CAU Scholar's Space: Ahn, Doe Hee

Detailed Information

Ahn, Doe Hee (안도희)

사범대학 (교육학과)

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Tel 02-820-5365
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청소년:17||academic achievement:14||adolescents:13||가정의 심리적 환경:12||행복감:11||Korea:11||대학생:11||중국:10||사회적 지지:10||지적 능력에 대한 신념:10||China:10||Happiness:9||한국:9||고등학생:9||유능감:8||학업성취:8||학교적응:8||지적능력에 대한 신념:8||중학생:8||우울:7||achievement goals:7||competence:6||psychological wellbeing:6||심리적 안녕감:6||School adjustment:6||selfefficacy:6||자율성 지지:6||학교 참여:6||학업 성취:6||주관적 안녕감:5||기본심리욕구:5||basic psychological needs:5||school adjustment:5||family process:5||university students:5||영재:5||high school students:5||Social Support:5||삶의 만족도:5||성격 5요인:5||성취 목적:5||subjective wellbeing:5||University students:5||자기효능감:5||Grit:4||진로적응성:4||내재적 동기:4||middle school students:4||정당한 세상에 대한 믿음:4||부모양육태도:4||school engagement:4||social responsibility:4||one's beliefs about intelligence:4||학교 적응:4||사회적 책무성:4||Autonomy support:4||감사:4||성별:4||학습몰입:4||Academic stress:4||성취목적:4||Academic achievement:4||학업 스트레스:4||Depression:4||열망:4||음악재능 청소년:3||academic motivation:3||자기조절학습:3||learning strategies:3||Intrinsic motivation:3||one's beliefs about intellectual ability:3||parenting styles:3||교사학생 관계:3||학업 지연행동:3||depression:3||job satisfaction:3||자기주도학습:3||학업성적:3||social support:3||academic procrastination:3||life satisfaction:3||학업스트레스:3||happiness:3||family processes:3||재한 중국인 유학생:3||Gifted:3||자아개념:3||초등학교 교사:3||gifted:3||관계성:3||gender:3||school climate:3||창의성:3||학습전략:3||High school students:3||Adolescents:3||aspiration:3||학교환경:3||Gratitude:3||preference for creative problem solving:2||academic underachievers:2||Egoresilience:2||초등학생:2||IQ:2||과학태도:2||family environment:2||relatedness:2||영재학교:2||완벽주의:2||achievement motivation:2||교사에 대한 태도:2||교사역량:2||resilience:2||교사효능감:2||Psychological Capital:2||school attitude:2||교우관계:2||Selfregulated learning:2||Achievement goals:2||자기결정성:2||Anger:2||goal valuation:2||자기조절:2||Intelligence:2||그릿:2||selfdetermination:2||자아탄력성:2||selfdirected learning:2||저성취 평재:2||적응유연성:2||Multicultural Adolescents:2||autonomy support:2||Social support:2||Chinese International Students in South Korea:2||정의적 특성:2||다문화 청소년:2||대인관계문제:2||대처전략:2||대학생 성별비교:2||belief in a just world:2||Musically talented adolescents:2||intrinsic motivation:2||Big 5:2||직무만족감:2||직무성과:2||Talented students specialized in invention and patent education:2||또래관계:2||Academic motivation:2||juniorhigh school students:2||목적 가치:2||Academic Stress:2||진로결정 자기효능감:2||Optimism:2||learning flow:2||teacher efficacy:2||teacherstudent relationship:2||진로장벽:2||진로준비행동:2||local public officials:2||STEM:2||진로통제소재:2||School Adjustment:2||motivation/selfregulation:2||Parental bonding:2||School Engagement:2||School Satisfaction:2||career motivation:2||초등학교 고학년:2||School engagement:2||열정:2||University Students:2||Creativity:2||통제소재:2||Life Satisfaction:2||분노:2||Parenting Styles:2||학교 만족도:2||사회적 위축:2||학교급:2||학교에 대한 태도:2||학문적 미성취:2||성격강점:2||Career indecision:2||학습접근책:2||creative problem solving:2||Career adaptability:2||고성취 평재:2||학업 동기:2||academic performance:2||학업동기:2||스마트폰 의존:2||시험불안:2||elementary:2||학업적응:2||Competence:2||academic selfperceptions:2||perfectionism:2||Selfconcept:2||심리적 자본:2||elementary school teachers:2||preference for challenging tasks:2||adolescents Gyeonggi Provincial:1||affective commitment:1||affective traits:1||approach to learning:1||attention:1||attitudes toward school:1||attitudes toward teachers:1||attitudes toward teachers and school:1||awareness:1||basic needs:1||belief about one's intellectual ability:1||belief in intellectual ability:1||beliefs about intellectual abilities:1||beliefs about intelligence:1||beliefs in intellectual ability:1||beliefs on intellectual ability:1||beliefs on one's intelligence:1||birth order:1||burnout:1||career EMC scale:1||career adaptability:1||career anxiety:1||career barriers:1||career core skills:1||career decision  making self  efficacy:1||career exploration:1||career preparation behaviors:1||character strengths:1||children:1||classroom management:1||cocognitive factors:1||cognitive competence:1||cognitive flexibility:1||collaborative learning:1||college adjustment:1||commitment to teaching:1||coping strategies:1||coping strategy:1||core competencies in teaching:1||creative productivity:1||creativity:1||cultural intelligence:1||economically disadvantaged:1||effectiveness of gifted education:1||elementary school student:1||elementary school students:1||elementary school teacher:1||emotional regulation:1||empathy:1||extrinsic motivation:1||family environments:1||family functioning:1||flourish:1||flourishing:1||future orientation:1||future time perspective:1||gifted academy:1||gifted education:1||gifted identification:1||goal orientation:1||gratitude:1||hope:1||humor:1||incremental belief about intellectual ability:1||information science high school:1||instructional climate:1||instructional practices:1||intelligence:1||interest value:1||interpersonal problems:1||intrinsic academic motivation:1||job  seeking stress:1||job performance:1||jobseeking anxiety:1||leadership:1||learning approach:1||learning consultation:1||learning consultation competency scale:1||locus of control:1||mathematics:1||mindfulness:1||motivations for choosing a teaching profession:1||multicultural acceptance:1||multicultural area.:1||musically talented adolescents:1||negative life events:1||neuroticism:1||noncognitive characteristic for the giftedness:1||noncontact learning environment:1||occupational engagement behavior:1||one' beliefs about intelligence:1||one's beliefs about appearance:1||one's beliefs about performance ability:1||one’s beliefs about intelligence:1||openness:1||parent education:1||parent expectation of students' academic achievement:1||parent justice experience:1||parentchild communication:1||parental autonomy support:1||parental emotional support:1||parental influences:1||parental involvement:1||parental support:1||parents' psychological environment:1||parents’ autonomy support:1||passion:1||peer attachment:1||peer relationship:1||perceived mothers' parenting style:1||personal accomplishment:1||police officers:1||present orientation:1||professional aspirations for teaching:1||protective factor:1||public service motivation:1||relatedness(Teacherstudent):1||relationships with teachers:1||reliability:1||religiosity:1||risk factor:1||runaway impulse:1||satisfaction with choosing a teaching profession:1||school GPA:1||school environments:1||school happiness:1||school level:1||school levels:1||school satisfaction:1||schoolbased consultation:1||sciencegifted education centers affiliated with universities:1||selfconcept:1||selfdetermination theory:1||selfesteem:1||selfregulated learning strategy:1||selfregulation:1||selftolerance:1||smartphone dependency:1||social competency:1||social interaction:1||social withdrawal:1||sociocultural attitudes towards appearance:1||specialized science high schools:1||student academic optimism:1||student academic self efficacy:1||student identification with school:1||student teachers:1||student trust in teachers:1||students' perceived academic achievement expectation:1||study strategy:1||taking teaching qualification courses:1||talent development:1||task preferences:1||teacher behaviors:1||teacher competency:1||teacher education:1||teacher justice experience:1||teachers' autonomy support:1||teachers' psychological environment:1||teaching ability:1||technical high school:1||test anxiety:1||the Big Five personality traits:1||time management:1||time perspective:1||university students’ gender comparison:1||upper elementary school:1||upper elementary students:1||upward counterfactual thinking:1||validity:1||validity scale:1||vision/sense of destiny:1||volitional control:1||wellbeing:1||work environment:1||youth runaway behavior:1||‘Cocognitive for the Giftedness Scale’:1||가정환경:1||가출충동:1||가출행동:1||감정통제:1||개방성:1||개인적 성취감:1||경찰공무원:1||계획적 연습:1||고민:1||고성취 중학생:1||고성취·고지능 청소년:1||고지능·고창의성 초등학생:1||공감:1||공공서비스 동기:1||공무원:1||공업고등학교:1||과보호:1||과제 선호 성향:1||과학 불안도:1||과학 학업성취:1||과학고 졸업생:1||과학고졸업생:1||과학기술인재:1||과학문제발견력:1||과학영재:1||과학적 자기효능감:1||관계성(교사학생):1||교사 스트레스:1||교사 정당성 경험:1||교사학생관계:1||교사교육:1||교사와의 관계:1||교사의 심리적 환경:1||교사행동:1||교사효능감(teacher efficacy):1||교수능력:1||교수실제:1||교수전략(teachers' approaches to instruction):1||교수환경:1||교실 목적구조:1||교육과정:1||교직선택동기:1||교직선택만족:1||교직이수:1||교직이수 학생:1||교직전문성 열망:1||교직핵심역량:1||교직헌신:1||구조제공:1||구직역량:1||극대화 경향:1||긍정적 학업정서:1||기본적 욕구:1||낙관성:1||낙관주의:1||내재 학업동기:1||내적 동기:1||능력에 대한 확신:1||다문화 밀집지역:1||다문화 수용성:1||다문화 적응:1||대인관계 문제:1||대처 양식:1||대처양식:1||대학부설 과학영재교육원:1||대학적응:1||도움 요청 행동:1||도전:1||도전적인 과제에 대한 선호 성향:1||동기/자기 조절:1||동기/자기조절:1||또래애착:1||리더십:1||마음챙김:1||매개효과:1||목적 지향:1||목적의식:1||문화적응 스트레스:1||문화지능:1||미래 핵심역량:1||미래지향성:1||미래지향시간관:1||발명 · 특허 재능학생:1||발명·특허 재능학생:1||보호요인:1||부모 양육방식:1||부모 정당성 경험:1||부모 지지:1||부모교육:1||부모기대:1||부모양육방식:1||부모와 교사의 자율성 지지:1||부모유대관계:1||부모의 과보호:1||부모의 심리적 환경:1||부모의 자녀양육 관련 심리적 특성:1||부모의 자율성 부여:1||부모의 정서적 지지:1||부모의 지지:1||부모의 진로관련 행동:1||부모자녀 관계:1||부정적 생활사건:1||블록놀이:1||비대면 학습환경:1||사회적 성숙도:1||삶 및 직업 선택 영향 인물:1||삶의 만족감:1||상향적 사후가정 사고:1||상호인지 영재성 검사:1||성격:1||성공에 대한 인식:1||성별차이:1||성실성:1||성인:1||성장신념:1||성취동기:1||성취목적지향:1||성취목적지향(achievement goal orientation):1||셀프리더십:1||소진:1||수학:1||시간관:1||시간관리:1||신경증성:1||신뢰:1||신뢰도:1||심리적 가정환경:1||심리적 기본 욕구:1||심리적 통제:1||안녕감:1||어머니의 긍정적 양육태도:1||어머니의 양육태도:1||업무능력신념:1||영재교사 전문성:1||영재교사역량:1||영재교육:1||영재교육의 효과성:1||영재성:1||영재수업 기술:1||영재의 비인지적 특성:1||영재판별:1||외로움:1||외모에 대한 사회문화적 태도:1||외모에 대한 신념:1||외재적 동기:1||요구도 분석:1||웹기반 수업:1||위험요인:1||유머:1||유아:1||음악가치:1||음악만족감:1||음악성취감:1||음악열정:1||의지통제:1||인지적 유능감:1||인지적 융통성:1||인지전략:1||입학전형 유형:1||자각:1||자기 효능감:1||자기결정이론:1||자기관용:1||자기대화:1||자기조절 전략:1||자기조절학습 전략:1||자기조절학습전략:1||자기주도학습능력:1||자아존중감:1||자율성:1||재능계발:1||전공 만족:1||전공 만족도:1||전환기:1||정보과학고등학교:1||정서적 조직몰입:1||정서조절:1||정신력 척도:1||정의감:1||종단연구:1||주의:1||중국 실업계 고등학생:1||중국 중학생:1||중국 중학생(初中生):1||중등학생:1||지능:1||지방공무원:1||지방직 공무원:1||지적 능력:1||지적 능력의 향상 가능성에 대한 신념:1||직무 만족도:1||직무 창의성:1||직무역량:1||직무환경:1||직업계 고등학교:1||직업군:1||직업동기:1||직업탐색:1||직업핵심기술:1||진로결정 어려움:1||진로결정 여부:1||진로결정 자율성:1||진로결정자율성:1||진로관여행동:1||진로교육:1||진로동기:1||진로미결정:1||진로불안:1||진로탄력성:1||진로탐색:1||진로탐색행동:1||창의성 교육:1||창의성 프로그램:1||창의적 문제해결 성향:1||창의적 사고력:1||창의적 생산성:1||창의적 학교 환경:1||책임:1||척도 타당화:1||청소년 마음챙김 다요인 척도:1||청소년 성별비교:1||초등학교 고학년 학생:1||출생 순위:1||취업불안:1||취업스트레스:1||타당도:1||특성화고등학교:1||평균소득:1||평재:1||플로리시:1||학교 만족감:1||학교 분위기:1||학교 환경:1||학교기반 컨설팅:1||학교만족도:1||학교생활적응:1||학교수업 환경:1||학교에서의 학생의 정체성:1||학교참여:1||학교태도:1||학교행복감:1||학급관리역량:1||학문적 자기 지각:1||학문적 자기지각:1||학문적 효능감:1||학습 전략:1||학습동기:1||학습컨설팅:1||학습컨설팅 역량 척도 개발:1||학업 관련 부모자녀 의사소통:1||학업 관련 부모의 과제관여:1||학업 관련 태도:1||학업 관련 태도 척도:1||학업 낙관주의:1||학업 성취 가치:1||학업 성취 기대:1||학업관련 태도:1||학업무기력:1||학업성취도:1||학업소진:1||학업열의:1||학업적 자기효능감:1||학업정서:1||학업지연행동:1||학업탄력성:1||합리적 설명 양육행동:1||헬리콥터 양육방식:1||현재지향성:1||협동학습:1||호위대 모델:1||회복탄력성:1||후회:1||흥미가치:1||3×2 achievement goals:1||희망:1||3×2 성취목적지향성:1||Academic Adjustment:1||Academic Burnout:1||Academic Motivation:1||Academic efficacy:1||Academic flow:1||Academic procrastination:1||Achievement goal orientation:1||Adolescent:1||Adolescent concerns:1||Adolescents’ gender comparison:1||Adults:1||Affective characteristics of the gifted:1||Aspirations:1||Autonomy:1||Average income:1||Belief in a Just World:1||Belief in a just world:1||Beliefs about intelligence:1||Beliefs of intelligence ability:1||Big Five personality:1||Block play:1||Career Adaptability:1||Career Locus of Control:1||Career barriers:1||Career decision:1||Career decision difficulties:1||Career decision making autonomy:1||Career decision selfefficacy:1||Career decisionmaking autonomy:1||Career education:1||Career exploration behavior:1||Career explorations:1||Career locus of control:1||Career preparation behavior:1||Career resilience:1||Challenge:1||Character strengths:1||Chinese Vocational High School Students:1||Chinese international students in Korea:1||Chinese juniorhigh school students:1||Classroom goal structure:1||Classroom quality:1||Cognitive strategies:1||Commitment:1||Confidence in ability:1||Conscientiousness:1||Convoy model:1||Coping:1||Coping styles:1||Core competencies:1||Creative Thinking Skills:1||Creative productivity:1||Creative school environment:1||Creativity Program:1||Crosscultural Adaptation:1||Curriculum:1||Deliberate practice:1||Developmental patterns:1||Elementary school students with high intelligence and creativity:1||Emotion control:1||Expertise in gifted education:1||Family environment:1||Family processes:1||Gender:1||Gender Differences:1||General academic stress:1||Gifted student:1||Growth mindset:1||Helicopter parenting:1||Helpseeking behavior:1||High IQ/High achieving Adolescents:1||Highachieving middle school students:1||Highachieving nongifted:1||Highachieving nongifted:1||Houndstooth theory:1||IT competencies:1||IT related instruction methods:1||IT 역량:1||IT 역량 함양 교육방법:1||Interpersonal Problems:1||Interpersonal problems:1||Job Competency:1||Job Performance:1||Job creativity:1||Justice:1||Korean and Chines Middle School Students:1||Learning Flow:1||Learning strategies:1||Life satisfaction:1||Locus of control:1||Loneliness:1||Longitudinal analysis:1||Lowachieving nongifted:1||Lowachieving nongifted:1||Major Satisfaction:1||Maximizing tendency:1||Mediating effects:1||Medical stress:1||Medical students:1||Mental toughness:1||Middle School Students:1||Middle school students:1||Motivation to go to high school:1||Multifactor Mindfulness Scale for Adolescents (MMSA):1||Music accomplishment:1||Music valuation:1||Needs assessment:1||Nongifted student:1||Occupation:1||One's beliefs about intelligence:1||Overprotection:1||Parental Support:1||Parental careerrelated behaviors:1||Parental overprotection:1||Parental provision of structure:1||Parenting styles:1||Parents:1||Passion:1||Passion for music:1||Peer Relationship:1||Perceptions of academic performance:1||Perceptions of the success:1||Perfectionism:1||Personality:1||Positive Maternal Parenting:1||Positive academic emotions:1||Preschoolers:1||Psychological basic needs:1||Psychological control:1||Public officers:1||Rational parenting behavior:1||Reading:1||Regret:1||Relatedness:1||Relatedness(teacherstudent relationship and peer relationship):1||Renzulli의 격자무의 이론:1||Resilience:1||Retrospective approach:1||SNS Dependency:1||SNS 의존:1||STEAM:1||Satisfaction in music:1||School Climate:1||School satisfaction:1||Science Performance:1||Science anxiety:1||Science attitude:1||Science high school graduates:1||Science high school graduates.:1||Science related attitude:1||Scientific problem finding ability:1||Scientific selfefficacy:1||Scientifically gifted students:1||Secondary School Students:1||Self efficacy:1||Selfdirected Learning Ability:1||Selfdirected learning:1||Selfefficacy:1||Selfleadership:1||Selfregulated Learning:1||Selfregulated strategies:1||Selfregulation:1||Selftalk:1||Smartphone Dependency:1||Social Withdrawal:1||Specialized STEM Talent Residential High Schools:1||Specialized high school:1||Specialized residential science high schools:1||Talent development:1||Teacher competencies for the gifted:1||Teacher competency:1||Teacher stress:1||Teacherstudent Relationship:1||Teaching skills for the gifted:1||Test anxiety:1||Test anxiety scale:1||Thailand:1||The Big 5 personality traits:1||The GATE scale:1||The School Attitude Assessment ScaleRevised:1||The most influential individuals on one's life and occupational choice:1||Transition:1||Understanding giftedness:1||University Students’ Gender Comparison:1||Vocational high school:1||Webbased instruction:1||academic adjustment:1||academic efficacy:1||academic emotions:1||academic engagement:1||academic helplessness:1||academic major satisfaction:1||academic resilience:1||academic selfefficacy:1||academic stress:1||acculturative stress:1||achievement goal orientation:1||achievement value:1||admission type:1||

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