Earticle

This study is to find out that the effect of class applied Jigsaw cooperative learning to self-directed learning skills and task commitment. This study has been aimed at 2 class 66 students pre-service teachers who take “Science and study of teaching materials Ⅰ” enrolled in B University of Education located in B city. This study targets to 2009 revision of elementary school science curriculum of changes in earth's surface(3 -1), the volcano and earthquakes (4-1), the solar system and the stars (5-1), the motion of the Earth and the Moon (6-1) sections. Clarify the subject of study for implementing a research topics are as follows. First, What is the effect of class applied Jigsaw cooperative learning to self-directed learning skills? Second, what is the effect of class applied Jigsaw cooperative learning to task commitment? Third, what is awareness of class applied Jigsaw cooperative learning? Results of the study were as follows: First, class applied Jigsaw cooperative learning was effective in improving self-directed learning skills. Second, class applied Jigsaw cooperative learning was effective in improving task commitment. Third, in the course of discussion, students got consideration for others with leadership in their discussion was good in the class applied Jigsaw cooperative learning discussion. There was a response that they would like to do the class continually.

본 연구의 목적은 초등예비교사의 Jigsaw 협동학습 수업이 과제집착력 및 창의적 인성에 미치는 효과를 알아보는 데 있다. 연구 대상은? 교육대학교의 학생 4 개 심화반 121명을 대상으로 연구집단을 구성하였다. 초등예비교사의 Jigsaw 협동학습 수업으로는 교수력 함양에 필요하다고 여겨지는 Maker 수업, 계절별 별자 리 지도방법, 손가락 화석만들기, 달의 위상변화, 계절 의 변화 원인, 망원경 다루기, 드론교육을 12주간 실험 처치 하였다. 그리고 연구집단에 사전-사후검사로 과제 집착력 검사, 창의적 인성 검사를 하였다. Jigsaw 협동 학습 수업을 통해 자연스럽게 과제집착력 향상과 창의 적 인성 함양이 될 수 있도록 연구절차를 설정하여 연 구를 진행하였다. 이에 대한 연구 결과는 다음과 같다. 첫째, 초등예비교사의 Jigsaw 협동학습 수업이 과제집착 력 향상에 효과가 있었다. 둘째, 초등예비교사의 Jigsaw 협동학습 수업이 창의적인 인성 함양에 효과가 있었다. 셋째, 초등예비교사의 Jigsaw 협동학습 수업에 대한 인식은 긍정적으로 나타났다. 이러한 연구 결과를 통하여 Jigsaw 협동학습 수업이 과제집착력과 창의적 인성에 긍 정적인 영향을 미친다는 것을 확인할 수 있다.

The purpose of this study is to investigate the effect of jigsaw cooperative learning class of elementary pre-service teacher on task commitment and creative personality. This study established an twelve-week period of experimental treatment from september to november 2019, and the students who participated in the study formed a research group of 121 students in 2nd grade of their advanced classes who are attending the second semester of b university of education and taking courses in 'teaching research 2'. B university of education is singleness class that doesn't have compare group, so this study is constituted only study group. Applying based-jigsaw cooperative learning class to study group, before and after concept of task commitment test and creative personality test is performed. The results of the study were as follows. First, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in task commitment (p<.05). Second, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in creative personality efficacy(p<.05). Third, jigsaw cooperative learning-based science class of pre-service teachers have a very good feeling. Through such study results, the study could figure out that the class applying jigsaw cooperative learningbased science class has positive effect on concept of task commitment and creative personality efficacy.

본 연구의 목적은 초등과학영재 학생들의 공간지각 능력과 과제집착력을 향상시킬 수 있는 천문분야의 프 로그램을 개발하고 적용하여 효과를 알아보는 것이다. 연구의 대상은 B 대학교 영재원 부설의 초등과학영재 반 심화과정 학생 22명을 대상으로 하였다. 초등학교 과학영재반의 학생을 대상으로 공간지각능력과 과제 집착력을 향상시키기 위해서 총 12차시의 교육학습 프 로그램을 개발하여 적용하였고, 실험처치의 사전과 사 후에서 각각 공간지각능력 검사와 과제집착력 검사를 실시하였다. 이에 대한 연구의 결과는 양적분석으로 해석하였다. 본 연구의 결과는 다음과 같다. 첫째, 천 문분야 수업이 초등과학영재 학생들의 공간지각능력 향상에 긍정적인 효과가 있었다. 둘째, 천문분야 수업 이 초등과학영재 학생들의 과제집착력 향상에 긍정적 인 효과가 있었다. 셋째, 초등과학영재 학생들의 천문 분야 수업이 과제집착력 향상보다 공간지각능력 향상 에 더 효과가 있었다. 초등과학영재학생들의 선발은 지능, 창의성, 과제집착력이 우수한 학생들을 선발하 였으므로 보다 나은 잠재된 영재성을 발현시키기 위해 서는 개인별교육프로그램(IEP)를 개발하고 적용하는 것이다. 또한 영재교육에서 보다 심층적인 영재성을 발현시키기 위해서는 개인별 영재의 특성을 발현할 수 있는 프로그램의 개발에 관심을 가져야 할 것이다.

The purpose of this study is to investigate the effect of developing and applying a program in the field of astronomy that can improve the spatial perception ability and task commitment of elementary science gifted students. The subjects of this study were 22 students in the advanced course in the elementary science gifted class affiliated with the Gifted and Talented Center of University B. In order to improve spatial perception ability and task attachment to students in elementary school science gifted class, a total of 12 educational learning programs were developed and applied. The results of this study were interpreted as quantitative analysis. The results of this study are as follows. First, the astronomy class had a positive effect on the spatial perception ability improvement of elementary science gifted students. Second, the astronomy class had a positive effect on improving the task commitment of elementary school science gifted students. Third, astronomy class of elementary school science gifted students was more effective in improving spatial perception than improving task commitment. Since elementary school science gifted students are selected with excellent intelligence, creativity, and task commitment, an Individualized Education Program (IEP) is developed and applied to better express their potential giftedness. In addition, in order to express more in-depth giftedness in gifted education, it is necessary to pay attention to the development of programs that can express individual gifted characteristics.

본 연구의 목적은 초등학생들의 ‘계절의 변화’에 대한 Jigsaw 협동학습이 과제집착력 및 창의적 인성에 미치는 효과를 알아보는 데 있다. 연구 대상은 B시의 G초 등학교 6학년 2개 반 48명을 대상으로 연구집단 24명, 비교집단 24명으로 구성하였다. 초등과학 6학년 ‘계절 의 변화’ 단원을 중심으로 12주간 실험처치를 하였다. 그리고 연구집단과 비교집단에서 사전-사후검사로 과 제집착력 검사, 창의적 인성 검사를 하였다. Jigsaw 협 동학습을 통해 자연스럽게 과제집착력 향상과 창의적 인성 함양이 될 수 있도록 연구절차를 설정하여 연구를 진행하였다. 이에 대한 연구 결과는 다음과 같다. 첫째, 초등학생들의 Jigsaw 협동학습은 과제집착력 향상에 효과가 있었다. 둘째, 초등학생들의 Jigsaw 협 동학습은 창의적 인성 함양에 효과가 있었다. 셋째, 초 등학생들의 Jigsaw 협동학습에 대한 인식은 긍정적으 로 나타났다. 이러한 연구 결과를 통하여 Jigsaw 협동 학습이 과제집착력과 창의적 인성에 효과가 있으며 긍정적인 영향을 미친다는 것을 확인할 수 있다.

The purpose of this study is to investigate the effect of jigsaw cooperative learning strategy on elementary students’ task commitment and creative personality. This study utilized experimental method of comparing the effect of jigsaw strategy between treatment and comparative group. Twenty four 6th grade students in treatment group experienced the jigsaw cooperative learning for twelve-weeks during 2019 school year whereas students in comparetive group did not. Task commitment and creative personality test result were collected from both groups as main data sources and mixed-method was used to analyze the data. The results of the study were as follows. First, the treatment group students’ task commitment score was significantly higher than comparative group of students’ score(p<.05). Second, the treatment group students’ creative personality efficacy score was significantly higher than comparative group students’ (p<.05). Third, students who experienced the jigsaw cooperative learning-based science lesson had positive perceptions about the lesson.

본 연구는 전국의 어린이급식관리지원센터 중 총 30개 센터, 227명의 직원을 대상으로 2013년 12월 27일부터 2014년 1월 30까지 업무에 대한 만족도, 전반적 직무만족, 조직몰입, 이직의도를 조사하고 이들의 관계를 규명함으로써 어린이급식관리지원센터 사업의 효과를 높이고 직원들의 직무만족을 높일 수 있는 방안을 제시하고자 하였으며, 연구의 결과를 요약하면 다음과 같다. '어린이 대상 방문교육'의 업무만족도가 4.24점으로 가장 높았고, '재정관리' 업무만족도가 2.92점으로 가장 낮았다. 직무만족 조사도구의 타당도 분석을 위해 탐색적 요인분석을 실시한 결과 총 9개의 요인이 도출되었다. 직원의 직무만족에 대한 응답 결과 전반적 직무만족의 전체 평균값은 3.45점으로 나타났고, '동료와의 관계' 요인이 평균 3.99점, '직무성취감' 요인이 평균 3.98점, '회원 어린이급식소와의 관계'가 평균 3.45점으로 높게 응답되었다. 직무만족이 가장 낮게 응답된 요인은 '보수'로 2.45점이었으며, '업무의 양' 요인도 2.66점으로 낮게 응답되었다. 직원의 조직몰입에 대한 응답 결과 조직몰입의 전체 평균값은 3.54점으로 이직의도의 전체 평균값은 3.07점으로 나타났다. 전반적 직무만족, 조직몰입, 이직의도에 영향을 끼치는 단면적 직무만족 요인 회귀분석 결과 전반적 직무만족, 조직몰입, 이직의도에 공통적으로 상사와의 관계, 직무성취감, 고용안정성 및 복리후생 요인이 유의적인 영향을 끼쳤다. 센터의 공통적인 대표 업무 6가지로 영양순회지도 업무, 위생 안전순회방문지도, 어린이 방문교육, 조리원 방문교육, 집합교육, 재정관리를 선정하여 업무만족도, 근무하는 센터의 개소시기, 직원의 직위와 직무만족, 조직몰입, 이직의도 간의 관계를 보기 위하여 6개의 모형의 경로분석을 실시하였다. 6개의 모든 모형에서 업무만족도는 직무만족에 유의적인 영향을 끼치는 것으로 나타났으며, 조직몰입이 직무만족에 비해 이직의도에 직접적으로 더 강한 상관을 보였고, 직무만족과 이직의도 사이에 조직몰입이 매개하는 것으로 나타났다. 업무에 대한 만족도가 높은 위생 안전순회방문지도 업무(업무만족도 3.88점), 어린이대상 방문교육 업무(4.24점), 조리원대상 방문교육 업무(3.80점)는 경로모형에서 업무만족도가 직무만족도와 조직몰입에 유의적인 영향을 끼치는 것으로 나타났다. 타 업무에 비해 업무만족도가 4.24점으로 확연히 높게 응답된 어린이대상 방문교육 업무의 경우 업무만족도가 이직의도에도 유의적으로 영향을 끼치는 것으로 나타나, 업무만족이 이직의도에 미치는 영향력을 알 수 있었다. 따라서 업무만족도가 낮은 업무를 수행하는 직원을 대상으로 업무가 센터 업무 수행에 있어 중요한 역할을 함을 상기시킴으로써 조직몰입을 높이거나 업무만족이 낮은 업무와 높은 업무를 센터의 상황에 맞게 적절히 혼합하여 업무를 배정하는 방법을 통해 업무만족도를 높이는 방안을 찾는 것이 필요하다. 또한 직무만족이 조직몰입과 이직의도 모두에 유의적인 영향을 끼치므로 직무만족에 유의적인 영향을 끼치는 '상사와의 관계', '담당기관과의 관계', '직무성취감', '고용안정성 및 복리후생' 요인에 해당하는 직무환경을 개선하여 최종적으로 이직의도를 감소시키고 센터에 필요한 유능한 인재를 안정적으로 확보할 수 있도록 해야 할 것이다.

The objective of this study was to provide information on difficulty of performing tasks, degree of task satisfaction, job satisfaction, organizational commitment, and turnover intention as well as investigate correlations among these factors. Data were collected on employees working at Centers for Children's Foodservice Management, which had been operating for over 6 months until December 2013. The recruitment period was from December 16, 2013 to January 30, 2014. A total of 228 employees (79.7%) participated in the study, and 227 completed questionnaires were analyzed. Statistical analyses were performed on the data utilizing the SPSS V20.0 and AMOS V21.0 programs. The main results of this study were as follows: task satisfaction of employees in charge of 'visiting-teaching' for children was highest (4.24 points), whereas that of employees in charge of financial management was lowest (2.92 points). In terms of evaluation of job satisfaction factors, the score of 'co-worker' was highest (3.99 points) while that of 'payment' was lowest (2.45 points). Average scores of general job satisfaction, organizational commitment, and turnover intention were 3.56 points, 3.54 points, and 3.07 points, respectively. Job achievement was the most significant influencing factor on general job satisfaction, organizational commitment, and turnover intention. According to the path analysis results, the degree of task satisfaction affected job satisfaction. Organizational commitment had a more significant effect on turnover intention than job satisfaction and mediate both job satisfaction and turnover intention. Although employees of CCFSMs endeavor to improve the quality of child-care facility foodservice, some facilities do not. Controlling turnover intention of employees is especially critical for CCFSMs since it is important for each employees to form strong bonds with child-care facilities as well as to shorten the time required to train new employees. Thus, job satisfaction, which is related to organizational commitment and turnover intention, can be improved by considering poorly scored job satisfaction factors such as wage or workload.

Purpose: This study was designed to find out the fact that the followership types of nurses would effect on job satisfaction, organizational commitment and nursing task performance. Methods: The sample consisted of 219 nurses working in 2 medical institutions. SPSS program was used for descriptive statistics, ANOVA, chi-square test, Duncan test, Pearson Correlation, and Multiple Regression. Results: In the followership type, effective follower was the largest as 47.0% and passive follower was 26.9%. Nurses who had a effective followership style had the highest level of organizational commitment, job satisfaction and those who had a passive followership style had the lowest level of organizational commitment, job satisfaction, and nursing performance. The followership was significantly related to the organizational commitment, job satisfaction and nursing task performance. The active involvement had a positive effect on the organizational commitment, job satisfaction and nursing task performance. The critical thinking had a positive effect on the job satisfaction. Conclusion: These results demonstrate that the most effective followership is effective follower. And organizational managers must take into account followership types when they develop the strategies for organizational effectiveness.

본 연구는 Lavelle과 McMahan, Harris(2009)의 대상유사성 모형(target similarity model)에 기반해 종업원의 자원지각이 자긍심 발달을 거쳐 몰입을 야기하는 매개과정을 조직과 직무차원으로 각각 구분해서 살펴보았다. 대기업 종업원(746명)을 대상으로 매개모형을 분석한 결과, 조직차원과 직무차원 각각에서 대상유사성 효과에 해당하는 간접효과가 모두 유의한 것으로 나타났고, 누출효과(spillover effect)에 해당하는 교차경로를 포함한 매개효과는 모두 유의하지 않았다. 다음으로 간접효과 간 차이비교를 통해 지각된 조직지원이 조직기반 자긍심을 거칠 때 과업특정적 자긍심을 거치는 경우보다 효과가 유의하게 더 강한 것으로 나타났고, 직무차원에서는 유의한 차이를 발견할 수 없었다. 각 검증에서 구조방정식모형 프로그램인 MPLUS를 사용하여 Bootstraping을 통한 효과크기들의 신뢰구간을 추정하였으며 관련 시사점과 제한점을 논의하였다.

The purpose of this study was to examine the mediating role of two self-esteem (organization-based self-esteem: OBSE; task-specific self-esteem: TSSE) in predicting two types of employee commitment (job involvement, organizational commitment) based on the framework of Lavelle, McMahan and Harris(2009)’s target similarity model. A sample of 746 south korean employees were participated in this study and data were analyzed by MPLUS 6.12. The main results are as follows. First, the indirect effects reflecting target similarity effect were supported, but another indirect effects which reflect spillover effect between two dimensions was not. Second, the result of comparison between target similarity effect and spillover effect, which has same predictor and criterion but different mediator in each dimensions, was significant in organization domain, but not in job domain. Finally, the implications and limitations were discussed.

이 연구는 영재학생의 창의적 성격, 학업흥미 및 부모양육태도가 영재의 정의적 특성 중 하나인 과제집착력에 영향을 미치는 가를 밝히는데 목적을 두고 있다. 연구를 위해 S대학 부설 영재교육원 30명, K대학 부설 영재교육원 75명, 충청남도 소재지의 영재학급 학생 81명을 대상으로 총 186명에게 설문조사를 실시하였다. 수집한 데이터는 기술통계, 신뢰도분석, 상관분석, 다중회귀분석을 통하여 분석하였다. 창의적 성격, 학업흥미, 부모양육태도와 과제집착력과의 상관을 살펴본 결과 모든 변인들이 과제집착력과 유의한 정적 상관을 보였다. 창의적 성격, 학업흥미, 부모양육태도가 과제집착력에 미치는 영향력을 살펴본 결과 모든 변인들이 과제집착력에 긍정적인 영향을 미치는 것으로 나타났다. 창의적 성격이 과제집착력에 가장 긍정적인 영향을 미쳤다. 구체적으로 각 변인들의 하위요인이 과제집착력에 미치는 영향을 살펴본 결과 창의적 성격에서는 자기확신, 학업흥미에서는 교과흥미, 부모양육태도에서는 합리-비합리 태도가 과제집착력에 긍정적인 영향을 미치고 있었다. 본 연구를 통해 과제집착력이 영재의 성취 혹은 성공에 있어 필수 특성임을 다시 한 번 확인할 수 있었으며, 본 연구의 결과를 통해 영재교육 현장에서의 판별, 교육과정 등에 있어 인지적인 특성뿐만 아니라 정의적인 특성과의 균형에 대한 중요성을 시사하는 바이다.

The purpose of this study was to examine the effects of creativity personality, study interest and parenting style on task commitment of gifted students. Participants are 186 students from 93 elementary students and 93 middle students of Korean schools and gifted education institution. The variables of creativity personality, study interest and parenting style were analyzed using correlation analysis and multiple regression. The result were as follows. First, creativity personality, study interest and parenting style were correlated with on task commitment. But sub-factor achieve-non achieve of parenting style is found to have nothing to correlated with sub-factor self control of task commitment. Second, creativity personality, study interest and parenting style effects on task commitment. Especially, creative personality has much significant effects on task commitment. These results showed that both individual internal and environmental factors have an effects on task commitment and importance of balancing the affective features of gifted students as well as cognitive features in curriculum program and teaching processes at the site of gifted education. This study is meaningful in that there has not been much study of task commitment and correlation and impact of task commitment focusing on the affective features.

지금까지의 팀 리더십에 대한 연구는 한 개인의 리더십에 초점을 맞춰 개인의 특성 및 행동을 강조해 왔다(Bass, 1990). 리더 중심적인 관점은 리더십과 팀 성과 사이의 관계에 있어 많은 시사점을 제공하였지만(Guzzo and Dickson, 1996), 팀 환경에서 한 사람의 리더가 존재하는 것과 둘 이상의 리더가 공존하는 것 중에서 더 바람직한 것이 무엇인가에 대한 답을 얻기 위해 최근 연구자들은 공유리더십(shared leadership) 연구에 노력을 기울여 왔다(O’Toole et al., 2002). 본 연구는 지금까지 연구가 미흡했던 공유리더십이 팀 유효성에 미치는 영향과 함께 이들 사이의 관계에 있어 과업조정 및 업무분담 팀 프로세스의 매개효과에 대한 검증을 시도하였다. 본 연구는 선행 연구를 토대로 공유 리더십과 팀 유효성과의 관계를 77개 프로젝트 팀에 참여하고 있는 339명의 대학생을 대상으로한 설문조사를 통해 실증적으로 검증하고자 하였다. 가설 검증 결과 얻어진 몇 가지 사실에 대해 논의하면,첫째, 공유리더십은 팀 효능감 및 팀 몰입에 유의한 영향을 주는 것으로 나타났다. 둘째, 직무와 관련된 팀 프로세스, 즉 업무분담 및 과업조정은 공유리더십과 팀 효능감, 팀 몰입 간의 관계를 부분매개하고 있는 것으로 나타났다. 이는 팀 내 공유리더십이 팀 효능감과 팀 몰입에 직접적인 영향을 주는 한편, 업무분담 및 과업조정이라는 팀 프로세스를 통해 팀 성과변수에 간접적으로 영향을 주고 있음을 시사해주고 있다. 연구결과를 토대로 연구의 시사점과 향후 연구방향을 제시하였다

The purpose of this study is to examine the effects of shared leadership on team efficacy and team commitment. In addition, we attempt to verify the mediating effects of task coordinations and workload sharing on the relationships between shared leadership and team efficacy and team commitment. To test the proposed hypotheses in our study, we collected data via a survey with a sample of 77 university student teams, comprising 339 respondents (on average 4.4 per team). Shared leadership was measured on the team member survey with 3 items used by Kent and Moss (1990). Response were provided on a 7-point Likert scale. Team efficacy was measured by scale from Riggs and Knight (1994) on a 7-point 3-item Likert scale. Team commitment were measured by scale from Van der Vegt, Emans, and Van De Viliert (2000) on a 7-point 4-item Likert scale. The level of analysis in this study is the team. To justify the aggregation of the responses of multiple respondents for obtaining measures at the team level, we used inter-rater agreement indices, rwg (James, Demaree, and Wolfe, 1984). In all cases, the rwg score provided support for combining team members’ perceptions to produce aggregated scores for the measures. The major findings are as follows: First, shared leadership were positively associated with team efficacy and team commitment. The findings suggest that organizations should help develop strong shared leadership patterns within their teams to bolster effectiveness. Organizations can promote shared leadership by setting expectations and encouraging members when teams initially form to view themselves and their fellow team members as leaders and to engage in shred, mutual leadership. Second, task coordinations and workload sharing have turned out to have a partial mediation effect on the relationship between shared leadership and team efficacy. as well as the relationship between shared leadership and team commitment. That is, this result indicated that shared leadership indirectly effects on team efficacy and team commitment through task coordinations and workload sharing. Mangers should therefore ensure that each team has a clear and shared sense of direction, prepares working plans, prioritize and allocate team tasks and promote and establish norms of participations and workload sharing. Our study makes key contribution to the literature on shared leadership. The findings extend previous research suggesting positive effects of shared leadership on team efficacy and team commitment using a network-based measure of shared leadership that better captures the patterns of mutual influence inherent in the construct. The findings of the mediation analyses are the primary contribution of this study since little research examined a mediation model. Specifically, the mediation analyses showed that even though the mediating effect of task coordinations and workload sharing on the relationship between shared leadership and team efficacy and team commitment. shared leadership still had some direct effects on outcome variables, suggesting the influence process of shared leadership on team outcomes could be more complicated than we originally proposed. This issue needs to be further clarified or even reconsidered. Given the small number of samples from the student teams, this study constitutes an exploratory attempt in nature. Caution must be exercised in attempting to interpret findings and to generalize the recommendations. The results proposed in this study must be validated by further research in diverse research settings. Causality could not be claimed due to the cross-sectional nature of the data. Longitudinal and experimental designs are needed to settle the dynamic relationships between shared leadership and team efficacy and team commitment. Several studies have called for more research on potential conditions such as task type that influenced link between shared leadership and team efficacy and team commitment. Such contextual variables are not fully measured in this study but could be included in future research.

본 연구에서는 영재교육기관별 초등 과학영재와 과학우수학생의 창의적 성향, 과제집착력, 과학적 의사소통능 력을 비교하였다. 연구대상은 영재교육원 과학영재 54명, 영재학급 과학영재 237명, 과학우수아 242명을 포함하여 총 533명이며, 이들을 대상으로 창의적 성향, 과제집착력 및 과학적 의사소통능력 검사를 실시한 후 집단 간 차이를 알아보기 위해 일원분산분석을 실시하였다. 연구의 결과는 다음과 같다. 첫째, 창의적 성향과 과제집착력에서는 영재 교육원 과학영재가 영재학급 과학영재보다 통계적으로 유의하게 점수가 높았으나, 영재학급 과학영재와 일반학급의 과학우수아와는 통계적으로 유의한 차이를 보이지 않았다. 둘째, 과학적 의사소통능력에서는 영재교육원 과학영재가 일부 하위 영역에서 유의하게 점수가 높았으나 전체적으로는 세 집단 사이에 뚜렷한 차이를 보이지 않았다. 연구 결과 를 토대로 과학영재 선발 방식의 개선, 개별학습 및 수업전략 개발의 필요성 등에 대한 시사점을 논의하였다.

The purpose of this study was to compare creative personality, task commitment, and scientific communication skills between gifted and able elementary students in science. The subjects in this study were 533 elementary school students(54 gifted students in gifted education centers, 237 gifted students in gifted classes, and 242 able students in general classes). Data were analyzed by one-way ANOVA. The findings of the study were as follows: First, there were no significant differences in creative personality scores and task commitment scores between the gifted students in gifted classes and the able students in general classes, but both scores of the gifted students in gifted education were significantly higher than those of the gifted students in gifted classes. Second, there were no significant differences in scientific communication skills scores between the three groups. Based on the findings, some implications for identification of the scientifically gifted and individual learning and teaching strategies were suggested.

Purpose: The purpose of this study is to analyze the structural model on the Nursing Task Performance of Hospital Nurses. Methods: Data collection was done by the 200 hospital nurses from May 1st to May 20th, 2013 in Seoul city. The sample variance-covariance matrix was analyzed using AMOS 19.0 and the maximum likelihood minimization function. The goodness of fit was evaluated using the SRMR, RMSEA and its 90% confidence interval, CFI, and TLI. Results: First, hospital nurses' organizational justice and empowerment was not found to have a significant direct effect on nursing task performance. Second, organizational justice and empowerment had a direct effect on job satisfaction and organizational commitment. Third, organizational commitment was found to have a significant direct effect on nursing task performance. Forth, hospital nurses' empowerment was found to have a significant direct effect on nursing task performance. Conclusion: Nurses' nursing task performance was influenced by organizational justice, empowerment, and organizational commitment. In order to increase the degree of nursing task performance in hospital nurse, it is necessary to develop the nursing program and its application considering hospital nurses' organizational justice and empowerment and organizational commitment.

본 연구는 ‘문제 해결’이라는 고부담 읽기 상황에서 문제를 해결해 나가는독자의 눈동자 움직임 및 뇌파 특성을 분석하고자 하였다. 기존의 연구에서독해력과 문제해결력을 읽기 기능 및 전략 등의 인지적 차원으로 한정해논의한 것에서 나아가 독자의 읽기 행동을 살필 수 있는 새로운 접근 통로로정의적 속성이 강한 과제집착력을 제시하였다. 연구 문제는 독해력 수준에따라 독자의 과제집착력이 유의미한 차이를 살펴보는 것으로 설정하고, 선택적 주의집중 양상과 지속적 주의집중의 양상 차이를 확인하였다. 연구대상은 대학생을 대상으로 독해력 수준에 따른 두 집단으로 하였고, 복잡성이 높은 정보적 텍스트를 대학생 수준에 맞게 수정하여 사용하였다. 연구 결과 첫째, 독해력 수준에 따라 과제(문제) 해결을 위해 주의를 기울이는 부분에 차이가 나타남을 확인하였다. 독해력 수준이 높은 집단일수록과제 해결과 밀접한 관련이 있는 텍스트 단서에 선택적으로 주의를 기울이는 경향이 나타났다. 둘째, 독해력 수준에 따라 과제 해결에 대한 주의집중의지속성에 차이가 나타났다. 독해력 수준이 낮은 집단에서는 주의집중이 지속적으로 감소하며, 스트레스지수가 높게 측정되었다. 요컨대 독해력 수준에 따라 독자의 과제집착력이 유의미한 차이를 보임을 확인한 것이다.

The purpose of this study is to analyze the characteristics of eye tracking and EEG while readers conduct problem?solving in their reading tasks. Most of previous studies, researchers mainly have mentioned reading comprehension and problemsolving limited in cognitive dimension such as reading skills and strategies. In this study we analysed the reading behaviour in affective dimension in terms of task commitment which will be a new approach in reading research. Research project was set up to look at the task commitment to identify any significant differences depending on the reader?s comprehension level. The subjects were two groups according to the comprehension level of target college students. High complexity informational text was modified to use for the college student. As a results, we find out the two main characteristics. First, there is a significant difference in task commitment in problem?solving depending on the reader?s reading comprehension level. The readers group who have high level reading comprehension ability conducted selective attention to the text clues. Second, there is a difference in duration of attention in problem?solving depending on the reading comprehension level. The readers group who have low level ability, heir attention was decreased continuously, whereas the index of stress was high. In short, there is a significant difference in their task commitment between two groups, good readers and poor readers.

The purpose of this study was to analyze task commitment types of science learning in high school students' biology classification. Thirty students were selected as the representatives of five task commitment types according to task commitment type inventory scores. They participated in think-aloud biology classification task. To analyze the procedural characteristics of task commitment, a coding scheme and think-aloud task were developed. Characteristics of respective task commitment types were identified from the result of the think-aloud protocol coding analysis. They are TGC(task goal commitment) type, LGC(low goal commitment) type, CC(conditional commitment) type, SC(suspended commitment) type, and DC(delayed commitment) type. Findings gained from this study are expected to serve as the foundation of task commitment enhancement strategies and as the information on the characteristics of each task commitment type. Also, future studies are required to investigate the commitment-related properties not only in biology classification but also in other science learning situations.

The purpose of this study is to develop an inventory to classify task commitment types of science learning and to classify highschool students' task commitment types. Firstly, inventory questions were designed following the literature analysis on the task commitment components which involve self confidence, high goal setting, and focused attention. Prototype inventory underwent the content validity test, pilot test, and reliability test. Through these steps, final inventory was input to 462 high school students and underwent the factor analysis and cluster analysis. Factor analysis confirmed three components of task commitment as the three factors of inventory questions. In order to find how many clusters exist, factors of developed inventory became new variables. Each factor's factor mean was calculated and served as the new variable of the cluster analysis. Cluster analysis extracted five clusters as task commitment types. The 5 clusters were suggested by the agglomarative schedule and dendrogram gained from a hierarchical cluster analysis with the setting of the Ward algorithm and Squared Euclidean distance. Based on the factor mean score, traits of each cluster could be drawn out. Inventory developed by this study is expected to be used to identify student commitment types and assess the effectiveness of task commitment enhancement programs.

본 연구는 보다 나은 영재교육을 제공하기 위해 영재교육의 성과인 만족도와 성취도에 영향을 미치는 변인을 찾고 이들 사이의 구조적 관계를 살펴보고자 하였다. 영재교육의 성과에 영향 미치는 변인은 $Gagn{\acute{e}}$의 재능분화이론을 통해 과제집착력, 자기조절학습능력, 부모지원을 선정하였다. 본 연구는 경기도 영재교육원 학생 182명을 대상으로 진행하였다. 영재교육에서의 과제집착력, 자기조절학습능력, 부모지원, 만족도 및 성취도간의 관계를 살펴본 결과는 다음과 같다. 첫째, 영재교육에서의 과제집착력, 자기조절학습능력 및 부모지원은 만족도에 영향을 미쳤다. 둘째, 과제집착력과 부모지원은 성취도에 영향을 미치는 것이 확인되었다. 따라서 영재교육에서는 학생들의 과제집착력, 자기조절학습능력 및 부모지원을 높여 만족도와 성취도를 높여 나가야 할 것이다.

The purpose of the present study was to verify the structural relationship among task commitment, self regulation learning ability, parent support, satisfaction and achievement in gifted education. In this study, factors affecting the performance of gifted education are based on Differentiated Model of Gifted and Talent($Gagn{\acute{e}}$, 2004). Participants attended a 182 student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of task commitment, self regulation learning ability and parent support as exogenous variables; and satisfaction and achievement as endogenous variables. The results of this study are as follows: First, task commitment, self regulation learning ability and parent support had significant effects on gifted education's satisfaction. Second, task commitment and parent support had significant effects on gifted education's achievement.

본 연구에서는 2018년도 대학부설 과학영재교육원 심화과정 중등생물반 20명을 연구대상으로 설정하고, 참여관찰의 질적 연구방법을 활용하여 심화과정 중등생물반 13개 수업 39차시에서 나타내는 개별 행동특성을 관찰하고, 행동특성에서 드러내는 동기, 과제집착력, 열정, 리더십을 탐색하고 이들의 연계성을 추출하는 데 목적을 두었다. 이를 위해 연구진은 사범대 예비 생물교사 4명을 수업관찰자로 선발하고 사전교육을 통해 관찰기록 방법을 제시하였으며, 수업 시 개별 과학영재들의 개별적으로 나타내는 행동특성을 객관적으로 기록하도록 하였다. 연구대상 20명의 행동특성에 대한 관찰빈도는 총688개로 나타났으며, 수업참여불량 행동을 제외한 행동특성 599개를 활용하여 행동특성에 따른 해석범주를 심층적으로 분석하였다. 자료분석을 위해, 수업을 수업단계별 강의도입, 실험설계, 실험과정, 실험결과의 4단계로 구분하고 수업단계별 분석기준을 마련하여 행동특성을 분류하였다. 행동특성에서 나타나는 동기, 과제집착력, 열정, 리더십은 문헌분석에 기반한 분석기준을 마련하여 활용하였다. 연구결과, 심화과정 13개 수업별 행동특성의 관찰빈도에서 차이가 나타났다. 이는 수업별 학습활동과 지도전략의 차이로 해석하였다. 수업의 강의도입 단계에는 동기의 관찰빈도 비율이 가장 높았으나, 점차적으로 감소하는 반면, 수업이 실험설계, 실험수행, 실험결과 단계로 진행되면서 과제집착력, 열정, 리더십의 비율은 점차적으로 증가하는 것으로 나타났다. 개별 과학영재들은 수업 시 동기→과제집착력→리더십→열정의 연계성을 보이거나, 동기→과제집착력→열정의 연계성에 리더십을 중간 중간에 발휘하는 경우와 내적동기→외적동기→열정의 연계성을 나타내기도 하였다. 결론적으로 과학영재교육은 개별 과학영재의 선호 주제와 학습 행동특성에 따라 동기, 과제집착력, 열정, 리더십을 연계선 상에서 강화시키는 맞춤형 지도방안을 수립하고 실천해야 할 것이다.

The research aimed to investigate characteristics of individual behaviors as motivation, task commitment, passion, and leadership exhibited by science gifted students at enrichment program in a science gifted education center affiliated with university. For this purpose, twenty students enrolled at the science gifted education center were selected as research subject. A qualitative research method was employed for observing individual behaviors. Four pre-service biology teachers were selected as classroom observers and each observer had recorded characteristics of behaviors exhibited individually by five students for 39 hours of 13 lessons at enrichment program in 2018. Based on observation records, analysis criteria for behaviors and interpretation from behaviors were developed and utilized for data analysis. There were 688 behaviors observed and for data analysis of interpretation, 599 ones were utilized after removing loose behaviors. To develop analysis criteria frameworks, each lesson was divided into four stages, stage one: introducing lesson topic; stage two: planning activity/experiment; stage three: conducting activity/experiment; and stage four: discussing results and drawing conclusions. Frequencies of behaviors were various among 13 lessons. The highest frequency of lessons seemed to provide more student-oriented activities and the lowest frequency of lessons appeared with teacher-centered teaching strategies. Frequencies in interpreted characteristics of motivation, task commitment, passion, and leadership also differed by lesson stage as well as each student. The top five students in year-through-evaluation showed different types in sequences of behavioral characteristics; such as a type, motivation→task committment→passions; or motivation→task committment→leadership; or motivation→task commitment. In conclusions, differentiated teaching strategies are needed to be carefully planned and implemented according to their individual preference in science topics and their distinct characteristics of learning behaviors based on motivation, task commitment, passion, and leadership.

본 연구에서는 영재교육기관별 초등 과학영재와 과학우수학생의 창의적 성향, 과제집착력, 과학적 의사소통능력을 비교하였다. 연구대상은 영재교육원 과학영재 54명, 영재학급 과학영재 237명, 과학우수아 242명을 포함하여총 533명이며, 이들을 대상으로 창의적 성향, 과제집착력 및 과학적 의사소통능력 검사를 실시한 후 집단 간 차이를알아보기 위해 일원분산분석을 실시하였다. 연구의 결과는 다음과 같다. 첫째, 창의적 성향과 과제집착력에서는 영재교육원 과학영재가 영재학급 과학영재보다 통계적으로 유의하게 점수가 높았으나, 영재학급 과학영재와 일반학급의과학우수아와는 통계적으로 유의한 차이를 보이지 않았다. 둘째, 과학적 의사소통능력에서는 영재교육원 과학영재가일부 하위 영역에서 유의하게 점수가 높았으나 전체적으로는 세 집단 사이에 뚜렷한 차이를 보이지 않았다. 연구 결과를 토대로 과학영재 선발 방식의 개선, 개별학습 및 수업전략 개발의 필요성 등에 대한 시사점을 논의하였다.

The purpose of this study was to compare creative personality, task commitment, and scientific communication skills between gifted and able elementary students in science. The subjects in this study were 533 elementary school students(54 gifted students in gifted education centers, 237 gifted students in gifted classes, and 242 able students in general classes). Data were analyzed by one-way ANOVA. The findings of the study were as follows: First, there were no significant differences in creative personality scores and task commitment scores between the gifted students in gifted classes and the able students in general classes, but both scores of the gifted students in gifted education were significantly higher than those of the gifted students in gifted classes. Second, there were no significant differences in scientific communication skills scores between the three groups. Based on the findings, some implications for identification of the scientifically gifted and individual learning and teaching strategies were suggested.

본 연구의 목적은 생물 분류 탐구에서 과제 집착의 인지적인 모형을 규명하는 것이다. 이를 위해 생명 과학 탐구에서 과제 집착에 대한 다양한 문헌들을 분석하여 과제 집착에 대한 가설적인 인지적 모형을 고안하였다. 이 후, 고안한 모형의 규명을 위해 과제 집착의 분석을 위한 과제를 개발하고 사고 발성법과 회상적 면접법을 이용하여 연구 참여자의 프로토콜을 수집, 분석함으로써 생물 분류 탐구에서 과제 집착의 인지적 모형을 규명하였다. 연구 결과, 문헌 기반의 모형을 고안하고 프로토콜 분석을 통하여 규명한 과제 집착의 인지적 모형을 크게 과제 집착 유발, 과제 집착 강화, 과제 집착 유지의 세 단계의 과정으로 구성하였다. 과제 집착 유발 단계에서는 과제에 대한 관찰, 과제 관련 경험 표상, 탐구 예비 수행, 목표 평가의 하위 과정으로 구성하였다. 과제 집착 강화 단계는 경험 기반 탐구 계획 설정 또는 경험 미기반 탐구 계획 설정, 적극적인 수행 및 소극적인 수행, 탐구 수행 중 자기 평가, 가설 검증까지 반복적인 수행의 하위 과정으로 구성하였다. 과제 집착 유지 단계에서는 완료 후 피드백 수행, 자발적인 후속 탐구 수행의 하위 과정으로 구성하였다. 각 단계마다 과제 집착 구성 요소인 자신감, 목표설정, 주의집중이 변화하는 것으로 구성하였다. 위 연구 결과에 의해 생물 분류 탐구에서 과제 집착의 인지적 모형을 통해 생물 분류 탐구에서 과제 집착 향상을 위한 구체적인 교수-학습 전략을 구성하기 위한 기초 정보를 제공할 수 있으며 탐구 과정에서 과제 집착의 단계적인 평가와 피드백 제시에 도움이 될 것이다.

The purpose of this study is to investigate a cognitive model of task commitment on biology classification inquiry. To achieve this goal, first, this study analyzed several literatures on task commitment in biology inquiry, and invented the tentative model of the task commitment. To investigate a tentative model invented, 2 main tasks were developed. These tasks were administered to 8 high-school students, first grade. Raw protocols were collected by thinking aloud method and a retrospective interview method. Collected protocols were converted to segmented protocols and coded by analyzing frame based invented model. The codes were analyzed. As a result, some problems were discovered, tentative model were revised. New analyzing frame based on Improved model were composed, and raw protocols were re-analyzed. Finally, a cognitive model of task commitment on biology classification inquiry was investigated. The investigated cognitive model of task commitment on biology classification inquiry was constructed 3 steps, ‘Task commitment Induction’, ‘Task commitment Reinforcement’, ‘Task commitment Maintenance’. And each steps were consisted of several sub-factor. And commitment component were changed in each steps. Through this results, base information for strategy that improvement task commitment on biology classification inquiry is provided. Furthermore, the cognitive model of task commitment on biology classification inquiry will assist on evaluation and feedback by stage on task commitment.

The purpose of this study was to compare of achievement motivation and task commitment between science gifted students and general students in elementary school. Samples of this study were 94 science gifted students and 93 general students in elementary school. The questionnaires were composed of 36 items for achievement motivation, 83 items for task commitment. The results of this study were as follows: First, it was showed that science gifted students were higher than general students in achievement motivation and task commitment, there was a statistically significant difference. Second, it was found that both of science gifted students and general students were high as positive correlation with the results of analysis of correlation between achievement motivation and task commitment. As the results of regression of these, in the case of science gifted students, it was found that independence and confidence factor of achievement motivation had significant impact to task commitment, and responsibility, confidence and future-oriented thinking in the general students.

The purpose of this study was to develop an instrument to measure the gifted’s task commitment with eye-tracking. Through 21 general students’ performing the preliminary tasks, 6 tasks were selected and divided to 3 eye tracking tasks and 3 paper-and-pencil tasks. After other 20 general students performing the tasks, the result was analyzed in equivalent test. Following to the equivalent test, the objectivity of classification and the reliability were analyzed with 17 gifted students. Sequentially, 24 gifted students and 24 general students participated to develop an equation of task commitment in this study. Finally, the developed instrument to measure task commitment was applied to 42 science gifted class students. As a result, the instrument to measure task commitment using classification inquiry is consisted of an eye-tracking tasks and isomorphic paper tasks. Also the equation of task commitment was developed through discriminant analysis procedure. The quotient of task commitment was derived through discriminant analysis using a quantifying method for measuring tasks. The discriminant analysis results showed a significant classification of the gifted from the general students with a 82.4% chance to hit within statistical significant level. In this study, the instrument to measure task commitment could show to analysis not only the difference between gifted group and general group but also the level of task commitment of each person.