ScholarWorks@Soongsil University: Yu, Gyeong Hun

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Yu, Gyeong Hun (유경훈)

Graduate School of Education

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creative personality:13||창의성:12||creative thinking ability:9||Creativity:8||창의적 인성:8||초등학생:8||creativity:7||정서지능:7||Creative thinking ability:6||대학생:6||University students:6||창의적 능력:6||Creative personality:5||emotional intelligence:5||수학불안:5||creative thinking:5||SelfEsteem:4||Creative home environment:4||young children:4||Creative product:4||elementary school students:4||gender:3||창의적 사고능력:3||창의적 사고력:3||mathematics anxiety:3||School Adjustment:3||교사효능감:3||selfdetermination motivation:3||자아개념:3||창의사고:3||Mindfulness:3||보육교사:3||심리적 안녕감:3||Parents&apos:3||elementary students:3||중학생:3||유아:3||university students:3||창의적 가정환경:3||성별:3||학업성취:3||Korean Children&apos:2||servant ledership:2||초중고 학생:2||통합 창의성:2||teacher efficacy:2||individual creativity:2||Group creativity:2||학년별:2||intelligence:2||intelligence Quotient:2||Creativity. Achievement motivation. Intrinsic / Extrinsic motivation. Primary students.:2||Teacher Efficacy:2||Life Satisfaction:2||creative leadership scale:2||DHAI:2||creative personality characteristics:2||DHAⅡ:2||Demographic Background):2||개인창의성:2||고등학생:2||middle school student:2||자기결정성 동기:2||Psychological wellbeing:2||자아존중감:2||교실환경:2||교양수업:2||Academic achievement:2||Emotional ability:2||Integrated program:2||Academic Achievement:2||지능:2||Creative Thinking Ability:2||perception of creative ability characteristics:2||대학생의 창의성:2||early childhood child:2||집단창의성:2||Emotional intelligence:2||academic achievement:2||마음챙김:2||problem solving ledership:2||창의성격:2||environment variables:2||s Panel:2||achievement goal motivation:2||achievement goal orientation:2||self ledership:2||Creative Personality:2||창의적 성격:2||창의적 성향:2||grade:2||Selfdetermination motivation:2||selfdeterminative motivation:2||selfdirected learning ability:2||selfefficacy:2||group creativity:2||Self Concept:1||Selfconcept:1||Selfdirected learning ability:1||Selfmanagement:1||Selfregulated learning:1||Sense of humor:1||Smart coaching:1||Stable attachment:1||Structural Equation Model:1||Study Result:1||Teacher efficacy:1||Temperament:1||Text Mining:1||Topic Modeling:1||Trait on Gifted Children:1||Undergraduate students:1||University Student:1||Unstable attachment:1||UpperGrade Elementary School Students:1||Young child:1||Young children:1||a newcomer to the society youth:1||academic environment:1||academic motivation:1||academic selfefficacy:1||and high school students:1||autoregressive crosslagged modeling:1||chief&apos:1||children&apos:1||classroom climate:1||classroom environment:1||cognition:1||college life adaptation:1||college students&apos:1||confluence problem solving ability:1||confluence program:1||creative competency:1||creative ledership:1||creative product:1||creative teaching methods:1||creativity education:1||creativity instruction:1||creativity/emotion confluence program:1||daycare center organizational culture:1||daycare teacher:1||development of creativity:1||director:1||education institute:1||educational support:1||effectiveness of instruction:1||elementary:1||emotional leadership:1||evaluation test:1||gifted and talented students:1||gifted education:1||goalachievement theory:1||grades:1||high school student:1||high school students:1||home environment:1||humor and creativity:1||identification methods of gifted students:1||integrated creativity:1||integrated program:1||job satisfaction:1||learning behavior:1||learning competency:1||learning motivation:1||lower grade elementary school children:1||math anxiety:1||mathematic achievement:1||mathematical achievement:1||mathematics achievement:1||middle:1||middle school students:1||model school of creativity education:1||motivation:1||multiful regression analysis:1||nursing teacher:1||onoff line classes:1||organization culture:1||parental involvement:1||parents&apos:1||perception of creativity education:1||perfectionism:1||performancecontingent feedback:1||personality:1||primary school students&apos:1||problem solving ability:1||program for improving the creativity:1||psychological wellbeing:1||relationship:1||s Happiness:1||s creative thinking ability:1||s education program:1||s leadership:1||school students:1||self regulation strategies:1||selfconcept:1||selfdetermination theory:1||selfesteem:1||selfrated creativity:1||selfconcept:1||sense of humor:1||taskcontingent feedback:1||teacher:1||teaching method:1||university classes:1||university student:1||university students’ creativity:1||university students’ learning competencies:1||uppergrade elementary school students:1||verbal feedback:1||verbal reward:1||work environment:1||young children education:1||young children&apos:1||‘Fun Dodream’:1||‘재미 두드림’:1||가정환경:1||개인적 리더십:1||결과지향 피드백:1||고학년 초등학생:1||공동체의식:1||과정지향 피드백:1||교사영아 간 상호작용:1||근무환경:1||기질(Creativity):1||내·외재동기:1||다중지능:1||대학 신입생:1||대학생 창의성:1||대학생 학습역량:1||대학생활적응:1||대학수업:1||동기:1||또래유능성:1||매개효과.:1||문제해결력:1||보상:1||부모관여:1||부모의 교육적 지원:1||부모의 인구학적 배경:1||부모지원:1||불안애착:1||사고력:1||사회적 리더십:1||사회초년 청소년:1||상호작용:1||성인애착:1||성취.:1||성취동기:1||성취목표 동기:1||성취목표동기:1||수업방법:1||수업효과분석:1||수학 성취도:1||수학·과학 영재성 검사:1||수학교육:1||수학성적:1||수학성취:1||수학적 환경:1||수학환경:1||아웃리치 프로그램:1||안정애착:1||어린이집 조직문화:1||언어적 보상:1||언어적 피드백:1||언어표현력:1||영아교사:1||영재진로교육:1||영재진로프로그램:1||영재판별:1||예비유아교사:1||온오프라인 수업:1||완벽주의:1||원장 리더십:1||유머감각:1||유머와 창의성:1||유아 창의적 리더십 측정도구:1||유아(Preschooler):1||유아의 환경변인:1||유치원 프로그램:1||융합적 문제해결력:1||인지:1||인지적 학습역량:1||자기결정성동기:1||자기관리:1||자기조절전략:1||자기조절학습:1||자유학기제:1||정서 통합 프로그램:1||정서능력:1||정서인식:1||정서조절:1||정서표현:1||정서활용:1||중등학교:1||직무만족도:1||직무스트레스:1||진로교육:1||집단 통합 창의성 검사:1||창의:1||창의·인성교육모델학교:1||창의·정서 통합 프로그램:1||창의·정서 통합프로그램:1||창의성 교육:1||창의성 교육에 대한 인식:1||창의성 발달:1||창의성 인식:1||창의성 프로그램:1||창의성(Temperament):1||창의성계발 교과목:1||창의성과 문제해결:1||창의역량:1||창의적 교육방법:1||창의적 문제해결 리더십:1||창의적 문제해결력:1||창의적 사고:1||창의적 사고. 창의적 인성. 창의적 산물. 초등학생:1||창의적 산물:1||창의적 산출물:1||창의적 자기평가:1||창의적 학교환경:1||창의적 환경(Creative Home Environment):1||창의적사고력:1||창의적사고역량:1||창의적산출물:1||창의적성격:1||창의적인성:1||창의적환경:1||초․중등 학생:1||초등 고학년:1||초등 저학년:1||초등학교:1||초등학생. 창의적 사고력:1||초중고 학교급별:1||통합프로그램:1||통합프로그램 개발:1||평가도구:1||플립드 러닝:1||학년:1||학습동기:1||학습역량:1||학습행동:1||학업 성취:1||학업성적:1||합의적평가기법:1||행복감:1||ADIR smart coaching model:1||흥미도:1||ADIR smart coaching system:1||Academic Stress:1||Achievement goal orientation:1||Achievement.:1||Adult attachment:1||And high school students:1||Career Education:1||Career Exploration Behavior:1||Childcare Teacher:1||Children&apos:1||Child’ Subjective Happiness:1||CoParenting:1||Community awareness:1||Confluence philosophy:1||Consensual Assessment Technique:1||Coping humor:1||Creative Environment:1||Creative Product:1||Creative Thinking:1||Creative class environment:1||Creative school environment:1||Creative selfefficacy:1||Creative thinking:1||Creative thinking competency:1||Creativity education:1||Creativity educational program:1||Creativity selfassessment:1||Domaingeneral creativity:1||Early childhood teachers:1||Education model:1||Education of creativity:1||Elementary:1||Elementary lower grade school students:1||Elementary school student:1||Elementary school students:1||Elementary schools and Middle/high schools Students:1||Emotion Confluence Program:1||Emotion control:1||Emotion utilization:1||Emotional Health:1||Emotional Regulation Ability:1||Emotional awareness:1||Emotional expression:1||Flipped learning:1||Forgiveness:1||Freesemester system:1||Future competency:1||Group Integrative Creative Test:1||Happiness:1||High school students:1||Humor style:1||Inservice teacher:1||Individual creativity:1||Infant teacher:1||InfantTeacher Interaction:1||Interaction activity:1||Interaction between teachers and children:1||Interest:1||Intervening Effect:1||Intrinsic/extrinsic motivation:1||Job stress:1||Kindergranten&apos:1||Korean language grade:1||Liberal Arts:1||Liberal Arts Classes:1||Liberal arts education:1||Linguistic creativity:1||Linguistic intelligence:1||Longitudinal study:1||Math education:1||Math environment:1||Mathematical environment:1||Mathematics anxiety:1||Middle and high school:1||Middle school student:1||Mother and Father:1||Multiple intelligence:1||Nursing Teacjer:1||Outreach program:1||Parental support:1||Parentig Efficacy:1||Peer Competence:1||Peer competence:1||Personality:1||Preservice teacher:1||Preschooler:1||Primary school student:1||Program development:1||Research Method:1||Research Trends:1||Resilience:1||SMASCH 666 model:1||STEAM education:1||STEAM교육:1||Secondary:1||

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