Earticle

There are many social issues that should be solved through activity in the local community, such as community development, social service, environmental protection and disaster prevention. Despite a large number of activities, they are not always effective. In this investigation, we examine some alternative approaches to disaster prevention in local communities based on Japanese research and practices. Activity theory (Engeström, 1987) was adopted as a theoretical viewpoint. Implications for community education, which is another important issue in the community, are also discussed.

Purpose: This study applied Orem’s self-care theory to examine differences in adherence to aerobic physical activity according to diabetes status among middle-aged adults and to evaluate the mediating effect of health literacy. By distinguishing between diabetes and prediabetes, the study aimed to reflect the stepwise nature of self-care demand while conceptualizing health literacy as a self-care agent. Methods: A secondary analysis was conducted using data from the second year of the ninth Korea National Health and Nutrition Examination Survey. The study included 2,781 adults aged 40?64 years. Variables were constructed based on Orem’s self-care theory. Complex sample hierarchical logistic regression and mediation analyses were conducted using SPSS version 28.0 and R version 4.4.2. Results: Among the participants, 14.3% had diabetes and 34.1% had prediabetes. Higher educational attainment and personal income were significantly associated with adherence to aerobic physical activity. Diabetes status was significantly associated with decreased adherence, whereas prediabetes status showed no significant association. Health literacy was positively associated with adherence. Mediation analysis indicated that health literacy partially mediated the negative effects of diabetes and prediabetes on adherence to aerobic physical activity. Conclusion: By empirically applying Orem’s self-care theory, this study identified differences in adherence to aerobic physical activity according to diabetes status and demonstrated the critical role of health literacy as a self-care agent. These findings suggest that nursing interventions for diabetes prevention and management should adopt stratified approaches based on health status, with an emphasis on enhancing health literacy and strengthening self-care behaviors.

The Internet and all of its possibilities and applications have changed individuals’ lifestyles in relation to socializing, working, and how they spend their leisure time. Social networking sites (SNSs), such as Facebook or Instagram, are ideal settings for interacting with others but, unfortunately, they are also ideal settings for motivated offenders to commit cybercrimes. Thus SNS users may be more vulnerable to cybercrime. The purpose of this study is to investigate the occurrence of cybercrime victimization, specifically cyber-harassment, cyber-impersonation, and hacking. Self-report surveys collected from a sample of 147 respondents were examined using the moderated multiple regression analysis and a logistic regression analysis to determine possible relationships between SNS lifestyle exposure activities and cybercrime victimization. The results indicate moderate support for the application of lifestyle-routine activity theory (LRAT) to cybercrime victimization. Possible educational and managerial implications, as well as suggestions for future research, are discussed.

Despite the oft-cited preference for teacher feedback over peer feedback among L2 writers, it has not been established if this preference leads to its greater effectiveness in revising. This paper reports data from a multiple case study that investigated twelve L2 writers engaged in academic writing in their preference and use of feedback in revising. The participants had access to both peer and teacher feedback to their writing in a web-based feedback platform - SWoRD. Sources of data included stimulated recall interviews, questionnaires, focused diary entries, drafts of writing and records of feedback on writing. The theoretical lens of “contradictions” (Activity Theory) surfaced two contradictions in the activity system: that between the L2 writer (‘Subject’), teacher feedback (‘Tool’) and preference for teacher feedback (‘Rules’) and that between “Writer as Author” (‘Division of Labour’) and preference for teacher feedback (‘Rules’). The first uncovered students’ dissatisfaction with teacher feedback arising from perceived time constraint on the teacher’s part in giving feedback which could possibly explain the less-than-expected impact of teacher feedback on revisions. The second delineates three reasons why learners might reject teacher feedback: sense of text ownership, lack of understanding of and lack of proficiency to deal with teacher feedback.

Blogs are among the most widely used Web 2.0 tools and have become a popular means of teacher development. This study, drawn from an activity theory approach, investigates how blogs serve as reflective and social tools mediating the development of two English teachers. Data are collected from the two teachers’ blogs, periodical online observation of the two teachers’ blogging, and interviews with the two teachers. The findings show that blogs are helpful in monitoring and reflecting the teachers’ instructional processes. Moreover, blogs enable teachers to communicate with others in the online community and find encouragement. The results of the study suggest that teacher training programs and school administrators should encourage both preservice and in-service teachers to establish their own blogs in order to function as a reflective tool and to expand their social network for professional development.

Although university English teachers’ professional growth hinges upon active research engagement, they could not individually follow a one-size-fits-all approach to turn into teacher researchers. In this study, through the lens of activity system, we explored how university English teachers could be empowered to mediate their research engagement by reliance on socially enhanced research tools, research community norms, and research scaffolding trends. Thirty Iranian university English teachers (twenty-seven PhD candidates and three PhD graduates) participated in this study. To collect the data, we used semi-structured interviews, reflective journals, and online discussion forums. The findings demonstrated that Iranian university English teachers’ research engagement is mediated by research mindset, research interest, and research toolkit. Furthermore, research apprenticeship and academic promotion are the two research norms that university English teachers support. In the research engagement system, research networks and research teams promote the teachers’ collective research literacy. The results further showed that to socially mediate the university English teachers' research engagement, research educators are expected to systematically guide the teachers’ research practices, research materials developers need to curate and produce teacher-friendly research materials, and academic researchers should authorize the teachers to get socialized into teachers’ research communities.

Physical activity is associated with better health in individuals with ce-rebral palsy (CP). Numerous physical activity interventions have been designed to promote physical activity among youth with CP. No previous studies have explored the factors contributing to the intention to partici-pate and predicting attendance behaviour for these interventions. Using theory of planned behaviour (TPB), this study explored the prediction of physical activity intention and attendance behaviour in a physical activ-ity intervention aiming to promote physical activity in a sample of young individuals with CP. Males with CP aged 9–21 years were asked to com-plete measures of attitude, subjective norms, perceived behavioural control and, intentions towards a physical activity intervention. Partici-pants had no cognitive impairments to understand and follow instruc-tions, were categorised into Gross Motor Function Classification Sys-tem I–III, did not receive any specific lower limbs’ medical treatment, or did not participate in a strength training program for lower limbs within 6 months before the study. Subjective norms were found to be the only significant predictor of intention, accounting for 83% of variance in in-tention. Intention and perceived behaviour control were found to be a nonsignificant predictor of attendance behaviour in youth with CP. The results show that TPB is a relevant tool in the prediction of intention to-wards a physical activity intervention in Finnish youth with CP.

도서관 이용자의 복잡한 환경과 이용패턴에 따라 생성된 정보는 지식구조화를 통해 이용자에게 적합한 상황인지 정보서비스에 활용된다. 따라서, 도서관 이용자의 다양한 컨텍스트를 정의하고 상호 관련된 컨텍스트의 지식 구조화를 위한 컨텍스트 모델 구축이 필수적인 요건이다. 본 연구에서는 컨텍스트의 개념 및 컨텍스트 모델링을 고찰하고, Engestrom의 행위이론의 개념을 활용하여 도서관 이용자의 행위 모델을 1) 주체, 2) 목적, 3) 도구, 4) 노동단위, 5) 커뮤니티, 그리고 6) 규칙으로 설계하였다. 또한, 도서관 이용자의 컨텍스트를 분석하기 위하여 행위정보를 수집하여 그들의 행태를 관찰 및 기록하는 사용자 추적법(Shadow Tracking)을 활용하였고, 수집된 행위정보는 CAbAT(Context Analysis based on Activity Theory)의 방법론을 활용하여 도서관 이용자의 컨텍스트를 설계하였다.

The information that has been created according to the complex environment and usage pattern of library user can provide context-aware information service through knowledge structuralization on whether it is a suitable situation for user. Accordingly, the development of a context model for defining the various contexts of library user and for the structuralization of interrelated context information is an essential requirement. This study examined the context concept and context modeling, and utilizing the concept of Activity Theory by Engestrom, the activity model of library user was designed as 1) subject, 2) object, 3) tools, 4) divison of labor, 5) community, and 6) rules. In addition, for the purpose of analyzing the context of library user, activity information was tracked to utilize the Shadow Tracking for observing and recording their forms, and the methodology of CAbAT (Context Analysis based on Activity Theory) was utilized for the collected activity information to analyze the user context model.

본 연구는 활동이론을 이론적 틀로 활용하여 연구데이터 큐레이션 모델을 분석한 문헌 연구로, 활동이론에서 사용하는 활동의 구성 요소들을 바탕으로 여러 연구데이터 큐레이션 모델을 분석했을 뿐만 아니라 연구데이터 큐레이션 활동을 수행하는데 있어서 도서관계에서 논의가 필요한 현안을 분석하였다. 그리고 이를 기반으로 새로운 연구데이터 큐레이션 개념 모델을 제안하였다. 본 연구는 기존에 제안된 5개의 디지털 큐레이션 생애주기 모델이 어떻게 구성되어 있는지 분석하고 각각의 모델에서 산발적으로 제시되는 활동요인들을 분석하여 공통 요인을 추출하고 새로운 모델로 통합하여 새로운 연구데이터 큐레이션 개념 모델을 제안하였다. 또한, 도서관 및 리포지토리에서 연구데이터 큐레이션 활동을 수행함에 있어서 고려해야 할 6가지의 현안들을 분석하고 논의하였다. 본 연구에서 제안되는 연구데이터 큐레이션 개념 모델은 총 10단계로 이루어져 있으며, 각 활동의 단계에서 고려해야 할 실천적 문제와 모순을 포함하고 있다.

This study is a literature study that analyzed the research data curation models using activity theory as a theoretical framework. Based on the factors of the activity used in the activity theory, this study analyzed various research data curation models, as well as issues that needed discussion in the library field in carrying out research data curation activities. And based on this, a new research data curation conceptual model was proposed. This study analyzed how the five previously proposed digital curation lifecycle models are configured, and analyzed the actions presented sporadically in each model. A new research data curation conceptual model was proposed by analyzing factors, extracting common factors and integrating them into a new model. In addition, six issues to be considered in carrying out research data curation activities in libraries and repositories were analyzed and discussed. The research data curation conceptual model proposed in this study consists of a total of 10 steps, and it contains practical issues and contradictions to consider at each stage of activity.

본 연구는 사회성과의 연관이 밝혀진 발달심리학의 마음이론에 미술기법을 접목하여, 정상아에게도 사용할 수 있는 사회성 증진 미술치료 프로그램을 개발할 필요성을 검토하기 위하여 실시되었다. 학령기 초기의 초등학교 1학년 아동 60명을 세 집단으로 나누어 실험집단에는 마음이론을 바탕으로 한 미술활동을, 비교집단에는 사회성향상 미술치료 프로그램을, 무처치 집단은 사전 사후 검사만을 실시하여, 아동의 사회성 향상에 기여하는 정도를 집단간 비교하였다. 검사 항목은 초등학교 저학년의 사회성의 지표가 되는 사회행동, 공격성, 공감능력, 학교 생활화에 나타난 사회성이었고 이들의 사전, 사후 점수를 공 변량 분석하여 프로그램 간의 효과를 비교하였다. 그 결과, 마음이론을 바탕으로 한 미술 활동을 한 실험집단이 무처치 집단과 비교하여, 관습관련 사회행동, 마음이해관련 사회행동, 학교생활화에 나타난 사회성에서 비교집단과 유사하게 유의미한 증가를 보였다. 이러한 결과는 마음 이론을 도입한 미술활동 프로그램이 기존의 치료기법과 유사하게, 학령기 아동의 사회성 관련 문제에 대한 치료 기법으로 발전할 수 있는 가능성을 보여주었고, 향후 자폐증은 물론, 사회성이 부족한 정상아를 위한 미술치료 기법으로도 많은 기여를 할 것으로 기대된다.

In this study, it is very essential to develop how our program of art therapy, based on the theory of mind in the development psychology, aims effectively to promote the social skills of normal children. Our training program was applied to 60 first grade-schoolers classified into three groups, test group, control group, and free group. The art activity program based on the theory of mind was applied to the test group, the control group was trained with the program of art therapy for an improvement in social skills, and the free group was only examined without any training before and after this experiment. Only after executing the program, we discovered the effectively variable analyses of an art activity treatment by comparing the survey items, social behavior, aggression, sympathy, and school life ability, in the early grade-schoolers with the prior results of the same group. The result was that the test group had significantly improved under the art activities as compared with the free groups, from the point of social behavior related with social usage, mind-consideration, and social skill of school life. These studies of the art activity program integrated with theory of mind will contribute toward a related training of social skills as a therapy technique for children who lack proper social skills.

본 연구는 한국노인의 생활만족도에 미치는 영향 요인을 활동요인과 자원요인을 중심으로 분석하고 각 변인에 대한 설명력의 정도를 파악하는 것을 주요 연구목적으로 한다. 이를 위해 국내외 문헌을 검토하고 한국보건사회연구원에서 조사한 ‘2004년도 전국 노인생활실태 및 복지욕구조사’ 자료를 활용하였다. 분석결과 한국노인의 전반적인 생활만족도 평균은 보통정도인 것으로 나타났다. 자녀와의 관계나 배우자와의 관계에 대한 만족도는 비교적 높은 편인데 반해, 경제상태나 건강상태에 대한 만족도는 비교적 낮은 것으로 나타났다. 활동요인과 자원요인 모두 생활만족도에 유의한 차이가 있음을 발견할 수 있었다. 특히, 상관관계 및 회귀분석에서는 활동요인은 상관관계가 낮게 나타났으며 유의한 관계모형을 찾을 수 없었고, 만성질병 수, 주관적 건강인식 등 건강요인과 월 용돈 등 경제력요인으로 구성되는 개인자원이 한국노인의 생활만족도에 영향을 주는 가장 큰 결정요인으로 작용하였다. 또한 사회자원 중에서는 경로연금 수령여부만 유의하게 생활만족도에 영향을 주는 것으로 나타났으며, 그 외의 사회적 관계요인과 공적 지원요인도 미비한 영향이 있으나 개인자원요인에 의해 형성되어진 생활만족도에 큰 변화를 줄 정도의 결정요인은 아닌 것으로 나타났다. 이러한 연구결과를 토대로 정책적 함의와 제언을 제시하였다.

The purpose of this inquiry is to employ activity and resource theory in analyzing the determinants of life satisfaction for elderly Koreans, then to give an account of each variable. For this, both national and international documents were examined. Also, data from the 2004 research of the Korea Institute for Health and Social Affairs concerning national elderly life conditions and welfare need was used. The results of analysis show the general life satisfaction of elderly Koreans is, on average, at a normal level. While the satisfaction level towards the relationship with offspring or spouse was relatively high, the satisfaction level regarding economic or health status was relatively low. Both activity and resource factors had noticeable differences in life satisfaction. Especially, in having applied correlation and multi-regression analysis, the activity factor appeared to have low correlation and no related model could be found. Personal resources, such as health (i.e. number of chronic illnesses and subjective health awareness) and financial (i.e. monthly allowance) factors were found to be the most critical in affecting life satisfaction of the elderly in Korea. Among social resources only the possibility of receiving pension appeared to affect life satisfaction. Although social-related and public-sported factors had some minuscule effect, they were found not to be critical? absent with the possibility of bringing about considerable change to the life satisfaction level already established by the personal resource factor. Based on these study results, policy-related implications and proposals are presented.

본 연구는 교생 실습을 단순히 예비교사 개인의 실행으로 바라보는 관점에서 벗어나 전문가 혹은 동료 교생들과의 협력적 관계가 명시적으로 시도되고 있는 교생 실습의 유형들에 관하여 살펴보고, 새로운 유형의 교생 실습에 관한 연구물에 대한 메타 분석을 통해 여러 유형의 교생 실습에서 발견되는 사회문화적 학습의 특징을 파악하고자 하였다. 이를 위해 교생실습을 일종의 공동체 학습 활동으로 간주하고 분석하기 위한 틀로써 문화역사 활동이론(Cultural Historical Activity Theory: CHAT)의 관점을 도입하였다. 현재 우리나라의 예비교사 교생실습 활동 역시 여러 활동체계의 모습으로 존재한다고 가정하고, 예비교사 반성 활동 10편, 전문가 멘토링 활동 6편, 예비교사 공동체 활동 3편, 대학-학교 협력 체제 활동 5편 등, 총 24편의 예시 문헌을 대상으로 활동체계의 요소별로 분석하였다. 각 유형에 대한 분석을 토대로 다시 확장학습의 관점에서 교생실습 활동에서 일어나고 있는 사회문화적 학습의 특징을 기술하였다. 본 연구에서는 CHAT 관점으로부터 대화공동체를 지향하는 교생실습제도의 조건들로, 예비교사의 수업 전문성 신장의 단위 교사 개인으로 한정하지 않고 전문성 신장을 위한 여건과 그로 인한 결과 모두 보다 큰 단위인 활동(activity) 차원에서 접근되어야 한다는 점, 다양한 주체들의 관심과 시각이 반영된 구체적인 목표를 형성할 필요가 있다는 점, 상호작용과 모순의 발견 과정은 결국 공동체 여러 구성원들 간의 역할 분담에 대한 협의와 조정을 통해 이루어지므로 이를 학습과정으로 적극적으로 드러내어야 한다는 점, 목표 달성을 위한 새로운 규칙과 인공물을 생성하고 실험해야 한다는 점을 제안하였다.

The purpose of this study was to explore the features of socio-cultural learning during practicum by analyzing related literature which explicitly addressed cooperative relationship among community members. In order to do so, we adopted cultural historical activity theory as a framework for analyzing practicum as community-based activity. Then four activity types of practicum were derived from the related literature: pre-service reflection (10), expert mentoring (6), pre-service teacher community (3), and university-school collaboration (5). The features of socio-cultural learning in these four activities were analyzed according to the components of CHAT and the perspective of expansive learning. Based on the result, we suggested the institutional conditions which can redirect practicum towards diaological community as follows: 1) viewing the unit of preservice teacher development from the larger ‘activity’, 2) forming concrete objectives in ways reflect various subjects’ interests and perspectives, 3) revealing explicitly the cooperation and negotiation process for labor division as a learning process, and finally 4) creating and experimenting new rules and artifacts for achieving the objectives.

본 연구는 계획행동이론을 근거로 사회복지전공 대학생의 자원봉사에 관한 태도, 주관적 규범, 지각된 행동통제와 대학생의 자원봉사 의도와 행동과의 관계를 밝히고, 지각된 행동통제와 자원봉사 행동과의 관계에서 자원봉사 의도의 매개효과 및 변인들 간의경로모델을 검증하였다. 이를 위해 사회복지전공 대학생 357명을 대상으로 설문조사를실시하였으며, 분석결과, 대학생의 자원봉사에 관한 태도와 주관적 규범, 지각된 행동통제는 자원봉사의 의도와 유의한 정적 상관관계가 있는 것으로 나타났다. 또한, 대학생의지각된 행동통제와 의도는 자원봉사의 행동에 직접적으로 유의한 정적 영향을 미치는것으로 확인되어, 경로모형의 적합성이 검증되었다. 이러한 연구결과는 사회복지전공 대학생의 자원봉사 행동에 관해 계획행동이론의 적용가능성을 반영하는 것으로, 이를 근거로 향후 사회복지전공 대학생의 자원봉사활동의 활성화를 위한 실천적 함의 및 후속연구를 위한 방향을 제시하였다.

The purpose of the this study was to investigate the theory of the planned behavior's application to predicting volunteer activity among college students majoring social welfare. Specifically, two hypotheses derived from the theory of planned behavior regarding college students' volunteer activity were tested : First, attitude, subjective norm, and perceived behavioral control would be significant predictors of intent and second, perceived behavioral control and intent would be significant predictors of volunteer activity. For the purpose, the data were collected from 357 undergraduate students from 6 universities located in D and K provinces by utilizing self-administered questionnaire. Findings of the study were consistent with the theory of planned behavior, attitude, subjective norm, and perceived behavioral control predicted intent, and perceived behavioral control and intent, in turn, predicted volunteer activity among undergraduate students. Based on the findings of the study, possible practice implications for families with disabled adolescence and recommendation for further study were provided.

다양한 변화를 경험하는 청소년기에 어느 시기보다 여가활동이 필요하나 학업에 대한 부담 때문에 능동적, 발전적 여가를 즐기기 힘든 우리나라 청소년이 처한 현실에서 잘못된 여가관 형성으로 여가활동이 비행과 연계되는 부작용이 있음을 감안하여 청소년의 건전한 여가활동과 비행 예방을 위한 지도 방향을 제시하는 것이 필요하다. 이에 본 연구는 선행연구에 근거하여 비행수준에 영향을 미치는 여가활동 유형인 스포츠, 사교, 놀이․오락 활동에 참여하는 과정에서 비행경험이 있는 학생들과 그들을 관찰한 학생을 연구 대상자로 선정하여 심층 면담한 결과를 질적 연구방법의 하나인 근거이론으로 분석하여 여가활동 중에 비행이 발생하는 원인을 찾는 것을 목적으로 하였다. 연구 결과, 여가활동 과정에서 성인 감독자가 결여된 환경, 흥미를 유발하지 못하는 수업 환경이 조성되었을 때, 비행을 저지르는 또래와 접촉하거나, 학업에 대해 무관심할 때, 여가활동에서의 금전적 보상 등이 개입되었을 때 여가활동 과정에서 청소년 비행이 발생할 수 있는 것으로 나타났다.

In Korea, adolescents are facing difficulty in enjoying their leisure time in an active and desirable way due to the burden of studies. In this situation, they often get to form an undesirable view to leisure, which leads to side effects associated with delinquency. Recently, delinquency in adolescents is increasing in their leisure time, and it implies that it is needed to come up with solutions for them to establish leisure righteously. Therefore, based on advanced research, this author selected students who had experienced delinquency in the process of participating in sports, social activities, or play or entertaining activities, the types of leisure activities influencing the level of their delinquency, and students who had experience of observing them. The results of an in-depth interview conducted to them went through analysis by grounded theory, one of the qualitative research methods, so as to figure out the causes of delinquency among the leisure activities. According to the findings, in the process of performing leisure activities, when adolescents face environment lacking adult supervision or class environment not very interesting, or when they get to contact peers committing delinquency or have no interest in studies, or when any monetary rewards or such are intervening with the leisure activities, they often lead to adolescent delinquency.

관광자는 타지역을 이동하면서 자신의 생각과 충돌하는 수많은 사실과 만난다. 이때 새로운 것을 알게 되고 삶에 대처하는 자신의 견해를 바꾼다. 이런 면에서 관광은 현장 적응적인 학습 방법의 하나다. 이 연구에서는 활동이론을 적용 하여 관광지에서 겪는 경험과 학습의 관계를 분석했다. 활동이론의 분석단위는 관광활동의 주체, 목표, 공동체, 역할, 방법 과 규칙, 성과물, 공동체와 관련성으로 설정하였다. 이를 바탕으로 관광경험에 큰 영향을 미치는 해설사·안내자와 심층면 접을 진행하여 관광자의 학습과정을 분석했다. 분석결과 관광하는 동안에 일어나는 경험은 해설사·안내자의 해설과 안내 의 활동체계 단위는 물론이고 단위 안에서 다양한 형태의 상호작용에 의해서 일어나고 있었다. 이 상호작용이 관광경험 활동체계의 변화를 유도하여 관광자의 학습을 가능하게 만든다. 학습 내용은 안내자와 해설사의 역할이 커질수록 학습 가치도 올라간다는 점, 관광경험이 사회적․문화적 차원의 학습 효과에 포함된다는 점, 활동체계 내 혹은 활동체계 간에는 상호작용하면서 이때 발생되는 모순의 해결과정을 관광자가 스스로 찾는다는 점, 관광경험은 고립된 단위가 아니라 계층 구조와 네트워크 교차점에 존재하기 때문에 공동체의 활동과 환경에 의하여 영향을 받는다는 점 등이다.

As tourists travel to other regions, they encounter numerous facts that conflict with their views. At that time, we change our view of coping with life. In this respect, tourism is a new way of learning. As a new learning method, tourism experience research is a new approach. In this study, the relationship between experience and learning experienced in tourist destinations was analyzed by applying the activity theory. The analysis units applied in the activity theory were set as subjects, goals, communities, roles, methods and rules, outcomes, and relevance to local communities. Based on this, in-depth interviews were conducted with commentators and guides who had a great influence on the tourism experience to analyze the learning process of tourists. As a result of the analysis, the experiences of tourists during the tour were interactive in various forms within the unit as well as the unit of the activity system of the commentator and guide. This interaction induces changes in the tourism experience activity system, enabling tourists to learn. The content is that the value of learning increases as the role of guide and commentator increases, that the social and cultural dimension of tourism experience is included in the learning effect, and the contradictions that arise from interactions within or between activity systems. The fact that they find the solution process themselves, and that tourism activity is not an isolated unit, but exists at the intersection of hierarchies and networks, is affected by the activities and environments of others.

이 연구는 가톨릭사회복지기관 실천가들의 경험적 자료를 근거이론으로 분석한실 체적 지식을 찾고다른 실천가들의 경험을 분석한연구와 비교하여 가톨릭사회복지의 실천적 고유성을 명료화하고자 하였다. 이를 위해, 가톨릭사회복지 실천가 19명의 성찰일지 124편을 분석하였다. 가톨릭사회복지 실천가들의 사랑실천 과정에서 인과적 상황은 <직무상 갈등과 딜레마 경험>, <소진으로 업무 역량 저하>, <인간애기반 실천을 가로막는 장애물>, <가톨릭 가치지향 실천의 책임의식>으로 나타났다. 중심현상은 <더나은 실천을 위해 나를 성찰함>, <가톨릭 실천가의 정체성을 숙고함>으로 나타났다. 맥락적 조건은<인간에 대한이해 부족>, <조직 내 수직적이고 경직된 업무 관행>이었다. 작용 및 상호작용 전략은<인내하며 기다림>, <가족 같은 관심으로 함께 있어줌>, <전인적으로 안정된 일상생활을 도움>, <진정성있는 인격적 관계 형성>, <실천가 자신을 지켜내는 연습>이었다. 중재적 조건은 <인간 존엄을 우선으로함>, <협력과 소통의 조직문화 형성>이었다. 결과는 <상호주체적 동반관계>, <인간다운 세상을 함께만들어감>의 과정으로 나타났다. 실천가 유형은 직업적 동기형, 수동적 소명이행형, 전문직 가치추구형, 전인적 소명이행형이 도출되었다. 분석결과를 카리타스학 관점에서 해석하고 더 나은 실천을 위한논의를 덧붙였다.

This study tried to find substantive knowledge by analyzing the data of practitioners of Catholic social welfare institutions based on grounded theory, and to clarify the uniqueness of Catholic social welfare in comparison with the research analyzing the experiences of other practitioners. For this, 124 reflective journals of 19 Catholic social workers were analyzed. The result showed that the causal situation was ‘experience of conflicts and dilemmas at work’, ‘weakening of work competency due to burnout’, ‘obstacles to practice based on humanity’, ‘a sense of responsibility in practicing Catholic values’. The phenomena were “reflecting on myself for better practice” and “deeply contemplating the identity of a Catholic social welfare practitioners.” Contextual conditions were ‘lack of understanding of humans’ and ‘bureaucratic and strict work practices’. The strategies were ‘waiting with patience’, ‘being together caring like family’, ‘helping a holistically stable daily life’, ‘making personal relationships with sincerity’, ‘practice of protecting oneself’. Intervening conditions were ‘human dignity as a top priority’ and ‘forming an organizational culture of cooperation and communication’. Consequences were ‘mutually independent partnership’ and ‘creating a humane world together’. The practice types were classified into occupationally motivated type, passive vocation fulfilling type, professional value driven type, and holistic vocation fulfilling type. Finally, the research findings were interpreted and discussions were added from the perspective of Caritas science.

본 연구는 사이버불링 맥락에서 일상활동이론의 설명력을 온라인 환경으로 확장하고, 청소년의 사이버불링 역할 집단(비경험, 피해, 가해, 피해-가해 중첩)에 영향을 미치는 요인을 분석하는 데 목적이 있다. 이를 위해 온라인 위험행동, 인터넷 사용시간, 유해환경 노출, 부모 감독, 학교 규범을 주요 독립변수로 설정하고, 학교급과 성별을 통제변수로 포함하여 다 항 로지스틱 회귀분석을 실시하였다. 분석 결과, 온라인 위험행동은 피해, 가해, 중첩 집단 모두에서 일관되게 정(+)의 영향을 미치는 핵심 위험요인으로 나타났다. 인터넷 사용시간은 피해 및 피해-가해 중첩 집단에서 유의한 정적 영향을 미치는 것으로 확인되었다. 반면, 유해환경에 노출되지 않은 경우는 피 해 및 중첩 집단에서 소속 확률을 감소시키는 보호요인으로 나타났다. 학교 규범은 일부 집 단에서 유의한 영향을 보였으며, 부모 감독은 전반적으로 유의한 효과를 보이지 않았다. 통 제변수 분석 결과, 중학생은 고등학생보다 사이버불링 관련 집단에 속할 가능성이 높았으며, 남학생은 여학생보다 가해 및 중첩 집단에 속할 가능성이 높은 것으로 나타났다. 이러한 결과는 사이버불링이 개인의 온라인 행동 특성과 환경적 요인이 결합된 복합적 현 상임을 보여주며, 특히 피해와 가해가 동시에 나타나는 중첩 집단이 고위험군임을 시사한다. 이에 따라 사이버불링 예방 정책은 단순한 피해자·가해자 구분을 넘어, 중첩 집단을 별도의 개입 대상으로 설정하고, 온라인 위험행동과 유해환경 노출을 감소시키는 방향으로 재설계될 필요가 있다.

This study examines the factors influencing adolescents’ cyberbullying involvement by applying Routine Activity Theory to the online environment. Using data from the 2024 National Survey on Cyberbullying, adolescents were classified into four groups: non-involved, victims, perpetrators, and victim perpetrator overlap. Key independent variables included Online risky behavior, internet use time, exposure to harmful environments, parental supervision, and school norms, while gender and school level were controlled. Multinomial logistic regression analysis was conducted. The results indicate that online risky behavior is a consistent and significant predictor across all cyberbullying groups. Internet use time significantly increases the likelihood of belonging to the victim and overlap groups, whereas the absence of exposure to harmful environments reduces such risks. School norms show partial effects, while parental supervision is not statistically significant. Additionally, middle school students and males are more likely to be involved in perpetration and overlap groups. These findings highlight cyberbullying as a complex phenomenon shaped by online behavioral patterns and environmental contexts. The victim perpetrator overlap group, in particular, emerges as a high-risk population, suggesting the need for targeted interventions focusing on reducing risky online behaviors and harmful exposures.

Despite the extensive research on second language learning motivation, very little research has been conducted with Chinese learning motivation and the focus of the research has been limited mainly to identifying types of motivation. Considering the popularity of Chinese as a second language and the lack of research on Chinese learning motivation, the study aims to illustrate the process of motivational changes in learning Chinese from the sociocultual perspective. The data were collected from the researcher’s own autobiographic diary written while she was learning Chinese. Using the framework of an Activity Theory, the data were analyzed to find factors affecting the participant’s motivatonal changes. The findings indicate that the participant’s motivation was affected by dynamic interaction of mediational tools, relationships within the community, and different roles of the learner. The findings imply that the level of motivation is affected by how the learner resolves the tensions among those factors to move forward to the goal of becoming a multilingual speaker. The study may provide a methodological insight into L2 motivation research by analyzing and describing a longitudinal Chinese learning experience from a first-person point of view.

在第二语言习得的研究领域中，第二语言学习动机的研究为最广泛研究的课题 之一。而除了英语之外，对其他第二语言学习动机的研究并不多。最近随着汉 语作为第二语言受到越来越多的关注，学习汉语的人也大大增加了。目前对汉 语学习动机的研究却十分不足，其研究领域也仅仅限于识别汉语学习动机的类 型。从这一点来看,有必要了解学习者在学习汉语的过程中所经历的动机变化及 影响这些变化过程的主要因素。本研究旨在从社会文化的角度阐释汉语学习动 机变化的过程。这些资料来自研究人员在学习汉语时所写的自传日记。利用活 动理论的框架，就资料进行分析并找出影响学习者动力变化的因素。研究结果 表明, 汉语学习动机受到以下几点因素的影响，即学习目标，能够具体实现这一 目标的媒介工具, 学习者和教授者之间的关系及学习者的不同角色。本研究证 明，第二语言学习动机取决于如何设定学习目标, 如何解决学习者在实现目标过 程中所遇到的问题。本研究的意义在于从第一人称的视角分析第二语言学习动 机的变化因素，从而为第二语言学习动机的研究提供了一种崭新的观点。

본 연구는 문화역사활동이론(Cultural Historical Activity Theory: CHAT)의 활동 체계를 분석틀로 삼아 수업 전문성 신장 활동인 수업 장학, 수업 컨설팅, 수업 비평을 살펴보았다. 그 과정에서 각 활동을 구분하는 기준 질문을 도출하였으며 그 질문들을 바탕으로 세 활동의 관계를 통시적인 관점과 공시적인 관점에서 설명하고자 했다. CHAT은 수업 전문성 신장의 단위를 교사 개인이 아니라 수업을 중심으로 대화를 나누는 집단으로 확장하여 보기를 제안한다. 이 관점에서 본다면 각 활동이 이루어지는 공동체 내에서 역할 바꿈 가능성, 인공물과 규칙의 합의 가능성은 수업 전문성 신장 활동의 성격과 의미를 파악하는 데 중요한 기준 질문이 된다. 이러한 기준 질문을 토대로 세 활동의 관계를 통시적으로 보았을 때 각 활동의 등장은 기존의 활동 체계 속의 문제점들을 해결하려는 시도로 볼 수 있으며 우리나라 수업 전문성 신장 활동 체계를 구성하는 각 요소들은 수정되거나 확장되었다. 공시적으로 보았을 때 세 활동은 각각 고유의 규칙과 분업 체계를 가지고 있는 활동 체계인 동시에 학교 현장에서 같은 교사 집단에게 중층적으로 이루어지고 있다는 점에서 갈등의 요소가 존재한다.

This paper analyzed in-service teacher professional development such as instructional consultation, instructional supervision, and class criticism from the perspective of Cultural Historical Activity Theory (CHAT). For doing so, criteria questions were elicited in order to distinguish three activities and an attempt was made to explain the relationship between three activities both synchronically and diachronically. The perspective of cultural historical activity theory posits the need to consider the unit of teacher professional development as community-based learning and development in which dialogues on classroom instruction occur rather than individual-based one. In this perspective, the possibility of change in roles and consensus on artifacts and rules are the key criteria questions for exploring the characteristics and meanings of teacher professional development activities. In the diachronical sense, the gap in time when each activity was introduced exist, and it can be understood that new activity appeared in order to tackle the issues of the existing activity systems. And in this process, expansive learning has occurred by modifying and expanding the elements of activity systems of teacher professional development as new questions arose. In the synchronical sense, it was seen that conflicts still exist within the three systems in that their distinct rules and division of labor are being applied to the teacher community in multilayered ways.

본 연구는 예비교사들에게 이분모 분수의 덧셈을 지도하는 과정안을 ChatGPT를 활용해 설계하도록 하고, 그 과정에서 나타난 각 요소 간의 관계를 활동 이론 (Engeström, 2014)에 기반해 분석하였다. 세부 연구 문제 1에서는 활동 이론의 각 요소가 어떻게 상호작용하는지 탐구하였고, 세부 연구 문제 2에서는 예비교사들이 ChatGPT의 한계를 극복하는 과정을 확장 학습의 관점에서 살펴보았다. 분석 결과, 예비교사들(주체)은 과정안 설계 규칙을 고려한 후, 역할(분업)을 나누고 ChatGPT (도구)를 사용해 ‘이분모 분수의 덧셈 계산 원리를 지도하는 과정안’(목적)을 설 계하였다. 이 과정에서 규칙에 의한 사고의 제한화, 도구에 대한 과도한 의존성, 도 구의 목적화와 같은 현상이 관찰되었다. 또한, 예비교사들은 ChatGPT의 한계를 인 식하고 공동체 자원을 활용해 문제를 해결하며, 새로운 자료를 수집하여 보다 완성 도 높은 과정안을 설계하기 위해 노력했다. 이를 바탕으로 교사 교육에 대한 시사 점을 제안하였다.

This study examined the process of designing a lesson plan for teaching the addition of fractions with different denominators by pre-service teachers using ChatGPT and analyzed the relationships between the elements involved based on activity theory (Engeström, 2014). Research Question 1 explored how the various elements of activity theory interact with each other, and Research Question 2 investigated how pre-service teachers overcame the limitations of ChatGPT from the perspective of expansive learning. The analysis revealed that the pre-service teachers (subjects), after considering the rules for lesson plan design, divided roles (division of labor) and utilized ChatGPT (tool) to create a lesson plan aimed at teaching adding fractions with different denominators (object). Throughout this process, phenomena such as cognitive constraints imposed by rules, overreliance on the tool, and the objectification of the tool were observed. Furthermore, the pre-service teachers recognized the limitations of ChatGPT, utilized community resources to solve problems, and gathered new materials in their efforts to design a more complete lesson plan. Based on these findings, implications for teacher education were proposed.