CAU Scholar's Space: Auh, Seong Yeon

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Auh, Seong Yeon (어성연)

사범대학 (유아교육과)

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Tel 02-820-5156
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qualitative study:4||교사교육:3||중년기:3||보육교사:3||실과교육:3||만혼:3||Practical Arts Education:3||selfsufficiency:2||emotional regulation:2||다문화가족:2||직장어린이집:2||longitudinal studies:2||lowincome families:2||질적 연구:2||요구분석:2||University Students:2||phenomenological study:2||child care:2||child care of the families with a disabled child:2||대학생활만족도:2||family strength:2||delayed family formation:2||현상학적 연구:2||cognitive empathy:2||결혼의향:2||정서적 공감:2||정서조절:2||willingness to marriage:2||인지적 공감:2||emotional empathy:2||life satisfaction:2||Evasion to Marriage Formation(EMF):1||Family Life Education:1||Family Well being:1||Family and Consumer Sciences Education:1||Family policy:1||First level digital divide:1||Flexible Gender Role Definition:1||Gender Differences:1||General Education in University:1||Grandparent Caregivers of Young Children:1||Home Health Care Worker Licensing Education Course:1||Horizontal Spillover:1||Housing:1||Housing policy:1||Housing satisfaction:1||Information and referral:1||Koryein family:1||Late marriage:1||Life Scripts:1||Longterm care service:1||Lowincome families:1||Marital Gender Role:1||Marital Satisfaction:1||Middle Aged Adults:1||Motivations for Choosing Teaching Professional:1||Motivations of Choosing a Teaching Profession:1||Needs Assessment:1||Obesity stress:1||Occupational Readiness:1||Organizational Climate:1||PBL:1||Parental Belief Systems:1||Parental satisfaction levels:1||Parenting Education:1||Parenting Gender Role:1||Parenting Stress:1||Perceptions on the multicultural family:1||Preservice Elementary Teacher:1||Problem based learning:1||Program Development:1||Program Development and Needs Assessments:1||Quality of Life:1||Quality of community life:1||Quality of life:1||Raising Grandchildren:1||SEM with latent variables:1||SERVQUAL:1||SNS usage motivation:1||SNS 이용동기:1||SelfDirected Learning:1||Service Quality:1||Service delivery:1||Service providers' education:1||Spillover effects:1||Spillover theory:1||Stress:1||Survey research:1||Teacher Education:1||Teacher Training Program:1||Teacher education:1||Teacher’s Feeding Practice During Mealtime:1||Teaching Professionalism:1||University Satisfaction:1||University's elective course:1||Willingness to Marriage Formation(WMF):1||WorkFamily Balanced Transition:1||WorkLife Balance:1||Workplace Child Care Center:1||Workplace Child Care Centers:1||academic adjustment:1||academic stress:1||actorpartner interdependence mediation model:1||adolecent education:1||adult attachment:1||aggression:1||arts and cultural education activities:1||attitude about subject:1||baby boomer:1||body appearance satisfaction:1||burnout:1||career development education:1||child rearing experience:1||child rearing experiences of motherinlaw and daughterinlaw's:1||childhood cancer:1||children safety accidents:1||college life adjustment:1||college major choice:1||coming out:1||commitment:1||community:1||community network:1||comparison level:1||comparison level for alternatives:1||constraint variables:1||counselling before divorce:1||cultural pluralism:1||cultural relevancy:1||cultural sensitivity:1||dating relationship stability:1||depressive symptoms:1||early adolescents' studying abroad:1||early childhood teacher:1||early childhood teachers' perception and needs:1||education related to the families in cultural diversity:1||egoresilience:1||elderly married couples:1||empathy ability:1||engineering camp:1||ethnography interviews:1||family ecological system perspective:1||familycentered casemanagement:1||familyoforigin experience:1||financial resources:1||focus group interview:1||grit:1||gwangju koryein village:1||happiness:1||health:1||health impairment:1||healthy families:1||homosexuality:1||individual emotional adjustment:1||institutional attachment:1||international university students academic adjustment:1||international university students in Korea:1||internet immersion:1||interpersonal relationships:1||interpersonal stress:1||junior high school students:1||kindergarten:1||legal delay before divorce:1||lifestyle behaviors:1||literature for children:1||lowincome family:1||marriage immigrant:1||mediated effect:1||mediation effect:1||mental health:1||midlife:1||middle aged adults:1||multicultural parent education:1||multicultural parent education program:1||multicultural family:1||multicultural society:1||multiple regression:1||narcissism:1||need for counselling:1||needs assessment:1||neotraditional familism:1||never married professionals:1||occupational stress:1||online and offline social capital:1||online and offline social capital):1||parentadult child relationships:1||parentchild communication:1||parenting behaviors:1||peer relationships:1||perceived occupational nature:1||qualitative case study:1||qualitative research:1||rare incurable disease:1||recognition process of the sexual orientation:1||retirement provision:1||schooladjustmen:1||selfesteem:1||social adjustment factors:1||social capital:1||social psychology perspective:1||teacher education:1||teacher education for elementary school:1||teacher efficacy:1||the Survey of Marriage and childbirth:1||the child care teachers:1||transactional analysis:1||university level electric course development:1||university life adjustment:1||university social adjustment:1||가정생활교육:1||가정에서의 성역할:1||가족 건강성:1||가족 생태학 관점:1||가족건강성:1||가족사례관리:1||개인정서적응:1||건강 장애:1||건강가정:1||건강상태:1||결혼 및 출산동향 조사:1||결혼기피태도:1||결혼만족:1||결혼의지:1||경제자원:1||고려인 가족:1||고부간의 (손)자녀양육경험:1||공감능력:1||공격성:1||공학 캠프:1||과목에 대한 태도:1||광주 고려인 마을:1||교류분석:1||교사 효능감:1||교육 요구 분석:1||교육 프로그램 개발:1||교육만족도:1||교직 선택 동기:1||교직선택동기:1||그릿:1||남녀 대학생 인식차이:1||노년기 부부:1||노후준비:1||다문화 부모교육:1||다문화 부모교육 프로그램:1||다문화 인식:1||다문화가정 관련교육:1||다문화사회:1||대인관계:1||대인관계 스트레스:1||대학 교양교육 프로그램 개발:1||대학 전공 선택:1||대학교양과목:1||대학교양교육:1||대학사회적응:1||대학생활 적응:1||대학생활적응:1||대학학업적응:1||대학환경적응:1||동료 교사:1||동성애:1||매개효과:1||매개효과 분석:1||문제중심학습:1||문화 기술지:1||문화예술교육 활동:1||문화적 다양성:1||문화적 다원주의:1||문화적 소양:1||베이비부머:1||베이비부머세대:1||보육:1||부모 성역할:1||부모자녀간 의사소통:1||부모교육:1||부모역할 만족도:1||부모자녀관계:1||부부 성역할:1||비만스트레스:1||빈곤가정 아동:1||사회심리학적 관점:1||사회적응 요인:1||사회적자본:1||삶의 만족도:1||삶의 질:1||삶의 질 QOL:1||상담요구도:1||생태학적 이론:1||생활만족도:1||생활습관:1||서브퀄:1||성인애착:1||성적 지향성 인지과정:1||소아암:1||소진:1||손자녀 양육:1||수업 전문성:1||스트레스:1||식사 지도:1||신전통적 가족주의:1||아동 복지:1||아동문학:1||양성평등:1||양성프로그램 참가:1||양육스트레스:1||양육행동:1||예비교사교육:1||예비초등교사:1||온라인 및 오프라인 사회적 자본:1||온라인 및 오프라인사회적 자본:1||외국인 유학생:1||외모만족:1||요양보호사 양성교육과정:1||우울:1||원가족 경험:1||원장 리더십:1||위계적 중다회귀분석:1||유아교사:1||유아교사의 인식 및 요구:1||유아안전사고:1||유연한 성역할:1||유치원:1||유학생 학업적응:1||이혼 전 상담:1||이혼숙려제:1||인생각본:1||인지한 직업 특성:1||인터넷 몰입:1||인터넷 접근성:1||일⋅가정양립:1||일가정 양립:1||자기상대방 상호의존 매개모형:1||자기애:1||자기주도적 학습:1||자녀 양육 경험:1||자녀관:1||자생력:1||자아존중감:1||자아탄력성:1||잠재변인을 이용한 구조방정식:1||장기요양보호사:1||장기적 연구:1||장애아동 보육:1||저녁 식사:1||저소득층 가정:1||전문직 미혼남녀:1||전자정부:1||정보격차:1||정보화 사회:1||정신건강:1||제약 요인:1||조기유학:1||조부모양육자:1||조직풍토:1||중학생:1||지역사회협의체:1||직무수행준비:1||직무스트레스:1||진로개발교육:1||질적 사례연구:1||질적연구:1||청소년교육:1||초등교사교육:1||초등학교 학부모:1||친구관계:1||커뮤니티:1||커밍아웃:1||포커스 그룹 인터뷰:1||프로그램 개발:1||학교적응:1||학업스트레스:1||행복감:1||50+ generation:1||희귀난치성 질환:1||50+ 세대:1||ABCX Model:1||ABC－X Model:1||Access to Internet:1||Aging and disability resource center:1||Baby Boomers:1||Bottomup Spillover:1||Bullying:1||Child Abuse:1||Child welfare:1||Child well being:1||Childcare Teacher:1||Children’s environment:1||College Life Satisfaction:1||Community attachment:1||Community satisfaction:1||Co－Working Teacher:1||Cultural Diversity:1||Cultural Pluralism:1||Curricular:1||Curriculum Development:1||Curriculum development:1||Digital divide:1||Dinner:1||Director’ Leadership:1||Egovernment:1||Ecological Theory:1||Educational Satisfaction:1||EmployerSupportedChildCare:1||Evaluation:1||

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