대학생의 다중지능, 학교환경, 자아정체감이 진로결정수준에미치는 영향

이억범 한영신학대학교 2004 敎授論文集 Vol.8 No.-

For this study, the stratified multistage random sampling method was used. The target population was limited to college students who are enrolled in universities in Seoul, Gyungi and Choongcheung provinces. A survey was sent to 1750 college students. Out of a total of 1551 surveys returned(88.6%), 26 respondents were excluded from statistical analysis for either their incomplete responses or unreliable answers. The final 1525 responses(87.1%) were analyzed for this study. The major findings of this study were as follows. First, in terms of gender, there are statistically significant differences in musical intelligence, bodily-kinesthetic intelligence, logical-mathematical intelligences, spatial intelligence, mathematical-linguistic intelligence, and school environments. Male students showed higher results in the bodily-kinesthetic intelligence, logical-mathematical intelligence, spatial intelligence, linguistic intelligence, and school environment than female students; while female students showed higher levels in musical intelligence. There are no significant differences in the career decision levels and ego-identities according to gender. In regards to students' majors, there are significant differences in career decision levels and ego-identity. Students concentrating in the humanities were higher than those majoring in the natural sciences in regard to career decision levels and ego-identity. Students in the humanities had higher musical and linguistic intelligence, while students in the natural sciences had higher logical-mathematical, and spatial intelligence. Second, multiple intelligence and school environments explained about 20 percent of college students' ego-identity. Between these variables, multiple intelligences has been shown to be a greater factor in explaining ego-identy than school environments. Third, multiple intelligences, school environments, and ego-identity explained about 43 percent of college students' career decision levels. Among these variables, ego-identity has been shown to be a greater factor in explaining career decision levels than multiple intelligences and school environments. Fourth, multiple intelligences, school environments, and ego-identity variables had effects on career decision levels, through six direct and indirect paths. These variables explained 43 percent of career decision levels within the college students. The multiple intelligences and the school environments which are exogenous variables, had direct effects on career decision levels.

3D Simulation of Environmental Conflict Resolution in Intelligent Environments

이재욱 대한건축학회 2012 Architectural research Vol.14 No.1

Owing to the advent of ubiquitous computing technologies, the concept of Intelligent Environments has emerged, as an alternative approach to overcome the limitation of the built environment. Intelligent Environments can be more responsive to userand context-specific human activities by automatically and dynamically modifying their settings without explicit human intervention. However, the conventional approach to the development of Intelligent Environments has mainly focused on the technical issues without paying much attention to the dynamic interrelationship between the user and the built environment. Therefore, differing or conflicting needs of multiple simultaneous users remain unresolved. The objective of this study is to present types of environmental conflicts and their resolution through agent collaboration and negotiation. For the demonstration and validation of the conflict resolution process, a set of hypothetical test cases is simulated in a 3D test environment. The result of the case simulations shows that the proposed approach is computationally feasible and applicable to the development of Intelligent Environments, and, furthermore, it can overcome the drawback of the conventional approach.

3D Simulation of Environmental Conflict Resolution in Intelligent Environments

Jaewook Lee 대한건축학회 2012 Architectural research Vol.14 No.1

Owing to the advent of ubiquitous computing technologies, the concept of Intelligent Environments has emerged, as an alternative approach to overcome the limitation of the built environment. Intelligent Environments can be more responsive to userand context-specific human activities by automatically and dynamically modifying their settings without explicit human intervention. However, the conventional approach to the development of Intelligent Environments has mainly focused on the technical issues without paying much attention to the dynamic interrelationship between the user and the built environment. Therefore, differing or conflicting needs of multiple simultaneous users remain unresolved. The objective of this study is to present types of environmental conflicts and their resolution through agent collaboration and negotiation. For the demonstration and validation of the conflict resolution process, a set of hypothetical test cases is simulated in a 3D test environment. The result of the case simulations shows that the proposed approach is computationally feasible and applicable to the development of Intelligent Environments, and, furthermore, it can overcome the drawback of the conventional approach.

3D Simulation of Environmental Conflict Resolution in Intelligent Environments

Lee, Jae-Wook Architectural Institute of Korea 2012 Architectural research Vol.14 No.1

Owing to the advent of ubiquitous computing technologies, the concept of Intelligent Environments has emerged, as an alternative approach to overcome the limitation of the built environment. Intelligent Environments can be more responsive to user-and context-specific human activities by automatically and dynamically modifying their settings without explicit human intervention. However, the conventional approach to the development of Intelligent Environments has mainly focused on the technical issues without paying much attention to the dynamic interrelationship between the user and the built environment. Therefore, differing or conflicting needs of multiple simultaneous users remain unresolved. The objective of this study is to present types of environmental conflicts and their resolution through agent collaboration and negotiation. For the demonstration and validation of the conflict resolution process, a set of hypothetical test cases is simulated in a 3D test environment. The result of the case simulations shows that the proposed approach is computationally feasible and applicable to the development of Intelligent Environments, and, furthermore, it can overcome the drawback of the conventional approach.

가상 현실 학습 환경에서 지능형 학습체제 (ITS : Intelligent Tutoring System) 구축에 대한 이론적 고찰

한정선,오정숙 이화여자대학교 사범대학 교육과학연구소 2003 교육과학연구 Vol.34 No.1

지능형 학습 체제(Intelligent Tutoring System ITS)는 인공지능의 개념을 적용하여 컴퓨터가 인간 교사와 마찬가지로 학습자와 상호작용하면서 학습자를 진단하고 그 결과에 따라 적절한 학습 내용과 방식을 제공하여 주는 교수 방법이다. 즉 지능형 학습 체제는 인간 교사와 학습자 사이에서 실제로 일어나는 상호작용과 유사한 교수-학습이 이루어지는데 목표를 두고 있다(Montague, 1998). 그러나 컴퓨터와 인간이 자연어를 중심으로 커뮤니케이션 하는 것의 어려움과 하드웨어적 제한점, 개발에 소요되는 시간과 비용의 한계 등으로 인하여 지능형 학습 체제는 실용성이 부족하다고 인식되었으며, 교육공학 분야에서의 효과성 검증이나 교육적 활용방안에 관한 연구 조차도 미비한 실정이다. 그러나 최근 컴퓨터 관련 테크놀로지의 급속하고 눈부신 발달로 지능형 학습 체제의 구현에 대한 새로운 관심이 높아지고 있다. 특히 가상 현실 학습에서는 컴퓨터와 인간이 보다 실제와 유사하게 상호작용할 수 있는 방법들을 지원할 수 있고 가상 현실 학습 환경(virtual reality Learning environments VRLE) 구축이 보다 용이하게 되어, ITS가 재조명 받고 있으며 ITS를 가상 현실 학습 프로그램을 통해 구현하는 가능성에 대한 기대가 매우 높다. 본 연구에서는 가상 현실 학습 환경에서 지능형 학습 체제를 구축할 수 있는 방안들에 대해 새로운 관점에서 고찰하고자 한다. 이를 위해 우선 지능형 학습 체제의 개념과 특성 구성요소를 살펴보았으며, 지능형 학습 체제의 개념을 도입하여 개발된 가상 현실 프로그램들의 사례를 제시하였다. 그리고 이러한 이론적 고찰들을 통해 지능형 학습 체제를 가상 현실 학습 프로그램에서 구현하기 위해 고려해야 할 사항들과 시사점들을 제시하였다. 연구 결과, 전문가 모듈에서는 다양한 학습 과제들을 구현하고 표현할 수 있는 방법에 대한 가능성이 제시되었으며, 교수 모듈은 다양한 학습 원리와 전략의 사용, 인간 교수자가 구사하는 화법에 관한 전략이 필요한 것으로 나타났다. 인터페이스 모듈에서는 비언어적 커뮤니케이션 방안의 수용 방법과 대리인(agent)을 활용하는 가능성을 제시하였고, 학습자 모듈에서는 서술적 모델과 예측적 모델의 필요성, 그리고 시스템에 반영 가능한 다양한 학습자 특성에 대한 고려가 필요한 것으로 나타났다. 마지막으로 모든 모듈은 SCORM 표준안을 수용하여 개발함으로써 컨텐츠의 재사용관 개발의 효율성을 높이는 전략이 필수적인 것으로 연구 결과 도출되었다. As computer and software technology have remarkably developed, intelligent tutoring system (ITS) has been proposed as a major technological advance that can offer significant support for learning. ITS can be an advanced learning system that mimics human tutor by adapting its instructional approach to each individual students needs (Ulusar, 2000). In order to develop ITS to provide individualized instruction, the computer should be able to diagnose learner responses, level of knowledge, level of skills, and the pattern of progress during learning through computer, and to deliver the most suitable instructional contents in the most effective and efficient way. The conventional ITS, however, has not been able to provide the aforementioned services due to the difficulty in communication with computers, the lack of practical knowledge and techniques to diagnose student learning problems, and the limitation of time and cost. In recent years there has been a rapid increase in the capability of computer technology, and it is feasible again to develop ITS. In addition, virtual reality (VR) technology has supported the human interaction with computers in a easier way. With the consideration of the current advances, it is time to investigate potentialities of ITS in the virtual reality learning environments. The paper reviews the definition, concept, feature, and components of ITS to understand the adaptive instructional system. The paper also reviews Steve (Soar Training Expert For Virtual Environments) and Jacob. They are VR programs employing the concept of ITS. Steve employs apprenticeship model to explore the use of intelligent tutoring system in VR, and Jacob involves an integration of tutoring system and agent technology. The study suggests that various ways to present different types of instructional tasks should be integrated in the expert module. In the tutorial module, various learning principles and instructional strategies should be employed. Furthermore, it is suggested to apply the speech strategies of human tutor depending upon the student answers. In the interface module how to develop and use the educational agents should be investigated more deeply, and it is suggested to accept both verbal and nonverbal communications. In the student module, it is suggested to develop the descriptive and predictive model based on the individual student differences. Finally, all the modules should be developed according to SCORM (Share of Contents Object Reference Model) standards to re-use effectively and efficiently. Since using computers in educational settings, many educators have been interested in adaptive instructional systems. Recently rapid technology development stimulates to look into ITS with different insights. In the future, more research works will be needed to utilize ITS in the learning process and verify the effects and issues of ITS in the virtual reality learning environments.

음악교육과 정서 및 지능과의 구조적 관계 분석: 유아정서 및 음악지능 중심으로

정윤희 ( Yun Hee Jung ) 부산대학교 과학교육연구소 2013 교사교육연구 Vol.52 No.3

본 연구는 유아의 음악환경과 정서지능 정도를 파악하고 이들 두 변인과 음악지능 간의 관계를 규명하여, 음악적 지지 환경과 유아의 정서적 반응능력이 실질적 음악지능에 영향을 미치는지, 음악환경과 음악지능의 관계에서 정서지능은 어떠한 매개효과를 지니는지를 확인하였다. 본 연구의 결과를 정리하면, 첫째, 유아의 정서지능이 음악지능에 미치는 영향을 검증한 결과, 음악지능에 대한 각 변인들의 영향력은 정서표현이 가장 높았으며, 그 다음으로 정서조절, 정서인식, 감정이입 순으로 나타났다. 둘째, 유아의 음악환경이 음악지능에 미치는 영향을 검증한 결과, 음악환경은 음악지능에 영향을 미치는 유의미한 변인으로 분석되었다. 셋째, 유아의 음악지능에 대한 정서지능과 음악환경의 상대적 영향력을 알아보기 위하여 회귀분석을 실시한 결과, 음악환경은 음악지능에 유의미한 영향을 미치는 변인이었고, 정서지능의 하위요인 중 정서표현과 감정이입은 유의미한 영향을 미쳤으나, 정서인식과 정서조절의 유의미한 영향력은 부족한 것으로 확인되었으며, 정서표현, 음악환경, 감정이입 순으로 음악지능에 영향을 미치는 것으로 나타났다. 넷째, 음악환경과 음악지능의 관계에서 정서지능의 매개효과를 검증하고자 경로분석을 실시한 결과, 정서지능은 음악환경과 음악지능을 완전 매개하는 것으로 분석되어, 음악환경이라는 유아의 사회환경적 요인 그 자체만으로 긍정적이고 효과적인 음악지능 발달을 예측할 수 있다기보다는 우수한 음악환경은 정서지능의 발달을 유도하여, 함께 작용함으로서 유아의 음악지능 향상을 가져올 수 있다는 것을 알 수 있다. 결국 음악환경이 정서지능에 미치는 직접적인 영향은 음악환경이 긍정적인 유아일수록 정서를 표현하고 공감하며 높은 긍정적 정서를 가져 예술적 감수성을 이끌어냄으로써, 실질적인 음악지각능력이나 음악표현능력에 정적인 영향을 미친 것으로 판단되어진다. This study focused on the musical environment and the emotional intelligence level of children and identified the relationship between these two variables and musical intelligence with an aim to examine how an environment supporting musical progression and a child`s emotional reaction ability affect the actual musical intelligence and how emotional intelligence plays a mediating role between the musical environment and musical intelligence. Results are as follows: First, an investigation into the effect of the emotional intelligence of children on their musical intelligence showed that emotional awareness, emotional expression, emotional regulation and empathy were significant factors that could predict musical intelligence. The factor with the most significant influence on musical intelligence was found to be emotional expression, followed by emotional regulation, emotional awareness and empathy. Second, an examination of the effect of the musical environment on a child`s musical intelligence showed that the musical environment was a significant factor that affected musical intelligence. Third, a regression analysis was conducted to examine the relative influence of emotional intelligence and musical environment on musical intelligence, and the results showed that musical environment as well as emotional expression and empathy, which are the sub-factors of emotional intelligence, were factors that had a significant effect on musical intelligence. Of the three afore-mentioned factors, musical intelligence was most significantly affected by emotional expression, followed by musical environment and empathy whereas the two other sub-factors of emotional intelligence, which were emotional awareness and emotional regulation, were shown to lack any significant effect. In the aspect of a child`s individual characteristics, higher musical intelligence was observed among female children who had relatively older mothers and whose family had relatively higher household income. Fourth, a path analysis was conducted to verify the mediating role of emotional intelligence between musical environment and musical intelligence, and the results showed that although the direct impact of the musical environment on musical intelligence was insignificant, its indirect impact through emotional intelligence was significant. In other words, the relationship between musical environment and musical intelligence was completely mediated by emotional intelligence, which suggests that one cannot predict positive and effective development of musical intelligence of children solely based on their musical environment. Rather, outstanding musical environment induces the development of emotional intelligence and these two factors jointly improve the musical intelligence of a child. The direct impact of the musical environment on emotional intelligence was that a child in a positive musical environment tended to develop an ability to express their emotions and empathize with more positive emotions, and this in turn enhanced their artistic sensitivity, thereby exerting a positive effect on their musical perception and expression.

외국인 근로자의 문화지능, 문화적응 그리고 심리적 안녕감 간의 관계: 한국어 실력의 조절효과

왕신우,한수진 대한경영학회 2022 大韓經營學會誌 Vol.35 No.4

The influx of foreign workers in Korea continues to increase due to the rapid promotion of globalization, the growth of multinational companies, the opening of the labor market, and differences in labor supply and demand between countries. Since foreign workers legally worked in Korea in 1991, the number of foreign workers has increased, and in 2018, just before COVID-19, the number of foreign workers has increased by 4.2% per year to 1,018,419. Foreign workers in industrial sites have become essential human resources, and the need to discuss the adaptation of the working environment and improvement of job performance of foreign workers in the field has been raised. However, in fact, in the field of business administration, the studies of dispatched workers accounted for the majority, while studies on the cultural adaptation of foreign workers in Korea were insufficient. Based on this necessity, this paper aims to examine the relationship between cultural intelligence, cultural adaptation, and psychological well-being for Chinese workers. The model and hypothesis of this study were designed based on the theory of person-environmental fit theory. In other words, adaptation in a new cultural environment can lead to positive results due to suitability with individuals, and this suitability can be influenced by individual cultural intelligence. In addition, we empirically analyzed whether their relationship is controlled by Korean language skills. Hypothesis 1: The relationship between cultural intelligence and cultural adaptation will have a positive causal relationship. Hypothesis 2: The relationship between cultural adaptation and psychological well-being will have a positive causal relationship. Hypothesis 3: Cultural adaptation will mediate the relationship between cultural intelligence and psychological well-being. Hypothesis 4: Korean language skills will further strengthen the relationship between cultural intelligence, cultural adaptation, and psychological well-being. The research results are as follows. First, it was found that hyper-cognitive cultural intelligence, cognitive cultural intelligence, motivational cultural intelligence, and behavioral cultural intelligence, which make up cultural intelligence, all had a significant causal relationship with cultural adaptation. More specifically, the relationship with cultural adaptation had differences in influence on cultural adaptation in the order of motivational, behavioral, cognitive, and hyper-cognitive cultural intelligence. Second, the relationship between cultural intelligence and psychological well-being was also able to grasp the same significant causal relationship as the hypothesis. Adapting to a new culture can be said to have knowledge of the living area, and in addition, various social relationships within it can proceed smoothly, which increases psychological well-being. Finally, it was found that Korean language skills strengthen the relationship between cultural intelligence, cultural adaptation, and psychological well-being. As mentioned in the preceding theory, it can be said that language can be an important means of securing the identity of the society. The implications of the study and future research directions were presented for the above research results. 세계화의 급속한 추진과 다국적 기업들의 성장, 노동시장의 개방, 국가 간 노동 수급 차이 등으로 인하여국내의 외국인 근로자들 유입은 지속적으로 증가하고 있다. 1991년 외국인 근로자가 합법적으로 한국에서일하게 된 뒤 외국인 근로자들의 수는 증가하여, 코로나 직전인 2018년에는 101만 8419명으로 연평균 4.2%씩증가하고 있는 상황이다. 산업현장에서의 외국인 근로자들은 필수적인 인적자원이 되어가며, 현장에서의외국인 근로자들의 작업환경 적응 및 직무성과 향상에 대한 논의의 필요성이 제기되어 왔다. 그러나 실제로경영학 분야에서의 연구는 파견직 근로자들의 연구들이 다수를 차지하는 한편, 재한 외국인 근로자들의문화적응에 대한 연구는 미흡한 상황이었다. 본 논문에서는 이러한 필요성을 바탕으로 중국인 근로자들을대상으로 문화지능, 문화적응 그리고 심리적 안녕감 간의 관계를 살펴보고자 한다. 본 연구모델 및 가설은개인-환경 적합성 이론을 바탕으로 설계하였다. 즉, 새로운 문화환경에서의 적응은 개인과의 적합성 여부로인하여 긍정적 결과를 유발할 수 있으며, 이러한 적합성 여부는 개인이 가지고 있는 문화지능에 의하여 영향을맏을 수 있다는 것이다. 또한 이들의 관계를 한국어 실력이 조절하는 가를 실증 분석하였으며 연구결과는다음과 같다. 첫째, 문화지능을 구성하는 초인지적 문화지능, 인지적 문화지능, 동기적 문화지능, 행동적 문화지능 모두문화적응과 유의한 인과관계가 있는 것으로 나타났다. 보다 세부적으로 보면 문화적응과의 관계는 동기적, 행동적, 인지적, 그리고 초인지적 문화지능의 순으로 문화적응에 미치는 영향력의 차이가 존재하였다. 둘째, 문화지능과 심리적 안녕감간의 관계도 가설과 동일하게 유의한 인과관계를 파악할 수 있었다. 새로운 문화에적응하였다는 것은 그 생활권에 대한 지식을 보유하며, 더불어 그 안의 다양한 사회적 관계들이 원만하게진행될 수 있는 것이기에 이에 따른 심리적 안녕감이 상승한다고 할 수 있다. 마지막으로 한국어 실력이문화지능, 문화적응 그리고 심리적 안녕감의 관계를 강화시키는 것으로 나타났다. 앞선 선행이론에서 언급한바와 같이 언어는 그 사회의 정체성 확보에 중요한 수단이 될 수 있음을 확인한 연구결과라고 할 수 있다. 이상의 연구결과를 대상으로 연구의 시사점 및 향후 연구방향을 제시하였다.

초등학생의 정서지능 유형별 학습자 특성 및 심리적 환경과의 관계 분석

정다해,노현종,손원숙 한국여성심리학회 2015 한국심리학회지 여성 Vol.20 No.1

The main purpose of this study was to explore the relationships between home and classroom psychological environment of elementary students and types of their emotional intelligence, and to examine students' characteristics for each emotional intelligence type. The subjects of this study were 394 2nd, 5th and 6th graders(194 boys and 200 girls) who were selected from three elementary schools located in D-City. For the results, four types of elementary students' emotional intelligences were identified: Low emotional intelligence(Type 1) which showed low in all subscales of emotional intelligence; Low emotional which showed only low in emotional expression; Low empathy/low emotional regulation(Type 3) which showed emotional perception and emotional expression above the average but low in empathy and emotional regulation; and High emotional intelligence (Type 4) which showed high in all subscales of emotional intelligence. Secondly, gender and grades were significantly related to types of emotional intelligence. Also, high emotional intelligence showed strong self-regulation efficacy and positive attitude toward class, while low emotional intelligence demonstrated low self-regulation efficacy and bad behavior in class. Thirdly, some psychological environment provided by home and classroom had strong effects on discriminating between four types of emotional intelligence. For example, open communication with parents, parent support, and quality of relationships with siblings had strong effects on differences between high and low emotional intelligence types. In conclusion, necessity of a teaching-learning method customized for elementary students’ emotional intelligence type and learners’ characteristics is discussed.

어린이집의 직무환경과 교사효능감 간의 관계에서 교사 정서지능의 매개효과

이채호(Lee Chae Ho),박인영(Park In Young) 한국보육지원학회 2021 한국보육지원학회지 Vol.17 No.6

The purpose of this study was to examine the mediating effect of teacher emotional intelligence in the relationship between job environments and teacher efficacy. Participants of this study were 205 child care teachers from U-city. Correlation analysis between variables was conducted with the collected data, and regression analysis was conducted to verify the mediating effect of emotional intelligence in the relationship between the job environment of daycare centers and teacher efficacy. First, there was a positive correlation between job environments, teacher efficacy, and teacher emotional intelligence. Second, job environments and teacher emotional intelligence had a significant direct effect on teacher efficacy and teacher emotional intelligence also had a significant indirect effect between job environments and teacher efficacy. The way to improve the quality of child care is to improve the quality of teachers. Among the teacher’s competencies, it is very important to increase teacher efficacy. Teacher efficacy plays a very important role in the quality of childcare and the healthy development of toddlers and children. In order to increase teacher efficacy, policy support for the job environment and training support to increase teacher efficacy are considered necessary.

초·중·고등학생의 지적능력에 대한 신념에 영향을 미치는 환경적 특성 변인 탐색

안도희,유지현 한국교육학회 2008 敎育學硏究 Vol.46 No.1

This study was to examine whether students' family environments and school environments influence their beliefs about intelligence. Subjects were 649 elementary students, 640 junior-high school students, and 586 high school students in Seoul, Korea. Pearson's correlations indicated that students' beliefs about intelligence was associated with three sub-factors of family processes, process-oriented discipline of parents, parental autonomy support, three sub-factors of school capital, learning environment, teachers' behavior. A series of hierarchical multiple regression analyses were conducted at each school level in explaining students' beliefs about intelligence. Results are as followed. For elementary school students, personal growth, parental autonomy support, process-oriented discipline of parents, and instructional context of school capital predicted their beliefs about intelligence. For junior-high school students, parental autonomy support, relationship dimension of family process, and process-oriented discipline of parents predicted their beliefs about intelligence. For high school students, process-oriented discipline of parents, parental autonomy support, and instructional context of school capital predicted their beliefs about intelligence. 본 연구에서는 초·중·고등학교 시기에 학생들의 가정 및 학교환경이 이들의 지적능력에 어떠한 영향을 주는지를 알아보고자 하였다. 이를 위해 학생들의 지적능력에 대한 신념과, 가정환경(가정의 심리적 환경, 부모의 자녀교육관, 부모의 자율성지지)과 학교환경(학교자본, 학습환경, 교사행동) 특성들 간 차이가 있는지, 이들 변인이 학생들의 지적능력에 대한 신념과 상호관련성이 있는지, 그리고 학생들의 지적능력에 대한 신념에 이들 특성 변인들이 어떠한 영향을 주는지를 분석하였다. 본 연구의 표집대상은 초·중·고등학생 1875명이었으나, 이들 중 응답이 불성실한 학생 205명을 제외한 1670명을 최종분석대상으로 하였다. 학생들의 지적능력에 대한 신념과 유의미한 상관을 보이는 변인들을 예측변인으로, 그리고 지적능력에 대한 신념을 준거변인으로 선정한 후 학교급별 다중회귀분석을 수행하였다. 그 결과, 초·중·고등학생 모두 가정환경 특성 중 부모의 자녀교육관의 ‘과정지향’ 요인과 부모의 자율성 지지가 이들의 지적능력에 대한 신념을 예언하는 변인으로 나타났으며, 학교환경 특성 중 학교자본의 ‘교수적’ 요인은 초등학생과 고등학생의 지적능력에 대한 신념을 예언하는 변인으로 나타났다. 이와 더불어 초등학생의 경우에는 가정의 심리적 환경의 ‘개인적 성장’ 요인이 이들의 지적능력에 대한 신념을 가장 강력하게 예언하는 변인이었다. 중학생의 경우, 가정의 심리적 환경의 ‘대인적 관계’ 요인 또한 이들의 지적능력에 대한 신념을 예측해주는 변인으로 나타났다.