The Mediating Effect of Self-efficacy on the Relationship between Irrational Beliefs and Learned Helplessness of Upper-grade Elementary Students

이은영 성균관대학교 일반대학원 2016 국내석사

The purpose of this study was to examine the relationship between irrational beliefs, learned helplessness and self-efficacy of elementary students. The research questions are as follows. First, what are the relationships among Irrational beliefs, Self-efficacy and Learned helplessness perceived by elementary students? Second, does Self-efficacy have a mediating effect on the relationship between Irrational beliefs and Learned helplessness? The participants of this study were 5th and 6th graders in Seoul City and Gyeonggi Province. 473 questionaries from the students were used in the final analysis. Irrational Beliefs of participants were assessed by Irrational Beliefs Test which was modified by Song (1994). Song (1994) combined and reconstructed the two existing scales, IBT (Irrational Beliefs Test) developed by Jones (1969) and Individual Belief Questionnaire written by Park (1990), to develop an improved measure of irrational beliefs which can be applied to elementary students. Self-efficacy of participants was assessed by General Self-efficacy Scale modified by Han (2002), originally developed by Kim and Cha (1997). Han (2002) modified the scale in order to assess the self-efficacy of elementary students. Learned Helplessness of participants was measured by the scale modified by Lee (1997), originally developed by Shin (1990). Descriptive statistics, correlation analysis, simple linear regression analysis and mediation analyses were conducted. The major findings of this study are as follows: First, irrational beliefs of elementary student had a significant positive correlation with learned helplessness and had a negative relationship with self-efficacy. Self-efficacy and learned helplessness were negatively related. From the result of regression analysis, irrational beliefs was found to have significant effect on learned helplessness. Second, the results from the mediation analyses using a bootstrapping method verified the mediating effect of self-efficacy on the relationship between irrational beliefs and learned helplessness. 본 연구는 초등학교 고학년 아동의 비합리적 신념, 학습된 무기력, 자기효능감 간의 관계를 살펴보았다. 이를 위하여 설정한 연구문제는 다음과 같다. 1. 초등학교 아동이 지각한 비합리적 신념, 학습된 무기력, 자기효능감 간에는 어떠한 관계가 있는가? 2. 아동의 비합리적 신념이 학습된 무기력에 미치는 영향에서 아동이 지각한 자기효능감의 매개효과는 어떠한가? 본 연구는 서울 및 경기 지역에 거주하는 초등학교 5,6학년 473명을 대상으로 하였다. 비합리적 신념을 측정하기 위해 박재황(1990)이 작성한 '개인 신념에 관한 질문지'와 신현균(1990)이 Jones(1969)가 개발한 IBT(Irrational Beliefs Test)를 번안하여 재구성한 '비합리적 신념 검사'를 송준호(1993)가 초등학생에 적용 가능하도록 재구성한 척도를 사용하였다. 본 연구의 자기효능감 측정도구로는 차정은(1997)이 개발하고 김아영(1997)이 수정한 일반적 자기효능감 척도를 한혜진(2002)이 초등학생에게 알맞은 표현으로 번안한 척도가 사용되었다. 학습된 무기력을 측정하기 위해서는 신기명(1990)이 제작한 척도를 이영선 (1997)이 초등학생 아동에게 적합하도록 수정 보완한 것을 사용하였다. 본 연구에서 수집된 자료의 분석을 위해 기술통계 분석, 상관분석, 단순회귀분석, 부트스트래핑 방법이 사용되었다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 비합리적 신념은 학습된 무기력과 유의미한 정적 상관을 가지는 것으로 나타났으며, 자기효능감과는 부적 상관관계가 있는 것으로 나타났다. 자기효능감과 학습된 무기력 사이에는 유의미한 부적 상관이 있는 것으로 나타났다. 둘째, 부트스트래핑을 이용한 매개효과 분석 결과. 자기효능감은 비합리적 신념과 학습된 무기력의 관계에서 매개효과를 갖는 것으로 나타났다.

Moderating Effect of Academic Attribution on Structural Relationship among the Learned Helplessness, Cognitive Failures and Academic Self-efficacy of Chinese University Students

양해외 우석대학교 일반대학원 2024 국내박사

This study analyzed the moderating effect of academic attribution on structural relationship among the learned helplessness, cognitive failures and academic self-efficacy of Chinese university students. To select the subjects for this study, an online questionnaire was distributed to the local university student population through the counselors at one university each in Liaoning (辽宁), Henan (河南), and Fujian(福建) provinces of China. The research results were analyzed using data from all 689 participants who responded to the survey. The measurement tools in this study included learned helplessness, cognitive failures, academic self-efficacy and academic attribution. In this study, measurement tools of learned helplessness, cognitive failures, academic self-efficacy and academic attribution were employed. The results of this study are as follows: First, in Chinese university students’ learned helplessness, the score of helplessness is higher than that of powerlessness. There is a significant differences in student cadres or not, but there are no significant difference in gender, grade, family background, parental education level, major and only child or not. Second, it is found that in cognitive failures of Chinese university students, the score in attention failure is the highest, while that in interpersonal failure is the lowest. There are significant differences in cognitive failures of Chinese university students in gender and student cadres or not. but there are no significant difference in grade, family background, parental education level., major and only child or not. Third, in Chinese university students’ academic self-efficacy, the score of study behavior self-efficacy is higher than that of study ability self-efficacy. There is a significant difference in gender, but there are no significant differences in grade, family background, parental education level, major, only child or not and student cadres or not. Fourth, in Chinese university students’ academic attribution, the score in academic internal attribution is higher than that of academic external attribution. There is a significant difference in gender and grade, but there are no significant differences in family background, parental education level, major, only child or not, and student cadres or not. Fifth, cognitive failures of Chinese university students had a mediating effect in the relationship that learned helplessness affects academic self-efficacy. Learned helplessness had a positive effect on cognitive failures, When cognitive failure serves as the mediating variable, learned helplessness had a positive effect on academic self-efficacy. Sixth, academic attribution had a moderating effect in the relationship among Chinese university students’ learned helplessness, cognitive failures and academic self-efficacy. The cognitive failures had a mediating effect on the moderating effect of academic external attribution group and there was no mediating effect of academic internal attribution group, This study investigates the relationship among Chinese university students’ learned helplessness, cognitive failures and academic self-efficacy and academic attribution, provides fundamental information for mental health education and the enhancement of academic self-efficacy among Chinese university students. Although Chinese university students' learned helplessness had a negative effect on academic self-efficacy, cognitive failure as the mediating variable had a positive effect on academic self-efficacy. The mediated effect is more pronounced in students with academic external attribution than in students with academic internal attribution. Therefore, to enhance university students' academic self-efficacy, it is necessary to appropriately employ strategies addressing cognitive failures 중국 대학생의 학습된 무기력, 인지실패, 학업자기효능감 간의 구조관계에서 학업 귀인의 조절효과 교육 및 문화 콘텐츠 개발학과 양 해 외 지도교수 백 종 남 본 연구는 중국 대학생의 학습된 무기력, 인지실패, 학업자기효능감 간의 구조적 관계에서 학업 귀인의 조절 효과를 분석하였다. 본 연구의 연구대상을 선정하기 위해 중국의 랴오닝성(辽宁省), 허 난성(河南省), 푸지엔성(福建省)에서 각각 1개 대학교의 행정 지도원 을 통해 그 지역의 대학생에게 온라인 설문지를 배포하였다. 그 결과 설문에 응답한 689명의 자료를 모두 분석 대상으로 사용하였다. 본 연구의 측정도구는 학습된 무기력, 인지실패, 학업 자기효능감과 학업 귀인 측정 도구를 사용하였다. 본 연구의 결과는 다음과 같다: 첫째, 중국 대학생의 학습된 무기력 중에서 중국 대학생의 무조감 (無助感, helplessness)이 무력감(無力感, powerlessness)보다 높다. 중국 대학생의 학습된 무기력은 학생간부 여부에 따라 유의한 차이가 있다. 중국 대학생의 학습된 무기력이 성별, 학년, 가정배경, 부모의 교육수준, 전공, 외동자녀 여부에 따라 유의한 차이가 없다. 둘째, 중국 대학생 인지실패에서, 주의실패 정도가 가장 높고, 인간 관계실패 정도가 가장 낮다. 중국 대학생의 인지실패는 성별, 학생간 부 여부에 따라 유의한 차이가 있다. 중국 대학생의 인지실패는 학년, 가정배경, 부모의 교육수준, 전공, 외동자녀 여부에 따라 유의한 차이 가 없다. 셋째, 중국 대학생의 학업 자기효능감에서 학습행동 자기효능감이 학습능력 자기효능감보다 높다. 중국 대학생 학업자기효능감이 성별 따라 유의한 차이가 있다. 중국 대학생의 학업 자기효능감은 학년, 가 정배경, 부모의 교육수준, 전공면에서, 외동자녀 여부, 학생간부 여부 에 따라 유의한 차이가 없다. 넷째, 중국 대학생의 학업 귀인에서, 내적 귀인이 외적 귀인보다 높 다. 중국 대학생의 학업 귀인은 성별, 학년에 따라 유의한 차이가 있 다. 중국 대학생의 학업 귀인이 가정배경, 부모의 교육수준, 전공, 외 동자녀 여부에, 학생간부 여부에 따라 유의한 차이가 없다. 다섯째, 중국 대학생의 학습된 무기력이 학업 자기효능감에 미치는 영향 관계에서 인지실패의 매개 효과가 있다. 학습된 무기력이 학업 자기효능감에 미치는 직접적인 영향은 부적 방향을 나타낸다. 학습된 무기력은 인지 실패를 매개로 학업 자기효능감에 정적 영향을 미친다. 여섯째, 중국 대학생의 학습된 무기력, 인지실패와 학업자기효능감 의 관계에서 학업 귀인의 조절 효과가 있다. 중국 대학생의 학업에서 외적 귀인의 학생은 학습된 무기력이 인지실패를 매개로 학업 자기 효능감에 영향을 미치지만, 내적 귀인의 학생에게는 인지실패의 매개 효과가 나타나지 않는다. 본 연구는 중국 대학생의 학습된 무기력, 인지실패, 학업자기효능감 과 학술적 귀인과의 관계에 대한 연구를 통해, 중국 대학생의 심리건 강 관리와 학업 자기효능감 향상을 위한 기초 자료를 제공하였다. 중 국 대학생의 학습된 무기력이 학업 자기 효능감에 부정적 영향을 미 치기는 하지만, 인지실패를 매개로 할 경우 학업 자기 효능감에 긍정 적 영향을 미치고 있음을 확인하였다. 이러한 매개 효과는 내적 귀인 특성의 학생보다는 외적 귀인의 학생에게서 더 두드러지게 나타난다. 따라서 중국 대학생의 학업 자기 효능감 향상을 위한 프로그램 개발 을 위해서는 적절한 인지실패 전략을 활용할 필요가 있다.

중학생의 학업 자아개념, 지능에 대한 신념과 학습된 무기력이 학업성취에 미치는 영향

김정애 경원대학교 교육대학원 2007 국내석사

The purpose of this study was to investigate the effects of academic self-concept, beliefs about intelligence, and learned helplessness on academic achievement in middle school students. To accomplish the purpose of this study, the following questions were raised: First, what is a correlation among academic self-concept, beliefs about intelligence and learned helplessness? Second, what are the effects of academic self-concept and beliefs about intelligence on learned helplessness? Third, what is a correlation among academic self-concept, beliefs about intelligence, learned helplessness and academic achievement? Fourth, what are the effects of academic self-concept, beliefs about intelligence, and learned helplessness on academic achievement? Five hundred and six third graders were sampled from a middle school in Seoul and data were analyzed by zero-order correlation analysis and multiple regression analysis through SPSS/WIN 12.0. The major findings of this study were as follows: First, by zero-order correlation analysis, two relations among three factors were found. One was a negative correlation between academic self-concept and learned helplessness, incremental view of intelligence and learned helplessness. The other was a positive correlation between entity view of intelligence and learned helplessness. Second, by multiple regression analysis, the influence of academic self-concept was a higher factor than beliefs about intelligence on learned helplessness. Third, by zero-order correlation analysis, two relations among factors were found. One was a positive correlation between academic self-concept and academic achievement, incremental view of intelligence and academic achievement. The other was a negative correlation between entity view of intelligence and academic achievement, learned helplessness and academic achievement. Fourth, by multiple regression analysis, academic self-concept was the most predictable factor on academic achievement. And passivity, a lack of responsibility and a lack of self-praise of learned helplessness were also predicted significantly in order.

청소년의 역경과 자아탄력성이 학습된 무기력에 미치는 영향

이지연 대구가톨릭대학교 2011 국내석사

The purpose of this study was to investigate the effects of Adversity of Adolescents and Ego-Resiliency on Learned Helplessness. The subjects were 1217 students attending middle school and high school in the city of Busan and Yangsan area. Adversity of Adolescents Inventory, Ego-Resiliency Scale and Learned Helplessness Inventory Revised were administered for this survey. The results of this study were as follows; First, there was a significant positive correlation between Adversity of Adolescents and Learned Helplessness. Students who scored high Adversity of Adolescents had more high Learned Helplessness than low in this field. Also there was a significant positive correlation between all subscales of Adversity of Adolescents and all subscales of Learned Helplessness. Second, there was a significant negative correlation between Ego-Resiliency and Learned Helplessness. Students who scored high Ego-Resiliency showed more low Learned Helplessness than low in this field. Third, vitality and optimism of Ego-Resiliency were identified as important predictors on Learned Helplessness. Vitality of Ego-Resiliency was found to be the most significant predictor on a lack of self-confidence, depression and negative cognition and passivity. Also, optimism of Ego-Resiliency was found to be the main significant predictor on a lack of control, a lack of consistency, a lack of exhibitionist, a lack of responsibility. These results suggest that Adversity of Adolescents and Ego-Resiliency predicts Learned Helplessness significantly and, in particular, Ego-Resiliency was more important predictor on Learned Helplessness than Adversity of Adolescents.

초등학생이 지각한 부모의 양육 태도와 학습된 무기력의 관계 : 학업 실패 내성과 회복탄력성의 조절된 매개효과

최현정 연세대학교 교육대학원 2018 국내석사

This study aimed to find implications for counseling interventions and education practices that can help elementary school students to cope with learned helplessness by investigating the extent to which parental attitudes and the moderated mediation effect of academic failure tolerance and resilience affect their level of learned helplessness. To achieve this goal, this study investigated on the link among several variables including parental attitudes, academic failure tolerance, resilience, and the level of learned helplessness, and the moderated mediation effect, by analyzing the survey data from 337 fifth and sixth graders in one elementary school in Chungju-si, Chungcheongbuk-do Province using the SPSS 21.0 program. First, this study found significant correlations among the four aforementioned variables. Positive parental attitudes, academic failure tolerance, and resilience were positively correlated with each other whereas learned helplessness was negatively associated with the other three variables. Second, a three-step regression analysis on the data found that academic failure tolerance partially mediated the relationship between parental attitudes and learned helplessness. Third, resilience has a moderation effect between academic failure tolerance and learned helplessness. Lastly, an analysis on the data using SPSS Macro shows a significant moderated mediation effect of resilience on the link between parental attitudes and learned helplessness through academic failure tolerance. This indicates that when elementary school students have high level of resilience, their level of learned helplessness decreases even when they have rather low level of academic failure tolerance. This study expands the understanding of the effect of certain variables, notably parental attitudes, academic failure tolerance, and resilience, on the level of learned helplessness in primary school students, and the findings underscore the importance of parenting attitudes perceived by children, academic failure tolerance, and resilience when designing counseling interventions for those with learned helplessness. This study also discusses the limitations and suggestions for future studies. 본 연구에서는 초등학생이 지각하는 부모의 양육 태도와 학습된 무기력의 관계에서 학업 실패 내성과 회복탄력성이 조절된 매개효과를 보이는지 확인하였다. 이를 통해 학습된 무기력 문제를 겪고 있는 아동들을 상담할 때 유용한 시사점을 얻고자 하였다. 연구 목적을 달성하기 위해 선정한 연구문제는 첫째, 부모의 양육 태도와 학업 실패 내성, 회복탄력성, 학습된 무기력은 서로 어떤 관련성이 있는가? 둘째, 부모의 양육 태도와 학습된 무기력과의 관계를 학업 실패 내성이 매개하는가? 셋째, 학업 실패 내성과 학습된 무기력 사이를 회복탄력성이 조절하는가? 넷째, 회복탄력성이 학업 실패 내성과 학습된 무기력 사이에서 조절된 매개효과를 보이는가? 로 선정하였다. 연구 대상은 충청북도 충주시 한 초등학교의 5, 6학년 학생 337명이었다. 연구 도구로는 김기정(1984)이 제작한 부모의 양육 태도 검사, 신기명(1990)이 제작하고 이영선(1997)이 수정한 학습된 무기력 검사, 김아영(1994)이 제작한 학업 실패 내성 검사, 그리고 신우열, 김민규와 김주환(2009)이 개발한 회복탄력성 검사를 사용하였다. 연구문제에 따른 연구 결과 및 논의는 다음과 같다. 첫째, 부모의 양육 태도, 학업 실패 내성, 회복탄력성, 학습된 무기력 사이에는 유의한 관련성이 있었다. 부모의 긍정적 양육 태도와 학업 실패 내성, 회복탄력성 사이에는 서로 정적인 상관이 있었고, 학습된 무기력은 부모의 긍정적 양육 태도, 학업 실패 내성, 회복탄력성과 부적인 상관이 있었다. 둘째, 부모의 긍정적 양육 태도와 학습된 무기력과의 관계를 학업 실패 내성이 부분매개하였다. 셋째, 학업 실패 내성과 학습된 무기력 사이를 회복탄력성이 조절하였다. 넷째, 학업 실패 내성과 학습된 무기력 사이에서 회복탄력성의 조절된 매개효과가 있었다. 본 연구 결과는 초등학생의 학습된 무기력 완화를 위하여 부모의 양육 태도를 점검하여 긍정적으로 전환하고, 학업 실패 내성과 회복탄력성을 제고 할 다양한 방안을 마련할 필요가 있음을 의미한다. 이어서 본 연구의 제한점과 후속 연구를 위한 제언을 논의하였다.

한국청소년의 성역할정체감유형과 학습된 무기력과의 관계 연구

김영희 숙명여자대학교 1990 국내박사

I. Theoretical Background Since educational activities in Korea have been carried on based upon a traditionally-held value system of sexism, both sexes of Korean youths could not grow up maintaining an equal relationship in the socialization process as well as in learning experiences in the home, at schools and in society. In our male-oriented society, an individual of femininity identity becomes more helpless than an individual of the other identity, when he/she faces a difficult situation which should be resolved. Even though he/she encounters few uncontrollable experiences, he/she succumbs to helplessness easily because of the lack of specific traits with which he/she could resist helplessness. From this viewpoint, this paper will analyze the relationship between sex role identity and learned helplessness of Korean youths. II. Research Task The research tasks of this paper which are intended to verify the relationship between sex role identity types and learned helplessness are as follows. [Research Task 1] What types of sex role identity does Korean youths show and what developmental traits do they show? [Research Task 2] Does each sex role identity type show different degrees of reception of helplessness-provoking conditions as well as immunization effect? [Research Task 3] Does each sex role identity type show different degrees of helplessness that are experienced in everyday life? Both the research task 2 and the research task 3 put forward four subordinate hypotheses. III. Preliminary Research and Main Research A. Preliminary Research Preliminary tests that are required to carry out the research 1, 2, 3 are as follows. First, in the research 1, reliability of Kim, Young Hee's(1988) "Korean Sex Role Inventory" was Cronbach α.69∼.86, and Split-half reliability was .66∼.82. Principal factor analysis using varimax rotation was used for the sake of validity of the Korean Sex Role Inventory. The result showed that the core factor of masculinity, femininity and androgyny is independent of each other. Second, in the research 2, a modified "discrimination learning study" of Levin(1971) was used to study the helplessness-provoking task. After the helplessness-provoking task, to gauge helplessness, Zuckerman & Lubin's(1965) "Multiple Affect Adjective Check List" and Baucom's(1983) "team problem-solving task" were adapted for usage. Third, in the research 3, an adapted "Situational Control Scale" of Berndt(1981) was used to gauge helplessness which is experienced in everyday life. Cronbach αof an adapted "Situational Control Scale" was .76∼.82, and Factor Analysis was conducted to verify its validity. B. Main Research 1. [Research 1] : Research on analysis of sex role identity types of Korean youths. a. Research Plan and Method To conduct the researh 1, a total of 3,348 students who were at different developmental stages were chosen at random, ranging from fifth graders of elementary schools, second year students of junior high schools, freshmen and sophomores of high schools and freshmen through senior of colleges. After conducting the Korean Sex Role Inventory, these students were classified into masculinity, femininity, androgyny, and undifferentiated identity groups. For the sake of statistical verification, P(%) and Χ²verification were used. b. Research Result [Research Task 1-1] What types of sex role identity does each sex of Korean youths show? [Research Task 1-2] What developmental traits does each sex role identity type of Korean youth exhibit? What is worth noticing in sex difference and developmental traits of sex role identity types of Korean youths is that the rate of undifferentiated identity marked the highest ranking throughout elementary, junior high and high school levels. And even at college level, the undifferentiated identity marked the second highest ranking. It was also found that Korean youths begin to establish proper sex role identity that is identical to their own sex, when male students advance to college levels from high school years and when female students advance to junior high school levels from elementary school years. Passing this stage, the highestranking undifferentiated identity begins to decline, and each sex of Korean youths begins to establish a sex role identity reflecting their own biological sex, with the increase of masculinity identity of males and femininity identity of females. And throughout all developmental stages, androgyny identity, male's femininity identity and female's masculinity identity showed the lowest rates. 2. [Research 2]: Research on sex role identity types and reception of helplessness provoking conditions and immunization effect. a. Research Plan and Method For the research 2, 1,064 vocational high school students and 404 college students were chosen at random. After classifying these students into masculinity, femininty, androgyny identity groups on the basis of the Korean Sex Role Inventory, 135 high school students and 124 college students were selected to conduct the helplessness-provoking task. As statistical verification methods, P(%), Χ²verification, Factor Analysis and Multiple Regression Analysis were used. b. Research Result [Research Task 2] Does each sex role identity type show different degrees of reception of helplessness - provoking conditions as well as immunization effect? ① The femininity identity group exhibited the highest degrees of helplessness at high level of helplessness -provoking conditions as well as at low level of helplessness-provoking conditions(p<.05∼p<.01). ② The masculinity identity group showed the lowest degrees of helplessness at high level of helplessness-provoking conditions as well as at low level of helplessness-provoking conditions(p<.05∼p<.01). ③ The femininity identity group did not exhibit an immunization effect to helplessness at high level of helplessness-provoking conditions as well as at low level of helplessness-provoking conditions. ④ The masculinity idetity group exhibited an immunization effect to helplessness at high level of helplessness-provoking conditions as well as at low level of helplessness-provoking conditions. ⑤ As a result of factor analysis, femininity traits such as, "cries easily, yield easily to pressure or influence, dependent on others" were found to be the major factors that cause the increase of helplessness. On the other hand, masculinity traits such as, "economically self-reliant, independent, works toward goals, achievement and task directed, inclined to lead society, have confidence, tough and never yield, ambitious and directed toward future goals, like sports" were found to be the major factors that cause reduction of helplessness. 3. [Research 3]:Research on the relationship between sex role identity types and helplessness that is experienced in everyday life a. Research Plan and Method For the research 3, a total of 3,348 students were chosen at random, ranging from elementary, junior high and high school and college levels. The Korean Sex Role Inventory and a "Situational Control Scale" were conducted to gauge helplessness which is experienced in everyday life. As statistical analysis methods, X, SD, Analysis of Variance. Scheffe Multiple Range Test, Factor Analysis and Multiple Regression Analysis were used. b. Research Result [Research Task 3] Does each sex role identity type show different degrees of helplessness that are experienced in everyday life? ① The femininity identity group showed the highest degrees of helplessness that are experienced in everyday life, when compared with other groups (p<.001). ② The masculinity and the androgyny groups exhibited lower degrees of helplessness that are experienced in everyday life than the femininity identity group(p<.001). ③ The femininity identity group showed high degrees of helplessness, regardless of developmental stages. Scheffe's verification testified that each group at different developmental stage showed the same degrees of helplessness, despite progression of developmental stages from elementary, junior high, high schools toward college levels. ④ The masculinity identity group showed lower degrees of helplessness throughout all developmental stages. ⑤ As a result of factor analysis, it was found that the common factor of femininity traits which brings about a high degree of helplessness in everyday life was, "jealous, cries easily, yield easily to pressure or influence, capricious, dependent on others." On the other hand, the common factor of masculinity traits that causes reduction of helplessness in everyday life was found to be such as, "works toward goals, achievement and task directed, have confidence, tough and never yield, ambitious and directed toward future goals, physically strong, and active." IV. Conclusion The conclusion based upon the results of Research 1, 2, 3 and discussions are as follows. First, sex role identity of Korean youths begins to coincide with their biological sex when male students advance to college levels from high school years, and when female students advance to junior high school levels from elementary school years. Passing this stage, each sex begins to establish a sex role identity which is identical to their own sex, with the increase of masculinity identity of males and femininity identity of females. Second, one thing which is worth noticing in the development of sex role identity of Korean youths is that the rate of undifferentiated identity shows the highest ranking, and duration of undifferentiated identity persists for a long time. And throughout all developmental stages, androgyny identity, femininity identity of males and masculinity identity of females showed lower rates. Such results may stem from the lack of educational experiences in home, at schools and in society which might have fostered formation of proper sex role identity, as well as the lack of privacy for each individual. Therefore, Korean youths experience confusion of sex role identity for a long time, because they recognize differentiation of sex role identity at a later stage. Third, the most sensitive group toward helplessness in a laboratory situation as well as in a real life situation was found to be the femininity identity group. It was known that an individual of femininity identity was having hard times in his/her growth, as he/she often experienced psychological difficulties becuase of a high degree of helplessness. Fourth, the least affected group by helplessness was found to be the masculinity identity group in a lab situation, and a masculinity and a androgyny group in a real life situation. Fifth, while the femininity identity group did not exhibit an immunization effect to helplessness, the masculinity identity group exhibited an immunization effect to helplessness, due to masculinity traits which reduce helplessness. Sixth, the common factor that raises helplessness in a lab situation and in a real life situation was found to be such as, "cries easily, yield easily to pressure or influence, dependent on others." On the other hand, the common factor which reduces helplessness was found to be such factor as, "works toward goals, achievement and task directed, have confidence, [이후원문누락]

자기효능감 증진 프로그램이 학습된 무력감과 학업 스트레스에 미치는 효과

김금식 순천대학교 교육대학원 2004 국내석사

The purpose of this study was to test the effects of a self efficacy program as a therapy for learned helplessness and academic stress, as well as providing fundamental ways to decrease the learned helplessness and academic stress experienced by middle school students. The study was designed to answer two questions: 1. How effective is the self efficacy program as a therapy for learned helplessness of middle school students? 2. How effective is the self efficacy program as a therapy for the academic stress experienced by middle school students? Students were selected from 2nd graders in a B middle school in sunchon city. Both the experimental group and the control group had 15 students to test the hypothesis. In order to test the effectiveness of the program, the self efficacy test, the learned helplessness test and the academic stress test were administered in three different stages as pre, post, and follow up tests. The mean and standard deviation for each group was then calculated for each test, and examined for significance by F test and ANCOVA. The findings of this study were as follows: 1. It appears that the self efficacy program brought out statistically significant results, and can effectively decrease students' learned helplessness. 2. It appears that the self efficacy program brought out statistically significant results, and can effectively decrease students' academic stress.

산업재해장애인의 무력감에 영향을 미치는 요인에 관한 연구 : 근로복지공단 안산재활훈련원을 중심으로

이지은 연세대학교 대학원 2001 국내석사

매년 5만명 이상이 산업재해를 당하고 있고, 그중 2만 5천명 이상이 산업재해로 인하여 장애인이 되고 있다. 산업재해를 방지하기 위한 예방이 우선적으로 선행되어야 함은 물론이고, 현실적으로 발생하는 산업재해 장애인에 대한 재활에 더 많은 관심을 기울여야 한다. 산재장애인 직업재활은 재취업에 목적을 두고 있으나, 그와 함께 진정한 재활의 의미는 한 개인이 스스로 자립할 수 있도록, 무기력해질 수 있는 산재장애인에게 자신감과 의지를 심어주는 것이라 생각된다. 본 연구는 산재장애인의 학습된 무력감에 영향을 미치는 요인들을 밝혀서 무력감을 해소하고 직업재활의 과정 속에서 그 해결점을 찾는 것을 목적으로 한다. 현재 안산직업재활훈련원에 입교하여 훈련받고 있는 훈련생 전수를 대상으로 설문조사를 실시하여 총 91사례를 분석하였고, 대상자 중 25명을 선정, 심층면접조사를 하였다. 본 연구는 양적·질적 연구를 동시에 추구하고 있으며 공통된 하나의 연구모형을 가지고 있다. 본 연구의 연구들에 의하여 산재장애인의 학습된 무력감에 영향을 미치는 요인을 사회인구학적인 특성, 장애 관련 특성, 재취업관련 특성, 훈련원 관련 특성으로 나누어 분석하였다. 본 연구결과를 요약해보면 다음과 같다. 첫째, 설문조사분석결과 사회인구학적 특성인 연령, 결혼여부, 교육정도 중 교육정도만 무력감정도에 영향을 미치는 것으로 나타났다. 심층면접결과에 따르면 결혼여부가 직접적으로 무력감에 영향을 주었는지는 알 수 없지만 산재로 인한 가정불화 발생하고 가정내에서 역할수행의 변화가 생기게 된다는 것을 알 수 있다. 산재전과 달리 경제활동을 하는 부인이 경제적인 역할을 담당하면서 피동적인 자세로 부인과의 불평등한 관계를 이끌어가는 모습이 볼 수 있다. 둘째, 설문조사분석결과 장애관련특성인 산재장해등급, 장애유형, 장애에 대한 인식정도가 각각 학습된 무력감에 영향을 미치지 못하였다. 그러나 심층면접조사를 통해볼 때 장애에 대한 인식은 무력감과 밀접한 관계에 있을 것이라 추론된다. 처음 산재를 당하게 되면 상처로 인한 아픔이나 고통과 함께 ‘마음이 다쳤다’라고 표현할 만큼 장애를 받아들이기가 힘듬을 알 수 있다. 이는 사회로 다시 복귀하는 데에도 큰 문제를 가져와 무력하게 할 수도 있다. 셋째, 설문조사분석결과 재취업횟수가 무력감정도에 영향을 미치는 것으로 나타났다. 심층분석결과에서는 좀더 자세히 보여지는데, 고용주는 원직복귀의 당위성을 인식하지 못하고 정책적으로만 인정하기 때문에, 원직복귀를 제안하더라도 과거와 다른 잡일을 준다거나 혹은 아예 일거리를 주지 않아 스스로 포기하도록 만든다. 또한 현재까지의 사업장의 분위기상 산재이후 고용주와의 관계가 원만히 해결되지 못한 상황에서 원직복귀를 한다는 것은 ‘왕따 당하는 일’이라고 표현 할 만큼 힘든 일이다. 다른 취업을 하려고 해도 산재 자체를 고용주들이 꺼려하는 편이기 때문에 적극적으로 취업일선에 나서기가 힘들어져 종국에는 취업을 포기하고 자포자기하게 될 수 있다. 넷째, 설문조사분석결과 퇴원이후 훈련원 입교까지의 기간과 훈련참여기간 중 훈련참여기간이 무력감에 영향을 미친다는 유의미한 결과를 가져왔다. 심층면접분석결과 단순히 훈련참여기간이 무력감에 영향을 미친다기 보다는 훈련에 참여하는 동안 발생하는 외생적인 변수들(입교당시의 과다하게 높은 재활의지나 취업에 대한 과다한 확신, 현실적인 산재장애인의 취업현황이 열악하다는 사실의 인지)과 많은 관련이 있다고 보여진다. 이와 같은 연구결과에 따라 직업재활은 생태체계적인 관점으로 개인문제와 가정문제, 사회문제를 통합적으로 해결 할 수 있는 사회복지사의 개입이 필요하며, 원직복귀와 재취업의 기회를 확대하고 보장하는 정책적인 제안이 필요하다. 마지막으로 산재장애인의 학력수준이나 장애정도, 장애유형을 고려한 직업재활의 내실화가 필요하겠다. - vi - In recent years, over 5million workers have been injured due to industry, among them, 25thousand workers have been disabled. Of course first, we should prevent industrial injury. We also need the rehabilitation of the actual disabled workers after industrial injury. Not only did the vocational rehabilitation aimed reemployment, it also aimed the will and the confidence to make one's own way. The purpose of this study is to find factors affecting learned helplessness owing to industrial injury and the reduction of helplessness during the process of vocational rehabilitation. The methods of this study are qualitative research as well as quantitative research. The dependent variable in this study is the learned helplessness. The major finds of this study were as follows; First, the factor affecting the helplessness is the educational course among the general factors; age, marriage, the educational course. Second, none of factors about the disabled ; the proper degree of disablement, the style of disablement, the cognition of disablement ; is the effecting factor. At interviewing, we can know that the disabled workers didn't accept their injuries and the result they feel is severe helplessness. Third, a number of reemployment is affecting the helpless. Fourth, the factor affecting helplessness is the training terms among the training school factors; the periods from leaving the hospital to entering training school, the training periods. The current findings suggest that the vocational rehabilitation counselors need to intervene interactively to solve personal problems, family problems, social problems. We need the policy to increase the opportunity replacement. Finally the rehabilitation training is needed to improve the training lesson according to the educational course, the degree and style of disablement.

자아개념과 학습된 무기력의 관계 : 인문계와 실업계 고등학교를 중심으로

박철우 연세대학교 교육대학원 2000 국내석사

학습 무동기 척도개발 : 학습 무동기의 잠재집단 분류 및 예측요인 검증 : Classifying and Exploring Latent Profiles of Amotivated Students

이창현 경북대학교 대학원 2017 국내박사

The purpose of this study was to make scale for measuring academic amotivation of adolescents. And It was to find out if the patterns of amotivated adolescents were qualitatively distinct rather than appearing as one of a plurality of patterns; if they were qualitatively different, then these differences would be examined through further exploration. First, for the theoretical frame for the scale development, amotivation, learned helplessness, the expectancy-value model was based for scale for academic amotivation. Next, open-ended survey was administered to 220 middle school students and data of 210 valid questionnaires were analyzed. Based on the data collected through an open-ended questionnaire, the items that explain the organizing factors of the scale were extracted. Their content validity was analyzed and the pre-scale for motivation for academic amotivation was established. Second, a questionnaire consisting of the 23 items was administered to 200 middle school students to confirm the appropriateness of the items and the organizing factors for scale and data of 200 valid questionnaires were analyzed. Lastly, the final version of academic amotivation was settled. The scale developed through the stage of the research included 6 subcategories which included ‘Lack of Intrinstic Value’, ‘Lack of Utility Value’, ‘Perceived Cost’, ‘Lack of Ability ’, ‘Lack of Effort’, ‘Social Pressure’. A total of 18 items were included to measure these factors. The third stage was to validate the developed scale. First, the main survey was conducted with 720 middle and high school students and data of 697 valid questionnaires ware analyzed. The goodness of fit and reliability of the scale was confirmed by analyzing the items in the final version of the scale. Then, the construct validity of the scale’s factor structure was analyzed. By conducting a correlation analysis on motivations for academic amotivation and related variables, the criterion-related validity was tested to high school students. Lastly, the cross validity was verified to find out if the scale can be generalized. Through these analyses, the scale with 6 subcategories and 18 items were found to be appropriate and valid. Also, all subcategories and items were considered reliable. Academic amotivation was highly correlated with self-determinated motivation. Regarding achievement goal orientation, it was negatively correlated with mastery goal orientation, and it had a positive correlation with performance-avoidance goal orientation. Thus, the correlation with the variables used for criterion-related validation was confirmed which proves the validity of the scale for academic motivation. The goodness of fit index for the developed scale was reviewed to confirm that it is a scale that can be generalized for both middle and high school students. The forth stage, by applying latent profile analysis to 152 middle school students(highly amotivated students), four distinct latent profiles of amotivation were found: will group, lack of effort group, helplessness group and lack of value group. Students who had lower mastery goal were more likely to be helpless group compared to the other three groups. Students who had lower performace-avoidance goal were more likely to be helplessness group compared to the other three groups. Students who had high performance goal were more likely to be will group, lack of effort group compared to helplessness group. Students who had high academic achievement were more likely to be will group and value lack group compared to helplessness group. Students who had lower perceived parents' autonomy support were more likely to be helplessness group compared to the other three groups. This study is significant for Korean students to develop an scale for academic amotivation through theoretical consideration and development of a basic questionnaire based on the data collected from adolescents. This study would contribute to the explaining of the research on amotivation. Various amotivational factors included in this scale provide concrete information about the type of students who are amotivated. Therefore the scale for academic amotivation, which was developed and verified to be valid in the present study, will be used to establish distinct intervention strategies. Futhermore, this scale is expected to be a useful tool for understand amotivation problems of students who have a hard time in learning.