한국사회 복지태도 변화의 역동성: 개인 복지태도 변화에 대한 종단자료 분석

이상록,이순아,김형관 한국사회복지연구회 2017 사회복지연구 Vol.48 No.4

Changes in the public welfare attitudes are very important to the welfare politics and policy. Considering that variability of public welfare attitudes has been ignored in previous studies, we analyzed welfare attitudes changes at individual level in Korea. Using the longitudinal data from the Additional Survey of 2010/2013/2016 Korea Welfare Panel Survey, we analyzed the changes in public welfare attitudes during 2010th-2016th years. Major findings are as follows. First, one of the findings from analysis is that the public welfare attitudes are very active and dynamic in Korea. This finding is contradiction to the results of the previous researches that are point to the stability or inertia of the public welfare attitudes in western welfare states and also in Korea. Second, occurrences of the welfare attitudes change are related with various individual characteristics; income status, occupation status, age, region, sex, political ideology, etc. These results from this study on the welfare attitudes change suggest that dynamics of the Korea welfare politics in recent years reflected the dynamic changes in public welfare attitudes. And, they suggest that Korea welfare politics are transformed from the traditional classes welfare politics to the new welfare politics which are influenced by various interests of the socio-demographic groups. 개인 복지태도의 변동성은 해당 사회의 복지태도 양상 및 특성, 이의 정치적 영향 등을 파악함에 있어 주목되어야 할 부분이다. 이러한 점에 입각하여, 본 연구에서는 개인 복지태도의 종단 변화에 대한 분석 및 고찰을 통해 한국사회 복지태도 변화의 양상 및 특성에 대한 이해를 제고하고자 하였다. 본 연구의 분석에는 2010년, 2013년, 2016년도 한국복지패널조사 복지인식 부가조사를 활용하였으며, 개인 복지태도의 변화는 ‘소득격차해소의 정부책임성’, ‘복지증세’ ‘보편(선별)복지’ 등의 3개 주요 복지태도 항목들에서 지지 상태의 변화 뿐 아니라 다양한 변화 유형들(친복지적 태도 변화와 반복지적인 태도 변화; 미온적인 지지태도 변화와 극적인 지지태도 변화)로 측정, 분석하였다. 분석결과에서는, 복지태도 항목들의 미약한 평균치 변화와는 달리 개인 수준의 지지 태도의 변화는 매우 활발하여, 한국사회에서 개인 복지태도 변화의 역동성을 확인할 수 있었다. 한편, 개인 특성에 따른 복지태도 변화 분포는 복지이슈 및 시기에 따라 상당한 차이를 보여, 복지태도의 변화는 특정 집단에 국한되지 않고 정치사회적 상황 및 이슈에 따라 역동적으로 발생됨을 확인할 수 있었다. 끝으로, 이항 및 다항 로짓 모델들의 분석에서 복지태도 변화는 성별, 연령, 거주지역, 고용지위, 소득계층, 정치이념 등의 다양한 개인 특성과 유의하게 관련된 것으로 나타나, 복지태도 변화에는 계층 및 계급적 이해 뿐 아니라 다양한 측면의 개인적 이해가 개입됨을 확인할 수 있었다. 본 연구 결과는 한국사회에서 개인 수준의 활발한 복지태도의 변화 혹은 역동적 변화를 확인하는 바로, 정태적인 분석 접근에서 벗어나 한국인의 활발한 복지태도 변화에 대한 학술적, 정치적 주목의 필요성을 환기하여 준다.

한국사회 복지태도 유형의 변화와 영향 요인 - 복지확대와 복지증세에 대한 이중적 복지태도를 중심으로 -

이상록 ( Lee Sang-rok ),김형관 ( Kim Hyeong-kwan ) 한국자치행정학회 2021 한국자치행정학보 Vol.35 No.4

In this article, we study changes of the welfare attitude types over the welfare expansion and tax-increase so as to investigate changing patterns and peculiarity of the attitude about welfare issues in Korea. Especially, we examine changes of the ambivalent attitudes because they have been the controversial and important issue in welfare politics in Korea. Using the data from the Korea Welfare Panel Survey 2013th~2019th, we investigate the change patterns of attitudes types and determinants of their changes. The main results are as follows. First, estimates of the changing ratio in four attitude types are about 50~70%. This results suggest that dynamic changing of the attitudes is a peculiarity of Koreans’ welfare attitudes. Second, results of the logistic models shows that the socio-demographic factors(ie. gender, age, education, living area) are more important to change of the attitude types than political ideology, income class. This result suggests that changes of welfare attitude types are more strongly related with individual or group interests in Korea. Third, from the result that ratio of maintaining ambivalent attitudes from T to T+3 are about 40%, we found that ambivalent welfare attitudes is very unstable in Korea. This study findings suggest that dynamic changes of the welfare attitudes toward the welfare issues is a peculiarity of the korean’s welfare attitudes. And they imply that considerations of the volatility and multi-dimensionality of welfare attitude are necessary to advance in-depth understandings of the korean’s welfare attitudes.

환경교육 직무연수를 통한 교사들의 의식변화와 양면가치태도 변화 분석

이진헌,성정진,최진하 한국환경교육학회 2005 환경교육 Vol.18 No.1

This study investigated the changes of consciousness and ambivalent attitudes about the important environmental issues among the teachers who enrolled the environmental education training. Experimental and control groups were composed with 47 and 30 person, respectively. Environmental issues were constructions of sea-wall, nuclear power plant and dam. Cronbach alpha of the self-developed questionnaire was 0.6909∼0.8992. Score were made with 5 Likert scales for consciousness, and with semantic differential half scale for ambivalent attitudes. Almost teachers(94.0% and 97.1%) have above 10 years teaching career. Strangers in environmental program were 53.2%.After environmental training, teachers' consciousness was significantly changed to negative about the construction of sea-wall for the farm field and industry complex area(p= 0.019), and about the construction of dam for disaster like flood(p=0.026), and for adverse effects of citizen by fog(p=0.042). They were also significantly changed to negative about the construction of nuclear power plant for economical energy(p=0.004)', no-emission of greenhouse gases(p=0.033)', 'alternative energy(p=0.000)', 'destruction of ecology(p=0.052)' and 'social fear (p=0.009)'. The consciousness of teachers who have the experience of environmental training, were significantly changed to negative about the construction of nuclear power plant.Scores of teachers' ambivalent attitudes were made lower in experimental than control group about the construction of sea-wall and nuclear power plant. After education training, they were made lower so much as -10.0% in control, but higher much as +4.4% in experimental, and severely higher much as 86.5% in teachers who had experienced the environmental training about construction of sea-wall. Their scores were made lower so much as -3.3% in control, but much as -6.4% in control.

중국인 학습자의 한국어 학습 태도 변화에 관한 연구

이목자 ( Li Muzi ) (재)한국어능력평가원 한국어교육연구소 2019 한국어교육연구 Vol.14 No.1

The purpose of this study is to extract the process of change of learning attitudes by explaining the learning attitudes of Chinese learners in the period of residence in Korea through questionnaires. In order to achieve this goal, we conducted questionnaires to measure learners' attitudes toward learning by referring to previous research. As a result of the survey data, it was found that Chinese learners had a positive attitude toward learning in their first year of life in Korea. However, their attitudes toward Korean language changed in the negative direction from 2 to 4 years in Korea, It turned out that it changed again in the positive direction from the fifth year. The relationship between gender factors and learning attitude change was also examined. The results showed that the process of change of learning attitude of male learners is similar to that of change of learning attitudes of all learners. However, female learners have a positive learning attitude at the first year of studying in Korea, It seems that the negative direction has changed, and there has been a similar attitude since then. In addition, through the t - test, it was confirmed that the attitude toward Koreans set in this paper is the attitude type which gives the greatest influence on the attitude of Korean learning, and the F factor affects the change of learning attitude of Chinese learners . Finally, the study also showed that the learners had an inverse relationship between the Korean achievement and the Korean learning attitude.

자기주도 환경교육이 대안학교 아동의 기후변화 인식, 지식, 태도와 기후변화 대응 실천역량에 미치는 영향

조혜영,한효원 학습자중심교과교육학회 2025 학습자중심교과교육연구 Vol.25 No.7

목적 본 연구는 자기주도 환경교육이 대안학교 아동의 기후변화 인식, 지식, 태도와 기후변화 대응 실천역량에 미치는 영향을 알아보는데 목적이 있다. 방법 연구대상은 서울 지역 S대안학교에 재학생 중 자기주도 환경교육에 참여한 중⋅고등학생 17명이다. 연구 변인의 경향성은평균과 표준편차로 알아보았고 정규성은 왜도와 첨도, Kolmogorov-Smirnova와 Shapiro-Wilk로 분석하였다. 자기주도 환경교육의 효과성은 비모수 통계 방법 중 사전⋅사후 짝지어진 표본 간의 차이를 분석하는 방법인 Wilcoxon 검증으로 알아보았다. 결과 주요 결과는 다음과 같다. 첫째, 자기주도 환경교육을 통한 기후변화의 인식, 지식, 태도와 기후변화 대응 실천역량의 사전⋅사후 경향성을 검증한 결과, 최소 .28점부터 최대 1.04점이 향상 된 것으로 나타나 자기주도 환경교육의 효과성이 어느 정도 검증된것으로 볼 수 있다. 둘째, 기후변화의 태도 사후 점수(S-W)와 기후변화 대응 실천역량의 사후 점수(K-S), 하위요인인 성찰 능력의사전 점수(K-S, S-W)와 사후 점수(S-W)에서 통계적인 유의성이 나타났다. 사례 수 역시 30미만으로 나타나 비모수 방법으로통계분석을 해야 하는 당위성을 확인할 수 있었다. 자기주도 환경교육을 통한 기후변화의 인식, 지식, 태도와 기후변화 대응 실천역량의 사전⋅사후 검증결과, 기후변화 인식은 통계적으로 유의미한 결과가 나타나지 않은 반면, 기후변화 지식과 태도에서는 통계적으로 유의미한 차이가 나타났다. 기후변화 대응 실천역량과 하위요인(기후변화 관련 지식, 기후변화 감수성, 성찰 능력, 통합적 사고, 의사소통 능력, 의사결정 능력)은 통계적으로 유의미한 차이가 나타났다. 결론 본 연구결과는 기후변화에 대해 단순히 인식하는 것을 넘어 자기주도 환경교육을 통해 기후변화 지식과 태도, 대응 실천역량이강화될 수 있음을 확인한 것이다. 때문에 이러한 교육과정의 지속적인 개발과 확산이 필요하며, 다양한 교육환경에서의 적용을 통해그 효과를 검증할 필요가 있다. Objectives The purpose of this study is to investigate the effect of self-directed environmental education on al ternative school children’s climate change awareness, knowledge, attitudes, and practical competence in re sponding to climate change. Methods The subjects of this study are 17 middle and high school students from S Alternative School in Seoul who participated in self-directed environmental education. The tendencies of the research variables were examined using mean and standard deviation, while normality was assessed through skewness, kurtosis, and the Kolmogorov-Smirnov and Shapiro-Wilk tests. The effectiveness of self-directed environmental education was examined using the Wilcoxon test, a non-parametric statistical method for analyzing differences between paired pre-test and post-test samples. Results The main results are as follows: First, the analysis of pre- and post-trends in climate change awareness, knowledge, attitudes, and practical competence in responding to climate change through self-directed environ mental education showed improvements ranging from a minimum of 0.28 points to a maximum of 1.04 points. This suggests that the effectiveness of self-directed environmental education has been somewhat validated. Second, statistical significance was found in the post-test scores for attitudes towards climate change (S-W) and practical competence in responding to climate change (K-S), as well as in the pre-test scores for reflective ca pacity (K-S, S-W) and the post-test scores for reflective capacity (S-W). The sample size was also less than 30, confirming the necessity of using non-parametric methods for statistical analysis. The pre- and post-test results of climate change awareness, knowledge, attitudes, and practical competence through self-directed environ mental education showed that while climate change awareness did not yield statistically significant results, there were statistically significant differences in climate change knowledge and attitudes. There were statistically sig nificant differences in practical competence in responding to climate change and its sub-factors (climate change knowledge, climate change sensitivity, reflective capacity, integrative thinking, communication skills, and deci sion-making skills). Conclusions The results of this study confirm that, beyond merely recognizing climate change, self-directed envi ronmental education can enhance climate change knowledge, attitudes, and practical competence in responding to climate change. Therefore, it is essential to continuously develop and disseminate these educational programs and to verify their effectiveness by applying them in a variety of educational settings.

태도 변경을 통한 체육수업전문성의 개념 탐색

이영국(YoungKukLee) 한국체육학회 2012 한국체육학회지 Vol.51 No.2

Although the interest in teachers' instructional professionalism is now increasing as the teacher evaluation system has been conducted, PE teachers' instructional professionalism has been out of focus until now. This paper aimed to explore the ground of PE teachers' instructional professionalism in the context of attitude changes which mean the phenomenological reduction. As a result, the shape of PE teachers' instructional professionalism was uncovered by 3 attitude changes that was composed of 'sport-centered attitude' and 'character-centered attitude' which had been dominant at a field of physical education teacher education, and 'meaning-centered attitude' that was an alternative one. The method of describing each of 3 attitudes included discussing historical and philosophical background of attitudes and interest of PE teachers. Finally, this paper described the essence of meaning- centered attitude to allow PE teachers to improve their instructional professionalism.

초,중,고 학생들의 과학 태도 변화에 대한 학습환경의 원인 분석

권치순 ( Chi Soon Kwon ),허명 ( Myung Hur ),양일호 ( Il Ho Yang ),김영신 ( Young Shin Kim ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.6

The importance of science attitudes is more increasing in science education. Science attitudes may influence students` attainment, consistency and quality of classwork as well as their later views of science education and scientific occupations. According to the international comparative researches and longitudinal studies on Korean students` science attitudes, it has shown that the more grade, the less science attitude. This research was survey the science attitudes and learning environment variables, and then make a inquiry that causes of decline of science attitudes. To study this purpose, the participating students in this study will be selected from 3th to 11th grade. 6,925 participants were administered 3 times in questionnaires of science attitudes and learning environment variables during a year. The result of this study showed that science attitude got low after June. Science attitude was changed from 4th grade to 8th grade students. Science attitude much more decrease second semester than first semester, high school students` science attitude fell much. It was experience about science that cause the biggest effect in science attitude and other learning environment variables influence in science attitude change. Learning environment variables made different influence from students of increased and declined science attitude. As category that influence in science attitude, in elementary school were gender, area and grade, in middle school were grade and area, and in high school was area.

특수교육학개론 수업을 통한 예비유아교사의 장애인에 대한 태도 변화

조규영,서석진 단국대학교 특수교육연구소 2018 특수교육논총 Vol.34 No.2

연구목적: 본 연구는 경북에 소재한 K대학교 유아교육과 2학년 학생 79명을 대상으로 특수교육학개론 수업이 장애인에 대한 태도 변화에 양적인 변화와 질적인 변화 모두를 일으킬 수 있는 지 살펴보았다. 연구방법: K대학교 유아교육과 2학년 학생 79명을 대상으로 특수교육학개론 수업 이전에 장애인 태도 척도를 사전 조사한 후에 15회기의 수업이 종료하고 사후 조사를 실시하였다. 사전사후 조사에 대한 통계처리를 하였다. 그리고 장애인에 대한 태도가 어떻게 변화되었는지를 서술한 기술지에 대한 질적 분석도 실시하였다. 연구결과: 양적인 변화로 장애인에 대한 척도 조사에서 사전 결과보다 사후 결과가 더 높게 나타났고 통계적인 유의함을 보였다. 기술지 분석에서도 장애인에 대한 태도가 변화되었음을 볼 수 있었다. 결론: 특수교육학개론 수업은 예비유아교사들의 장애인에 대한 태도 변화를 가져왔다. 장애인에 대한 태도 척도가 제시된 설문조사에서의 6가지 하위영역 모두 통계적인 유의함을 나타내었다. 질적인 분석에서 장애인에 대한 지식, 정서, 행동의 세 가지 측면에서 변화가 나타났음을 확인할 수 있었다. 이에 대한 결론을 근거로 후속연구를 위한 제언을 하였다. Purpose: This study examined 79 students in the second grade of K University's Early Childhood Education Department in Gyeongbuk Province to see whether the special education introductory class can cause both quantitative change and qualitative change in attitude change for people with disabilities. Method: After examining the attitude scale of the disabled before the special education introductory class to 79 students in the second grade of K University early childhood education, the 15th class was completed and the follow-up survey was conducted. We conducted statistical analysis of post-mortem surveys, and also conducted qualitative analysis of the technical journals describing how attitudes toward people with disabilities have changed. Results: Quantitative changes showed higher post-results and statistical significance than the preliminary results in the measure of the disabilities. In the technical analysis, the attitude toward the disabled was changed. Conclusion: Special education introductory class brought about a change in the attitude of pre-service early childhood teachers to the disabilities, and all six sub-domains in the survey showing the attitude scale for the disabilities showed statistical significance. In qualitative analysis, we found that there were three aspects of knowledge, emotion, and behavior of people with disabilities, and based on the conclusions, we made suggestions for follow-up studies.

태도와 태도변화

이수원,박광엽 영곡사회심리발달학회 2020 사회심리발달연구 Vol.1 No.1

인간의 사회적 행동을 결정하는 핵심변인 중 하나가 태도라는 것에 많은 연구자가가 동의하고 있다. 본 연구에서는 태도와 관련된 연구결과들을 종합 분석하여 연구의 방향성을 탐색하고자 하였다. 이를 위해 태도의 구조와 기능에 대해 분석 정리하였고, 태도변화와 관련된 연구결과들을 통해 태도변화 결정요인들에 대한 쟁점들을 제시하였다. 또한 태도변화 관련 핵심이론을 세 가지 제시하여 후속 연구의 방향을 탐색하고자 하였다. A number of researchers have agreed that an attitude, as the primary variable, determines social behaviors. In this research, the authors aim to suggest future research areas by analyzing the extensive literature regarding attitudes. With this objective, the authors aim to achieve followings in this research : a) analyze the structure and the functions of attitudes by reviewing extensive articles in this field, b) point out the factors of attitude change utilizing the literature regarding attitude change, and c) suggest future research areas in the attitude change study by providing three significant theories dealing with attitude changes.

조건적 상황에 따른 원전 수용성 태도 변화 연구: VBN 모형과 위험지각 패러다임을 중심으로

홍은영,박천희 한국환경사회학회 2024 환경사회학연구 ECO Vol.28 No.2

This study aims to analyze how the conditional cue of addressing climate change influences public attitudes towards nuclear energy. To achieve this, the research proposes an integrated model that explains attitudinal shifts by utilizing the risk psychometric paradigm and the Value-Belief-Norm (VBN) model. The key findings are as follows. First, attitude changes triggered by conditional cues were found to be influenced by perceived benefits, knowledge, trust, and emotions. Second, the study verified that the values,beliefs, and norms within the VBN model are also useful tools for explaining attitudinal shifts. Third, the effects of each variable on attitude change were not linear, and the direction of change—whether positive or negative—differentiated the influence of these variables. Through the analysis, the following implications were derived. First, this study introduced the Risk Perception Paradigm and the Value-Belief-Norm (VBN) model to explain attitude changes influenced by conditional cues. The integrated model demonstrates its effectiveness in explaining both positive and negative attitude changes among individuals. Second, the study identifies that attitude changes (positive change, invariable(fixed), or negative change) are shaped by multidimensional factors. In particular, it highlights the potential of value-based factors to provide interpretative insights into why individuals exhibit reactive responses to government policies.