대학신입생의 대학생으로의 전환 경험: 근거이론적 접근

홍송이,임성택 미래를 여는 청소년학회 2018 미래청소년학회지 Vol.15 No.2

The purpose of this study was to explore the experiences and types of the first semester transitions from secondary to college education of the first-year college students in post-adolescences over various areas of university life. The grounded theory approach by Strauss and Corbin(2001) was used in this qualitative investigation. In order to collect qualitative data, in-depth interviews were conducted with 32 interviewees including 12 male students and 20 female students, who were entering university. 165 concepts, 37 subcategories, and 10 categories were extracted by open and axial coding. 12 attributes and 27 dimensions were found across the categories. As a result of axial coding, 'successful college student standards' category was derived as a causal conditions and 'awareness of difference between high school and college environment' as a context conditions. The central phenomena was 'motivation to transition', and the intervening conditions were 'characteristics of department', 'support of professor and seniority', and 'satisfaction of college life'. Interactional strategies were 'collecting the information for transition', 'imitating transition', and 'establishing personal transition strategies'. Finally, 'coping with a different university life' was derived as a consequences category. The core category derived from selective coding was named as ‘new challenges with strange roles’. Six types of transition were determined by the combinations of the levels of motivation of transition, the characteristics of the department, and significant others’ supports: ‘passive and individualistic transition’, ‘active and individualistic transition’, ‘active and collective transition’, ‘conforming transition’, ‘partial transition’, ‘drifting’. These findings of the study suggest that taking a transitional perspective in understanding of early college experiences is necessary to help college students adapt successfully to college world. 이 연구는 후기 청소년기에 해당하는 대학신입생들이 입학 후 약 2개월 간 겪게 되는 전환 경험을 이해하고자 근거이론 방법을 적용하여 분석한 것이다. 면담을 통해 수집된 연구참여자들의 전환 경험을 개방코딩한 결과, 165개의 개념과 37개의 하위범주, 10개의 범주가 도출되었다. 축코딩 결과, 원인 조건으로 ‘성공적인 대학생 기준’ 범주가 도출되었고, 맥락적 조건으로 ‘고등학교와 대학환경의 차이 인식’ 범주가 나타났다. 중심 현상은 ‘전환 동기 형성’이었고 개입 조건으로는 ‘학과의 특성’과 ‘교수, 선배의 지원’, ‘대학생활에 대한 만족’이 나타났다. 상호작용 전략은 ‘전환 정보 수집’, ‘전환 모방’, ‘개인적 전환 전략 수립’이었고, 최종적인 결과 범주로는 ‘달라진 대학생활에 대처’가 도출되었다. 선택코딩에서 도출된 핵심 범주는 ‘낯설지만 받아들인 세계, 새로운 도전’으로 요약되었다. 10개의 범주에 걸쳐 발견된 12개의 속성과 27개 차원을 면담 원 자료와 비교분석한 결과, 대학신입생들의 전환 경험은 주로 성공적인 대학생 기준, 학과의 특성, 주변의 지원에 영향을 받고 있었고 6가지 유형으로 구분되었다. 이에 근거하여 대학신입생의 대학생으로의 전환 경험을 ‘나홀로 소극 전환형’, ‘나홀로 적극 전환형’, ‘더불어 적극 전환형’, ‘더불어 적당히 동조형’, ‘선별적 전환형’, ‘표류형’의 6가지로 분류하였다. 연구 결과에 기반하여 대학신입생의 첫 학기 대학생활을 이해함에 있어 전환적 관점이 갖는 의의와 대학생활적응 연구에 주는 시사점을 논의하였다.

變革論의 동아시아적 환류- 최근 中國史學界의 ‘唐宋變革期’ 연구와 관련하여

박근칠 일본사학회 2013 일본역사연구 Vol.38 No.-

The theory of “the period of transition in Tang and Song Dynasties” has been discussed about a century in Japan. Naito Konan presented the Theory of Tang-Song Transition in Chinese history in the early 20th century. Naito addressed that the Song dynasty was the beginning of modern China. In the past century, scholars in Japan and Europe, and the United States of America have been analyzing and expounding it from different angles. Yet the Chinese academic world of history has not faced up the theory so far. For a long time, the theory of “long-term standstill” in the studies of Chinese ancient history misled people to think that the 2000 years of ancient China was on the same stage of development without any substantial changes and that they had not seen great changes until the period of Tang and Song dynasties. Recently, the Theory of Tang-Song Transition is fiercely debated in field of historical study in the Chinese academic world. Since the policy of the reform and opening, the study of “the period of transition” has made great progress and tried to find a clue for the beginning of early modern period in Chinese history. Therefore many Chinese scholars are concerned that great changes took place at the turn of the Tang and Song dynasties.

자폐성 장애학생 부모의 경험을 통한 초·중등전환시스템 탐색

이원희,곽승철 한국특수교육학회 2014 특수교육학연구 Vol.48 No.4

The purpose of this study is to provide an efficient transition system through parent’s experiences of students with autism spectrum disorders who are in the transition process to middle school from elementary. To achieve this, data analysis according to the grounded theory was conducted after implementing in-depth interview and focus group interview targeting nine parents of students with autism spectrum disorders. Results of the study are as follows. Firstly, as for the transition programs in the transition process to middle school from elementary for students with autism spectrum disorders, there are needs in professional transition counseling, transition education for students, parents, and teachers, liaison to NEIS system, systematic diagnosis and placement, and making ITP at the elementary school level. Secondly, as for parent-teacher partnership in the transition process of students of autism spectrum disorders, three types such as active partnership, passive partnership, and non-partnership were appeared based on the attention and cooperative attitude about transition. Thirdly, conditional matrix at personal level, school level, and national level were suggested to demonstrate the core category, that is, the overall explanation of making the efficient transition system by the partnership of parent-teacher. This study is expected to suggest the direction of developing transition programs and systems for students with disabilities by the systematic understanding of circumstances of transition process based on the grounded theory. 본 연구는 초·중등 전환과정에 있는 자폐성 장애학생 부모의 경험을 통해 효율적인 전환시스템을 제시하는데 목적이 있다. 이를 위해 자폐성 장애학생 부모 9명과 면담을 실시하여 근거이론 방법에 따라 자료를 분석하였다. 본 연구결과 첫째, 초·중등 전환프로그램으로 ‘전문적인 전환 상담’, ‘학생, 부모, 교사를 위한 전환교육’, ‘NEIS 시스템의 연계’, ‘체계적인 진단 및 배치시스템’, ‘초등과정에서의 ITP 작성’이 필요한 것으로 나타났다. 둘째, 전환과정에서 부모와 교사의 협력은 전환에 대한 관심과 협력적인 태도를 기준으로 ‘적극적인 협력관계’, ‘수동적인 협력 관계’, ‘비 협력관계’ 세 유형으로 나타났다. 셋째, 핵심 범주인 ‘부모와 교사의 협력으로 효율적인 전환시스템 만들기’에 대한 종합적인 설명을 위해 개인 차원, 학교 차원, 국가 차원에서의 상황 모형을 제시하였다. 본 연구는 향후 장애학생의 전환프로그램과 전환시스템 개발에 방향을 제시할 수 있을 것이다.

Development and Validation of the Theory of Transition to College Student : A Sequential Mixed Method of Grounded Theory and Structural Equation Modeling : 대학신입생 전환 이론 개발과 검증 : 근거이론과 구조방정식 모델링의 순차적 혼합 연구

홍송이(Hong, Song-Ee) 한국교육학회 2021 敎育學硏究 Vol.59 No.3

본 연구는 대학신입생들이 대학에 전환하는 과정을 탐색하여 이론을 개발하고 이를 근거로 관련 변인을 구성하여 그 이론이 타당한지 검증하는 것이다. 근거이론 방법을 활용한 질적 연구를 수행하여 대학생으로의 전환 경험의 본질과 그 의미를 파악하였고, 구축된 전환 이론 모형을 토대로 질문지를 개발하였다. 이론의 타당성은 구조방정식 모델링을 통해 분석되었다. 또한 거주 형태에 따라 기숙사, 자취, 통학 집단으로 구분하여 각 구조 모형에 차이가 있는지 다집단분석을 하였다. 근거이론을 활용한 질적 연구 결과, 개방코딩에서 112개의 개념, 34개의 하위범주, 9개의 범주가 도출되었다. 구조방정식 검증 방법을 적용하여 양적 자료를 분석한 결과, 첫째, 대학에 대한 기대감과 자신감을 높게 가질수록 대학생으로 전환을 잘 한다고 생각하였으며, 자신의 전환에 대한 만족감과 대학에 대한 만족감도 높아졌다. 둘째, 자기 관리를 잘 한다고 생각할수록 전환을 더 잘하는 것으로 인식하였고 전환만족도와 대학만족도도 증가하였다. 셋째, 자신의 전환에 대한 인식과 전환만족도는 기대감과 자신감 및 자기관리와 대학에 대한 만족 사이에서 매개 변인의 역할을 하고 있었고, 이로 인해 순차적 이중 매개효과가 나타났다. 넷째, 다집단분석 결과, 자취와 통학 집단 사이에서 전환만족이 대학만족에 미치는 영향의 유의미한 차이가 나타났다. 이러한 연구 결과들을 바탕으로 대학생으로의 전환과 적응을 위한 교육 정책의 시사점을 논의하였다. The purpose of this study was to develop a theory of students’ transition to college and to confirm that theory. To understand the nature and meaning of the first-year transition, a qualitative study was conducted using grounded theory, and a questionnaire was developed based on the established transition theory. The validation of the theory was analyzed through structural equation modeling (SEM), and a multi-group analysis was conducted to find out what differences existed in the structural model for dormitory, self-catering, and commuting to school. As a result of the qualitative study, 112 concepts, 34 subcategories, and 9 categories were derived from open coding. As a result of the quantitative analysis through SEM, first, the higher the expectation and confidence in college, the better the transition and the greater the satisfaction. Second, the better the first-year students did at self-management, the better they transitioned, and the more satisfied they were with the transition and college. Third, transition and satisfaction with transition played a role as mediating variables between expectations and confidence, as well as between self-management and satisfaction with college, and this resulted in a sequential double mediating effect. Fourth, in the multi-group analysis, there was only one significant difference in the effect of satisfaction with transition on satisfaction with college, and that was between the self-catering and commuting groups. Based on these results, implications for educational policies for student transition and adaptation to college are discussed.

비자발적 진로전환자를 위한 진로상담 방법의 탐색

조성희 한남대학교 기독교문화연구소 2021 기독교문화연구 Vol.24 No.-

본 연구는 생애발달에 있어 진로전환에 직면한 성인들의 전환 특성을 이 해하고, 진로상담을 위한 개입에 적용되어질 수 있는 이론을 탐색하고자 하 였다. 무엇보다 비자발적으로 진로를 전환해야 하는 성인은 진로장벽에서 심리적 및 정서적 상실감으로 가중되는 스트레스로 인해 진로전환에서 외상 위기를 맞이한다. 전환을 받아들이게 되는 변경 사건에서 겪게 되는 위기에 대한 이해와 전환 및 대처 자원 평가에서 성인에 초점을 맞춰 개발된 Schlossberg 전환 모델을 소개한다. 직업 전환의 원인, 경향 및 과제에 Nicholson의 모델 그리고 삶의 전환에 초점을 맞추고 혼란스럽고 예측할 수 없는 전환 과정의 성격을 다루지 않는 순차적 선형 체계를 제시하는 Bridges 모델과 혼란의 예측 불가능한 전환 특성을 다루는 Bussolari와 Goodell 모델, 전환이 건설적이고 변형적인 주기라는 개념이 기반인 Kennedy의 통합 전환 모델을 살펴본다. 전통적인 사회적 맥락이 깨어지고 빠른 변화를 맞이하고 있는 현실에서 비자발적으로 진로전환을 맞이하게 된 성인들에게 적용되어 야 하는 진로전환상담은 생애전반을 돌보며 이루어져야 한다. 이를 바탕으 로 본 연구에서 탐색된 진로전환 상담이론을 바탕으로 기독교 상담 차원의 돌봄이 함께 이루어져야 하는 진로상담에서 앞으로 준비되어야 하는 과제들 을 제시하였다. 첫째, 진로상담자는 비자발적 전환자의 문제를 탐구하고, 위 기 속에서 위기대처방식을 탑재시켜 직업 세계를 내다보는 관점의 변경요청 을 통해 긍정적이고 희망적인 방향으로의 움직임을 촉진하도록 돕는다. 둘 째, 내담자와의 작업 동맹을 통해 내담자가 비자발적 전환에 대처할 때, 상 담자는 내담자가 지닌 역량과 적응의 자원을 발견하고 내담자의 삶과 경력 에서 수행하는 많은 역할에 대처할 수 있는 능력을 키울 수 있는 동역자가 된다. 셋째, 진로상담자는 진로 상담 현장에서 인생에 기반을 둔 내담자의 개인적인 이야기에 초점을 두어, 각 시기에 대한 의미부여 작업, 개인 내러 티브를 통한 내담자의 통합적인 그림으로의 구성 역량을 갖춘다. The study sought to understand the transition characteristics of adults facing career changes in life development and explore theories that could be applied to intervention for career counseling. Above all, adults who have to change their careers involuntaryly face a trauma crisis in career transition due to stress added by psychological and emotional loss in their career barriers. The study will introduce the Schlossberg transition model developed focusing on adults in the understanding, transition and response resource assessment of the crisis involuntary career transition face in the change that accepts the transition. The study look at the model of Nicholson on the causes, trends and challenges of job transition, the model of Bridges, which focuses on life transformation and presents a sequential linear system that does not deal with the nature of confusing and unpredictable transition processes, the model of Bussolari and Goodell, which deals with the unpredictable transition nature of chaos, and the integrated transition model of Kennedy, which is based on the concept of constructive and transformative cycles. With the traditional social context being broken and facing rapid change, career transition counseling that should be applied to adults who face involuntary career changes should be taken care of throughout their lives. Based on the theory of career conversion counseling explored in this study, the study presented tasks to be prepared in the future in career counseling in which care at the level of Christian counseling should be carried out together. First, career counselors explore the problems of involuntary career transition and equip them with measures to deal with a crisis in a confusion to help promote movement in a positive and hopeful direction through requests for a change in the point of view of the career world. Second, when counselors talk about involuntary transitions through counseling relationships with involuntary transitions, they become fellow friends who can discover the abilities and adaptability of involuntary transducers' careers and develop the ability to cope with many of their roles in life and occupation. Third, career counselors should be able to focus on the personal story of involuntary career transition based on life in the career counseling field and to organize it into a reconstruction of involuntary career transition and an integrated picture of life as a whole.

5ㆍ4 전후 새로운 과학 담론 공동체의 형성과 세계관의 전환 ― 1920년대 중국의 상대성이론 수용과 그 이념적 배경을 중심으로

이보고 한국중국현대문학학회 2015 中國現代文學 Vol.0 No.74

This paper has focused on how scientific discourse and ideology in Chinese society were related and discussed in society. Compared to how modern world in western countries had science and humanities areas clearly separated, science has a significant meaning for enlightenment in the transition period of modern period in China. In addition, a role of scientific discourse community created in the course of transition was analyzed in the case of dispersion of “the theory of relativity” in the 1920s. This paper has reorganized the recognition and a view of the world on the time and space as to how “the theory of relativity” that was actively introduced in the [The Eastern Miscellany] before and after the 5.4 period in 1919 replaced the central theory in the past, “the theory of social evolution.” on the same context, “the theory of relativity” was regarded to be of a newly concluded issue for rationalization of modernity. Therefore, this paper regarded the dispersion of “the theory of relativity” in the 1920s not as a representation of diffusion of new scientific knowledge in the knowledge-based society in China but as a symbol of situation when a view of the world related to the previous main ideology of competition-oriented evolution in the transition of values and a view of the world. Hereupon, a view of the world related to relativity started being diffused instead of blind modernism in the political discourse and cultural theory. Therefore, many of the political and cultural theories emerged based on them. Evolution with revitalization, anarchism and nihilism receiving attention from intellectual discourse in China in the 1920s were based on the perspective of relativity forming the flow of anti-national, anti-central, and anti-modern knowledge.

Power Transition Theory and the U.S. Decisions in Favor of Preventive War: A Linkage between Theory and Practice

( Jun Hyuk Park ) 국방대학교 안보문제연구소 2012 The Korean Journal of Security Affairs Vol.17 No.1

Power shifts between interstate dyadic relationships are generally considered one of the most important factors affecting the preventive motivation for war. It is also a prominent cause of war in power transition theory. This theory predicts that war is likely to occur when the power of a challenger rises to parity with that of a dominant power. Based on this theory`s prediction, this paper can state two basic hypotheses as follows: (1) If power parity exists, preventive war is more likely; and (2) If power preponderance exists, preventive war is less likely. However, despite the second hypothesis indicating that war is less likely with power preponderance, the United States has often considered and launched preventive wars against middle and small powers. By critically evaluating the relevance of the above hypotheses given preventive wars launched and considered by the U.S. after World War II, this paper argues that the expected cost of war has been a crucial factor affecting the decision to engage in preventive war. In this context, this paper argues that the absence of war between the U.S. and the Soviet Union in the Cold War era was caused largely by the prohibitively high expected cost of war rather than by the preponderant power of the U.S. over the Soviet Union. This argument can also be applicable to the confrontation between the U.S. and other major and strong middle powers like China and North Korea. However, the U.S. launched preventive wars against weak middle and small powers such as Iraq and Grenada largely because the expected costs of wars in these conflicts were very low. In order to verify these arguments, this paper presents the modified version of the hypotheses of power transition theory and identifies intervening variables affecting the U.S. decisions in favor of preventive war.

문학교육의 이론과 실제 - 이론의 실천성에 대한 논란을 중심으로

최지현 한국국어교육학회 2012 새국어교육 Vol.0 No.89

Quite a number of literature teachers complain that literary education theories can not help them teach a literary text. Furthermore, they assert those are to stay in a empty discussion. Their argue is about the role of the literary education theory. However it is also considered as setting up the relationship between theory and practice. In this context, I investigated the relationship between academy discourse and education discourse of literary education in South Korea. I also discussed how the incorrect preconceptions about the phenomenon of educational theory, the barriers to enter from educational discourse to academic discourse, and the lack of understanding as a researcher on educational field make a literary education theory be in controversy. And finally I came up with an assignment to carry out from three paths of actualization of academy discourse on literary education, that’s to say, ‘Transition’, ‘Adjustment’, and ‘Didactical transposition’, Quite a number of literature teachers complain that literary education theories can not help them teach a literary text. Furthermore, they assert those are to stay in a empty discussion. Their argue is about the role of the literary education theory. However it is also considered as setting up the relationship between theory and practice. In this context, I investigated the relationship between academy discourse and education discourse of literary education in South Korea. I also discussed how the incorrect preconceptions about the phenomenon of educational theory, the barriers to enter from educational discourse to academic discourse, and the lack of understanding as a researcher on educational field make a literary education theory be in controversy. And finally I came up with an assignment to carry out from three paths of actualization of academy discourse on literary education, that’s to say, ‘Transition’, ‘Adjustment’, and ‘Didactical transposition’,

A multi-phase model for predicting the effective chloride migration coefficient of ITZ in cement-based materials

Yang, C.C.,Weng, S.H. Techno-Press 2013 Advances in concrete construction Vol.1 No.3

Mortar microstructure is considered as a three-phase composite material, which is cement paste, fine aggregate and interfacial transition zone. Interfacial transition zone is the weakest link between the cement paste and fine aggregate, so it has a significant role to determine the properties of cementitious composites. In this study, specimens (w/c = 0.35, 0.45, 0.55) with various volume fractions of fine aggregate ($V_f$ = 0, 0.1, 0.2, 0.3 and 0.4) were cast and tested. To predict the equivalent migration coefficient ($M_e$) and migration coefficient of interfacial transition zone ($M_{itz}$), double-inclusion method and Mori-Tanaka theory were used to estimate. There are two stages to estimate and calculate the thickness of interfacial transition zone (h) and migration coefficient of interfacial transition zone ($M_{itz}$). The first stage, the data of experimental chloride ion migration coefficient ($M_s$) was used to calculate the equivalent migration coefficient of fine aggregate with interfacial transition zone ($M_e$) by Mori-Tanaka theory. The second stage, the thickness of interfacial transition zone (h) and migration coefficient of interfacial transition zone ($M_{itz}$) was calculated by Hori and Nemat-Nasser's double inclusion model. Between the theoretical and experimental data a comparison was conducted to investigate the behavior of interfacial transition zone in mortar and the effect of interfacial transition zone on the chloride migration coefficient, the results indicated that the numerical simulations is derived to the $M_{itz}/M_m$ ratio is 2.11~8.28. Additionally, thickness of interfacial transition zone is predicted from $10{\mu}m$, 60 to $80{\mu}m$, 70 to $100{\mu}m$ and 90 to $130{\mu}m$ for SM30, M35, M45 and M55, respectively.

안도 쇼에키(安藤昌益) 과도기사회론의 특성과 한계

박문현(Park, Moon-Hyun) 새한철학회 2012 哲學論叢 Vol.70 No.4

안도 쇼에키(安藤昌益, 1703-1762)는 일본 에도시대의 醫師로서 농민운동을 전개한 독창적이고 진보적인 이상주의자였다. 그는 당시의 지배와 착취의 혼란사회가 모든 사람들이 생산노동에 종사하던 평등의 세상 곧 ‘自然의 세상’으로 다시 돌아가야 한다고 주장했다. 그러나 그가 신분제 봉건사회를 부정하고 이상사회를 설정했지만 그 실현 가능성이 없다는 걸 알고 제출한 것이 ‘適應論’이다. 과도기적 유토피아에는 아직 上下 지배 피지배의 관계는 형식적으로 유지되지만 실질적으로는 계층간 차별이 없다. 지배계층을 비롯한 모든 사람이 직접 경작하여 자급자족한다. 또한 근로 민중을 주체로 하는 지방자치단체를 구성하여 일체의 정치활동을 자주적으로 해나간다. 과도기 사회에는 화폐제도를 폐지하고 조세제도를 철폐한다. 그리고 사치품이나 무기류의 유통을 금지하여 근면하고 평화로운 사회를 지향한다. 이와 같은 쇼에키의 과도기사회론은, 農家 학파의 許行이 주장한 임금과 백성이 다 같이 농업에 종사해야 한다는 이론이나, 墨子의 노동중시 사상 및 절약정신에서 그 淵源을 찾아 볼 수 있다. 그런데 쇼에키의 ‘적응론’에는 변혁을 주도할 주체가 분명하지 않다는 것과 질서를 유지하기 위한 가혹한 형벌은 또 다른 권력을 초래한다는 것이 문제점으로 지적되고 있다. 그러나 쇼에키가 상정한 이상적 인간상인 ‘正人’이 나타나 민중을 각성시키고 계몽시켜 사회를 변혁시킬 것으로 생각된다. 그 첫번째 正人이 쇼에키 자신이고 그 제자들이 正人들로 보인다. Ando-Shoeki(安藤昌益, 1703-1762) is an ingenious doctor and an idealist who leaded the peasant movement in the Edo era. He professed that the chaotic society should go back to ‘the world of self-acting, which is an equal society that the discrimination does not exist. After he proposed the theory of utopia, he proposed another theory of transitional society. He realized the theory of utopia is unlikely to actualize, and presented the adaptation theory. At the transitional utopia, the relationship of the predominant and the subordinate still exists; however, there is no discrimination practically as a form of hierarchy. Everybody in the society, include the ruling class, need to cultivate in order to feed themselves. People constitute autonomy and run it on their own. As an economic policy, the coinage system and taxation system is abolished in the theory of transitional society. Ando’s theory of transitional society is presumed to has its base on Xu xing’s theory from the agricultural school that everyone from the king to the peasant should cultivate, and Mozi’s theory of cultivation and conservation. On the other hand, Ando’s transitional theory has been criticized for some limitations. The leader who can revolutionize the society is unclear, and the harsh punishment would cause another power structure.