ScholarWorks@Gachon: Seo, Eun Hee

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Seo, Eun Hee (서은희)

Graduate School of Education (Theory of Education)

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Tel 031-750-5113
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대학생:16||college students:9||academic achievement:8||그릿:6||학업성취도:5||grit:5||자아탄력성:5||메타분석:4||metaanalysis:3||egoresilience:3||학습공동체:3||학업성취:3||Academic Achievement:3||MMWS:2||selfefficacy:2||비대면 미술치료:2||우울:2||의사소통능력:2||Grit:2||selfregulation in collaborative context:2||moderating effect:2||ProblemBased Learning:2||성교육:2||critical thinking:2||family strength:2||learning community:2||성인 불안정 애착:2||sex education:2||다문화:2||학습포트폴리오:2||자기효능감:2||College Students:2||성적:2||핵심역량:2||PBL:2||College students:2||협력적 자기조절능력:2||학교생활적응:2||gender sensitivity:2||mathematics:2||students&apos:2||media literacy:2||college student:2||만족도:2||private tutoring:2||심리적 소진:2||가족건강성:2||아동:2||중학생:2||게슈탈트 심리치료:2||Private education:1||Private tutoring:1||Problem Behavior of Students:1||Psychological Burnout:1||Psychological wellbeing:1||Rejection sensitivity:1||Remote Video Classes:1||Satisfaction:1||School maladjustment adolescents:1||Selfreflection:1||Selfregulated learning:1||Social Big Data:1||Social Media:1||Stress:1||Student Engagement:1||Support:1||Teacher AttachmentInstability:1||Teaching Portfolio:1||Transnational Relocation:1||Tutee:1||Tutor:1||Twitter:1||University Student:1||Vietnam:1||ability grouping:1||academic attributes:1||academic engagement:1||adaptive learning system:1||adjustment to school life:1||adolescent:1||affective attitude:1||affective attributes:1||appearance satisfaction:1||art therapy:1||betweenschool streaming:1||bibliotherapy:1||bicultural stress coping ability:1||career education:1||career identity:1||career maturity:1||career program:1||causal effects:1||child:1||class portfolio:1||communication competence:1||communication skill:1||contribution goals:1||core competenc:1||counseling experience:1||courseby course tracking:1||creativity:1||delaying:1||depression:1||educational level:1||effect size:1||emotional intelligence:1||failure tolerance:1||future capability:1||gender:1||gender difference:1||gender sensibility:1||gender sensitivity program:1||gestalt therapy:1||grade:1||group bibliotherapy:1||growth lifegoals:1||higher graders in elementary school:1||interest in appearance:1||interpersonal relationships:1||learning flow:1||learning portfolio:1||learning strategy:1||lecture:1||length of teaching experience:1||mediating effect:1||mental health:1||metacognition:1||mid. adolescents:1||middle school:1||middle school students:1||misogyny:1||multicultural:1||multicultural children:1||multiple mediated effect:1||nonfacetoface:1||nonfacetoface art therapy:1||notetaking:1||peer attachment:1||peer relationship:1||perfectionism:1||perseverance of effort:1||phenomenological study:1||procrastination:1||satisfaction:1||school life adjustment:1||school location:1||selfdirected learning:1||selfesteem:1||selfregulated learning:1||selfresilience:1||selfstudy:1||sense of community:1||sex attitude:1||sex knowledge:1||sexism:1||sexual minority:1||sexual violence:1||sexuality:1||special purpose high school:1||teacher efficacy:1||teacher efficacy scale:1||teacher enthusiasm and relationship with students:1||거부민감성:1||고등학생:1||공동체의식:1||교사열의 및 학생과의 관계:1||교양수학:1||교우관계:1||그림책창작:1||근거이론:1||기여목표:1||내러티브 탐구:1||내현적 자기애:1||네이버:1||노트필기:1||놀이치료사:1||대인관계 스트레스:1||대인관계능력:1||대인관계문제:1||대학교육:1||델파이 기법:1||독서치료:1||동료 피드백:1||또래애착:1||러닝커뮤니티:1||매개효과:1||메타인지:1||미디어 리터러시:1||미디어리터러시:1||미래인재역량:1||미루기:1||베트남:1||부모와의 상호작용:1||불안애착:1||비판적 사고역량:1||사교육 시간:1||사례연구:1||사회적 지지:1||상담 경험:1||성(性):1||성별:1||성소수자:1||성인지감수성:1||성장 마인드셋:1||성장목표:1||성지식:1||성차:1||성차별:1||성태도:1||성폭력:1||세계시민:1||소셜 미디어:1||소셜 빅데이터:1||수업규모:1||수업만족도:1||수준별 수업:1||실패내성:1||심리적안녕감:1||여성혐오:1||역량:1||연령:1||영어:1||완벽주의:1||완벽주의 성향:1||완성도:1||외모관심도:1||외모만족도:1||원격화상수업:1||이공계 대학생:1||이공계 핵심역량:1||이중문화 스트레스 대처능력:1||인과효과:1||인내:1||인식:1||일반고:1||자기성찰:1||자기조절학습:1||자기주도학습:1||자아존중감:1||저성취:1||적응학습 시스템:1||전공:1||전문대학생:1||정서지능:1||정신건강:1||정의적 태도:1||정의적 특성:1||정체성:1||젠더 감수성:1||젠더감수성:1||젠더감수성 교육 프로그램:1||조절효과:1||중⋅고등학생:1||중국어번역:1||중국어학습:1||중다매개효과:1||지연행동:1||진단도구:1||진로교육:1||진로성숙도:1||진로정체감:1||진로프로그램:1||초국가적 이동:1||초등학교 고학년 학생:1||코로나19:1||타당화:1||트위터:1||특목고:1||평가준거:1||포트폴리오:1||학교 부적응 청소년:1||학교 참여도:1||학년:1||학사경고:1||학생의 문제행동:1||학습몰입:1||학습전략:1||학업적 특성:1||학업참여:1||한국 TCK:1||한국인:1||혁신:1||현상학적 연구:1||효과크기:1||Academic Probation:1||Academic achievement:1||Age:1||Anxious attachment:1||Assessment validation:1||Burnout:1||COVID19:1||Causal effect:1||Chinese language course:1||Chinese translation:1||Class Satisfaction:1||Class Size:1||Collaboration:1||College Student:1||College students in STEM:1||Communication:1||Competency:1||Completeness:1||Core competency:1||Core competency assessment:1||Core competency forSTEM:1||Covert Narcissism:1||Creating a picture book:1||Delphi method:1||Egoresilience:1||English:1||Gestalt psychotherapy:1||Global Citizen:1||Grounded Theory:1||Growth mindset:1||Identity:1||Innovative Classes:1||Insecure Adult Attachment:1||Interpersonal problems:1||Key words parentschildren interaction:1||Korea:1||Korean:1||Korean TCK:1||Korean middle school students:1||Learning community:1||Learningportfolio:1||Low Achiever:1||Narrative inquiry:1||Naver:1||Peer review:1||Peer tutoring:1||Perception:1||Perfectionism Tendency:1||Play therapist:1||

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