지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
이용수
초록· 키워드
오류제보하기
In order for college students to perform well in various activities including study and extracurricular activities, they need to invest themselves in their work and experience commitment. Commitment is defined as a student's eager involvement of her/himself into her/his work, a sense of belonging to the university, and satisfaction with her/his work including study and with the university. Emotion is an important factor that influence an individual's feeling about her/himself and life and the scope of attention and alternative coping strategies. It is known that positive emotions broaden one's attention and repertoires of behavior and negative emotions narrow the scope of cognition, thought, and action, thus decreasing the level of positive functioning such as commitment, goal achievement, and life satisfaction.
According to the report that college students feel distressed with learning process, job searching, interpersonal relationship, this study looks at how much college students demonstrate commitment in their work doing as college students. The data were drawn from two universities, one in Daegu and the other from Seoul and compared levels of commitment, positive emotions, negative emotions, aptitude for her/his major, and life satisfaction between men and women and between two universities. As results: 1) male students in Daegu showed a higher level of negative emotions than female students, while in Seoul the level of positive emotions of male students was higher than female students'. 2) commitment did show significant relationship with emotions and life satisfaction but not with aptitude with her/his major for male students and it had significant relationship with all the other variable for female students in Deagu; in Seoul, male students's commitment showed significant relationship with all the other four variables in relatively higher levels of correlation compared to female students whose commitment did not have significant relationship with none of the variables. 3) regarding the contribution of commitment in explaining life satisfaction, positive emotions and aptitude for the major were the significant predictor of life satisfaction(all p＜.001), but commitment was in a marginal significance(B=.141, p=.053) for students in Deagu, while in Seoul both positive and negative emotions were significant predictors of life satisfaction. Implications and suggestions for future study were discussed.
According to the report that college students feel distressed with learning process, job searching, interpersonal relationship, this study looks at how much college students demonstrate commitment in their work doing as college students. The data were drawn from two universities, one in Daegu and the other from Seoul and compared levels of commitment, positive emotions, negative emotions, aptitude for her/his major, and life satisfaction between men and women and between two universities. As results: 1) male students in Daegu showed a higher level of negative emotions than female students, while in Seoul the level of positive emotions of male students was higher than female students'. 2) commitment did show significant relationship with emotions and life satisfaction but not with aptitude with her/his major for male students and it had significant relationship with all the other variable for female students in Deagu; in Seoul, male students's commitment showed significant relationship with all the other four variables in relatively higher levels of correlation compared to female students whose commitment did not have significant relationship with none of the variables. 3) regarding the contribution of commitment in explaining life satisfaction, positive emotions and aptitude for the major were the significant predictor of life satisfaction(all p＜.001), but commitment was in a marginal significance(B=.141, p=.053) for students in Deagu, while in Seoul both positive and negative emotions were significant predictors of life satisfaction. Implications and suggestions for future study were discussed.
목차
Ⅰ. 문제제기 및 연구목적
Ⅱ. 이론적 배경
Ⅲ. 연구질문 및 연구방법
Ⅳ. 연구결과
Ⅴ. 논의 및 함의
참고문헌
〈Abstract〉
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
긍정심리자본이 조직구성원의 직무만족과 정서적 몰입에 미치는 영향
경영교육연구
2011 .06
-
대학생의 학업통제, 학업가치, 긍정정서 및 부정정서, 목표몰입의 관계
한국교육문제연구
2018 .06
-
대학생의 부정정서가 안녕감에 미치는 영향 : 정서표현의 조절효과
사회과학연구
2014 .07
-
대학생이 수업 시간에 경험하는 감정 분석: 성별, 전공 계열별 차이를 중심으로
열린교육연구
2019 .01
-
긍정적 정서 증진 훈련이 대학생의 정적 및 부적 정서, 정서조절의 곤란 및 대인관계에 미치는 영향
정서·행동장애연구
2015 .01
-
우리나라 학생들이 경험하는 학업상황의 정서 연구
교육심리연구
2011 .09
-
프랜차이즈 커피전문점 고객의 정서, 몰입, 태도의 관계연구
관광레저연구
2013 .11
-
Teaching and Emotions : How do elementary school teachers think about students" emotions in physical education class?
한국체육교육학회지
2015 .11
-
진로진학상담교사의 긍정정서 및 부정정서, 삶의 의미, 삶의 만족 간의 구조적 관계
한국교원교육연구
2017 .01
-
어머니의 정서신념이 유아의 적응적 정서조절에 미치는 영향 : 어머니의 정서조절 방략의 매개효과를 중심으로
한국영유아보육학
2017 .11
-
초등학생의 과학 학습 정서 분석
한국과학교육학회지
2013 .01
-
과학영재의 성취정서 분석
영재교육연구
2015 .02
-
학업정서의 다차원 구조 탐색
교육심리연구
2013 .12
-
고등학교 교사의 긍정정서 및 부정정서, 그릿(grit), 스트레스, 삶의 만족 간의 관계
교원교육
2018 .01
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2009-305-019544373