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1 :,, * ** *** ****. 1.,. (H a lst ea d, et al., ).,,,., - -.,,,,.,, (Myer s, 1974 ). (An ch or s, Robbin s, & Ger sh m a n, )., (Kim, 1992 ; Kim, ; Kw on, ; Lee, 1986 ; P a ek, 1997 ; P ar k, 1998 ; Ya n g, ; Yoo, 1988 )., -. * -. ** *** ****

2 ,.. 1. (MBT I),,,, (H ir sh & Ku m m er ow, ). MBTI 4 <F igu r e 1>. 2. Myer s- Briggs Type In dicat or (MBTI) Myer s Br iggs J u n g. J u n g, (P ark, 1998 ).,,. ( ), ( ) (P a ek, ). MBTI,. MBTI., (Ch oi et al., ). (Myer s, ; An der son, 1998 ). J, SJ,, P, SP (An ch or s et a l., ; Myer s & Myer s, 1980 ). J, SJ P, SP (Kwon, ; P a ek, 1997 ; P ar k, 1998 ). Pr ovost, Ca r son, & Beidler (198 7 ),, Type E I Ext r ov er sion (E ) E n ergy In t r over sion (I) SN Sen sin g (S ) Inform a t ion Int u it in g (N ) TF Th in k ing (T ) Decision F eelin g (F ) J P J u dging (J ) Act ion P er ceiving (P ) <F ig u re 1> M BT I ty p e

3 3 1 5,, Pr ovost (198 5 ). Myer s- Br iggs Typ e In dicat or (MBTI),,,,,, (Myer s, 1974 ). Myer s (1974 ).. 1., , J u n g Briggs Myer s (1974 ) (Myer s- Briggs Type In dicat or : MBTI). MBTI Sh im Kim (1990 ),,,. MBTI 9 5, (GS ) (GA ), GA. GA EI.86, SN.8 5, TF.8 1, J P.88., 4.0, MBTI. MBTI MBTI MBTI MBTI Excel SP SS Win

4 ,. 1),,. 2 ) t wo sa m ple t - t est AN OVA. 3 ) t wo sa m ple t - t est AN OVA, P ea r son cor r ela t ion coefficien t. 4 ) t w o sam ple t - t est, AN OVA Ch i- squ ar e , 4 1.1%,,, <Table 1> %, 4 5%, 24 % 5%, 8.1%. 2. MBTI <Table 2 >. (E ) 54.4 % (I), (S ) 7 1.1% (N ). (T ) 58.9 % (F ), (J ) 64.4 % (P ). SJ %, SP, N T, N F. ST 4 1.1% SF, N T, N F. MBTI 4 ( ) 16 ISTJ 17.4 %, 10 % ESTJ, E SFJ IN FJ 1.1% <T a b le 1> G e n e ra l c h a ract e rist ics n = 2 70 Va ria ble F r equ en cy (% ) Yea r of a dm ission Rea son for m aj oring nu r sing Pr ofession Meet a dm ission crit er ia P er son a lit y pr efer en ce Em ploym ent op port u nit y Sa t ifa ct ion wit h nu r sing edu ca t ion Very sa t isfied Sa t isfied U n sa t isfied Fu t u r e pla n H ospit a l Gr a du a t e sch ool Com m u n it y nu r sing service Ot h er

5 3 1 5 <T a b le 2 > Dist rib ut io n of p e rs o n a lity ty p e by p ref e re nc e n = 2 70 (%) SN Sen sing (S ) Int u it in g (N ) TF Th ink ing (T ) F eeling (F ) F eelin g (F ) Th in king (T ) E I Int rovert (I) Ext r overt (E ) J P J u dging (J ) P er ceiving (P ) P er ceiving (P ) J u dging (J ) ISTJ n = 4 7 (17.4 ) ISTP n = 14 ( 5.2 ) E STP n = 12 ( 4.4 ) E STJ n = 38 (14. 1) ISF J n = 24 ( 8.9 ) ISF P n = 11 ( 4. 1) E SF P n = 16 ( 5.9 ) E SFJ n = 3 0 (11.1) IN FJ n = 3 ( 1.1) IN F P n = 7 ( 2.6 ) EN F P n = 16 ( 5.9 ) EN F J n = 4 ( 1.5 ) IN TJ n = 9 ( 3.3 ) IN TP n = 8 ( 3.0 ) ENTP n = 12 ( 4.4 ) EN TJ n = 19 ( 7.0 ),,. <Table 3 >, (E I) E I (t = 3.109, p =.00 2 ), (SN ) N, (TF ) F, (J P ) J. N T, SP. N T, SF. E I,. 4.,,, J P (t = , p =.00 0 ). J P 1 3 <T a b le 3 > Co m p a ris o n of SAT s c o re o f d iff e re nt p e rs o n a lity ty p e P er son alit y t yp e Mea n SAT scor e SD t p E Z I Z S N Z- 1.0 Z T F Z- 0.6 Z J P Z Z

6 <F igu r e 2 > SJ, N F, NT, SP (F = , p =.0 02 ). SJ SP SJ SP 1., N F NT. <F ig u re 2 > G PA t re n d s o f p e rs o n a lity ty p e 5. GPA r =.10 <Table 4 >.. 6., E I, N % S ( 2 = , p =.02 2 ) % S N, J P, E I. SJ SP, N F N T ( 2 = , p =.02 6 ). J P (t = , p =.0 12 ), SJ SP (F = 3.572, p =.0 15 ), SJ SP. J P <Ta ble 5 >., P ( 2 = , p =.002 ), SP NT SJ, N F <T a b le 4 > Co rre lat io n o f b etw e e n S AT s co re a n d G PA n = 2 70 SAT scor e GPA GPA GPA GPA (Fr esh m en ) (Soph om or e) (J u nior ) (Senior ) SAT scor e GPA (F r esh m en ) ** ** ** GPA (Soph om or e ) ** ** GPA (J u n ior ) ** GPA (Senior ) - *p <.0 5 ; **p <

7 3 1 5 <T a b le 5 > Co m p ris o n o f f ut u re p la n o f d iff e re nt p e rs o n a lity ty p e P er son a lit y t ype E I H ospit al 63 (4 2.9 ) 58 (4 7.2 ) Gr a du a t e sch ool 36 (24.5 ) 28 (2 2.8 ) Com m u nit y nu rsing service 8 (5.4 ) 5 (4.1) Ot h er 2 p 36 (24.5 ) 28 (2 2.8 ) S N 9 1 (4 7.4 ) 30 (3 8.5 ) 4 7 (24.5 ) 17 (2 1.8 ) 9 (4.7 ) 4 (5.1) 4 0 (2 0.8 ) 24 (3 0.8 ) T F 69 (4 3.4 ) 52 (4 6.8 ) 37 (2 3.3 ) 27 (24.3 ) 5 (3.1) 8 (7.2 ) 4 2 (2 6.4 ) 22 (19.8 ) J P 83 (4 7.7 ) 38 (3 9.6 ) 4 9 (2 8.2 ) 15 (15.6 ) 5 (2.9 ) 8 (8.3 ) 32 (18.4 ) 32 (3 3.3 ) SJ SP N F NT 67 (4 8.2 ) 24 (4 5.3 ) 10 (3 3.3 ) 20 (4 1.7 ) 4 1 (2 9.5 ) 6 (11.3 ) 8 (26.7 ) 9 (18.8 ) 5 (3.6 ) 4 (7.5 ) 4 (13.3 ) (15. 1) 19 (3 5.8 ) 8 (26.7 ) 16 (3 3.3 ) ST SF 4 9 (4 4. 1) 4 2 (5 1.9 ) 28 (2 5.2 ) 19 (2 3.5 ) 5 (4.5 ) 4 (4.7 ) 26 (2 3.4 ) 14 (17.3 ) ( 2 = 24.24, p =.0 03 ).. MBTI, (54 %), (7 1%), (59 % ), (64 % ). (Sh im & Kim, ) 5, %, 4 5 %, 2, %, 4 2 %.,. 50 %., SJ 5 1.5% SP, N T, N F. SJ Myer s (19 74 ).. N T N T. MBTI 16 ISTJ, ESTJ, ESF J, ISF J %. MBTI, MBTI E SFJ. 16 EN TP 9. (Sh im & Kim, 1990 ).,

8 , MBTI (An ch or s, Robbin s, & Ger sh m a n, ; An d er son, ; Kim & Sh im, 199 5)., E I, J P. P J SP SJ MBTI (Myer s & Myer s, ; Lawr en ce, 1984 ; Myer s & McMa u lley, ; Ka lsbeck, 1987 ; Pr ovost, 1987 ; An ch or s, Robbin s, & Ger sh m a n, ; Hu it t, )..,..,.,,.,.. N T, SP, SJ 1 4.,. (Ost r ow, ).,,,,,, -. La wr en ce (19 84 ) ,,,, (Kim & Sh im, ).,,,,,,, (Myer s, 1974 )

9 3 1 5,. N N F, N T..,. P SP (Kwon, 1998 ). Ast in (1984 ) J P. Pr ovost (198 5).,,. SP , MBTI..,,.., ,,. 5.,. Re fe re nce An ch or s, W. S., Robbin s, M. A., & Ger sh m a n, E. S. (1989 ). Th e r ela t ion sh ip b et ween J u n gia n t ype a n d p er sist en ce t o gr a du at ion am on g college st u den t s. J of Psy ch ological Ty p e, 17, An der son, J. K. (1998 ). Or ien t at ion wit h st yle : Mat ch in g t ea ch in g lear nin g st yle, J N u rses S t aff Dev, 14 (4 ),

10 Ast in, A. W. (19 84 ). St u dent involvem ent : A developm ent al t h eor y for h igh er edu ca t ion. J of College S t u dent Person n el, 2 5, Ch oi, J. H., Lee, H. K., H a n, J. C., Yoon, J., Ch u n g, C. S., & Oh, K. J. (19 9 5). U n derst an ding h u m an b eh av ior. Pu b Moon Co. : Seou l. H a lst ea d, J. A., Ra in s, J. W., Bola n d, D. L., & Fr ederick, E. M. (199 6 ). Recon cept u a lizin g ba cca lau r eat e n u r sin g edu ca t ion : ou t com es a n d com pet en cies for pr a ct ice in t h e 2 1st cen t u ry. J of N u rs Edu c, 3 5 (9 ), Hir sh, S., & Ku m m er ow, J. (199 7 ). Person alit y ty p e an d life st y le. Kor ea n P sych ologica l Test in g Resea r ch Cent er : Seou l. Hu it t, W. G. (1992 ). Pr oblem solvin g & decision m a k in g : Con sider at ion of in dividu al differ en ces u sin g t h e MBTI. J of Psy ch ological Ty p e, 24, Irvin, S. M. (19 90 ). Cr ea t ive t ea ch in g st r a t egies. T h e J of Cont in Edu c N u rs, 27 (3 ), Ka lsbeck, D. H. (198 7 ). Cam pu s r et ent ion. Th e MBTI in in st it u t ion a l self- st u dies. In J.A. Pr ovost, & S. An ch or s (E ds ). A p plicat ion s of t h e M BT I in h igh er edu cat ion. P alo Alt o CA : Con su lt in g P sych ologist s Pr ess. Kim, E. Y. (199 2 ). N u rses ' p erson ality ty p e an d j ob sat isfact ion. Th esis. Korea U n iver sit y. Seou l. Kim, J. T., & Sh im, H. S. (199 5 ). Qu est ion s an d an sw ers of M BT I. Kor ea n P sych ological Test in g Resea r ch Cent er. Kim, J. Y. (1988 ). Person ality t y p e of clinical nu rses an d j ob sat isfact ion. Th esis. Kyu n g H ee U niver sit y. Seou l. Kwon, Y. H. (19 98 ). R elat ion sh ip b et w een nu rses ' p erson ality ty p e an d j ob sat isfact ion Th esis. Myu n g J i U niver sit y. Seou l. La wr en ce, G. (19 84 ). A synt h esis of lea r nin g st yle r esea r ch involvin g t h e MBTI. J of Psy ch olocial Ty p e, 8, Lee, S. L. (19 86 ). R elat ion sh ip b et w een p erson ality ty p e of clinical nu rses an d j ob satisfaction. Th esis. Kor ea U niversit y. Seou l. Myer s, I. B. (1974 ). R elev an ce of ty p e t o m edical edu cation. P alo Alt o, CA : Con su lt in g P sych ologist s Pr ess. Myer s, I. B., & McCau lley, M. H. (198 5 ). M anu al : A gu ide t o t h e dev elopm en t an d u se of t h e M BT I. P a lo Alt o, CA : Con su lt in g P sych ologist s Pr ess. Myer s, I. B., & Myer s, P. B. (1980 ). Gift differing. P alo Alt o, CA : Con su lt in g P sych ologist s Pr ess. Ost r ow, C. L. (19 86 ). Th e int er a ct ion of cognit ive st yle, t ea ch in g m et h odology a n d cu m u la t ive GPA in b a ccala u r ea t e n u r sin g st u dent s. J of N u rs Edu c, 2 5 (4 ), P a ek, S. H. (1990 ). R elat ion sh ip bet w een j ob sat isfact ion an d resign at ion, according t o p erson ality ty p e of nu rses. Th esis. Seo Ka n g U n iver sit y. Seou l. P a rk. H. S. (1998 ). R elat ion sh ip bet w een p erson ality ty p e of nu rses, j ob sat isfact ion an d j ob com m it m ent. Th esis. Sook Myu n g U n iver sit y. Seou l. Pr ovost, J. A. (198 5 ). "Type wat ch in g" a n d college a n d at t ribu t ion. J of Psy ch ological Ty p e, 9, Pr ovost, J. A., Ca r son, B. H., & Beidler, P. G. (198 7 ). Tea ch in g excellen ce a n d t ype. J of Psy ch ological Ty p e, 13, Sh im, H. S., & Kim, J. T. (1990 ). A S t u dy of Korean S t an dardizat ion of M BT I. Seo Ka n g U n iver sit y, MBTI Resear ch Cent er. Seou l. Ya n g, K. M. (1990 ). R elat ion sh ip b et w een p erson ality t y p e of nu rses an d j ob sat isfact ion. Th esis. Yon sei U niver sit y. Seou l. Yoo, Y. H. (198 8 ). T h e effect of p erson ality ty p e t o organizat ion al dev elop m ent. Th esis. Kyu n g H ee U niver sit y. Seou l

11 Ab s t r a c t - Rela t ion s h ip b et we en Per s on a lit y Ty p e, SAT s c or e a n d GPA of St u d en t Nu r s e s * Lim, J i -Y ou n g ** Y oo, Il-Y ou n g *** Oh, S oon -Nah m **** P u r p o s e : Th is st u dy wa s t o ident ify t h e r elat ion sh ip bet w een p er son a lit y t ype, college a dm ission SAT scor es a n d GPA scor es of st u d ent nu r ses. Me t h o d : Th e d at a wa s collect ed fr om 270 st u d ent n u r ses en r olled in a b a cca leau r eat e pr ogr am in Seou l. MBTI w a s u sed t o ident ify st u d ent s' per son a lit y a n d SAT scor e a n d GPA scor e wer e collect ed over 4 yea r s. Th e collect ed da t a wa s a n alyzed by u sin g SP SS Win. p a ck a ge. Re s u l t : 1. Th er e w er e sligh t ly m or e ext r overt (E ) t ype (54.4 %) st u den t s t h a n t h e in t r overt (I) t ype ; m or e sen sin g (S ) t yp e (7 1.1%) t h a n t h e int u it ive (N ) t yp e. 2. Th e in t r overt t yp e st u dent s h a d significa nt ly h igh er SAT scor es t h a n t h ose of t h e ext r over t t ype (p =.002 ). 3. Th e j u dgin g t yp e st u dent s h a d significa nt ly h igh er GPA scor es t h r ou gh ou t t h eir college yea r s t h a n t h e per ceivin g t yp e. 4. Th er e w a s n o st a t ist ically significa nt r elat ion sh ip b et ween SAT a n d GPA scor es. SAT scor es did n ot a ccu r at ely pr edict st u d ent s' a ca dem ic a ch ievem ent in college in t h is sam ple. Co n c lu s i o n : Th e dist ribu t ion of t h e p er son a lit y t ypes in t h e sa m ple wa s differ ent fr om t h e gen er al popu lat ion wh ich m a y su ggest t h at college a dm ission cr it eria is bia sed t owar d cert ain per son a lit y t ype. Sin ce differ ent p er son a lit y t ypes pr ocess inform a t ion a n d cope wit h t h e ou t side world differ en t ly, effect ive t ea ch in g st r at egies n eed t o b e con sider ed for ea ch cla ss. Ke y w o rd s : MBTI, P er son a lit y t ype for st u dent nu r ses, Adm ission crit eria * T h i s st u dy w a s su p p or t e d b y t h e fa cu lt y- st u d en t r e s e a r ch gr a n t of Coll eg e of N u r sin g, Yon s ei U n iv er sit y ** A ssi st a n t p r ofe s s or, D ep a r t m en t of N u r sin g, P och u n Ch a U n iv er sit y *** Associat e pr ofessor, College of N u r sin g, Yon sei Un iver sit y **** H e a d n u r s e, D ep a r t m en t of n u r sin g st a ff e du ca t ion a n d t r a in in g, N a t i on a l H e a lt h In su r a n ce C or p or a t i on Ilsan Hospit al

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완성09E02박은숙.PDF : * 1 ) 2 ) 3 ) 4 ) 1 ) 5 ) 6 ). 1.,., (cont ent - ba sed cu rricu la ) (pr ocess- b a sed cu rricu la ),,,,,., -, (Ben -Zu r, Ya gil & Spit zer, 1999 ; H egge, 19 9 5 ; Oer m a n n, 19 94 : Spit ser,