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      비행교관의 커뮤니케이션 스타일이 학생조종사의 학습동기와 학업만족에 미치는 영향 = Effects of Flight Instructor’s Communication Styles on Student Pilot’s Learning Motives and Satisfactions

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      https://www.riss.kr/link?id=A106928761

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      다국어 초록 (Multilingual Abstract)

      This study was carried out to verify how much instructor’s communication skill affects thestudent pilot’s study motivation and satisfaction. The instructor’s communication styles areclassified into 3 groups by pre-analysis. Three types are cooperative type, control type and professional type. Intellectual cause, performance proficiency cause, social cause and stimulationavoidance cause are extracted and analyzed for the cause of study motivation. Cooperativeand control type affected all of 4 factors of student’s study motivation by influenceanalysis. Intellectual cause affected control and cooperative type positively, especially more tocooperative type. Performance proficiency cause also had positive influence to control andcooperative type. Stimulation avoidance cause didn’t appear to affect all sub-classified 4factors of instructor’s communication type. Influence analysis of student’s study satisfactionfrom instructor’s communication style showed that independent variable affected all sub factorspositively. Degree of positive influence affected the control type the most, cooperative typewas the 2nd, and professional type was the 3rd.
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      This study was carried out to verify how much instructor’s communication skill affects thestudent pilot’s study motivation and satisfaction. The instructor’s communication styles areclassified into 3 groups by pre-analysis. Three types are coope...

      This study was carried out to verify how much instructor’s communication skill affects thestudent pilot’s study motivation and satisfaction. The instructor’s communication styles areclassified into 3 groups by pre-analysis. Three types are cooperative type, control type and professional type. Intellectual cause, performance proficiency cause, social cause and stimulationavoidance cause are extracted and analyzed for the cause of study motivation. Cooperativeand control type affected all of 4 factors of student’s study motivation by influenceanalysis. Intellectual cause affected control and cooperative type positively, especially more tocooperative type. Performance proficiency cause also had positive influence to control andcooperative type. Stimulation avoidance cause didn’t appear to affect all sub-classified 4factors of instructor’s communication type. Influence analysis of student’s study satisfactionfrom instructor’s communication style showed that independent variable affected all sub factorspositively. Degree of positive influence affected the control type the most, cooperative typewas the 2nd, and professional type was the 3rd.

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      다국어 초록 (Multilingual Abstract)

      This study was carried out to verify how much instructor’s communication skill affects thestudent pilot’s study motivation and satisfaction. The instructor’s communication styles are classified into 3 groups by pre-analysis. Three types are cooperative type, control type and professional type. Intellectual cause, performance proficiency cause, social cause and stimulationavoidance cause are extracted and analyzed for the cause of study motivation. Cooperativeand control type affected all of 4 factors of student’s study motivation by influenceanalysis. Intellectual cause affected control and cooperative type positively, especially more tocooperative type. Performance proficiency cause also had positive influence to control andcooperative type. Stimulation avoidance cause didn’t appear to affect all sub-classified 4factors of instructor’s communication type. Influence analysis of student’s study satisfactionfrom instructor’s communication style showed that independent variable affected all sub factorspositively. Degree of positive influence affected the control type the most, cooperative typewas the 2nd, and professional type was the 3rd.
      번역하기

      This study was carried out to verify how much instructor’s communication skill affects thestudent pilot’s study motivation and satisfaction. The instructor’s communication styles are classified into 3 groups by pre-analysis. Three types are coop...

      This study was carried out to verify how much instructor’s communication skill affects thestudent pilot’s study motivation and satisfaction. The instructor’s communication styles are classified into 3 groups by pre-analysis. Three types are cooperative type, control type and professional type. Intellectual cause, performance proficiency cause, social cause and stimulationavoidance cause are extracted and analyzed for the cause of study motivation. Cooperativeand control type affected all of 4 factors of student’s study motivation by influenceanalysis. Intellectual cause affected control and cooperative type positively, especially more tocooperative type. Performance proficiency cause also had positive influence to control andcooperative type. Stimulation avoidance cause didn’t appear to affect all sub-classified 4factors of instructor’s communication type. Influence analysis of student’s study satisfactionfrom instructor’s communication style showed that independent variable affected all sub factorspositively. Degree of positive influence affected the control type the most, cooperative typewas the 2nd, and professional type was the 3rd.

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      참고문헌 (Reference)

      1 이종훈, "학습공동체에서 성인학습자의 학습참여동기, 학습만족도, 학습성과 간의 구조관계 분석" 한국기업교육학회 17 (17): 1-29, 2015

      2 김정기, "커뮤니케이션 스타일, 동기, 주목도, 만족감, 교육효과의 관계" 한국소통학회 (18) : 202-234, 2012

      3 이의길, "온라인 성인학습자의 자기주도학습 수준과 사회적 실재감이 학습결과에 미치는 영향" 한국평생교육학회 19 (19): 27-50, 2013

      4 한상훈, "성인학습자의 학습동기와 자기주도학습의 관계" 학습자중심교과교육학회 7 (7): 355-374, 2007

      5 조현철, "내외적 학습동기, 자기결정성, 목표지향, 자기지각, 지능관 및 자기조절학습전략 요인들의 학습태도, 학습행동 및 학업성취에 대한 효과" 한국교육심리학회 25 (25): 33-60, 2011

      6 김무영, "교사의 실천적 지식이 갖는 일상성 탐구: 체육수업 사례를 중심으로" 한국교육과정학회 30 (30): 21-49, 2012

      7 Ministry of Land Infrastructure and Transport, "regulation No. 730 「Aviation Safety Law Regulation 」 Article 104 Designation of Specialized Educational Institutions, etc"

      8 Suh, M. S., "The effects of service providers communication style on relationship orientation" 5 (5): 123-146, 2000

      9 Suh, H, "The effects of educational service quality characteristicsand the customer participation on the customer satisfaction" 20 (20): 189-212, 2007

      10 Jenson, P. S., "The doctor-patient relationship headed for impasse or improvement?" 95 (95): 769-771, 1996

      1 이종훈, "학습공동체에서 성인학습자의 학습참여동기, 학습만족도, 학습성과 간의 구조관계 분석" 한국기업교육학회 17 (17): 1-29, 2015

      2 김정기, "커뮤니케이션 스타일, 동기, 주목도, 만족감, 교육효과의 관계" 한국소통학회 (18) : 202-234, 2012

      3 이의길, "온라인 성인학습자의 자기주도학습 수준과 사회적 실재감이 학습결과에 미치는 영향" 한국평생교육학회 19 (19): 27-50, 2013

      4 한상훈, "성인학습자의 학습동기와 자기주도학습의 관계" 학습자중심교과교육학회 7 (7): 355-374, 2007

      5 조현철, "내외적 학습동기, 자기결정성, 목표지향, 자기지각, 지능관 및 자기조절학습전략 요인들의 학습태도, 학습행동 및 학업성취에 대한 효과" 한국교육심리학회 25 (25): 33-60, 2011

      6 김무영, "교사의 실천적 지식이 갖는 일상성 탐구: 체육수업 사례를 중심으로" 한국교육과정학회 30 (30): 21-49, 2012

      7 Ministry of Land Infrastructure and Transport, "regulation No. 730 「Aviation Safety Law Regulation 」 Article 104 Designation of Specialized Educational Institutions, etc"

      8 Suh, M. S., "The effects of service providers communication style on relationship orientation" 5 (5): 123-146, 2000

      9 Suh, H, "The effects of educational service quality characteristicsand the customer participation on the customer satisfaction" 20 (20): 189-212, 2007

      10 Jenson, P. S., "The doctor-patient relationship headed for impasse or improvement?" 95 (95): 769-771, 1996

      11 Lawson, R. M., "The commitment-trust theory of relationships marketing" 58 (58): 20-38, 2002

      12 Schön, D. A, "The Reflective Practitioner:How Practitioners Think in Action" Basic Books 1983

      13 Blessoel, H. D., "The Communication of Ideas" Harper 37-51, 1976

      14 Skinner, S. H., "Selfdirected learning : Toward a comprehensive model" 48 (48): 23-46, 1997

      15 Brophy, J., "Research linking teacher behavior to student achievement : Poten potential implications for instruction of chapter 1 student" 23 : 441-471, 1988

      16 Ministry of Land Infrastructure and Transport, "Republic of Korea law No16643 「Aviation Safety Law」, Article 48 Designation Of Specialized Educational Institutions, etc"

      17 Kim, A. Y., "Relative potency of intelligence and motivation variables in predicting academic achievement" 15 (15): 121-138, 2001

      18 Uyar, R. O., "Prospective Preschool Teachers' Academic Achievements Depending on Their Goal Orientations, Critical Thinking Dispositions and Self-Regulation Skills"

      19 Boshier, R., "Motivational orientation revisited life-space motives and the education paticipation scale" 27 (27): 23-34, 1977

      20 Boshier, R., "Motivational orientation re-visited life-space motives and the education paticipation scale" 27 (27): 23-34, 1977

      21 Schunk, D. H., "Goal setting and self efficacy during self regulated learning" 25 : 71-86, 1990

      22 Park, W. T., "Flight Teaching Guide Book" booknet 2019

      23 Kim, A. Y., "Educational application of motivation theories and issues for future research : Focused on self-efficacy theory" 12 (12): 105-128, 1998

      24 Williams, S., "Doctor-patient communication and patient satisfaction : A review" 15 (15): 480-492, 1996

      25 Meyer, D. K., "Discovering emotion in classroom motivation research" 37 (37): 232-345, 2002

      26 Rubin, N., "Development of an instrument to measure patient satisfaction sith nurses and nursing care in primary care setting" 24 (24): 46-65, 1998

      27 Reece, N. L., "Development of an instrument to measure patient satisfaction sith nurses and nursing care in primary care setting" 24 (24): 46-65, 2008

      28 Depaulo, F. R., "Developing buyer seller relationship" 51 (51): 11-77, 1992

      29 Astin, K., "Customer layalty : Toward an integrated conceptual framework" 22 (22): 9-113, 1993

      30 Lawson, R. J, "Concepts of ability and their effect on approaches to learning and motivational orientation" 30-46, 2011

      31 Wenger, E, "Communities of Practice: Learning, Meaning and Identity" Cambridge University Press 1998

      32 Songok, S., "Change in selfefficacy, challenge avoidance and intrinsic value in response to grades : The role of achievement goals" 34 : 43-57, 2005

      33 Noh, H. J., "Analysis of Contingency Table and Analysis of Variance Using SPSS" Hanol 2014

      34 Ames, C., "Achievement goals in the classroom : Students’ learning strategies and motivation processes" 80 : 260-267, 1988

      35 Woolfolk, R., "Academic emotion in students self-regulated learning and achievement : A program of qualitative and quantitative research" 37 : 2003

      36 Gutman, S. K., "A role theory perspective on dyadic interactions : the service encounter" 49 (49): 99-111, 1985

      37 Elliot, A., "A hierarchical model of approach and avoidance achievement motivation" 72 : 218-232, 1997

      38 Jo, Y. J, "A Study on the Influence of Communication Style on Learning Motives and Educational Satisfaction" 2017

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2022 평가예정 재인증평가 신청대상 (재인증)
      2019-01-01 평가 등재학술지 유지 (계속평가) KCI등재
      2016-04-26 학회명변경 영문명 : The Korean Society For Aeronautical Science And Flight Operation -> The Korean Society for Aviation and Aeronautics KCI등재
      2016-01-01 평가 등재학술지 유지 (계속평가) KCI등재
      2012-01-01 평가 등재 1차 FAIL (등재유지) KCI등재
      2009-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2008-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2007-01-01 평가 등재후보학술지 유지 (등재후보1차) KCI등재후보
      2006-01-01 평가 등재후보학술지 유지 (등재후보1차) KCI등재후보
      2004-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.2 0.2 0.19
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.18 0.19 0.358 0.03
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