavior. The research questions are as follows. First, is the structural relationship among future-oriented goals, autonomy, and career preparation behavior among undergraduate students adequate? Second, is the mediation effect of autonomy which mediate the relationship between undergraduate students’ future-oriented goals and career preparation behavior significant? Third, is there difference between grades in terms of the structural relationship among future-oriented goals, autonomy, career preparation behavior of undergraduate students? On the basis of those research questions, 623 students in three universities in Gyeongnam area were selected. The instruments used in the study were future-oriented goals, autonomy and career preparation behavior. In analyzing the data, basic statistics, maximum likelihood, multi-group analysis were employed using SPSS 21.0 and Amos 18.0 program. The contents of the research result are as follows. First, structural relationship between undergraduate students’ future-oriented goals, autonomy and career preparation behavior is found out to be appropriate. While the impact of external future-oriented goals on autonomy and career preparation behavior is found to be insignificant, internal future-oriented goals are found out to have a positive influence on autonomy and a negative influence on career preparation behavior. Also, the impact of autonomy on career preparation behavior is found out to be significant. Second, as for the mediating effects of autonomy in relationship between future-oriented goals and career preparation behavior of undergraduate students, it turns out that external future-oriented goals do not have a significant impact on career preparation behavior via autonomy, but internal future-oriented goals have a significant impact on career preparation behavior via autonomy. Third, in the relationship among future-oriented goals, autonomy, and career preparation behavior, it is turned out there is no difference between grades. This study confirms that in the process of students’ setting up goals to prepare their future, setting internal future-oriented goals and being autonomous positively affect career preparation behavior. This signifies that university needs to provide a program where students can set up goals that can satisfy their internal values themselves besides employment-related programs. Also, it indicates autonomy should be a priority as students’ internal future-oriented goals solely cannot have a positive influence on career preparation behavior. It also indicates that cognitive aspects should be proceeded beforehand for behavioral aspects. In this matter, improvement in educational environment is needed to enhance students’ autonomy. Those factors that have influence on students’ career and employment issue can be verified throughout this research. Also this study has a significance in the sense that it can be used as basic data in developing career programs in order to solve problems related to career or employment, as well as that it provides a new point of view in terms of career.

Effects of environmental uncertainty on interfirm governance mechanisms : The moderating role of structural holes

Kim, Minjung Sungkyunkwan University 2020 국내박사

The manufacturer in uncertain environments relies on interfirm governance mechanisms to reduce the risks inherent in those environments. However, it is unclear which governance mechanism will develop in uncertain environments in order to manage the relationship with its suppliers. The objective of the research is to enhance the understanding of the effects of environmental uncertainty on interfirm governance mechanisms under conditions reflecting varying levels of structural holes. A questionnaire survey was conducted with a major first-tier supplier of the Korean engineering firm to test the hypotheses. The focus is to investigate the relationships among the manufacturer, its major first-tier supplier, and the sub-supplier. To verify the proposed hypotheses, structural equation modeling was adapted. The results show that the environmental uncertainty – unilateral governance relationship is positive but statistically insignificant. In contrast, the environmental uncertainty – bilateral governance relationship is negative and statistically significant. The study also demonstrates that the relationship between environmental uncertainty and governance mechanisms is moderated by structural holes. When structural holes are considered in their relationships, the effects between environmental uncertainty and governance mechanisms are attenuated. Therefore, the results suggest that structural holes have a critical competitive advantage in uncertain environments.