(A) study on the effects of educational service quality on student satisfaction of cyber university : focusing on regulatory effect of having offline campus

권영중 Graduate School, Yonsei University 2017 국내박사

최근 우리나라의 대학은 학령인구의 감소와 교육시장의 개방과 취업난의 심화와 청년실업의 증가, 2014년부터 시행된 교육부의 대학평가제도 개선을 통한 대학정원감축과 최하위그룹의 퇴출 등 유례없는 위기 상황에 직면하고 있으며, 대학은 교육서비스 개선을 통하여 경쟁력을 강화시켜야만 경쟁우위를 지킬 수 있으며 이에 따라 각 대학들은 다각도의 경쟁력 재고방안에 몰두하고 있는 실정이다. 기존의 오프라인을 보유한 대학들이 사이버대학을 보유하게 된 것 또한 이러한 문제와 연결 지을 수 있겠다. 기존에 교육서비스품질과 학생만족도의 관계에 대한 연구는 상당부분 존재했으나, 교육서비스품질에 만족한 학생들이 중도탈락에 영향을 미치는 가에 대한 것과, 오프라인을 보유한 대학이 만족에 조절효과를 주는가에 대하여 연구한 선행연구는 찾아볼 수 없었다. 사이버대학의 중도탈락율은 오프라인 대학에 비하여 세배이상 높은 탈락율을 보이고 있는 바, 사이버대학들이 신입생 모집에 집중하는 노력 외에 중도탈락을 낮추기 위한 중도탈락에 영향을 미치는 교육서비스 품질 변인이 있는가를 찾아보고자 본 연구를 진행하였다. 본 연구는 국내 학사 17개 사이버 대학 중 16개 대학을 대상으로 설문을 통해 자료를 수집한 후 구조방정식 분석을 통하여 종속변수인 학생만족도에 영향을 미치는 교육서비스품질 변인의 영향력을 측정하였고, 동시에 학생만족도가 중도탈락에 영향을 미치는가에 대하여도 분석하였다. 또한 교육서비스품질과 학생만족도의 관계에서 오프라인을 보유한 대학의 조절효과를 분석함으로써 온라인만 보유한 대학과 오프라인을 보유한 대학의 차이를 분석하였다. 본 연구를 통해 확인한 내용은 다음과 같다. 첫째, 교육서비스품질을 시스템품질, 컨텐츠품질, 서비스품질로 구분하여 각 변인들이 학생만족에 영향을 미칠 것이라는 가설을 설정하고 이를 분석한 결과 사이버대학에서의 학생들은 시스템품질과 컨텐츠품질은 만족에 유의한 정(+)의 영향을 미치는 것으로 확인되었으나, 서비스품질의 경우는 영향을 미치지 않는 것으로 확인되었다. 둘째, 중도탈락자들의 경우 교육서비스품질이 만족에 영향을 미치지 않는 것으로 확인되었다. 이는 중도탈락의 경우 교육서비스품질이라는 객관적 변인보다는 재정이나 건강 등 주관적 변인이 중도탈락의 결정에 영향을 미친다고 해석할 수 있겠다. 셋째, 오프라인을 보유한 대학들의 만족도가 온라인만을 보유한 대학들의 만족도 보다 더 크게 나타났는데 이는 오프라인을 보유한 대학들의 경우 도서관 이용이나 복지시설 이용 등의 부가적인 혜택들이 존재하여 학생들에게 더 큰 만족을 주는 것으로 해석할 수 있겠다. Recently the nation's universities are faced of crises that they have to reduce the entering student because of unemloyment, decreasing of schooling age population. That cause serious problem of university. It is also possible that universities with existing offline universities have chanced to cyber universities. Previous studies on the relationship between the quality of education services and students satisfaction with the quality of the student satisfaction have been researched, and the study of whether students who are satisfied with the quality of the educational services in the quality of the educational service have not been researched. The cyber university dropout rate has been shown to have a higher dropout rate than the offline university, and had the quality of the educational service to reduce the dropout rate, which has been forced to drop to a dropout, in addition to the efforts of cyber university. The research analyzed the influence of the quality variables of students who collected data through survey of 16 universities and analyzed the impact of students satisfaction with the quality variables of the student satisfaction. Furthermore, this survey analyzed the gap between only online universities and having offline universities by analyzing regulative effect of universities. This research confirms the following findings. First, the analysis of education service quality is classified the System quality, Contents quality, Service quality, and System & Contents quality have affected the student satisfaction, but Service quality has not affect the student satisfaction. Second, in the case of dropouts, the quality of education service was not affected with the satisfaction of the quality. This can be infer that the outside factors can not give impact of dropout. Third, the satisfaction level of university with having offline is greater satisfactory than online university.

Creating and applying process writing activity using multimedia and digital device for elementary school overachievers

정해나 Graduate School, Yonsei University 2019 국내석사

세계화, 국제화 같은 현상을 거점으로 입시와 취업에서 영어점수를 빼놓을 수 없기에 한국교육에서 영어교육은 매우 중요하게 여겨진다. 특히, 대학수학능력시험에서의 영어영역은 대학입시에서 등급의 반영 비율이 높은 과목으로 수험생들의 부담이 크다고 한다. 이러한 현상은 학생들 사이의 경쟁심을 초래하였으며, 교육과정의 범위와 수준을 넘는 과잉학습을 유발시키고, 나아가 학생들간의 영어실력의 격차를 더 별러 놓는 문제점들을 야기시켰다. 초등학교에서부터 영어실력의 격차가 벌어짐으로써 각각의 학생들의 영어실력과 영어학습에 대한 동기와 흥미를 향상 시키기에 적합한 정규영어수업을 운영하기가 어려워졌다. 이러한 문제는 학생들이 더욱더 영어사교육에 의존하게 만들고 있다. 본 연구의 목적은 교육부에서 지정한 영어교과과정보다 영어실력이 월등한 초등학교 학습과진아들을 위한 영어쓰기 활동을 개발하고 적용하여, 이러한 영어쓰기활동이 학습과진아들의 학습동기, 자기효능감에 긍정적인 영향을 미치는지를 알아보는데 있다. 또한 쓰기 활동에 멀티미디어와 디지털 기기의 활용하여 정규영어수업 안에서도 개인별 학습이 가능하였는지를 알아보았다. 본 연구에 참여한 연구대상은 서울의 한 사립초등학교에 재학 중이었던 45명의 4학년 학생들이었으며, 이들은 학교에서 실행된 영어시험에서 교육부에서 지정한 영어교과과정보다 영어실력이 월등하다고 평가된 학생들이었다. 정규 영어교과서에 있는 내용을 토대로 태블릿 컴퓨터, 구글문서, 에드모도, 그리고 인터넷을 사용한 과정중심쓰기 활동을 만들고 이를 정규 영어수업시간에 시행하였다. 연구도구로서는 쓰기활동 사전, 사후 설문지, 학생들과의 인터뷰, 교사활동일지, 그리고 학생들의 쓰기활동내용이 사용되었다. 본 연구의 결과, 첫 번째, 학생들에게 익숙한 멀티미디어와 디지털 기기를 활용한 쓰기활동이 학습과진아들의 영어학습동기를 향상 시켰음을 확인 할 수 있었다. 두 번째로, 과정중심쓰기활동과 긍정적인 동료평가로 인해 학생들의 영어 자기효능감이 향상됨을 볼 수 있었다. 세 번째로, 학생들이 직접 멀티미디어와 디지털 기기를 사용하는 쓰기활동이 학생들의 수업참여도를 높이는 것을 확인할 수 있었다. 네번째로, 멀티미디어와 디지털 기기의 활용은 평소 교과서에서는 접할 수 없는 다양한 방법들로 학생들이 필요로 하는 자료와 정보를 보는 것을 가능하게 하며, 즉각적으로 원하는 답을 직접 찾아낼 수 있게 하였다. 나아가 학생들이 자신에게 적합한 속도로 쓰기 활동을 진행할 수 있게 해주는 점등이 정규수업 활동 안에서도 개별학습을 가능하게 하는 것을 볼 수 있었다. 다섯번째로, 멀티미디어와 디지털 기기를 활용한 수업에서 기계의 기능에 문제가 생겨 학생들의 학습에 방해가 되지 않도록 수업 전 기계들을 확인하고, 문제가 일어날 시에 신속하게 문제를 해결해야 한다는 점을 알 수 있었다. 교육부에서 지정한 영어교과과정보다 영어실력이 월등한 초등학교 학습과진아들을 위해 정규영어수업을 통해 보다 더 영어학습에 대한 동기와 자기 효능감을 높여주고, 학생들의 영어실력의 격차가 큰 학급 안에서 조금 더 개별적인 영어학습의 기회를 높여주기 위하여 다음과 같이 제언하고자 한다. 교사는 학생들에게 친숙하고 흥미로운 멀티미디어와 디지털 기기를 학생들이 직접 사용할 수 있는, 정규 영어교과서의 내용과 연결 된 영어쓰기 활동을 만들어 수업에 적용시켜 볼 가치가 있다. 또한 멀티미디어, 디지털 기기 그리고 과정중심쓰기활동은 개개인의 학생이 본인에게 적합한 속도로 활동을 진행하여 정규영어수업 안에서도 개별학습을 유발시킴으로 영어실력의 차이가 나는 학생들을 대상으로 수업을 설계하고 진행할 경우, 이러한 지도 방법을 고려해볼 필요가 있다. The present study attempted to create and apply process writing activity using multimedia and digital device for elementary school overachievers, which can be used in regular English classes in schools. Forty-five fourth grade overachievers from a private school participated in this study. The study was conducted during the regular English classes. Many students’ English proficiency level proved to be more advanced than the national English curriculum standard which is set by the Korean Ministry of Education. This is namely caused by the prerequisite English education that students receive before starting official English classes in elementary schools. This caused problem for elementary school teachers to design and conduct English lessons for overachievers whose English proficiency level is higher than the national English curriculum standard. Thus, elementary school overachievers and parents feel that elementary school English class is not sufficient, and feel more needs for private English education to improve English skills and motivation for learning English. Moreover, elementary school teachers and researchers pointed out the importance of English writing skills and argued that national English curriculum and textbooks lack writing practice in comparison to other areas of English. Thus, the current study attempted to create and apply the process writing activity based on the national English textbook which can be conducted in regular English class in elementary schools for overachievers. Furthermore, as many studies showed the effectiveness of individualized learning and a rise in motivation when multimedia and digital devices are used in education, the tablet computers, Google Docs, Edmodo and internet were integrated into the process writing activity so the students could complete the activity according to their own learning pace. The study employed pre-writing activity and post-writing activity surveys, student interviews, teacher’s log, and students’ in-class work to observe the result of the writing activity. The researcher focused especially on affective domain such as motivation, self-efficacy, and students’ individualized learning experience. The study’s result showed positive outcomes of the rise in motivation and self-efficacy, and participation among the participants. In addition, the students’ work displayed the individualized learning experience due to the use of tablet computers, Google Docs and internet. The result of the current study showed that a process writing activity using the tablet computers, Google Docs, Edmodo and internet should be recommended for elementary school overachievers whose English abilities are superior to the national curriculum standards and find regular English class not motivating. Moreover, the study can be served as a practical guideline for designing and applying English lessons that can be more suitable for overachievers in a regular school class where students’ English proficiency level all varies.

(A) qualitative study on the schooling experiences of foreign language high school graduates

최연수 Graduate School, Yonsei University 2019 국내석사

본 연구는 외국어고등학교 졸업생들의 학교경험과 외국어고등학교를 둘러싼 다양한 사회적 담론들이 학생들의 정체성 형성과 미래 전망에 끼친 영향을 탐구하는 것을 목적으로 한다. 이를 위해 먼저 본 연구에서는 엘리트 정체성 형성과 학교선택(school choice)의 이론적 배경을 바탕으로 외국어고등학교의 역사와 관련 담론들의 역사적 추이를 살펴보았다. 본 연구의 구체적인 연구문제는 다음과 같다. 첫째, 학생들이 어떠한 이유와 배경에서 외국어고등학교 진학을 선택하였는가? 둘째, 학생들이 외국어고등학교 재학 당시 수업, 교우관계, 학교 문화를 어떻게 경험하였는가? 셋째, 외국어고등학교 졸업생들에게 재학 당시 교육경험은 어떠한 의미를 가지며, 외국어고등학교에 관한 사회적 담론이 학생들의 정체성에 어떠한 영향을 미치는가? 이들 질문에 답하기 위해 본 연구에서는 외국어고등학교를 졸업한 일곱 명의 ‘명문대’생과의 심층면담을 주 연구방법으로 활용하였다. 수집된 자료를 통해 내린 분석 결과는 다음과 같다. 먼저, 외국어고등학교 학생들의 외국어고 진학 결정에는 중산층 부모의 적극적인 교육적 관여와 엘리트 고등학교로서 외국어고등학교의 사회적 위상이 작용을 한 것으로 드러났다. 둘째, 참여자들은 외국어고등학교에서의 경험이 ‘명문대학교’ 진학에 큰 영향력을 끼쳤다고 보고, 외국어고등학교에서의 학교 경험을 긍정적으로 평가하였다. 그러나 한편, 수집된 면담 자료에 따르면 학생들은 경쟁적이고 가시적인 결과를 중시하는 외국어고등학교에서 수업, 교우관계 등 여러 측면에서 갈등과 모순적인 상황을 경험한 것으로 드러났다. 예컨대, 학생들은 외국어고 내의 학업경쟁에 적극적으로 참여하는 동시에, 지나친 교육경쟁에 비판적인 태도를 보이기도 하였다. 셋째, 학생들은 외고를 둘러싼 여러 사회적 담론과 논란을 인식하고 있었을 뿐만 아니라 엘리트 학생으로서 자아정체성을 구성하는 과정에서 이러한 담론들을 적극적으로 재해석하는 모습을 보였다. 특히 연구 참여자들은 외국어고등학교를 국가 발전에 기여하는 수월성 교육기관으로 설명하였으며, 도구주의적 관점에서 외국어고의 의의를 주장하였다. 또한 연구 참여자들은 외국어고 입학을 공정한 경쟁을 바탕으로 한 능력주의적 성취라 이해하고, 외국어고등학교가 교육격차의 심화에 기여할 수 있다는 주장에 대해 적극적으로 반박하기도 하였다. 더 나아가 연구 참여자들은 개인의 학업성취도를 개개인의 노력과 능력의 산물이라 보았으며, 사회구조적 요인에 대해서는 비교적 관심을 기울이지 않는 모습을 보였다. 본 연구는 위 연구결과를 바탕으로 외국어고등학교를 둘러싼 사회적 담론을 재검토하고자 하였으며, 교육 정책과 정책담론이 학생들의 학교경험과 정체성 형성에 끼치는 영향에 대해 학생들의 관점에서 접근하였다는 데에 그 의의가 있다. This study investigates schooling experiences of Foreign Language High School graduates and how their schooling experiences shape their self-identities and future outlooks. To this aim, this study first investigates the discursive construction of FLHSs as elite high schools and various discourses underpinning the emergence of FLHSs through examining the history of FLHSs and related policies, employing the theoretical lenses of elite identity formation and school choice. By making use of the in-depth interview data, this study then explores how and why the students chose to attend FLHSs, how the students experienced teaching, peer relations and school culture at FLHSs, how the students make sense of their high school experiences and social discourses on FLHSs, and how their interpretations have affected their sense of identity. Major findings reveal that the research participants’ decision to apply to FLHSs were underpinned by discourses of symbolic distinction and public imaginaries of FLHS as academically elite schools. It also turns out that while the research participants in general identified positively with their schooling experiences, the students also experienced constant tensions in peer relations, mainly arising from the competitive and outcome-oriented school culture. Furthermore, the data analysis reveals that the students are not only cognizant of various social discourses surrounding FLHSs but also actively negotiate these discourses as they construct their self-identities as elite students. The students perceived FLHSs to be meritocratic institutions which foster educational excellence and, in effect, contribute to the economic and social development of the country. The interview data further illustrate that the students view their academic achievements as the outcome of individual efforts and abilities, with scant attention paid to the systemic inequalities or broader social forces structuring the education system. Based on these findings, this study attempts to revisit the current dominant social discourses on FLHSs and provide a more nuanced picture of how education policy and policy discourses shape students’ schooling experiences and identities.

Improving indoor air quality in schools using mechanical systems : focused on particulate matter and carbon dioxide

나후승 Graduate School, Yonsei University 2023 국내박사

Recently, fine dust was classified as a Group 1 carcinogen, so global interest in the danger it poses is increasing. Fine dust is more dangerous to the health of children whose respiratory systems are still developing than to healthy adults, so national efforts are being made to reduce fine dust levels in schools. The Ministry of Education implemented air quality management standards in the School Health Act of 2006, suggested countermeasures against high concentrations of fine dust in schools, and provided air purifiers for each classroom nationwide. Recently, academics and parents are increasingly calling for improvements to the overall air quality in schools, including not only fine dust but also carbon dioxide. In this study, I present a mechanical system that can improve schools’ air quality. This dissertation makes three major contributions. The first contribution is that it presents the efficacy of using air curtains to block the inflow of fine dust into schools both in the laboratory and in three schools over a long period of time. The second contribution is that it discusses air quality improvement methods for different places in schools. First, the airtightness of classrooms in schools was analyzed. Air quality improved in both general classrooms and special rooms. With regard to special classrooms, science classrooms’ air quality was affected by the use of chemicals, technology and housework management classrooms’ air quality was affected by fine dust generated during cooking, and food service classrooms’ air quality was affected by fine dust inflows due to doors to the outside always being open. The third contribution is that it presents a plan for how classroom equipment can be operated. It discusses why ventilation should be prioritized over using air purifiers in existing schools and how to improve air quality without excessive noise, which has become an issue recently. The effectiveness of this plan was tested in schools. This dissertation presents a plan for how to mechanically improve school air quality. Its key contents are how to block the inflow of fine dust, how to improve the air quality of different types of rooms in schools, and a plan for operating mechanical air quality improvement systems. I hope that this thesis will be used by schools across the country to improve their air quality for their students’ benefit.

(An) analysis of recognition characteristics and acceptance factors on locally unwanted land use : focused on special schools for the disabled

Seo, Junseok Graduate School, Yonsei University 2018 국내박사

This study was carried out with two sub-themes in the process of seeking ways to increase the local acceptance of special schools for the disabled. The first sub-theme was to analyze the subjective recognitions of the interested parties in Gayang-dong who were in conflict with each other in relation to the establishment of a special school for the disabled. The subjective recognitions of the people were analyzed using Q methodology, and were classified into four recognition types. The characteristics of each type are as follows: Type 1 is the group opposing the facility (active). This type is characterized by distrust of government, the initiative of residents and compensation claims. It strongly rejects the establishment itself of the special school for the disabled. This type has such a strong distrust of government (including the local government and the Ministry of Education) that they deny or discredit all administrative procedures in the establishment of the school, and maintain the position that local residents should take all initiatives in the establishment process, while strongly asking for economic compensation. In addition, recognizing the special school for the disabled as an abominable facility, Type 1 has the most negative recognition on the facility itself among the four types. Type 2 can be explained as consenting to the facility (neutral), while placing an emphasis on proper procedure / institutional support and the need for compensation. This type of people has little negative attitude toward the establishment of a special school for the disabled, but emphasizes the importance of following the proper procedure and system in establishing the school and thinks it necessary to make compensation to the residents from a neutral viewpoint. What is noticeable is that all of the 10 persons selected from the public officials of Education Office and the experts were classified as Type 2. This has a significant implication, in that the policy executives and expert group have a neutral position that is different from that of local residents in establishing a special school for the disabled. Type 3 can be explained with the opposition to the facility (passive) and the request for procedural/institutional supplements and compensations. Although this type opposes the establishment itself of a special school for the disabled, they have some positive opinions that the conflict can be alleviated through the process of supplementing the design plan and the use of the school, emphasizing the need for a clear system in selecting the location. This type can potentially turn into the consent group depending on how the system is supplemented, or the procedure of compensation is carried out. However, they resolutely oppose the moral approach that the special school for the disabled should be established unconditionally in the area just because it is a facility for the weak, and ask for compensation as strongly as Type 1. In that they do not want their opposing position to be known to their children and neighbors, it is a type of NIMBY tendency that has an internal discomfort with its own position. Type 4 is the group who actively consents to the facility but requests the supplementation of the procedure/system and the compensation. They have the opinion that since the special school for the disabled is a facility for the socially weak, the local residents should gain some disadvantages from its establishment, and that the conflict can be alleviated through complementing the design plan and the use of the school. However, they think it necessary to plan the establishment of the school in consideration of regional equity, and to supplement the procedure and system so that the local residents can agree to them. Through this analysis of the recognition characteristics of the four types, the following implications can be derived: First, by understanding the characteristics of the opposing groups that are classified as Types 1 and 3, we may find ways to increase the acceptance of these groups. Type 1 rejects the facility itself and denies all possibilities for alleviating the conflict. Meanwhile, Type 3 has an internal conflict, in that they oppose the facility itself but recognize that the conflict can be mitigated through a complementary process at the planning stage. They commonly think that the local residents may suffer unfairly due to the establishment of the facility, so they ask for more equitable planning so as to raise the positive recognition level of the local residents in the establishment process of the facility. In addition, both types claim the compensation procedures for the area and individual residents with a rational standard in the physical and psychological respects. Second, with the recognition characteristics of Type 2, we can understand the neutral and objective positions of the policy makers and specialists, and at the same time, their cognitive difference from local residents. The policy makers need to check their cognitive difference from the local residents and make efforts to narrow it down. Third, through the analysis of Type 4, we can see that some supplementary efforts are necessary in order to increase the acceptance even among those who consent to the establishment of the facility. This group of people is basically favorable but still thinks it necessary to raise the regional equity, to provide compensation and to complement the procedure and system so that the local residents can sufficiently consent. It seems desirable to reflect these points in the policy. The second sub-theme was to draw out the local acceptance factors related to the special school for the disabled and to analyze their influences. It is significant in that the recognitions on the special school for the disabled derived in the way of hypothesis creation through the Q methodology were analyzed to examine how they influenced the pros and cons of the school establishment. To accomplish this, 34 statements with a typicality score(Z-Score) of ± 1 or greater were selected from the Q statements, and a 7-point Likert scale was used to construct the questionnaire regarding local acceptance. The questionnaire survey was conducted on 424 residents in Seoul. The 34 statements on local acceptance were classified into factors through the factor analysis, and each factor was defined using the characteristics that can commonly explain the statements constituting each factor. As a result, 6 local acceptance factors were derived: positive recognition (on the disabled people, the facilities, the plan and the procedure), negative recognition (on the disabled people, the facilities, the plan and the procedure), collection of residents' opinions, economic rewards, economic impacts, and local equity. To analyze the influence of local acceptance factors, a structural equation model analysis was performed. As a result, the research hypothesis (H1) “The higher the positive recognition, the higher the local acceptance” turned out to be positively(+) significant, as its Beta value was 0.671(p<.001) in the parameter estimation. The hypothesis (H5) “The greater the economic impacts, the higher the local acceptance” also turned out to be positively(+) significant, as its Beta value was 0.195(p<.001) in the parameter estimation. However, with the exception of the positive recognition and the economic impacts, no other statistically significant results could be obtained. The relation between the negative recognition and the local acceptance turned out to be statistically insignificant, as its Beta value was -0.183(p>.05). The relation between the collection of residents' opinions and the local acceptance turned out to be statistically insignificant, as its Beta value was -0.02(p>.05). The relation between the economic compensation and the local acceptance was also statistically insignificant, as its Beta value was 0.034(p>.05). And the relation between the local equity and the local acceptance was also statistically insignificant, as its Beta value was 0.011(p>.05). In this study, the hypothesis that positive recognition on the facilities and the ripple effects on the local economy can significantly raise the local acceptance on the special school for the disabled was statistically verified. This suggests that the institutional complement and the policy consideration to raise these two factors will be necessary in the future process promoting the policy.

(A) study on the expenditure and performance of national R&D programs in Korea focusing on universities and government-funded research institutes

남가영 Graduate School, Yonsei University 2024 국내박사

Evaluating the implementation process and the effectiveness of a school-based obesity prevention intervention in Peru

Cosme Chavez Rosemary Graduate School, Yonsei University 2020 국내박사

The Korea International Cooperation Agency (KOICA) and Yonsei Global Health Center developed and implemented the school-based obesity prevention intervention with the aim of preventing the development of excess weight among Peruvian adolescents. The purpose of this study is to analyze the implementation process and the effect of carrying out the mentioned intervention in low-income areas of Peru (Comas and Callao), as part of an ODA project, by using a mixed-methods approach and taking the PRECEDE-PROCEED model as basis. In order to identify the targeted high-school adolescents’ initial weight status, social & epidemiological, behavioral & environmental, educational & ecological, and administrative & policy factors were assessed prior to the intervention. Following, the effectiveness of the three-year intervention was analyzed by process, impact, and outcome evaluation. For this, propensity score matching was first introduced in order to cope with the influence of confounding on study subjects before and after the intervention. Then, pre-intervention and post-intervention matched samples were analyzed through the comparison of the experimental and control group. For outcome variables, difference-in-difference analysis was utilized to assess the effect of the intervention over time. Additionally, intervention-related documents were analyzed and key-informant in-depth interviews were conducted with intervention participants to better understand the results of the quantitative analysis. The effect of carrying out the intervention was analyzed by process evaluation. Students in the experimental group were on average satisfied with the education and environmental components of the intervention, in particular, the activities developed to improve the school food and PA environment, as well as nutrition sessions. The qualitative analysis confirmed the aforementioned findings while highlighting different barriers to the program implementation. The analysis of predisposing factor identified an improvement in a more accurate perception of body weight, especially among those overweight and obese. The analysis of reinforcing factors showed a positive change in the number of friends, while analysis of enabling factors identified a greater experience of nutrition education and increasing PA time within the school setting. The effect of the school-based obesity prevention intervention was analyzed by impact evaluation. Daily consumption of recommended healthy foods of fruits and vegetables significantly increased, consumption of SSB, snacks & cookies decreased, the practice of PA increased and the daily use of videogames significantly decreased. Finally, the effect of the school-based intervention was assessed by outcome evaluation. There was a decrease in the prevalence of overweight and obesity (40% to 29.4%), as well as a significant decrease in BMI (-1 point DID effect after controlling for all independent variables) among those overweight and obese. Furthermore, it was found that the practice of PA, frequency of meals a day, close friends, and the experience of more PE classes were significantly associated with overweight and obese adolescents' BMI. The implementation process evaluation highlighted contextual factors, participant response and facilitation strategies mainly affected the development of activities. In conclusion, this study showed that the KOICA school-based obesity prevention intervention improved the adolescents’ accurate body perception, improved relations with peers, the intake of healthy recommended food, decreased intake of unhealthy foods, the practice of PA, and frequency of meals a day. In this sense, there is a need to ensure schools have access to sufficient sport and recreation equipment to increase the opportunities to be active in this setting and for nutrition subjects to be considered to be included in the school curriculum. Also, to encourage parent participation in activities promoting healthy behaviors, and to maintain peer-lead programs that promote the mentioned healthy behaviors in students and strengthen social relations. In addition, thorough process evaluation should be done continuously to identify factors affecting the functioning of the intervention and take necessary action to adapt activities. Keywords: Obesity prevention, Adolescent, School Health, Implementation, KOICA, ODA, Peru

Confucianism and its cultural impacts : a comparative study on middle school bullying between China and Japan

Yunbo Bai Graduate School, Yonsei University 2021 국내석사

School bullying has become a social problem all over the world. In recent years, the problem of bullying in middle schools in China has become more and more serious, and the severity of its consequences has attracted the attention of the Chinese government. In the 21st century, Japan is also one of the countries with serious school bullying problems. According to the theory of social ecological system, we can infer that the participants of school bullying are affected by various surrounding environmental factors. As a macro environmental factor, the culture in society has a subtle influence on students' cognition. As we all know, China and Japan are very close geographically and have conducted many cultural exchanges since ancient times. There are cultural similarities between the two countries, especially, the Confucian culture. So does this mean that the reason for the similar behavior of middle school’s bullying in China and Japan is that they are influenced by the similar Confucian culture? Therefore, this paper will take the participants of bullying on middle schools in China and Japan as the research objects, and mainly analyze the cultural reasons of middle school’s bullying in both countries. Comparative research methods, case analysis methods, literature research methods and qualitative research methods are the main research methods used in this article. The second chapter of the thesis first introduces the differences between Chinese and Japanese Confucian cultures, especially in four aspects: shame culture, harmonious culture, collectivism and family culture. At the same time, it introduces the new development of these four cultures in the two countries and the impacts on the current Chinese and Japanese society. The third chapter of the thesis lists cases of bullying in middle schools in China and Japan, and carefully analyzes the psychology of the participants. It is found that although the behaviors of bullying participants in Chinese and Japanese schools are similar, they have different starting points. Therefore, the fourth chapter further analyzes the psychological factors of the three roles in the phenomenon of school bullying in China and Japan, as well as the social and cultural reasons that affect the psychological factors. Through comparative research methods, it is found that the different Confucian cultures in Chinese and Japanese societies have different impacts on the psychology. Although these factors are derived from traditional Confucian culture, they already have had special new developments in China and Japan. Therefore, this article concludes that although the phenomenon of school bullying in China and Japan seems to be the same, the Confucian culture of China and Japan has had impacts on school bullying in China and Japan respectively. Exploring the cultural background of school bullying in China and Japan can enable us to better understand the causes of school bullying and provide some ideas for the future countermeasures of school bullying in the two countries. It has important reference value for the further prevention of school bullying. At the same time, although Confucian culture has its meaning as a traditional culture, it still requires us that in the future China and Japan should constantly reflect on traditional culture, adjusting the traditional culture to new social needs, and better guide people's lives at the level of consciousness.

Energy management strategies for university campus buildings using a data-driven energy mapping method

백주미 Graduate School, Yonsei University 2022 국내박사

In Korea, excluding apartments for residential use, hospitals (11.8%), offices (10.5%), and universities (10.2%) consume the most energy. Yonsei University ranks second in greenhouse gas emissions among the universities in Korea. In terms of energy consumption in energy intensive buildings, electricity is the highest at 79.3% regardless of the size of energy consumption. University campuses comprise buildings of various uses and types, which implies that energy management of university campus buildings should be approached differently from that of individual buildings. In this study, by applying the data-driven energy mapping method to analyze the energy usage pattern of campus buildings and suggesting a prediction method using the energy map, a method for energy management of the entire university campus has been suggested. This will help reduce greenhouse gas emissions at universities. The Yonsei University campus was chosen as the subject of this study, which includes a total of 63 buildings, and there are 27 measurement points that collect electricity consumption; hourly electricity consumption was used, which excluded monthly gas consumption. The energy map expresses energy usage data for 365 days a year and 8760 hours in a heat map format. Based on the electric energy consumption per unit area, it consists of 10 steps and checks the energy usage by color. One block represents one hour, and the first row represents a day from 00:00 to 23:00 h and consists of 365 columns. The energy mapping process involves collecting data, missing data imputation, building an energy map to form a base model, predicting energy consumption, updating the base model, and applying the predictive model to the operation. In the energy mapping method, a machine learning algorithm was applied, and the Gradient Boosted Trees (GBT) algorithm was applied to a model for missing data imputation, an energy consumption prediction model, and a model for operation. Each prediction model satisfies ASHRAE Guideline 14, CVRMSE 30%, which is the acceptance criterion for time unit prediction. By using the energy mapping method developed in this study, the energy map of each building can be grouped by usage pattern to understand the consumption characteristics of individual buildings. Additionally, the energy mapping of the entire campus allows us to check the peak demand prediction, rendering it easy to manage through the energy usage map for each building at each hour. In this study, an algorithm for determining the optimal start/stop time was presented to suggest the possibility of energy saving. Application of the algorithm revealed that the heating period of the Yonsei-Samsung Library can be used for at most 5 to 1 h per floor or date. Improvements were made to reduce the operation time, which is equivalent to as much as 32.27% and as little as 5.6% of the total operating time. Key words: Energy Mapping Method, Energy Map, University Campus Energy Management, Gradient Boosted Trees, Electricity Consumption Prediction 전국을 기준으로 주택용도인 아파트를 제외하고 병원(11.8%), 오피스(10.5%), 대학(10.2%) 순으로 에너지 사용량이 많다. 연세대학교는 전국에 있는 대학교 중에서 온실가스 배출량 2 위를 차지하고 있다. 에너지 다소비 건물의 에너지원 사용 현황은 에너지사용량 규모와 상관없이 전기가 79.3%로 사용비중이 가장 높다. 대학교 캠퍼스는 다양한 용도와 유형의 건물로 구성되어 있다. 이는 대학교 캠퍼스 건물의 에너지 관리는 단순히 개별건물의 에너지관리와 다르게 접근해야 한다는 것을 알 수 있다. 본 연구에서는 데이터를 기반으로 하는 에너지 맵핑 기법을 적용하여 캠퍼스의 에너지 사용량 패턴을 분석하고 에너지맵을 이용한 예측방법을 제시함으로써 대학교 캠퍼스 전체 에너지 관리에 활용할 수 있는 방안을 제시하고자 한다. 이는 대학교 온실가스 감축에도 도움이 되고자 한다. 본 연구의 대상지는 연세대학교 캠퍼스로 총 63 개의 건물을 포함하고 있으며 전력사용량을 수집하는 계측포인트는 27 개이다. 본 연구에서는 월별로 수집되는 가스사용량은 제외하고 1 시간 단위로 계측되는 전력사용량을 사용하여 진행하였다. 에너지맵이란 1 년 365 일, 8760 시간의 에너지 사용량 데이터를 히트맵 형식으로 표현한 것이다. 단위면적당 전력사용량을 기준으로 10 단계로 구성하여 컬러로 에너지 사용량을 확인한다. 1 개의 블록이 1 시간을 나타내며 1 행은 0 시부터 23 시까지의 하루를 나타내며 365 개의 열로 구성되어 있다. 에너지 매핑 기법은 데이터의 수집, 결측치 대체, 베이스 모델이 되는 에너지맵 구축, 에너지 사용량 예측, 베이스모델 업데이트, 예측 모델을 운영에 적용하는 프로세스를 거친다. 에너지 매핑 기법 프로세스는 머신러닝 알고리즘을 적용하였는데, 결측치 대체를 위한 모델, 에너지 사용량 예측 모델, 운영에 적용하기 위한 모델에 Gradient Boosted Trees(GBT) 알고리즘을 적용하였다. 각 예측모델은 ASHRAE Guideline 14, 시간단위 예측의 허용 기준인 CVRMSE 30%를 만족하였다. 본 연구의 결과물인 에너지 매핑 기법을 활용하여 각 건물의 에너지맵을 사용패턴 별로 그룹화 하여 개별 건물의 소비 특성을 파악할 수 있다. 또한 전체 캠퍼스의 에너지 맵핑은 피크 발생 예측순위를 확인할 수 있으며 각 시간의 건물별 사용량 에너지맵을 통해 관리가 용이하다. 본 연구에서는 에너지 절감가능성을 제시하기 위해 최적기동/정지 시간을 판단하는 알고리즘을 제시하였으며 해당 알고리즘을 적용할 경우 연세삼성학술정보관의 난방기간에 층별/날짜별로 많게는 5 시간에서 1 시간 까지의 개선을 보였으며 이는 전체 공조기 가동시간의 많게는 32.27% 적게는 5.6%에 해당한다.

Assessing the effectiveness of school-based mental health intervention in poor area of Peru : focused on suicide attempt

김하윤 Graduate School, Yonsei University 2017 국내박사

Korean International Cooperation Agency (KOICA) and Yonsei Global Health Center was carried out the school-based mental health education program with the main goal of preventing adolescent suicidal behavior. The purpose of this study is to evaluate using the effect of a school-based mental health intervention in a poor urban area in Peru, as part of an ODA project by the KOICA. This study evaluated the effectiveness of the program operation and factors affecting on suicide attempt. Utilizing mixed methods and based on the PRECEDE-PROCEED model, the current study evaluated the effectiveness of the school-based mental health education program implemented through KOICA’s ODA program in impoverished areas of Peru. In order to identify the current state of adolescent mental health in the target area, social factors, epidemiological factors, behavioral & environmental factors, educational & ecological factors, and administrative & policy factors were assessed. Then, the operation effect of the 2015 school-based mental health education program was analyzed by several areas, including process, impact, and outcome evaluation. In order to do this, the results of the pre-intervention survey conducted with a stratified random sample of 768 individuals and the post-intervention survey conducted with a stratified random sample of 738 individuals, were analyzed through the comparison of the experimental and control group. In addition, in-depth interview were conducted with 64 individuals, including students, parents, teachers and psychologists who participated in the program, which provided a complementary explanation of the quantitative results of the effectiveness evaluation. First, in order to identify the current state of adolescent mental health, social factor, epidemiological factor, behavioral factor, environmental factor, educational factor, ecological factor, and administrative factor, policy factor were assessed. The results of the assessment were compared with Global School-based Student Health Survey by WHO, which showed that more higher of repeated suicide attempt, suicide ideation, drug use, sexual intercourse, involvement in fights more than 4 times and a lower level of parental understanding. Second, the operation effect of the school-based mental health education program was analyzed by process evaluation. After the implementation of the program average health knowledge scores improved significantly among all of the 15 topics, including mental health education, smoking・alcohol consumption・drug prevention education, and sex education. Qualitative analysis showed a positive change in the learning attitudes of students, which had a positive effect on the improvement of health knowledge and learning attitude. The qualitative analysis confirmed that participants were generally satisfied with the program content, in particular the health education and counseling, and the family workshop program. Third, the operation effect of the school-based mental health education program was analyzed by impact evaluation. Analysis of the predisposing factors showed confirmed positive change in the stage of behavior change regarding smoking and alcohol consumption. Analysis of reinforcing factors confirmed the program’s significant effect on the improvement of relationships with peers. Analysis of enabling factors confirmed the effect of the school-based mental health education program on the experience of acquiring information regarding health risk behaviors such as smoking, alcohol consumption, drug use, and sexual intercourse. Fourth, the operation effect of the school-based mental health education program was analyzed by outcome evaluation. This confirmed the effect of the school-based mental health program on the decrease of adolescent suicide attempt. Fifth, the effect of participation in the program, psychological factor, environmental factors, health risk behaviors, reinforcing factors, and enabling factors on the experience of suicide attempt was analyzed. Results showed that the implementation of the school-based mental health education program at a significant effect on suicide attempt when the reinforcing factor variable regarding parental affection was included in the model. Consequentially, Peru school-based mental health education program of KOICA improved the adolescents’ health knowledge, intention of behavior change, ability to acquire health information, bond within the family through the improvement of parental affection, and subjective happiness. Furthermore, the program was validated as an effective intervention in diminishing the adolescent experience of smoking, drug use, sexual intercourse, feeling insulted, depression and suicide attempt. In particular, the variable of implementation of the program had a significant effect on suicide attempt when the variable regarding parental affection was included in the model. Also, in the pre-intervention model, the degree of parental affection that influence suicide attempts was found to be a significant predictor of suicide attempts in pre and post intervention models. In conclusion, in order to the activities made success the school-based mental health education programs to be successful the operation of the program must be include in the school’s annual agenda and school regulations through agreement between the recipient country’s Ministry of Health, Ministry of Education, and local governments. Furthermore utilizing local school teachers as sources of health education can elevate the sustainability of the program, considering the lack of manpower in health education among developing countries. Teachers capacity could be improve by providing training about the health education. And also a school health education manual for teachers as well as an education material for students will be necessary for the sustainability of the program. 일반적으로 청소년기는 다른 연령대에 비해 건강한 집단으로 분류되지만, 현재 전 세계 약 20%에 달하는 청소년들이 정신건강과 관련된 문제를 겪고 있다. 오늘날 청소년들은 개인적 수준과 사회적 수준에서 신체적, 정신적으로 큰 변화를 보여주고 있으며, 특히 페루와 같은 개발도상국가에서는 그 변화가 크게 나타나고 있다. 연구의 대상이 되는 페루 도시빈곤지역은 페루국립정신건강연구소 역학조사 결과(2013) 및 WHO에서 페루 전역의 청소년을 대상으로 실시한 Global School-based Student Health Survey(2010) 결과와 비교하여 연간 자살생각 경험과 자살시도 경험이 더 높은 것으로 나타났다. 이에 이 연구에서는 KOCIA에서 2014년도부터 시행중인 페루 학교 정신건강교육 프로그램의 운영효과를 평가하고, 특히 자살시도에 초점을 맞추어 분석하고자 하였다. 이 연구는 PRECEDE-PROCEED 모형을 바탕으로 혼합연구방법을 통해 KOICA에서 페루 도시빈곤지역의 ODA 사업으로 시행한 학교 정신건강교육 프로그램의 효과를 평가하였다. 이를 위하여 학교 청소년 정신건강 실태 파악을 위한 사회적 요인, 역학적 요인, 행위적・환경적 요인, 교육학적・생태학적 요인, 행정적・정책적 요인을 사정하였다. 이후 양적 연구에서 2015년도 실시된 학교 정신건강교육 프로그램의 운영 효과를 과정, 영향, 결과 평가영역 별로 분석하였다. 이를 위해 무작위 층화표본 추출된 사전조사 768명과 사후조사 738명을 대상으로 한 설문조사 결과를 실험군과 대조군을 비교하여 분석하였다. 또한 정신건강교육 프로그램에 참여한 학생, 학부모, 교사, 심리상담사 총 64명을 대상으로 심층면담을 실시하여 프로그램의 양적인 효과 평가 결과를 보완적으로 설명하였다. 첫째, 학교 청소년 정신건강 실태 파악을 위한 사회적 요인, 역학적 요인, 행위적・환경적 요인, 교육학적・생태학적 요인, 행정적・정책적 요인을 사정하였다. 그 결과 WHO의 Global School-based Student Health Survey 결과와 비교하여 최근 12개월 동안 2회 이상 반복된 자살시도 경험, 자살생각 경험, 마약 경험, 성경험, 4회 이상 폭력사용 빈도가 더 높았고, 부모의 이해정도가 더 낮은 것으로 나타났다. 둘째, 학교 정신건강교육 프로그램의 운영 효과를 과정 평가 영역에서 분석한 결과, 건강지식의 경우 정신건강교육, 흡연・음주・마약예방교육, 성교육 총 15개 주제 모두에서 건강지식 평균 점수가 유의하게 향상된 것으로 나타났다. 질적 연구에서는 학생들의 학습 태도가 긍정적으로 변화한 것으로 나타나, 건강지식 향상과 학습태도에 긍정적인 효과를 미친 것으로 확인하였다. 프로그램 만족도의 경우, 양적 연구에서 학교 정신건강교육 프로그램 평균 만족도가 4점 이상으로 대체로 만족한 것을 확인하였고, 질적 연구에서 프로그램 구성에 있어 보건교육 및 심리상담, 가족 워크샵 프로그램에 대체로 만족하는 것을 확인하였다. 셋째, 학교 정신건강교육 프로그램의 운영 효과를 영향 평가 영역에서 분석한 결과, 소인요인에서 청소년 흡연, 음주에 대한 행동변화단계에 긍정적인 변화를 가져온 것을 확인하였다. 강화요인에서는 또래 친구 관계향상에 효과가 있었으며, 부모와 함께 보내는 시간 정도는 유의한 차이가 없었지만 부모와의 유대감 및 의사소통 향상과 함께 부모의 이해 정도, 부모의 애정표현 정도 향상에 효과가 있었음을 확인하였다. 촉진요인에서는 학교 정신건강교육 프로그램이 흡연, 음주, 마약, 성관계 등 건강위해행위에 대한 정보습득 경험 향상에 효과가 있었고 학생뿐만 아니라 교사에게도 정보습득의 기회를 제공한 것을 확인하였다. 건강위해행위에 대하여 학교 정신건강교육 프로그램이 청소년 흡연과 마약 행동, 성경험 개선에 효과가 있음을 확인하였다. 환경요인에서는 학교 정신건강교육 프로그램이 모욕경험 감소에 효과가 있었으나 가정 내 신체적 학대나 부모간의 폭력 감소에는 효과가 나타나지 않았다. 정신건강상태에서 청소년의 우울감 감소, 주관적 건강상태 및 주관적 행복도 향상에 효과가 나타났으나, 자살생각의 감소에서 통계적으로 유의한 수준의 효과는 보이지 않았다. 넷째, 학교 정신건강교육 프로그램의 운영 효과를 결과 평가 영역에서 분석한 결과, 학교 정신건강교육 프로그램은 청소년의 자살시도 감소에 효과가 있는 것으로 나타났다. 다섯째, 프로그램 참여 여부와 정신건강상태, 환경요인, 건강위해행위, 강화요인, 촉진요인이 자살시도에 미치는 영향을 분석한 결과, 자살시도에 유의한 영향을 미치는 변수는 학교 정신건강교육 프로그램 실시 여부, 우울감 경험, 주관적 행복도, 흡연 경험, 성경험, 폭력사용 경험, 부모의 애정표현 정도, 성별(남자)로 나타났다. 특히, 학교 정신건강교육 프로그램 실시 여부가 강화요인인 부모의 애정표현 변수가 포함되었을 때 자살시도에 유의한 영향을 미치는 것을 보여주었다. 결론적으로 KOICA의 페루 학교정신건강교육 프로그램은 청소년의 건강지식 향상, 행동변화 의지 향상, 건강정보습득 능력을 향상시키고, 부모의 이해와 부모의 애정표현 향상을 통한 유대감을 향상시키며, 흡연, 음주, 마약, 성경험, 모욕당한경험, 우울감, 자살시도 등을 감소시키는데 효과적인 개입 프로그램으로 검증되었다. 특히 프로그램의 실시 여부는 도시빈곤지역 청소년의 자살시도 감소에 유의한 영향을 미쳤으며, 회귀모형에서 부모의 애정표현 변수가 포함되었을 때 자살시도에 대한 프로그램 실시 여부의 영향력이 커지는 것을 확인하였다. 이는 청소년 자살행동이 주요한 사회적지지원인 부모의 영향을 많이 받는 것을 의미하며, 청소년기 부모와의 의견 불일치, 부모와의 감정적 차이, 부모의 태도, 개방적 의사소통의 결여 등이 자살행동에 영향을 줄 수 있다는 가능성을 시사한다. 따라서 청소년 자살예방을 위한 개입프로그램에는 부모와 자녀가 함께 관심을 갖고 참여할 수 있도록 구성되어야 좀 더 효과적인 개입 프로그램이 될 것으로 사료된다. 아울러, 학교 중심의 정신건강교육 프로그램이 성공하기 위해서는 KOICA 사업 종료 후에도 지속가능한 사업이 되도록 수원국의 보건부, 교육부 및 지방정부와의 협의를 통하여 학교 연간 계획 및 학칙에 프로그램 운영에 대한 명문화가 필요하다. 또한 개발도상국가의 여건 상 보건교육을 전담하여 실시할 인력이 부족한 상황에서 현지 학교 교사를 보건교육 자원으로 활용하는 것이 필요하며, 교사를 위한 학교 보건교육 매뉴얼 및 학생 대상 교재 개발이 필요할 것이다. 마지막으로 향후에는 지역사회의 사각지역에서 마약, 흡연, 음주, 성폭력, 학대, 자살시도의 더 큰 위험성이 있는 학교 밖 청소년들을 포괄할 수 있는 건강증진 프로그램의 개입이 필요할 것으로 사료된다.