유아 사회지능에 나타나는 유동적 사회지능과 결정적 사회지능의 발달 경향에 관한 연구

양승희,임명희 한국보육학회 2012 한국보육학회지 Vol.12 No.1

The purpose of this study was to measure how the social intelligence of the young children is developing in proportion to their ages, gender. Both Fluid Social Intelligence and Crystallized Social Intelligence was the children's social intelligence was checked by their classroom teachers using the Teacher Rating Scale of Social Intelligence for Young Children(Yang, & Park, 2005), and then Fluid Social Intelligence by social sensitivity, social expressivity, and social fluidity, Crystallized Social Intelligence by social knowledge one respectively. Social intelligence scale developed were examined with the use of a nation-wide kindergarden and childcare center sample of 1,238 young children from classes of 3-, 4- and 5-year-olds. The results of this study are as follows; First, there has been a significant difference between Fluid Social Intelligence and Crystallized Social Intelligence in proportion to their ages. Second, Fluid Social Intelligence and Crystallized Social Intelligence have statistically significant in proportion to their gender. 본 연구는 유아 사회지능이 연령, 성별에 따라서 어떻게 발달하는가를 양승희, 박낭자(2005)의 교사 평정용 사회지능 평가도구로 유동적 사회지능(Fluid Social Intelligence)과 결정적 사회지능(Crystallized Social Intelligence)을 측정하였다. 유동적 사회지능 검사는 사회지능 검사도구의 사회적 민감성(social sensitivity)・사회적 표현성(social expressivity)・사회적 유연성(social fluidity) 검사로, 결정적 사회지능 검사는 사회지능 검사도구의 사회적 지식(social knowledge) 검사로 측정하였다. 연구대상은 유치원과 어린이집에서 표집된 1,238명의 만 3세, 만 4세, 만 5세 학급 유아를 대상으로 유아 사회지능 발달 경향을 분석하였으며, 결과는 다음과 같다. 첫째, 유아의 연령이 증가함에 따라 사회지능의 유동적 사회지능과 결정적 사회지능은 유의미한 차이가 있었다. 둘째, 유아의 성별에 따라 유아 사회지능의 유동적 사회지능과 결정적 사회지능은 유의미한 차이가 있었다.

일부지역 3년제 간호대학생의 자아개념과 정신건강과의 관계연구

양승희 대한간호학회정신간호학회 2001 정신간호학회지 Vol.10 No.3

The purpose of this study was to identify the relationship between self-concept and mental health of nursing students. The instruments used for this study were Rosenberg's Self-esteem Scale(1965), Choi Chung Hoon's Perceptual Orientation Scale (1979) and Mental Health Test modified by Lee(1986). Data were analyzed by use of Descriptive Statistics, t-test, GLMP, Pearson's Correlation Coefficient with SAS v.8.0 Program. Results: 1. The mean score of self-concept was 3.73 and the mean score for perception of self was 3.83 showing a slightly higher score for self appraisal of 3.51 2. There was significant difference in perceptual self-concept among the degree of satisfaction in major subjects(F=8.12, p<.0001), the degree of satisfaction in college life(F=6.35, P<.000) and the level of academic record (r=-.17, P=.007). Also there was significant difference in the appraisal of self-concept among the degree of satisfaction in major subjects (F=9.15, P<.0001), the degree of satisfaction in college life (F=8.3, P<.0001) and the level of academic record (r=-.14, P=.004). 3. The mean score of mental health was 0.97, The mean score of dimension for mental health ranged down in following order: depression 1.35, obsessive-compulsive 1.26, anxiety 1.07, interpersonal sensitivity 0.98, somatization 0.97, psychoticism 0.91, hostility 0.87, paranoid ideation 0.68, phobic anxiety 0.61 4. There was significant difference in the mental health between the degree of satisfaction in major subjects (F=5.33, P=.005) and the degree of satisfaction in college life(F=6.66, p=.001). 5. The relationship between self-concept and the mental health of nursing students was negatively correlated(r=-.42, p<.0001). As a result, this study suggests that modifications to the current program would be required to improve self-concept and mental health of nursing students.

농어촌지역 직장인의 음주실태

양승희,김지희 한국디지털정책학회 2012 디지털융복합연구 Vol.10 No.10

3-5세 연령별 누리과정과 초등학교교육과정 교육내용의 연계성 분석

양승희 한국보육학회 2014 한국보육학회지 Vol.14 No.4

The purpose of this study was to find out the continuity of educational contents in the Nuri curriculum for age 3 to 5 and elementary school curriculum revised in 2009. To analyze the age/grade which the Nuri curriculum for age 3 to 5 and elementary school curriculum are the most related, the Nuri curriculum for 5-years-old and elementary school curriculum for first and second grade were chosen as analysis objects. The continuity of the Nuri curriculum for 3-years-old and 4-years-old was analyzed based on appropriate and specific contents for each age. In the pursuit of this purpose, contents of the Nuri curriculum and achievement standards in elementary school curriculum were compared and contrasted through the method of literature analysis. According to the result of this study, contents in‘Physical exercise & health’category (total 33 elements) continued achievement standards of‘Integrated subject’(14 in‘Disciplined-life’, 2 in ‘Intelligent-life’, and 3 in‘Pleasant-life’) and 19 among 25 elements in‘Communication’ category were linked to the subject, Korean’s achievement standards (6 in Listening& Speaking, 1 in Reading, 1 in Writing and 3 in literature). The 29 contents of‘Social Relationship’area were connected to‘Integrated Subject’(13 in‘Disciplined-life’, 13 in‘Intelligent-life’and 9 in ‘Pleasant-life’) and 2 in Korean. A specific content was connected to various achievement standards in elementary school curriculum. Also, in‘Art activity’ field (total 20), there were continuity with‘Integrated subject’(17 in‘Pleasant-life’) and 13 elements in ‘Expression of Arts’ were related to 25 achievement standards in Integrated subject’s expression part. Lastly, it was figured out that‘Nature Inquiry’(total 30 contents) had connection with‘Integrated subject’(2 in ‘Disciplined-life’and 9 in‘Intelligent-life’) and 12 accomplishment criterions in Mathematics. In conclusion, only 40 among total 137 contents in the Nuri curriculum did not have any continuity. Details in each category are as follows; 19 among 33 contents in Physical exercise & health, 6 among 25 in Communication, 5 among 29 in Social relationship, 3 among 20 in Art activity and 7 among 30 in Nature Inquiry had no relationship with elementary school curriculum. 본 연구는 3-5세 연령별 누리과정과 초등학교교육과정 2009개정 교육과정 교육내용 연계성이 어떠한지 살펴보고자 하였다. 3-5세 연령별 누리과정과 초등학교 1, 2학년군 교육과정 교육내용을 분석대상으로 하였다. 이를 분석하기 위하여 문헌분석 방법을 사용하여, 3-5세 연령별 누리과정의 세부내용과 초등학교 1, 2학년군 교과교육과정의 성취기준에서의 내용을 비교·분석하였다. 연구결과 3-5세 연령별 누리과정 전체 137개 세부내용 중 97개가 초등학교 1, 2학년군 교육과정 교육내용과 연계되었으며, 40개가 미연계된 교육내용으로 분석되었다. 신체운동·건강 영역 세부내용 33개는 통합교과(바른 생활 14개, 슬기로운 생활 2개, 즐거운 생활 3개) 주제의 성취기준과 연계되어 있었으며, 미연계된 교육내용은 19개로 나타났다. 의사소통 영역 세부내용 25개 중 19개가 국어(듣기·말하기 6개, 읽기 1개, 쓰기 1개, 문학 3개) 내용 성취기준과 연계되며 미연계된 교육내용은 6개로 분석되었다. 사회관계 영역 세부내용 29개는 통합교과(바른생활 13개, 슬기로운 생활 13개, 즐거운 생활 9개), 국어 2개의 주제·내용 성취수준과 연계되는 것으로 분석되었으며, 한 가지 세부내용에 여러 가지 초등학교 1, 2학년군 교육과정 성취기준이 연계되었고, 미연계 교육내용은 5개로 나타났다. 예술경험 영역 세부내용20개 중 17개가 통합교과(즐거운 생활) 주제의 성취기준과 연계 되었으며, 미연계 교육내용은 3개이었다. 그러나 예술경험 영역 중 예술적 표현하기의 세부내용 13개는 통합교과(즐거운생활)의 표현부분 성취기준 25개와 연계가 되는 것으로 분석되었다. 자연탐구 영역 세부내용 30개 중 23개가 통합교과(바른 생활 2개, 슬기로운 생활 9개), 수학 12개와 연계되는 것으로 나타났으며, 미연계 교육내용은 7개로 나타났다.

누리과정과 초등학교 교육과정 연계 방안

양승희 한국보육학회 2012 한국보육학회 학술대회자료집 Vol.- No.-

e-러닝을 활용한 문해활동이 유아의 읽기 능력에 미치는 효과

양승희 한국보육학회 2012 한국보육학회지 Vol.12 No.4

The purpose of this study is to present the e-learning activities as an area of activities and to reveal the effect of literacy activity using e-learning’s on children’s reading ability. The subjects of this study were five-year-olds of two classes in the M Kindergarten located in Mapo-gu, Seoul. Each class consisted of 30 children, so there were a total 60 subjects. One of the two classes assigned the instruction group and the other class assigned the comparison group. The instruction group was provided with a e-learning program of literacy activities in the activity area while the comparison group was not. The study was carried out over a period of 8 weeks. These data sere analyzed by applying frequency, percentage, and t-test. The results of this study are as follows. First, Children of the instruction group to which literacy activity was presented through the e-learning showed significantly higher developments in reading ability than those belonging to the comparison group. Second, Children of the instruction group to which literacy activity was presented through the computer showed significantly higher mark in the comprehension of stories than those belonging to the comparison group. Third, Children belonging to the instruction group to which literacy activity was presented through the computer showed significantly increased incentive to read voluntarily than those belonging to the comparison group. 본 연구는 e-러닝을 활용한 문해활동이 유아의 읽기 발달, 내용 이해도, 자발적 읽기 행동 빈도에 미치는 영향을 알아보기 위하여 e-러닝을 활용한 문해활동을 구성하여 유아에게 실시하고 그 효과를 검증하였다. 연구대상은 서울특별시 마포구 M 유치원 만 5세 2학급을 선정하였고, 학급의 유아수는 각각 30명씩 총 60명이다. 두 학급 중 임의로 한 학급은 비교집단으로 일반 문해활동을 실시하였고, 다른 한 학급은 교육집단으로 e-러닝을 활용한 문해활동을 실시하였다. 자료분석은 빈도, 백분율, t-검증을 실시하였다. 만 5세 유아를 대상으로 8주 동안 e-러닝을 활용한 문해활동을 실시한 결과 첫째, e-러닝을 활용한 문해활동을 실시한 교육집단 유아가 비교집단 유아보다 읽기발달이 더 증가 한 것으로 나타났다. 둘째, e-러닝을 활용한 문해활동을 실시한 교육집단의 유아는 비교집단 유아보다 그림책 내용 이해도에서 더 높은 점수를 나타냈다. 셋째, e-러닝을 활용한 문해활동을 실시한 교육집단 유아는 비교집단 유아보다 자발적으로 글을 읽고자 하는 동기가 증가한 것으로 나타났다.

포스트모더니즘 시대의 유아교육

양승희 한국보육학회 2002 한국보육학회지 Vol.2 No.2

Early childhood education is now at the turning point to be changed entirely. As if our society change has continued, early childhood education should be changed. Early childhood education needs to be changed more because these days our society has altered to postmodern society that has the importance of the knowledge and information in the industrial society based on labor values. Therefore, early childhood education must immediately be changed by coming postmodern society. As, especially, postmodern society is necessary for creative persons being able to have various and logical thoughts and independent persons being able to enjoy the meanings of their life, the practice of education should be accomplished in the aspects of understanding about the life of young children. Then, the whole changes of education may make the life of young children be more affluent and valuable.

관원(關元).중완(中脘).족삼리(足三里) 애구(艾灸)가 수송(輸送) Stress를 준 Rat의 혈액상(血液狀)에 미치는 영향(影響)

양승희,이준무,Yang, Seung-Hee,Lee, Joon-Moo 대한한방내과학회 1994 大韓韓方內科學會誌 Vol.15 No.1

Effects of moxibution at the Gwanweon, Jungwan and Joksamlee on the blood picture in rat with transportation stress were determined. Counts of RBC showed a tendency to increase from 6 hours to 12 hours after transportation stress, however in the moxibution group, showed no changes in counts of RBC after transportation stress and the tendency of fluctuation was similiar to those of none stress group. The changes in Hb after transportation stress showed no difference among moxibution group and none moxibution group, however the changes in PCV showed a tendency to increase from 3 hours to 6 hours after transportation stress in two stress group. In the mean values of erythrocytic blood during experimental times, counts of RBC showed a high values (P<.05) in the stress only group, however in the other groups, these values showed no difference (P>.05) among treatment and the values of Hb and PCV showed no difference among 4 treatment groups. In the two stress groups, counts of WBC and Neutrophils showed a tendency to decrease after transportation stress, however the moxibution group was recovered to normal Leukocytes condition on short time compared with those of none moxibution group. In the mean values of Leukocytes during experimental times, counts of WBC and Neutrophils showed a high values and Lymphocytes showed a low values in the stress only group compared with those of other groups, however the stress group with moxibution showed no difference in Leukocytes values compared with those of normal condition group. Monocytes, Basophils and Eosinophils showed no difference among 4 treatment groups(P>.05). Results from this study indicate that the moxibution can tolerate the effects of transportation stress in rat.

간호사의 그릿, 셀프리더십이 간호업무성과에 미치는 영향

양승희 융복합지식학회 2023 융복합지식학회논문지 Vol.11 No.2

The study is to investigate the effect of GRIT and self-leadership on nursing performance. The subjects of study were composed of 162 nurses at general hospital in U-city, Gyeonggi-do, tested with structured questionnaire from November 1 to 30, 2022. The collected data were analyzed with ANOVA, Schéffe’ test, Pearson’s correlation coefficients and multiple regression analysis. The level grit, self-leadership, and nursing performance was 3.15, 3.79 and 4.06 respectively in high. The variables showing significant difference in GRIT and self-leadership were as follows: monthly income and work experience. Also, the variables in nursing performance were as follows: age, marital status, religious status, education, monthly income, position, work experience. Nursing performance was positively correlated with GRIT and self-leadership (p<.001). These variables explained 58.5% of the regression model. Conclusion: Since GRIT and self-leadership have positive effect on nursing performance, an effective strategy is required to improve selfleadership and GRIT of nurses. 본 연구는 간호사의 그릿, 셀프리더십이 간호업무성과에 미치는 영향을 확인하기 위한 서술적 조사연구이다. 연구대상자는 경기도 U시 종합병원에 근무하는 간호사 162명에게 구조화된 설문지를 통해 조사하였으며 자료수집기간은 2022년 11월 1일부터 11월 30일까지였다. 수집된 자료는 IBM SPSS Statistics (Ver. 22.0; IBM Corp., NY, USA) 프로그램을 이용하여 Independence t-test, one-way ANOVA, Schéffe’ test, Pearson’s Correlation Coefficient, Multiple regression analysis 등의 분석방법을 사용하였다. 연구결과 간호사의 간호업무성과에 미치는 요인은 그릿과 셀프리더십이고 그릿이 높을수록, 셀프리더십이 높아질수록 간호업무성과는 높아지며 셀프리더십이 그릿보다 간호업무성과에 더 큰 영향을 미치는 것으로 나타났다.그릿과 셀프리더십은 평균이상의 점수를 보였고 급여와 근무경력에서 유의한 차이를 나타냈다. 간호사의 그릿, 셀프리더십, 간호업무성과는 양적인 상관관계를 보여 그릿과 셀프리더십이 높을수록 간호업무성과도 높은 것으로 나타났다. 결론적으로 간호사의 업무성과를 향상시키기 위해서는 그릿과 셀프리더십을 높이기 위한 방안이 모색되어야 할 것이며 나아가 병원 조직 차원에서 실용적이고 체계적인 교육 프로그램을 통하여 교육, 제도적 지원 및 지지가 필요함을 시사한다고 본다. 또한 간호사 스스로도 자신을 동기부여하고 장점을 극대화하고 단점을 보완하는 등의 그릿과 셀프리더십을 향상시킬 수 있도록 적극적으로 노력해야 할 것이다.

알코올중독자의 자녀를 위한 스트레스관리 프로그램의 효과

양승희 한국간호과학회 2004 한국간호과학회 학술대회 Vol.2004 No.5