색채가 인간에게 미치는 영향은 교육 이외에도 인간의 정서, 행동, 신체 간의 관계 등 다양한 영역에서 연구가 이루어져 왔다. 이 연구는 대학생의 색채표현을 관찰하여 대학생의 내면과 성향을 이해하고, 색채표현활동이 심리표출과 자아표현, 감정 해소의 수단이 될 수 있다고 가정하여, 색채마음표현 프로그램이 대학생의 심리적 마음상태에 미치는 효과를 찾고자 하는 것이 목적이다. 연구결과 색채마음표현 프로그램이 대학생의 내면 감정과 정서 표현에 영향을 미쳤으며, 색채심리와 활용에 긍정적 영향을 미쳤다. 또한 취업준비 등의 과정에서 느끼는 어려움을 솔직하게 표현할 수 있는 등 전반적으로 색채마음표현 프로그램이 부정적 정서에 긍정적 및 심리적 회복에 효과적으로 나타났다.
색채가 인간에게 미치는 영향은 교육 이외에도 인간의 정서, 행동, 신체 간의 관계 등 다양한 영역에서 연구가 이루어져 왔다. 이 연구는 대학생의 색채표현을 관찰하여 대학생의 내면과 성향을 이해하고, 색채표현활동이 심리표출과 자아표현, 감정 해소의 수단이 될 수 있다고 가정하여, 색채마음표현 프로그램이 대학생의 심리적 마음상태에 미치는 효과를 찾고자 하는 것이 목적이다. 연구결과 색채마음표현 프로그램이 대학생의 내면 감정과 정서 표현에 영향을 미쳤으며, 색채심리와 활용에 긍정적 영향을 미쳤다. 또한 취업준비 등의 과정에서 느끼는 어려움을 솔직하게 표현할 수 있는 등 전반적으로 색채마음표현 프로그램이 부정적 정서에 긍정적 및 심리적 회복에 효과적으로 나타났다.
In addition to education, the effects of color on humans have been studied in various areas such as human emotions, behaviors, and relationships between bodies. This study is based on the assumption that the color expression of University students can be observed to understand the inner and inclinat...
In addition to education, the effects of color on humans have been studied in various areas such as human emotions, behaviors, and relationships between bodies. This study is based on the assumption that the color expression of University students can be observed to understand the inner and inclinations of University students, and that color expression activities can be a means of psychological expression, self-expression, and emotional relief. This study is aimed to find how much the color mind expression program effects the psychological mind state of University students. As a result of the study, the color mind expression program influenced the expression of inner feelings and emotions of University students, and had a positive effect on color psychology and utilization. In addition, overall, the color mind expression program was effective in positive and psychological recovery of negative emotions, such as being able to honestly express the difficulties felt in the process of preparing for employment.
In addition to education, the effects of color on humans have been studied in various areas such as human emotions, behaviors, and relationships between bodies. This study is based on the assumption that the color expression of University students can be observed to understand the inner and inclinations of University students, and that color expression activities can be a means of psychological expression, self-expression, and emotional relief. This study is aimed to find how much the color mind expression program effects the psychological mind state of University students. As a result of the study, the color mind expression program influenced the expression of inner feelings and emotions of University students, and had a positive effect on color psychology and utilization. In addition, overall, the color mind expression program was effective in positive and psychological recovery of negative emotions, such as being able to honestly express the difficulties felt in the process of preparing for employment.
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가설 설정
Study question : How will the 'Express Your Mind with Colors' program affect undergraduates’ psychological mindedness?
제안 방법
The experiment was conducted for 10 weeks from June 8th, 2018. A total of 10 experimental treatment sessions were offered twice a week with each session lasting for 90 minutes. For the duration of the experiment, the authors administered the 'Express Your Mind with Colors' program to the experimental group, whereas the control group participated in ordinary activities.
0. First, the pre- and post-test averages and standard deviations as well as the adjusted post-test average and standard error of the experimental and comparison groups were analyzed. Second, to control over the pre-test scores, the pre-test scores were set as the covariates in the ANCOVA.
First, the program triggered undergraduates’ interest in colors and their memories of their personal experiences of colors, so as to they can perceive colors with their own unique feelings and emotions.
The proposed program is oriented toward making students feel their own colors confined in their minds via colors presented and thus helping them to feel colors with their own emotions instead of understanding the colors with some acquired objective knowledge. In addition, the program aims to guide students to develop their own unique semantics of colors, enable them to use colors both agreeable and disagreeable to them in diverse ways, and embed diverse feelings and emotions about colors in them.
In the 5th and 6th sessions on self-understanding, students are asked to create a family-related color history, assign a color to each family member, and add watercolors to the water in a glass. In the 7th and 8th sessions on self-healing, students are asked to bring back their memories of the colors they dislike, create a color history about the color, and add watercolors to the water in a glass under the theme of ‘an outcry of disagreeable colors’.
In the 9th and 10th sessions on self-growth, students are asked to cast back to their memories of nature, create a color history, and add a watercolor that comes to remembrance to the water in a glass. They can adjust the amount and structure of water in the glass to create the color and image of the nature.
In the mind opening sessions (1st and 2nd), students are asked to recall the colors impressed on their memories, create a color history about the color, and add watercolors to the water in a glass to express the color discovered in the color history. In the 3rd and 4th sessions on self-awareness, students are asked to bring back the memories of their favorite colors, create a color history about the color, and add watercolors to the water in a glass under the theme of ‘a party of my favorite colors’.
Second, the program was very conducive to undergraduates’ color-oriented expressions with fun and confidence using colors conveying their own genuine stories and feelings.
First, the 'Express Your Mind with Colors' program had positive effects on undergraduates’ psychological mindedness. Specifically, the program helped undergraduates to express their internal emotions and sentiments and achieve body-mind balance and harmony, and exerted effects on their overall psychological mindedness.
Based on literature review on the effects of mindedness and color psychotherapy, we developed the 10-session 'Express Your Mind with Colors' program. The experimental group of undergraduates participated in the program twice weekly for 90 minutes per session. The proposed 'Express Your Mind with Colors' program supported the following grounds for discussion.
The proposed program is oriented toward making students feel their own colors confined in their minds via colors presented and thus helping them to feel colors with their own emotions instead of understanding the colors with some acquired objective knowledge. In addition, the program aims to guide students to develop their own unique semantics of colors, enable them to use colors both agreeable and disagreeable to them in diverse ways, and embed diverse feelings and emotions about colors in them.
The questionnaire used in Shill & Lumley(2002)[10] was adapted for the purpose and subjects of this study. The subtypes of psychological mindedness used in this study are composed of 45 question items involving consultation of problems, empathy, understanding of others, behavioral understanding and self-change. Each item was rated on a 5-point Likert scale, where 1 and 5 meant Strongly Disagree and Strongly Agree, respectively.
Third, the program excited undergraduates’ interest in and attention to colors, and guided them to break away from vague objective ideas about colors, to retrieve their vivid feelings from their experiences and minds, and to realize that their feelings hold the value of beauty.
Third, the program facilitated the undergraduate subjects’ sharing of their difficulties of psychological mindedness as job seekers, and had positive effects on their self-change, emotional understanding and behavioral understanding.
To determine the differences between experimental and comparison groups in their psychological mindedness scores, the pre-test scores were set as the co-variates for the analysis of covariance. As shown in (Table 3), the ANCOVA with the pre-test controlled over, indicated significant differences between the experimental and comparison groups as follows: overall psychological mindedness score(F=8.
대상 데이터
For the convenience of data collection, a convenience sample was extracted from the senior students at 2 universities in 2 small and medium-sized cities. Considering the representativeness of different majors of the subjects at the two universities, data was collected from 250 students （more than 100 students at each university). Finally, a convenience sample of 150 students was included in the study.
Considering the representativeness of different majors of the subjects at the two universities, data was collected from 250 students （more than 100 students at each university). Finally, a convenience sample of 150 students was included in the study.
The population selected for this study was senior students attending a university. For the convenience of data collection, a convenience sample was extracted from the senior students at 2 universities in 2 small and medium-sized cities. Considering the representativeness of different majors of the subjects at the two universities, data was collected from 250 students （more than 100 students at each university).
The population selected for this study was senior students attending a university. For the convenience of data collection, a convenience sample was extracted from the senior students at 2 universities in 2 small and medium-sized cities.
To ensure the length of time for the experiment, the validity of the instruments and the adequacy of the experimental specifics and procedure prior to embarking upon the experiment, 2 authors conducted a preliminary experiment with 19 undergraduates, who were not participants in the study. The preliminary experiment demonstrated the program would fit undergraduates in that the subjects actively joined the activities of expressing their minds with colors and showed continuous interest and attention.
데이터처리
First, the pre- and post-test averages and standard deviations as well as the adjusted post-test average and standard error of the experimental and comparison groups were analyzed. Second, to control over the pre-test scores, the pre-test scores were set as the covariates in the ANCOVA.
성능/효과
Finally, the proposed instructional plan of using colors to express one’s mind provided undergraduates with adequate methods of expression with ease and fun, enabled them to savor a sense of achievement and the joy of expression with colors, and suggested that color expression approaches should embrace diverse methods that any student can try with ease and fun.
Second, drawing on color psychology and colors in the study with undergraduate subjects helped understand their deep psychological sentiments and effectively improved self-expression skills, whilst the mind expression with colors and resultant self-change, emotional understanding and behavioral understanding had positive effects on the undergraduates.
The findings of this study based on the proposed 'Express Your Mind with Colors' program suggested that undergraduates’ experience of diverse colors had positive effects on their coping with negative sentiments and problem behavior, and was effective for their emotional stability and psychological recovery.
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