ScholarWorks@Soongsil University: Jun, Ju Sung

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Jun, Ju Sung (전주성)

College of Social Sciences (Department of Lifelong Education)

Research Area: 성인교육, 성인학습이론/상담, Adult Education, 평가

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진로준비행동:7||대학생:6||진로결정자기효능감:6||그릿:5||Canonical correlation analysis:5||진로성숙도:5||학습민첩성:4||부모양육태도:4||매개효과:4||career preparation behavior:4||social support:4||사회적 지지:3||Career Maturity:3||Dropout:3||전기학습:3||career adaptability:3||사회적지지:3||직무자율성:3||학교조직문화:3||정준상관분석:3||Career decision selfefficacy:3||Grit:3||자기효능감:3||Career maturity:3||Career preparation behavior:3||mediating effect:3||소셜러닝:3||사이버대학:3||역량:3||역량모델:3||평생학습역량:3||연구동향:3||School organizational commitment:2||School organizational culture:2||청소년:2||scale development:2||learning agility:2||learning competency:2||초등돌봄교실:2||국제 개발복지:2||초등학생:2||Atrisk learners:2||Selfefficacy:2||긍정심리자본:2||커리어 적응성:2||National lifelong education system:2||National lifelong education systemRegional human resource development(RHRD):2||Competency Model:2||요구분석:2||selfdirected learning ability:2||내러티브:2||Educational and training HR BSC(human resource balanced scorecard):2||내러티브 탐구:2||네트워크 텍스트 분석:2||Educational and training performance evaluation:2||dual mediating effects:2||이중매개효과:2||biographical learning:2||social learning:2||평생학습계좌제:2||social network service:2||플립드 러닝:2||Social Presence:2||educational needs:2||lifelong learning competency:2||Social Support:2||학교조직몰입:2||egoresilience:2||자기주도학습능력:2||자기회귀교차지연모델:2||대학수업:2||Center for Continuing Education Affiliated with Universities:2||Learning agility:2||학습역량:2||Course Satisfaction:2||Learning journal:2||Parent support:2||multicultural acceptability:2||잡 크래프팅:2||학업성취도:2||Learning journal writing:2||Life Satisfaction:2||Lifelong Learning Account System:2||career identity:2||career maturity:2||university classes:2||narrative inquiry:2||AHP(analytical hierarchy process):2||needs analysis:2||Creativity:2||Performance Evaluation:2||Borich 요구도:2||부모지지:2||Logistic regression:2||The level of learning organization construction:2||grit:2||중도탈락:2||Job autonomy:2||The satisfaction of learning journal writing:2||The usefulness of learning journal writing:2||Project of Tuition Fee Support:2||college student:2||직무수행 준비도:2||Job performance readiness:2||Cyber University:2||직무역량모델:2||Cyber university:2||international development welfare:2||Regional human resource development(RHRD):2||Career Decision SelfEfficacy:2||positive psychological capital:2||competency:2||삶의 만족도:2||진로교육:2||교수매체적 속성:2||Academic Achievement:2||Career education:2||adolescent students:2||job competency model:2||School organization effectiveness:2||교육필요성:2||소셜네트워크서비스:2||job satisfaction:2||job search efficacy:2||Positive Parenting Attitude:1||Primary and secondary school:1||Private Donation:1||Q methodology:1||Qualification Examination for Middle/High School Degree:1||Q방법론:1||Research Trend:1||Research trend:1||SMART:1||Satisfaction with career education programs (career activities:1||School Life Satisfaction:1||Selfconcept:1||Selfconfidence:1||Selfdirected learning ability:1||Selfdirected learning readiness:1||Selfregulated learning strategy:1||Selfregulatory efficacy:1||Selfsustainable Urban Community:1||Selfunderstanding:1||Seoul education:1||Social Welfare Center:1||Social learning:1||Swiss vocational education &:1||Task difficulty preferences:1||Teacher Efficacy:1||Teacher Relations:1||TeacherInfant Interaction:1||Teachinglearning strategy:1||The Camino de Santiago:1||The FUN Seoul Lifelong Education:1||The Locus for Focus model:1||The Locus for Focus 모델:1||The Seoul Metropolitan Office of Education:1||The Seoulbased Innovative Education District Project:1||The purpose of this study was to investigate variables that predict the level of competence of multicultural education in elementary school teachers and to suggest specific implications for strengthening their multicultural education capacity. The background variables:1||The work and learning dual system:1||Transformational Leadership:1||Unlived life:1||Village Cooperative Teacher:1||Young children’s selfconcept:1||academic papers:1||academic procrastination behavior:1||academic selfefficacy:1||acceptance of multiculturalism:1||adaptive flexibility:1||adult:1||aggression:1||and educational experience were statistically significant in predicting the level of multicultural education competence of elementary teachers. This study suggests that the systematic multicultural education training considering the educational career of the teachers in order to strengthen the competence of elementary school teachers to multicultural education:1||and high school students:1||and preservice and inservice teacher education for cultivating multicultural acceptance universality and intercultural sensitivity:1||and teacher learning culture variables:1||apprenticeship training:1||authentic leadership:1||autoregressive crosslagged model:1||autoregressive crosslagged modeling:1||basic learning:1||bilingual education:1||bilingual language instructor:1||bilingual teacher:1||canonical correlation:1||career attitude maturity:1||career barriers:1||career construction inventory:1||career construction model of adaptation:1||career construction theory:1||career decision selfefficacy:1||career decisionmaking selfefficacy:1||career education policy:1||career efficacy:1||career experiences):1||career preparation behaviors:1||career resilience:1||career risktaking:1||caring for the community:1||child care professionals in elementary child care classes:1||child rearing attitudes:1||children with developmental disabilities:1||class effect:1||class satisfaction:1||cluster type:1||college life satisfaction:1||community:1||community art:1||community artist:1||community consciousness:1||competence development:1||competency model:1||complete mediating effect:1||constructive selfexpectation:1||cooperative learning experience:1||correlation:1||correlation analysis and ordered logistic regression were performed. The results showed that the variables such as intercultural sensitivity:1||creative achievement intention:1||creativity:1||critical discourse analysis:1||critical theory:1||cultural public sphere:1||cyber delinquency:1||cyber university:1||decision on the priority:1||developmental characteristics:1||digital content:1||distance educationbased Academic Credit Bank System:1||dual mediating effect:1||dysfunctional career thinking:1||education of child care:1||educational profession:1||effectiveness of educational programs:1||elementary child care class:1||elementary child care classes:1||elementary school vice principal:1||emotion:1||emotional experience:1||emotional intelligence:1||emotional support:1||employment barriers social support:1||employment preparation behaviors:1||experiences of multicultural learning:1||experiential learning:1||facultystudent interaction:1||flipped learning:1||formal education:1||friendships:1||future creative confluence competency:1||general children:1||gifted children:1||high school student career indecision:1||high school students:1||hopes:1||immigrant:1||industryacademic integrated apprenticeship school:1||informal learning:1||initiative of teacher learning culture:1||instructional media attributes:1||intercultural sensitivity:1||international voluntary services:1||intolerance of uncertainty:1||job:1||job analysis:1||job attitude:1||job autonomy:1||job competencies:1||job crafting:1||job engagement:1||knowledge:1||latent profile analysis:1||learning experience:1||learning flow:1||learning goal orientation:1||learning leader competency:1||learning motivation:1||learning persistence:1||level of multicultural education practice:1||life goal:1||life satisfaction:1||lifelong education:1||lifelong education centers affiliated with universities:1||lifelong education statistics:1||lifelong learning:1||lifelong learning city:1||longitudinal study:1||majoraptitude congruence:1||manifestations of power:1||married female immigrant:1||mean difference:1||metacognition support psychological class environment:1||metacognitive learning strategy:1||middle:1||multicultural education:1||multicultural education awareness:1||multicultural education competence:1||multicultural sensitivity:1||multicultural society:1||multinomial logistic regression:1||narrative analysis:1||national competency standard(NCS):1||non  profit organization:1||nonformal education:1||nonprofit organization(NPO):1||onoff line classes:1||online learning:1||ordered logistic regression analysis:1||organizational citizenship behavior:1||organizational culture:1||organizational support perception:1||parentadolescent communication:1||parenting attitudes:1||parents of children with developmental disabilities:1||parents’ rearing attitude:1||parents’selfconcept level:1||peer relationship:1||perceived effective teaching:1||perception of career education:1||perception type:1||powerful/powerless language:1||preparation for old age:1||principals of overseas Korean schools:1||problem solving:1||psychological empowerment:1||psychological happiness:1||realization of biographicity:1||recognition of professionalism:1||research trends:1||resilience:1||retirement:1||s training evaluation model:1||scale validation:1||school adaptation:1||school administrator:1||school organizational commitment:1||school organizational culture:1||school supervisor:1||secretarial workers:1||self  esteem:1||selfdetermination:1||selfdifferentiation:1||selfefficacy:1||selfformation:1||selfidentity:1||social change:1||social network system:1||social practice:1||social relationships:1||social withdrawal:1||socialcultural transformative learning:1||specialized vocational high school:1||strategic learning motivation:1||superaged learner:1||support for forming a leading teacher learning culture:1||survey for individual learners:1||survey item development:1||teacher relationship:1||teachers in an alternative school for North Korean youth defectors:1||the four specialized schools:1||the new middle aged:1||the second life:1||thinking:1||thinking creativity:1||training:1||transitional learning:1||validation
criteria:1||validation of performance assessment:1||vocational education:1||vocational education and training:1||vocational school:1||were used in the research. To collect the research data:1||which were found to have a major influence on the multicultural education capacities of elementary school teachers:1||work experience:1||workbased learning:1||개인실태조사:1||개인적 특성:1||개인특성:1||검정고시:1||경험학습:1||계층적 분석과정:1||고등학생 진로미결정:1||공격성:1||공동체 의식:1||교사유아 상호작용:1||교사관계:1||교사효능감:1||교수학생상호작용:1||교수학습 전략:1||교우관계:1||교원학습문화:1||교육도시:1||교육도시헌장:1||교육요구:1||교육요구도:1||교육전문직:1||교육훈련 성과측정:1||교육훈련 프로그램 효과성:1||구인효과:1||구직효능감:1||구축효과:1||국가 평생교육체제 구축 및 운영:1||국가직무능력표준(NCS):1||국립대학교 교직원:1||국제결혼 이주여성:1||국제교육도시연합:1||군집분석:1||군집유형:1||긍정적 부모양육태도:1||기부금:1||기초학습:1||깨달음:1||내러티브 분석:1||노후준비도:1||다문화:1||다문화교육:1||다문화교육역량:1||다문화수용성:1||다변량잠재성장모형:1||다항로지스틱:1||대응표본 t검정:1||대학몰입:1||대학부설 평생교육원:1||대학부설 평생교육원 활성화 사업:1||대학생활만족도:1||데이컴 기법:1||도제훈련:1||돌봄교육:1||디지털 콘텐츠:1||또래관계:1||로지스틱 회귀분석:1||마을협력강사:1||무형식학습:1||문화간감수성:1||문화공론장:1||발달장애아:1||발달장애아 부모:1||발달적특성:1||변혁적 리더십:1||변화궤적:1||보육교사:1||부모 자아개념 수준:1||부모자녀 의사소통:1||부모애착:1||부모의 자율성 지지:1||불확실성에 대한 인내력 부족:1||비서직 종사자:1||비영리조직:1||비영리조직(NPO):1||비판이론:1||비형식교육:1||사고 창의:1||사이버비행:1||사회문화적 전환학습:1||사회변화:1||사회복지기관:1||사회적 관계:1||사회적 실재감:1||사회적 실천:1||사회적 위축:1||산학일체형 도제학교:1||삶 만족:1||삶과 학습경험:1||상관관계:1||생애목표:1||서울특별시교육청:1||서울형혁신교육지구 사업:1||성과분석:1||성인:1||성인학습자:1||성장 마인드셋:1||성장혼합모형:1||소셜네트워크서비스(SNS):1||수업만족:1||수업만족도:1||수업효과:1||수행평가:1||수행평가 타당도:1||수행평가 타당화 논리:1||순서로지스틱 회귀분석:1||스위스 직업교육:1||신중년:1||심리적 임파워먼트:1||심리적 행복감:1||여성 결혼이민자:1||역기능적 진로사고:1||역량개발:1||온오프라인 수업:1||온라인 학습:1||완전매개효과:1||우선순위 결정방법:1||우울정서:1||원격기반 학은행제:1||유아 자아개념:1||은퇴:1||이러닝:1||이루지 못한 삶:1||이중언강사:1||이중언어강사:1||이중언어교육:1||인문사회계열대학생:1||인식 유형:1||인지조절전략:1||일 기반 학습:1||일반유아:1||일학습병행:1||자기이해:1||자기조절학습전략:1||자생적 도시마을공동체:1||자신의 정체성:1||자아개념:1||자아분화:1||자아정체성:1||자아존중감:1||자아탄력성:1||잠재적 중도탈락자:1||장학사:1||재외한국학교 교장:1||적응유연성:1||전공적성일치도:1||전기성:1||전기성의 실현:1||전략 학습동기:1||전문성 인식:1||전이학습:1||정부 보조금:1||정서:1||정서적 경험:1||정서적지지:1||정서지능:1||제2의 인생:1||조사 항목 개선:1||조절효과:1||조직시민행동:1||조직지원인식:1||종단연구:1||중도탈락 관련 이러닝 참여 동기 척도:1||지식사회:1||지역공동체성:1||지역인재양성:1||직무:1||직무만족:1||직무분석:1||직무스트레스:1||직무역량:1||직무열의:1||직무태도:1||직업교육:1||직업교육훈련:1||직업전문학교:1||직업정체성:1||직장만족도:1||진로개발역량:1||진로결정 자기효능감:1||진로교육 정책:1||진로교육에 대한 인식:1||진로구성주의 진로적응모형 진로구성척도 진로적응성 고등학생:1||진로성숙:1||진로인식:1||진로적응성:1||진로전담교사:1||진로정체감:1||진로정체성:1||진로체험만족도:1||진로탄력성:1||진로태도:1||진로태도성숙:1||진로활동만족도:1||창의성:1||청소년기 학생:1||초․중등학교 교사:1||초고령 학습자:1||초등돌봄교실 전담사:1||초등학교:1||초등학교 교감:1||초중고 학생:1||취업 경험:1||취업불안:1||취업장벽:1||취업준비행동:1||측정도구 개발:1||측정도구 타당화:1||커리어 위험감수:1||커리어 전환 준비도:1||커리어 정체성:1||커리어 효능감:1||커뮤니티 아트:1||커뮤니티 아티스트:1||탈북청소년 대안학교 교사:1||특성화고등학교:1||평가인정 절차:1||평가지표:1||평균차이:1||평생교육:1||평생교육 참여만족:1||평생교육통계:1||평생학습:1||평생학습도시:1||학교 관리자:1||학교 조직문화:1||학교생활만족도:1||학교생활적응:1||학교장 진성리더십:1||학교조직 몰입:1||학교조직효과성:1||학술논문:1||학습:1||학습 경험:1||학습경험:1||학습동기:1||학습몰입:1||학습비 지원사업:1||학습사회:1||학습일기:1||학습일기쓰기:1||학습일기의 만족:1||학습일기의 유용성:1||학습조직 구축정도:1||학습지속:1||학업열의:1||학업적 자기효능감:1||학업지연행동:1||한국문화예술교육정책:1||한국폴리텍대학:1||해외자원봉사활동:1||행동조절전략:1||행동지표:1||협력적 학습경험:1||형식교육:1||확인적 요인분석:1||확장학습:1||활동이론:1||활동체계:1||회복탄력성:1||효과적 수업인식:1||4대 특화학교:1||희망:1||690 teachers working in elementary school of Seoul were sampled proportionally. For the analysis of collected data:1||Academic Engagement:1||Academic achievement:1||Accreditation Procedure:1||Active job behavior:1||Activity System:1||Activity Theory:1||Adolescent:1||Adult learners:1||Autoregressive crosslagged model:1||Behavior control strategies:1||Behavioral Indicator:1||Biographical learning:1||Biographicity:1||Borich needs analysis:1||Borich test:1||Career DecisionMaking SelfEfficacy:1||Career Identity:1||Career Preparation Behaviors:1||Career adaptability:1||Career attitude:1||Career awareness:1||Career development competencies:1||Career transition readiness:1||Charter of Educating Cities:1||Child Care Teachers:1||Cluster analysis:1||Cognitive regulation strategy:1||College Students:1||College Students Majoring in Humanities and Social Sciences:1||College engagement:1||College student:1||College students:1||Community Spirit:1||Competency:1||Confirmatory factor analysis:1||Creative Personality:1||Creative Thinking Ability:1||Crowdingin Effect:1||Crowdingout Effect:1||DACUM:1||Depression:1||Developmental Characteristics:1||Developmental Trajectories:1||Elearning:1||Elearning participation motivation scale:1||Educating Cities:1||Educational Needs:1||Elementary:1||Elementary School Students:1||Elementary career specialist teacher:1||Elementary school:1||Elementary school student:1||Enlightenment:1||Evaluation Index:1||Expansive Learning:1||FUN 서울평생교육:1||Flipped learning:1||Four Existentials:1||Generation Z elementary school teacher:1||Goal consciousness:1||Government Grants:1||Growth Mixture Model:1||Growth mindset:1||HR BSC:1||Hierarchical effect:1||IAEC:1||Individual characteristics:1||Individual variable:1||Individual’s personal characteristics:1||Intercultural Sensitivity:1||International Association of Educating Cities:1||Job Search Anxiety:1||Job Stress:1||Job crafting:1||KCI(Korea Citation Index):1||KELS:1||Kirkpatrick&apos:1||Kirkpatrick의 교육훈련 평가모델:1||Knowledgebased society:1||Korea Citation Index:1||Korea Polytechnics:1||Korean adolescents:1||Korean culture and arts education policy:1||Latent Growth Model:1||Learning:1||Learning Cultures:1||Learning Experience:1||Learning Leader Competency Test:1||Learning Society:1||Learning experience:1||Life and learning experience:1||Lifelong Learning competence:1||Lifelong learning competence:1||Lived experience:1||Longitudinal study:1||Married immigrant women:1||Mediating effect:1||Moderation Effect:1||Multicultural Acceptability:1||Multicultural Receptivity:1||Multicultural Teaching Competency:1||Multicultural acceptability:1||Multicultural populations:1||Multinomial Logistic Regression Model:1||Multivariate Latent Growth Model:1||Narrative:1||Narrative analysis:1||National University Employees:1||Need for educational training:1||Network Text Analysis:1||Network text analysis:1||Occupational Identity:1||Organizational variable:1||Paired ttest:1||Parent attachment:1||Parental autonomy support:1||Parental support:1||Parenting attitude:1||Parents&apos:1||Participation Satisfaction of Lifelong Education Program:1||Peer Relations:1||Performance assessment:1||

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