일부 치위생(학)과 학생의 성격유형과 교육만족도의 관련성
The relationship between the personality types and satisfaction of education in dental hygiene students
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Objectives: The purpose of the study is to investigate the relationship between the personality types and satisfaction of educationsatisfaction in dental hygiene students. Methods: A self-reported questionnaire was filled out by 898 students in Busan, Gyeongnam, and Ulsan from March 2 to 25, 2014. Data were analyzed through t-test, correlation analysis, and multiple regression analysis. The instruments used personality types andsatisfaction of education. The personality types was adapted from Korean Eyesenck Personality Questionnaire that was modified byLee on the basis of Eysenck Personality Questionnaire(Eysenck & Eysenck, 1971). The questionnaire consisted of 44 questionsincluding extroversion factors(18 questions) and neurotic tendency(26 questions). The questionnaire was score by Likert 5 scale. Cronbach alpha was 0.835 in the study. The neurotic tendency consisted of 26 questions and the higher score showed the higherneurotic tendency. Cronbach alpha was 0.927 in the study. The instrument for satisfaction of education was adapted from Kim andGo and partly modified. The instrument was categorized into dental hygiene department satisfaction(6 questions), majorsatisfaction(6 questions), facilities satisfaction(4 questions), lecture satisfaction(7 questions), and faculty satisfaction(4 questions). The instrument was scored by Likert 5 scale. Cronbach alpha of education satisfaction was 0.928 in the study. Results: Extroverted students showed 3.70 point which was the highest score in the department satisfaction(p<0.001). Less neuroticstudents showed 3.68 point which was the highest score in the department satisfaction(p<0.001). There was a strong positivecorrelation between the major satisfaction and department satisfaction(p<0.01). The personality types that affected the educationsatisfaction were related to the extroverted students and less neurotic students(p<0.01). Conclusions: The personality types had much influences on the satisfaction of the major and academic accomplishment.
Abstract
Objectives: The purpose of the study is to investigate the relationship between the personality types and satisfaction of educationsatisfaction in dental hygiene students. Methods: A self-reported questionnaire was filled out by 898 students in Busan, Gyeongnam, and Ulsan from March 2 to 25, 2014. Data were analyzed through t-test, correlation analysis, and multiple regression analysis. The instruments used personality types andsatisfaction of education. The personality types was adapted from Korean Eyesenck Personality Questionnaire that was modified byLee on the basis of Eysenck Personality Questionnaire(Eysenck & Eysenck, 1971). The questionnaire consisted of 44 questionsincluding extroversion factors(18 questions) and neurotic tendency(26 questions). The questionnaire was score by Likert 5 scale. Cronbach alpha was 0.835 in the study. The neurotic tendency consisted of 26 questions and the higher score showed the higherneurotic tendency. Cronbach alpha was 0.927 in the study. The instrument for satisfaction of education was adapted from Kim andGo and partly modified. The instrument was categorized into dental hygiene department satisfaction(6 questions), majorsatisfaction(6 questions), facilities satisfaction(4 questions), lecture satisfaction(7 questions), and faculty satisfaction(4 questions). The instrument was scored by Likert 5 scale. Cronbach alpha of education satisfaction was 0.928 in the study. Results: Extroverted students showed 3.70 point which was the highest score in the department satisfaction(p<0.001). Less neuroticstudents showed 3.68 point which was the highest score in the department satisfaction(p<0.001). There was a strong positivecorrelation between the major satisfaction and department satisfaction(p<0.01). The personality types that affected the educationsatisfaction were related to the extroverted students and less neurotic students(p<0.01). Conclusions: The personality types had much influences on the satisfaction of the major and academic accomplishment.
참고문헌 (24)
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