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아동의 중요자아영역과 자기평가 및 자아존중감 간의 관계: 성별 분석
김나현 ( Na Hyeon Kim ),김경연 ( Kyong Yeon Kim ) 대한가정학회 2010 Human Ecology Research(HER) Vol.48 No.1
The purpose of this study was to investigate the relationships among children`s important self-domain, self-evaluation and global self-esteem by gender. Information was collected on 376 5-6th graders from elementary schools in Busan. The major findings were that 1) The self-evaluation of peer domain was the most powerful determinant on self-esteem in both boys and girls 2) The percentage that valued domain of family self was higher than the other groups in both boys and girls(boys 36.3%, girls 55.4%). 3) In boys` domains of peer self and computer self, important self-domain moderated the effect of self evaluation on global self-esteem.
중학교 특수학급 교사가 인식하는 좋은 수업 수업의 특징에 대한 중요도와 실행도 분석
김나현 ( Na Hyeon Kim ),임경원 ( Kyoung Won Lim ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.4
The purpose of this study is to provide basic information of good instruction for special education and identify areas of improvement for special classes by analyzing the importance and performance on ‘good instruction instruction’ recognized by special classes’ teachers in middle schools. In order to do this, a total of 178 questionnaires collected and analyzed from the national middle school with special classes. The research result, the recognition of what makes good instruction, a relational viewpoint and a constructive viewpoint were recognized high on the importance analysis and the performance analysis too. The previous ccllaasssseess’ level and functional curriculum were recognized high. In regard to the recognition of teaching methods, those areas recognized high include choice opportunities, responsibilities given, the consideration of diverse disability, and the organization of information and lessons on the importance analysis. On the performance analysis, the interaction among students, the organization of information and lessons, choice opportunities, responsibilities given, and the consideration of diverse disability were recorded high. On the performance analysis in learning environment, class sizes and behavior guidance were recorded high, and, in evaluation, performance evaluation, transfer, and generalization related evaluation were recognized high. After analyzing the difference between importance and performance, we identified areas for further improvement. These include ‘classess utilizing various teaching methods and ‘an evaluation of students’ abilities of applying classroom learning into the real world. world.’ To bring about change in classroom, we need to establish recognition conforming to specific teaching strategies and changes in the direction of teaching.
초기 청소년의 분노표현에 대한 어머니 반응, 청소년의 분노관리방식 및 내재화 문제행동 간의 구조모형
김나현(Na Hyeon Kim ),김희화(Hee Hwa Kim) 한국아동학회 2018 아동학회지 Vol.39 No.1
Objective: The purpose of this study was to investigate the structural model of the relationships among mothers reactions to early adolescents anger, early adolescents anger management styles and internalizing problem behaviors. Methods: The participants were 460 adolescents who were in the 1st and 2nd grade in middle schools in Pusan. Internalizing problem behaviors, mothers reactions to early adolescents anger, and anger management styles were measured through self-report questionnaires. Data analysis methods included Cronbach’s α, Pearson’s correlation analysis, and Structural Equation Modeling. Data were analyzed using SPSS ver. 23 and Amos 23.0 programs. Results: Mothers anger-supportive reactions had an indirect influence on adolescents’ internalizing problem behaviors mediated by adolescents anger-coping and anger-in. Additionally, mothers anger-rejective reactions had an indirect influence on internalizing problem behaviors mediated by adolescents anger-out. Conclusion: The findings from this study indicate that first, mothers should reduce adolescents anger-out by decreasing anger-rejective reactions to prevent internalizing problem behaviors. Second, mothers should develop adolescents anger-coping and reduce adolescents anger-in by increasing anger-supportive reactions to reduce adolescents’ internalizing problem behaviors.