Earticle

본 연구의 목적은 어머나-유아 상호작용과 유아의 심리적 건강성, 학습행동 간의 상관관계를 알아보고 어머니-유아 상호작용이 유아의 심리적 건강성과 학습행동에 미치는 영향을 알아보기 위한 것이다. 이를 위해 서 울과 경기도에 소재한 어린이집에 재원 하는 3세부터 5세 유아의 어머니 302명의 설문자료를 활용하여, 빈도분석 과 상관분석 및 다중회귀분석을 실시하였다. 연구결과, 첫째, 어머니-유아 상호작용과 유아의 심리적 건강성 및 학 습행동간 에는 모두 유의한 정적상관이 있는 것으로 나타났다. 둘째, 어머니-유아 상호작용이 유아의 심리적 건강 성과 학습행동에 미치는 영향을 살펴본 결과, 어머니-유아 상호작용의 하위변인인 정서적 상호작용, 언어적 상호 작용, 행동적 상호작용 요인 모두 유아의 심리적 건강성에 유의미한 정적 영향을 미치는 것으로 나타났다. 또한 어머니-유아 상호작용이 유아의 학습행동에 미치는 영향에서는 하위요인인 어머니-유아의 정서적 상호작용과 행 동적 상호작용 모두 유아의 학습행동에 유의한 정적 영향을 미치는 것으로 예측되었다. 본 연구결과를 통해 유아 발달과정에서 심리적 건강성과 효과적인 학습행동을 증진시키기 위해서는 주 양육자인 어머니-유아 간 상호작용 의 질을 높이는 것이 매우 중요하므로 결론에서 어머나-유아 상호작용의 질을 관리하기 위한 방안에 대해 논의하였다.

The purpose of this study is to figure out a correlation between the mother-child interaction and young children’s resilience and learning behavior and to examine the influence of mother-child interaction upon young children’s resilience and learning behavior. For this purpose, frequency analysis, correlation analysis, and multiple regression analysis were conducted using survey data from 302 mothers of children aged 5 to 7 and a half years old attending daycare centers in Seoul and Gyeonggi-do. As a result of the research, first, it was indicated that there is a significant positive correlation in all between mother-child interaction and young children’s resilience and learning behavior, it was seen that young children’s resilience is given a meaningful positive effect by all factors of emotional interaction, verbal interaction and behavioral interaction, which are sub-variables of the mother-child interaction. Also, in the influence of the mother-child interaction upon young children’s learning behavior, the emotional interaction and the behavioral interaction between mother and young children were predicted to have a meaningful positive effect on young children’s learning behavior. Through this outcome of this study, it is very important to increase the quality of the mother-child interaction in order to promote young children’s resilience and effective learning behavior in the early childhood education settings. Thus, in the conclusion, there was a discussion about a plan to manage the quality of the mother-child interaction.

As society develops, the demand for security is rapidly increasing. Accordingly, there is growing interest in research on methods to detect and prevent abnormal behavior using surveillance cameras in public places and private spaces such as shopping malls and airports for human safety. Many detection techniques based on deep learning models have been researched in the field of abnormal behavior detection. However, due to the lack of labeled abnormal behavior data, there are significant difficulties in developing an effective detection system. This paper surveys methods for deep learning methods to detect abnormal human behavior in surveillance video and presents recent techniques. First, I will introduce popular datasets that have often been used in previous research. After that, we categorized the existing methods for detecting abnormal behavior using deep learning into three types: supervised learning, unsupervised learning, and partially-supervised learning. We then explained the basic concepts and advantages of each method and summarized their shortcomings. We also briefly describe future research directions based on the advantages and disadvantages of each method. Based on this, it is expected that the technology of video surveillance systems that apply abnormal behavior detection will further develop.

Feeding is the most important behavior that represents the health and welfare of weanling pigs. The early detection of feed refusal is crucial for the control of disease in the initial stages and the detection of empty feeders for adding feed in a timely manner. This paper proposes a real-time technique for the detection and recognition of small pigs using a deep-leaningbased method. The proposed model focuses on detecting pigs on a feeder in a feeding position. Conventional methods detect pigs and then classify them into different behavior gestures. In contrast, in the proposed method, these two tasks are combined into a single process to detect only feeding behavior to increase the speed of detection. Considering the significant differences between pig behaviors at different sizes, adaptive adjustments are introduced into a you-only-look-once (YOLO) model, including an angle optimization strategy between the head and body for detecting a head in a feeder. According to experimental results, this method can detect the feeding behavior of pigs and screen non-feeding positions with 95.66%, 94.22%, and 96.56% average precision (AP) at an intersection over union (IoU) threshold of 0.5 for YOLOv3, YOLOv4, and an additional layer and with the proposed activation function, respectively. Drinking behavior was detected with 86.86%, 89.16%, and 86.41% AP at a 0.5 IoU threshold for YOLOv3, YOLOv4, and the proposed activation function, respectively. In terms of detection and classification, the results of our study demonstrate that the proposed method yields higher precision and recall compared to conventional methods.

Learning analytics, or educational data mining, is an emerging field that applies data mining methods and tools for the exploitation of data coming from educational environments. Learning management systems, like Moodle, offer large amounts of data concerning students' activity, performance, behavior, and interaction with their peers and their tutors. The analysis of these data can be elaborated to make decisions that will assist stakeholders (students, faculty, and administration) to elevate the learning process in higher education. In this work, the power of Excel is exploited to analyze data in Moodle, utilizing an e-learning course developed for enhancing the information computer technology skills of school teachers in primary and secondary education in Greece. Moodle log files are appropriately manipulated in order to trace daily and weekly activity of the learners concerning distribution of access to resources, forum participation, and quizzes and assignments submission. Learners' activity was visualized for every hour of the day and for every day of the week. The visualization of access to every activity or resource during the course is also obtained. In this fashion teachers can schedule online synchronous lectures or discussions more effectively in order to maximize the learners' participation. Results depict the interest of learners for each structural component, their dedication to the course, their participation in the fora, and how it affects the submission of quizzes and assignments. Instructional designers may take advice and redesign the course according to the popularity of the educational material and learners' dedication. Moreover, the final grade of the learners is predicted according to their previous grades using multiple linear regression and sensitivity analysis. These outcomes can be suitably exploited in order for instructors to improve the design of their courses, faculty to alter their educational methodology, and administration to make decisions that will improve the educational services provided.

목적: 헤어커트 헤어커트 서비스러닝 교과목 수강생 46명을 대상으로 서비스러닝 학습경험이 학습만족도와 취업준비행동에 미치 는 영향을 분석하고자 한다. 방법: 수강생 46명을 대상으로 일반적 특성, 헤어커트 서비스러닝 학습경험, 학습만족도, 취업준비행 동 총 31문항으로 구성하여 설문하였으며, 수집된 자료는 SPSS 25.0 통계 프로그램을 사용하여 분석하였다. 결과: 기술통계 분석 결과 헤어커트 서비스러닝 학습경험은 평균 4.49점, 학습만족도는 평균 4.43점, 취업준비행동은 하위요인별‘자 기계발활동’이 평균 4.14점, ‘정보수집활동’이 평균 4.09점 순으로 나타났다. 상관관계 분석결과, 헤어커트 서비스러닝 학습경험은 학습만족도와 통계 적으로 유의미한 정(+)의 상관관계가 있는 것으로 나타났고(p<0.001), 취업준비행동의 하위요인별 자기계발활동, 정보수집활동과 도 통계적으로 유의미한 정(+)의 상관관계가 있는 것으로 나타났다(p<0.05). 또한 학습만족도는 취업준비행동의 하위요인별 자기 계발활동, 정보수집활동과도 통계적으로 유의미한 정(+)의 상관관계가 있는 것으로 나타났다(p<0.05). 연구가설을 검증한 결과, 헤 어커트 서비스러닝 학습경험이 높을수록 학습만족도도 높아지는 것으로 볼 수 있다. 헤어커트 서비스러닝 학습경험이 높을수록 취 업준비행동의 하위요인인 자기계발활동, 정보수집활동도 높아지는 것으로 볼 수 있다. 학습만족도가 높을수록 취업준비행동의 하 위요인인 자기계발활동, 정부수집활동도 높아지는 것으로 볼 수 있다. 결론: 헤어커트 서비스러닝 교과목의 학습경험이 높을수록 학습만족도도 높아지며, 취업준비행동도 높아지고, 학습만족도가 높을수록 취업준비행동도 높아지는 것으로 확인되어 다양한 전공 영역 교과목에서 서비스러닝 개발하여 적용될 필요가 확인되었다.

Purpose: This study analyzes the impact of service-learning experience on learning satisfaction and employment preparation behavior of students enrolled in a haircut service-learning course. Methods: Participants included 46 students who were surveyed with 31 questions on general characteristics, haircut service-learning experience, learning satisfaction, and employment preparation behavior. The collected data were analyzed using the SPSS 25.0 statistical program. Results: According to the descriptive statistics analysis, the average score of haircut service-learning experience was 4.49, the average score of learning satisfaction was 4.43, and the average score of employment preparation behavior for each subfactor was 4.14 for “self-development activities” and 4.09 for “information gathering activities”. Correlation analysis results showed that haircut service-learning experience had a statistically significant positive (+) correlation with learning satisfaction (p<0.001), and a statistically significant positive (+) correlation with self-development activities and information gathering activities as sub-factors of employment preparation behavior (p<0.05). Furthermore, learning satisfaction was found to have a statistically significant positive (+) correlation with self-development activities and information gathering activities as subfactors of employment preparation behavior (p <0.05). The verification of the hypothesis showed that the higher the haircut service-learning experience, the higher the learning satisfaction, and the higher the self-development activities and information gathering activities, which are the subfactors of employment preparation behavior. Conclusion: It was confirmed that the higher the learning experience of a haircut service-learning course, the higher the learning satisfaction, and the higher the employment preparation behavior, and the higher the learning satisfaction, the higher the employment preparation behavior. Thus, it is necessary to develop and apply service-learning in various major areas.

目的: 本研究分析服务学习经历对参加理发服务学习课程的学生的学习满意度和就业准备行为的影响。方法: 以 46名学生为研究对象，进行31个问卷调查，内容涵盖一般特征、理发服务学习经历、学习满意度、就业准备行 为等，并使用SPSS 25.0统计软件对收集到的数据进行分析。结果: 描述性统计分析显示，理发服务学习经历的 平均得分为4.49，学习满意度的平均得分为4.43，就业准备行为各子因素的平均得分分别为“自我发展活动”4.14 和“信息收集活动”4.09。相关性分析结果显示，理发服务学习经历与学习满意度呈显著正相关(p <0.001)，与就 业准备行为子因素“自我发展活动”和“信息收集活动”呈显著正相关(p <0.05)。此外，学习满意度与就业准备行为 子因素“自我发展活动”和“信息收集活动”呈显著正相关(p <0.05)。假设验证表明，理发服务学习经历越高，学习 满意度越高，就业准备行为子因素“自我发展活动”和“信息收集活动”的参与度也越高。结论: 证实了理发服务学 习课程的学习经历越高，学习满意度越高，就业准备行为也越高。学习满意度越高，就业准备行为也越高。因 此，有必要在各专业领域开展和应用服务学习。

모바일 게임 시장이 스마트폰 중심으로 변화되기 시작하면서 모바일 게임에서는 오토 플레이 시스템이 적 용되기 시작하였다. 오토플레이 시스템은 버튼 한번으로 게임을 자동으로 진행하는 시스템 이며 현재 거의 대부분의 모바일 게임에서 적용되었고 PC게임에서 까지 이러한 시스템이 적용되고 있다. 하지만 이러한 오 토 플레이 시스템의 성능은 매우 비효율적으로 행동하고 있으며 본 논문에서는 플레이어의 행동 패턴을 기 반으로 학습한 인공지능을 제안하고자 한다. 본 논문에서 제안하는 인공지능 모델은 플레이어가 게임을 진행 하면서 게임 데이터와 플레이어가 입력한 버튼 값을 학습 데이터로 저장하고 학습데이터를 DNN(Deep Neural Network) 신경망 모델을 사용하여 학습하였다. 게임에서는 플레이어가 중복적으로 다른 버튼을 동시 에 누르기 때문에 Output Layer를 다층으로 분류하여 학습을 진행했다. 본 논문 실험에서는 20명의 실험자들 에게 제안하는 인공지능 모델을 사용함으로써 결과를 기록하였고 트랙을 일정하게 벽을 부딪치지 않고 달린 플레이어 데이터만 제대로 학습되어 결과를 얻을 수 있었고 그렇지 않은 플레이어의 데이터는 캐릭터가 제 대로 이동하지 않아 결과 값을 얻을 수가 없었다. 또한 간단한 아케이드 게임을 만들어 강화학습과 비교하였 으며 강화학습보다 성능은 좋지 않았지만 학습속도가 약 10배 빨랐다.

The autoplay system is a system that automatically plays the game with the one click of a button. Currently, almost all mobile games use this system, and some PC games also use this system. However, this autoplay system tends to play games inefficiently. In this paper, we propose artificial intelligence based on the player's behavior pattern to improve the disadvantages of autoplay system. The artificial intelligence model proposed in this paper stores game data and input button values when a player plays a game as learning data. This stored data was learned using DNN (Deep Neural Network) model. In the game, because the player repeatedly presses another button at the same time, we proceeded to use the multiple Output Layers. We loaded the learned data back into Unity3D and applied it to the character to check the result. It was found that the lap time and the movement path were different each time it was executed. In this paper, we record the results by using the artificial intelligence model proposed by 20 experimenters. Only the data of the player with the constant track without crashing against the wall was learned properly, and the data of the player who did hit the wall could not get the result because the character did not move properly. We also made a simple arcade game to compare reinforcement learning with our AI model. The performance was not as good as reinforcement learning, but the learning speed was about 10 times faster.

기존의 패닉모형과 달리, 최근 연구들은 재난 상황에서 이타적 행동이 더 많이 나타나며 이타심은 집단의 위기 대응 역량을 순간적으로 증대시켜 인명구조에 긍정적인 영향을 끼친다고 밝히고 있다. 그리고 이타적 행동을 발현시키는 뇌의 기제는 학습과 경험을 통하여 강화될 수 있다는 사실도 드러 나고 있다. 화재 상황을 모사하여 이루어진 본 실험 연구는 학습과 경험의 유형이 이타적 행동의 발현에 영향을 미치는가를 확인하기 위하여 집단비교와 요인설계분석을 실시하였다. 분석결과, 화 재시 대응 행동 학습, 화재시 승강기 사용 학습을 비롯하여 실제 화재 경험, 화재훈련, 미디어를 통한 화재 관련 정보 습득을 포함한 5가지 학습경험에서 각각 경험을 갖고 있는 집단의 이타적 행동 발현 정도가 경험이 없는 집단에 비해 높았다. 그러나 경험들 간 상호작용 효과의 패턴은 두 가지 경험이 중복되는 것 보다 오히려 의미 있는 한 가지 경험을 한 경우, 이타적 행동 발현이 더 우세하다 는 것을 보여주었다. 이때 유의미한 경험은 실제 화재 경험, 화재시 대응 행동 학습, 화재시 승강기 사용 학습으로, 실제 상황과의 관련성, 경험의 구체성과 체계성이 중요하다는 것을 시사하고 있다.

Unlike the traditional panic model, recent studies have revealed that altruistic behavior is more prevalent in disaster situations and altruism has a positive effect on lifesaving by instantly increasing the group’s ability to respond to crisis. It also turns out that the brain mechanism that manifests altruistic behavior can be strengthened through learning and experience. In this experimental study using a simulated fire emergency, group comparisons and factorial design analysis were conducted to determine whether the type of learning experience influenced the manifestation of altruistic behavior. The results showed that a higher degree of altruistic behavior was manifested among groups with experience in each of the five learning experiences (real fire experience, learning to respond to fire, learning to use an elevator during fire, and obtaining fire-related information through media) than inexperienced groups. However, the pattern of interaction effect between those experiences showed that one meaningful experience was better than overlapped experiences. The significant experiences were situated and systematically constructed with detailed information such as real fire experience, learning to respond to fire, and learning to use an elevator during fire.

Brain tumor is a very terrible disease. Brain tumor is caused by an increased number of cells. The presence of the skull layer around the brain makes it tough in studying the behavior of growth cells. It also raises the complication for the identification of disease. The initial discovery of a brain tumor is necessary to defend the survival of patients. Frequently, the brain cancer segmentation, and classification through the MRI images technique. Though, the radiologists are not providing actual visualization of brain cells in MRI images due to the irregular growth of cells, which forms of cells are growing rapidly and slow at some stage in brain tumors in the brain. So, automatic strategies are required to evaluate thoughts tumors exactly from MRI images in this research automatic, MRI brain tumors are used for classification, segmentation, and Behavior analysis of cell growth. The problem of visualization of cell growth and behavior analysis of brain cells is solved through MRI images which enhance the detection of cancer. To analyze the behavior of cell growth, which forms of cells are growing rapidly and slow at some stage in brain tumors, and analyze the area of images in which type of cells is affected. Single models are less efficient. We will use ensemble models which would also be helpful for better performance and accuracy.

The current study aimed to investigate whether video-based e-learning (i.e., the Educational Broadcasting Service (EBS)) influences the achievement of Korean high school students (years 2-3) in English as a foreign language (EFL) through the mediation of their use of behavior control strategies. The study used data from the 2010 and 2011 Korean Education Longitudinal Study of 2,309 students. Structural equation modeling was used to analyze whether the behavior control strategies mediated consistent use of EBS with high school students and whether video-based e-learning led to an increase or a decrease in the students’ EFL achievement test scores. In general, consistent EBS use resulted in changes in the high school students’ EFL achievement test results with the mediation of the behavior control strategies. However, a decrease model showed slightly better model-data fit than an increase model because in the decrease model the time management and resource use strategies had a significant negative relationship to decreases in the EFL test scores between year 2 and year 3. As a significant function of time management, EBS use seemed to work in preventing decreases in EFL achievement.

강화학습기반 Q-learning 알고리즘은 이산적인 상태와 액션의 조합을 사용하여, 한 번에 하나의 행위에 대한 목표를 학습하는데 유용하다. 여러 액션을 학습하기 위해서는 행위 기반 아키텍처를 적용하고 적절한 행위 조절 방법을 사용하면 로봇으로 하여금 빠르고 신뢰성 있는 액션을 가능하게 할 수 있다. Q-learning은 인기 있는 강화학습 방법으로 단순하고, 수렴성이 있고 사전 훈련 환경에 영향을 덜 받는 특성(off-policy)으로 인해 로봇 학습에 많이 사용되고 있다. 본 논문에서는 Q-learning 알고리즘을 램프 로봇에 적용하여 복수 행위(사람인식, 책상의 물체 인식)를 학습시키는데 사용하였다. Q-learning의 학습속도(learning rate)는 복수 행위 학습 단계의 로봇 성능에 영향을 줄 수 있으므로 학습속도 변경을 통해 최적의 복수 행위 학습 모델을 제시한다.

The Q-learning algorithm based on reinforcement learning is useful for learning the goal for one behavior at a time, using a combination of discrete states and actions. In order to learn multiple actions, applying a behavior-based architecture and using an appropriate behavior adjustment method can make a robot perform fast and reliable actions. Q-learning is a popular reinforcement learning method, and is used much for robot learning for its characteristics which are simple, convergent and little affected by the training environment (off-policy). In this paper, Q-learning algorithm is applied to a lamp robot to learn multiple behaviors (human recognition, desk object recognition). As the learning rate of Q-learning may affect the performance of the robot at the learning stage of multiple behaviors, we present the optimal multiple behaviors learning model by changing learning rate.

본 연구는 COVID-19 팬데믹 상황에서 LMS로써 MS Teams를 도입하여 온라인 강의를 진행하는 과정에서 나타난 예비교사의 학습행태와 학업성취도 간의 관계를 살펴보고자 하였다. MS Teams와 연동된 MS Insights 가 제공하는 MS Teams 방문일수, 과제 제출 기한 엄수, 소통에 대한 변인을 중심으로 수강성적과의 상관관계 및 매개효과를 알아보았다. 학습행태 변인과 학업성취도 간 피어슨 상관관계 분석의 결과, 예비교사의 학업성취 도는 MS Teams 방문 일수 및 온라인 과제 제출 기한의 엄수와 유의한 정적 상관관계를 보였다. MS Teams 내 질문, 게시글, 답변 작성 빈도와 학업성취도 간의 관련성은 유의한 상관이 없었다. MS Teams의 학습행태 변 인들이 학업성취도에 미치는 영향에 대한 다중회귀분석 결과, 과제 제출 기한의 관리 변인에 있어서 학업성취도 를 설명할 수 있었다.

This paper sought to find significant learning behavioral indicators and their correlation with the academic achievements of elementary teacher candidates engaged in an online course using MS Teams during the COVID-19 pandemic. Focused on variables such as the number of visiting days to MS Teams, on-time online assignments, conversation activities, posts, and replies, MS Insights data in the LMS environment were collected in the fall term of the 2020 academic year and analyzed in Pearson correlation and multiple regression. The number of visiting days and on-time online assignments were significantly correlated with their grades, whereas the indicators including average weekly conversation activity, posts, and replies did not have a significant effect on the achievements. Furthermore, the results revealed that the subject’s behavioral intention to submit on-time assignments significantly predicted learner achievements.

경영환경이 다양해짐에 따라 고객들의 니즈가 점점 더 세분화되어 가고, 그에 따른 서비스 품질에 대한 기대도 커지고 있다. 이런 변화에 적응하기 위해서 고객과의 접점에 있는 영업사원들의 서비스 품질 향상과 적응적판매의 중요성이 점 점 강하게 대두되고 있다. 서비스 품질과 적응적판매에 영향을 주는 영업사원의 개인 판매스킬에 대한 연구는 활발하나, 산업환경변화에 대한 학습활동에 대한 연구는 많지 않았다. 본 연구에서는 영업성과에 영향을 주는 요소 중에 영업사원 의 학습활동이 고객에게 보다 우수한 서비스를 제공하고 적응적판매에 정의 영향을 줌으로써 궁극적으로 성과로 연결되 는 상관관계를 밝히고자 한다. 이를 위해 학습활동을 시장에 대한 학습과 고객 및 제품에 대한 학습으로 구분하여 사례 기업을 통해 증명하였다. 이를 통해 발견한 시사점은 영업사원들의 학습활동에 대한 지원과 투자가 지속적 경쟁력 강화 를 위한 선진 전략이 될 수 있다는 것이다.

In current business environment, customer’s needs are becoming more and more broken down and changed rapidly. Therefore the importance of adaptive selling of salespeople is emerging in order to adapt to these changes. The studies on personal selling skills of the sales staff to affect service quality & adaptive selling has been conducted actively but the research on learning activities for better customer focused services in B2B environment has been a little. This research suggested that the activities of the salesperson separated by learning about market and about customers and products affect on the results of sales services by demonstrating through the case of company. It’s a strategic focusing area for managers to improve competitiveness of sales services with supporting and investment in learning activities connected with the market needs.

본 연구는 효과적인 튜터링 운영방안 모색을 위해 학생들이 인식하는 학습행동양식을 파악하고, 나아가 학습행동양식이 학업성취도와 학습만족도에 미치는 효과를 분석하고자 한다. 이를 위해 부산광역시에 소재한 D대학교 튜터링 프로그램 참가자 105명을 대상으로 자료를 수집하고, 연구문제에 따라 기술통계, 상관분석 그리고 회귀분석을 수행하였다. 연구결과는 첫째, 튜터링에 참가한 학생들의 학습행동양식은 환경의존적 자기주도학습 행동형과 독자적 자율학습행동형이 가장 많은 것으로 나타났다. 둘째, 학습행동양식과 학업성취도 및 학습만족도 간의 상관을 보면 적극적 협동학습행동형과 독자적 자율학습행동형이 높은 상관관계가 있는 것으로 나타났다. 셋째, 학습행동양식이 학업성취도와 학습만족도에 미치는 회귀분석에서는 적극적 협동학습행동형이 학습만족도에 유의미한 영향을 주는 것으로 나타났으나, 독자적 자율학습행동형과 환경의존적 자기주도학습행동형, 소극적 학습행동형은 유의하지 않은 것으로 나타났다. 이러한 결과를 통해 학교 측면에서 학습행동양식은 학생들의 학업적 성공과 실패에 중요한 요소로 인식될 수 있으므로, 교수자는 학습자의 학습행동양식을 확인하고, 이에 적합한 튜터링 교수·학습 설계 방안을 제공할 필요성이 있음을 시사한다.

This study aims to identify the learning behavior patterns recognized by students to find effective tutoring operational methods, and further analyze the impact of learning behavior patterns on academic performance and learning satisfaction. To this end, 105 participants in the tutoring program at D University based in Busan Metropolitan City collected data and conducted descriptive statistics, correlation analysis and regression analysis according to research problems. First, the study found that students who participated in tutoring had the most environment-dependent and self-taught learning behavioral styles and environment-independent and self-taught learning behavioral style. Second, the correlation between learning behavioral styles and academic achievement and learning satisfaction shows that there is a high correlation between positive and cooperative learning behavioral styles and environment-independent and self-taught learning behavioral styles. Third, regression analysis on academic achievement and learning satisfaction showed that positive and cooperative learning behavioral styles significantly affects learning satisfaction, but environment-independent and self-taught learning behavioral style, environment-dependent and self-taught learning behavioral style, and passive learning behavioral style were not significant. These results suggest that from the school perspective, learning behavior can be recognized as an important factor in students' academic success and failure, so instructors need to check learners' learning behavior patterns and provide appropriate tutoring teaching and learning design plans.

본 연구의 목적은 팀제 조직에서 팀 리더의 임파워링 행동이 팀원들의 학습 행동과 팀 교류기억간의 관계에서 팀 효능감, 혁신성향 및 리더에 대한 신뢰가 매개하는 효과를 살펴보는 것이다. 이를 위해, 다양한 업종의 112개 팀 568명의 응답자들로부터 수집한 자료를 사용하여 구조방정식으로 분석하였다. 그 결과, 임파워링 리더 행동은 팀 효능감, 혁신성향 및 리더에 대한 신뢰와 정적 관련성이 있었고 팀 효능감, 혁신성향 및 리더에 대한 신뢰는 팀 학습 행동과 정적 관련성이 있었다. 임파워링 리더 행동과 팀 학습 행동의 관계를 팀 효능감, 혁신성향 및 리더에 대한 신뢰가 매개하였음을 밝혔다. 팀 효능감과 혁신성향은 팀 교류기억과 정적 관련성이 있었지만, 리더에 대한 신뢰는 팀 교류기억과 유의하지 않았다. 그리하여, 임파워링 리더 행동과 팀 교류기억의 관계를 팀 효능감과 혁신성향이 매개하였음을 밝혔지만, 리더에 대한 신뢰는 매개하지 않음을 나타냈다. 마지막으로, 연구결과에 따른 연구의 시사점과 제한점을 논의하였다.

The purpose of this study was to examine the effects of empowering leader behavior on team learning behavior and team transactive memory (TTM) through mediated factors. We examined whether team efficacy, support for innovation, and trust to leader among team members mediated the effect of empowering leader behavior on team learning behavior and TTM, using 568 individuals from 112 teams in nine local companies and five multinational companies. The results indicated that empowering leader behavior was positively related to team efficacy, support for innovation, and trust to leader. In addition, team efficacy and support for innovation were positively related to both team learning behavior and TTM. However, trust to leader was significantly relevant to team learning behavior, but not to TTM. Therefore, team efficacy, support for innovation, and trust to leader mediated between empowering leader behavior and team learning behavior. Also, team efficacy and support for innovation mediated between empowering leader behavior and TTM, but trust to leader didn't. The implication and limitations of this research were discussed.

Purpose: Because of the COVID-19 pandemic in 2020, colleges had no choice but to introduce online classes without sufficient preparation. As a result, various problems emerged in college students’ learning experience. To establish a strategy for improving online education quality, the necessity to understand university students’ learning behavior, learner characteristics, learning satisfaction, and the impact of professor-student interaction on online lecture concentricity. Methods: This study is a cross-sectional survey conducted on college students from nine universities who experienced online lectures in the first semester of 2020. Online lecture learning behavior, learner characteristics, learning satisfaction, and professor-student interaction were analyzed using t-test, ANOVA, and Pearson’s correlation coefficient to explore the difference in online lecture concentration. Results: The concentration in-class lectures and online lectures averaged 7.04 and 5.73, respectively. According to the analysis, online learning concentration was a significant positive correlation by learner characteristics (r=.40, p<.001), professor-student interaction (r=.30, p<.001), online lecture evaluation (r=.34, p<.001). Conclusion: Therefore, it is suggested that universities should establish guidance strategies related to lecture time zones, measures for managing and supervising learners, reflecting online lecture evaluation results, and strategies for improving student interaction.

학생들의 학습활동에 있어 성취목표는 동기적인 측면에서, 성격특성 및 학습전략은 학습자의 인지 및 행 동적인 측면에서 매우 중요한 변인으로 간주되고 있으며, 모두 학업성취에 비중 있는 영향력을 미치는 것으로 알 려져 있다. 본고에서는 학습전략검사를 활용하여 학습의 장면에서 상정해 볼 수 있는 학습자의 동기 유형과 학습 행동의 관계를 규명하고자 하였다. MLST 학습전략검사에서 구분한 학습 동기, 경쟁 동기, 회피동기를 군집 분류 하여 세분화시키고, 이렇게 세분화된 학생그룹별로 행동특성을 판별분석하여 학습 전략이 학습동기를 활성화시킬 수 있는 상관 관계를 파악하고자 하였다. 본 연구는 군집분석 연구결과의 교차타당도(cross-validation)를 높이고, 학업 성취도를 향상시킬 수 있는 상황변인을 파악하여 학생들의 학업성취도 향상에 기여할 수 있도록 하는데 그 궁극적인 목적을 두고 있다.

“Achievement goals” and “personality traits and learning strategies” are considered highly important variables in terms of motivation, and learners' cognition and behavior respectively, and both are known to have a significant influence on academic achievement. This paper intends to identify the relationship between the types of learners’ motivation and learning behavior in the context of education, by using a learning strategy test. Based on the result of the MLST learning strategy test, students were segmented and grouped by learning motivation, competition motivation, and avoidance motivation. The segmented student groups’ behavioral characteristics were examined to determine the correlation between learning strategy and learning motivation. This study aims to increase the cross-validity of cluster analysis and identify environmental factors to improve students’ academic performance.

이 연구의 목적은 문제중심학습을 적용한 체육수업이 초등학생의 자기주도적 학습태도와 창의성･인성에 어 떠한 영향을 미치는지에 대해 알아보는데 있다. 이를 위해 전라남도 M부설초등학교 6학년 중 2개 학급 48명(실험 집단 24명, 통제집단 24명)을 유목적 표집 방식으로 연구대상을 선정하였다. 실험은 전라남도 M부설초등학교 내 체육관과 운동장에서 실시하였다. 문제중심학습을 적용한 체육수업과정은 1단계(적응기), 2단계(활동기)로 이루어 졌다. 프로그램 평가는 2017년 6월 2일 사전 검사를 한 후 2017년 9월 4일부터 4주, 8주 과정을 2017년 10월 27일까지 마쳤다. 사후검사는 해당교실에서 연구대상 실험군 24명과 통제군 24명을 상대로 실시하였다. 수집된 자 료는 SPSS 22.0 통계 프로그램을 이용하여 독립표본 t-검정, 집단간 동질성 검사, 공분산분석(ANCOVA)을 실시 하였다. 그 결과 다음과 같은 결론을 얻었다. 첫째, 문제중심학습을 적용한 체육수업은 초등학생의 ‘자기주도적 학습 태도’에 미치는 영향이 있는 것으로 나타났다. 둘째, 문제중심학습을 적용한 체육수업은 초등학생의 창의성 중 ‘창의 적 사고’에 미치는 영향이 있는 것으로 나타났다. 셋째, 문제중심학습을 적용한 체육수업은 인성 요소 중 ‘공동체 의식’에 영향이 있는 것으로 나타났다.

This study aims to establish whether or not an elementary school student's self-directed learning attitude, creativity and character are affected by physical education classes applied with problembased learning. To that end, 48 students out of the sixth grade at M elementary school in South Jeolla Province (24 experiment groups and 24 control groups) were selected for research using nomadic sampling. The experiment was conducted at a gym and a playground in an elementary school attached to M. The trouble-based physical education course was conducted by first (adaptation) and second (activity) stages of the appropriate group of students from June 2 to 4, 2017 after conducting a preliminary examination of the respective group of students. The collected data were subjected to independent sampling T-test, intergroup homogeneity tests and covariance analysis (ANCOVA) using the SPSS 22.0 statistical program. As a result, the following conclusions were reached : First, sports classes that apply problem-based learning have an influence on elementary school students’ “self-centered attitude of learning.” Second, sports classes applied with problem-centered learning have an influence on ‘creative mind’ among elementary school students’ creativity. Third, sports classes applied with problem-centered learning were found to have an influence on ‘community consciousness’ among human factors.

본 연구는 대학생의 학업성취 수준에 따른 학습행동유형의 차이를 분석하고, 이를 바탕으로 효과적인 학습행동유형을 확인하는 것을 목적으로 한다. 이를 위해 연구에 참여한 인천 소재 4년제 I대학 재학생 1,935명 중 성취상위집단 학생 948명과 성취하위집단 학생 987명의 U&I 학습유형검사 데이터를 활용하여 잠재프로파일 분석(LPA)을 실시하였다. 그 결과, 성취상위집단은 무근심만족형, 고군분투형, 경계 성만족형, 무근심불만족형, 평균형의 5개 집단으로, 성취하위집단은 무근심만족형, 평균형, 근심불만족형의 3개 집단으로 분류되었다. 성취상위집단에서는 무근심만족 형과 경계성만족형이 유의하게 높은 학업성취를 보였으며, 성취하위집단에서는 근심불만족형이 유의하게 낮은 학업 성취도를 보였다. 성취하위집단의 학생들의 경우 성취상위집단의 학생들에 비해 ‘완벽’ 및 ‘만족’의 학습행동유형 점수가 낮은 반면, ‘반항’, ‘외곬’, ‘잡념’ 의 학습행동유형 점수가 높으며, 성취상위집단에서 관찰된 근심불만족형의 학습유형 패턴이 나타났다. 높은 학업성취와 관련이 있는 학습행동유 형은 무근심만족형이었으며, 해당 유형 군집의 비율은 성취하위집단보다 성취상위집 단이 높았다. 본 연구 결과는 대학생들이 만족과 열의 위주의 학습행동을 가질 수 있도록 유도함을 통해 학업성취를 향상시킬 수 있음을 함의한다.

This study aimed to analyze differences in learning behavior types based on university students’ academic achievement levels and to identify effective learning behavior patterns. To this end, Latent Profile Analysis (LPA) was conducted using U&I Learning Type data collected from 1,935 students enrolled at a four-year university in Incheon, South Korea. Among them, 948 students were categorized as high-achievement and 987 as low-achievement. The high-achievement group was classified into five profiles: carefree-satisfied, struggling, borderline-satisfied, carefree-dissatisfied, and average types. The low-achievement group was classified into three profiles: carefree-satisfied, average, and worried-dissatisfied types. Within the high-achievement group, the carefree-satisfied and borderline-satisfied types showed significantly higher academic performance. In contrast, the worried-dissatisfied type in the low-achievement group showed significantly lower academic achievement. Compared to their high-achievement counterparts, students in the low-achievement group exhibited lower scores in learning behavior types such as ‘perfection’ and ‘satisfaction’, but higher scores in ‘rebellion’, ‘rigidity’, and ‘distractedness’, indicating a learning pattern similar to the worried-dissatisfied type observed in the high-achievement group. The learning behavior type most closely associated with high academic achievement was the carefree-satisfied type, which was more prevalent in the high-achievement group than in the low-achievement group. These findings suggest that promoting learning behaviors centered on satisfaction and enthusiasm can contribute to enhancing academic achievement among university students.