부모의 양육태도 지각과 중학생의 자아개념 및 학업성취와의 관계

소옥미 서남대학교 교육대학원 2003 국내석사

본 연구는 부모의 양육태도와 중학생들의 자아개념 및 학업성취와의 관계를 밝히는 것을 목적으로 하고 있다. 이러한 연구의 목적을 달성하기 위한 구체적인 연구문제는 다음과 같다. 첫째, 중학생의 자아개념 수준 및 학업성취 수준은 배경변인(학년별, 성별, 경제수준별)에 따라 어떠한 차이가 있는가? 둘째, 중학생의 자아개념 수준 및 학업성취 수준은 부모의 양육태도에 따라 어떠한 차이가 있는가? 셋째, 중학생의 자아개념 수준과 학업성취 사이에는 어떠한 관계가 있는가? 본 연구의 대상은 전라북도 전주시 소재 2개 중학교를 선정하여 각 학년별로 총 219명의 중학생을 연구 대상으로 하였다. 자녀가 지각한 부모의 양육태도를 측정하기 위해 김기정 사용한 부모양육태도 검사지를 사용하였으며, 중학생의 자아개념을 측정하기 위해 송인섭이 제작한 자아개념 검사를 수정하여 사용하였고, 학업성취 검사는 2002학년도 1학기 중간고사와 기말고사 성적을 합산하여 평균점수를 사용하였다. 자아개념 수준 및 학업성취 수준이 부모의 양육태도(수용-거부, 자율-통제, 성취-압력의 3개 하위영역)에 따라 차이가 있는가를 알아보기 위하여 자아개념의 수준 및 1학기 중간고사와 기말고사 성적을 합산한 평균 점수에 대하여 수용-거부, 자율-통제, 성취-압력의 양육태도별 평균과 평균편차를 산출하고 일원변량분석을 실시하였다. 그리고 자아개념 수준과 학업성취 사이의 관계를 알아보기 위하여, 자아개념의 8개 하위영역별 자아개념 점수와 1학기 중간고사와 기말고사점수를 합한 평균점수와의 상관계수를 산출하였으며, 자아개념의 8개 하위영역별 자아개념 점수를 독립변인으로 하고 1학기 중간고사와 기말고사점수를 합한 평균점수를 종속변인으로 하여 단계적 중다 회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 자아개념 수준 및 학업성취 수준의 배경변인(학년별, 성별, 경제수준별)별 차이에 관하여는 다음과 같다. 먼저 일반 자아개념, 가족 자아개념, 학급 자아개념, 그리고 전체 자아개념에서 학년별로 유의한 차이가 있다. 또한, 가족 자아개념, 일반 자아개념, 사회 자아개념은 성별로 유의한 차이가 있다. 그리고 일반 자아개념, 학급 자아개념, 능력 자아개념, 성취 자아개념, 가족 자아개념, 정서 자아개념, 전체 자아개념은 경제수준별로 유의한 차이가 있다. 마지막으로 학업성취 수준은 성별, 경제수준별로 유의한 차이가 있다. 둘째, 자아개념 수준 및 학업성취 수준의 부모 양육태도(수용-거부, 자율-통제, 성취-압력의 3개 하위영역)별 차이에 관하여는 다음과 같다. 먼저 학급 자아개념, 능력 자아개념, 성취 자아개념, 가족 자아개념, 일반 자아개념, 사회 자아개념, 전체 자아개념에서 수용-거부의 양육태도별로 유의한 차이가 있다. 또한, 일반 자아개념, 가족 자아개념, 사회 자아개념, 정서 자아개념, 전체 자아개념은 자율-통제의 양육태도별로 유의한 차이가 있다. 마지막으로 일반 자아개념과 가족 자아개념은 성취-압력의 양육태도별로 유의한 차이가 있다. 셋째, 자아개념 하위 요인 중 학업성취에 대한 영향력이 큰 변인은 성취 자아개념, 일반 자아개념, 그리고 신체 자아개념의 순이다 그렇지만 중다 회귀분석결과 성취 자아개념과 일반 자아개념은 학업성취와 정적 관계가 있는 반면, 신체 자아개념은 학업성취와 부적 관계가 있다. 그러므로 학생들의 학업성취를 위해서는 성취 자아개념과 일반 자아개념의 증가를 가져올 수 있는 학생지도 방안이 탐색되어야 한다고 본다. Ⅰ. Purpose This thesis is intended to clarify the relationship between parental educational attitude and self-concept of middle school students and their academic achievements. Ⅱ. Problems The specific problems this research try to settle out could be summarized like this: First, is there any relation between some circumstantial variables such as grade, sex, and economic status and the self-concept of middle school students and their academic achievements? Second, does parental educational attitude have anything to do with the self-concept of middle school students and their academic achievements? Third, is there any relation between the self-concept of middle school students and their academic achievements? Ⅲ. Methods The subjects are 219 middle school students in Jeonju. The parental educational attitudes perceived by students are measured by adapting Gim Gi-jeong's Parental Educational Attitude test to middle school students. The self-concept of middle school students is measured by modifying Song In-seop's Self-concept Test. For the academic achievement, the average of mid-term and final exam of the 1st semester in 2002 is used. To find out the relation of self-concept, academic accomplishment and parental fostering attitude(acceptance-refusal, autonomy-control, achievement-pressure), the average and standard deviation of the level of self-concept, and the academic results of the 1st semester are produced respectively according to parental educational attitude and go through analysis of variance. To make clear the relation of the self-concept and academic accomplishment, the correlation of the subcategories of self-concept and the academic results is analyzed. The eight subcategories of self-concept as independent factor and the academic results as subordinate factor go through multiple regression analysis and the collected data are processed through SPSS/PC+. Ⅳ. Conclusions The results of this research could be summarized like this: First, some kinds of self-concept have significant difference according to certain circumstantial variables of academic achievement such as grade, sex, and economic status. In regard to grade, there are significant differences for the general, familial, class, and all the self-concept. With regard to sex, familial, general and social self-concept have significant differences. With respect to economic status, there are some significant differences for the general, class, ability, achievement-oriented, familial, emotional, and all the self-concept. And the academic achievement proves to be significantly different according to sex and economic status. Second, certain kinds of self-concept have significant differences according to parental educational attitude such as acceptance-refusal, autonomy-control, achievement-pressure. Depending on the accepting or refusing parental attitude, class, ability, accomplishment-oriented, familial, general, social, and all the self-concept show some significant differences. In regard to the autonomic or controlling parental attitude, there are significant differences in the case of general, familial, social, emotional, and all the self-concept. And depending on the accomplishment-oriented or pressing parental attitude, general and familial self-concept are significantly different. Third, while accomplishment-oriented and general self-concept have a positive relation to academic achievements, physical self-concept has a negative relation to it. So it could be concluded that the way to increase the accomplishment-oriented and general self-concept has to be sought for to improve the academic achievement.

The relationship between self-concept and consumption sort, brand attitude of Chinese female consumers.

리루 배재대학교 대학원 2008 국내석사

As the economy developed, women have occupied one more and more important share in the whole market. It is said we have already enter one century which is called “She century”. And in this “She century”, the clearly understand of female consumers has become more and more important, especially for the companies of their marketing strategies. In this thesis, considering the characteristics of female consumers in Chinese society, I mainly study the Chinese female consumers about their self-concept, consumption and the related brand attitudes. Based on the former studies about the female consumers and the survey in Shanghai city of China, I classified the 5F self-concept, and their corresponding 5F consumption sorts, and also their 5 kinds of brand attitudes. I hope the research of this article can offer some references to these companies, not only the Chinese local companies, but the foreign ones in Chinese market, and help them know better their female target markets.

Self in my eyes versus via others' eyes

장소연 고려대학교 대학원 2009 국내석사

The present study examined one's self-concept from two different standpoints: one's own standpoint and others?f standpoint (perception of what others think of oneself). Its primary purpose was to distinguish and compare the impacts of the two self-concepts on subjective well-being of Koreans. Furthermore, the roles of psychological orientations such as individuality and relatedness were investigated in the impacts of the self-concepts. 155 participants completed the individuality-relatedness scale, the self-concept scales from their own standpoint and from others' standpoint, and the index of subjective well-being scale. The analyses included comparison between the two self-concepts for examining accuracy and consistency of the self-concepts, correlations between the two self-concepts and subjective well-being and between the incongruence of the two self-concepts and subjective well-being, and regression analysis to predict moderating effects of the individuality-relatedness orientation in the relationship between the self-concepts and the subjective well-being. The results revealed that Koreans showed overall congruency in self-concept at body, personality, home and capability sub-domains. The personality and capability sub-domains were positively correlated with the cognitive subjective well-being. With the emotional subjective well-being, all the scores of six sub-domains in self-concept showed positive correlations. Other interpretations and inferences concerning the results of the present study were discussed. 본 연구에서는 한 사람의 자기 개념(Self-Concept)을 바라보는 두 가지 관점에 대해 살펴보고자 하였다. 한 관점은 자기가 자기 자신을 바라보는 것이고 또 하나의 관점은 자기가 타인의 입장에 서서 자기 자신을 바라보는 것이다. 그래서 본 연구에는 후자를 '다른 이들의 관점(Others' Standpoint)'이라고 명명했다. 본 연구는 연구조사가 진행된 한국 사회의 문화적 맥락 속에서, '자신을 잘 안다는 의미'에 대해 역설하고자 하였다. 한국은 높은 집단주의 성향을 가진 사회로 알려져 있으며, 따라서 관계성 또한 높게 평가된다. 본 연구는 한 개인의 주관성 혹은 관계성 성향으로 바라보는 자기 개념이 개인의 주관적 안녕감에 미치는 영향력이 있는지 알아보고자 하였다. 155명의 피험자들은 자신의 개별성이 혹은 관계성이 높은지 낮은지를 측정하는 설문지에 먼저 응답하고, 그 다음으로 자기 개념을 두 가지 관점에서 측정하도록 요구되었다. 그 후 피험자들 현재의 인지적, 정서적 주관적 안녕감 척도에 답하도록 요구되었다. 결과는 피험자들의 두 가지 관점에서 바라본 자기 개념의 하위 척도 가운데에서도, 신체와 성격, 가족과 능력 부분에서 높은 일치성을 보였다. 특히 성격과 능력 부분의 답변은 인지적, 주관적 안녕감 모두와 정적인 상관을 보였다. 주관적 안녕감은 다른 자기 개념의 하위 척도들과도 모두 높은 상관을 보였으나, 인지적 안녕감은 성격과 능력 두 가지 부분에서만 정적인 상관을 보였다. 이는 한국의 문화적 맥락에서 사회성과 성격이 관계적, 개별적으로 모두 중요한 특성이라는 점을 시사한다. 이외에, 자기 개념에 대한 해석과 추론들이 논의되었다.

학습기술훈련 프로그램이 초등학생의 학업자아개념에 미치는 영향

이상숙 연세대학교 교육대학원 2007 국내석사

The study examined the effect of a study skills training program on academic self-concept of elementary school students. The study questions included: (a)What influences do the study skills training program have on academic self-concept of elementary school students?; and (b)What influences do the training program have on non-academic self-concept of elementary school students?The study recruited students from two classes in the 4th grade in Y Elementary School located in Yangcheon-gu, Seoul (training group n=25, the comparison group n=25). Both the training and comparison groups completed the pre-test and the post-test for measuring study skills ability and self-concept of students. T-tests were conducted to test group differences.Below is a summary of study findings.First, students in the training group showed significant improvement in their academic self-concepts after the program. However, the comparison group showed no difference between the scores on the pre-test and post-test. Also, there was no significant difference between the two groups in the pre-test on their academic self-concepts, but the two groups showed a significant difference in the post hoc.Second, the training group revealed significant improvement in their non-academic self-concepts as compared to their scores in the pre-test. Particularly, the personality self-concept, a sub-factor of the non-academic self-concept, showed a difference whereas the social self-concept showed no significant difference between the pre-test and post-test. Also, there was no difference between the two groups in the pre-test but they showed a significant difference in the post-test.It is suggested that the study skills training program has positive impact on both academic and non-academic self-concepts of elementary school students. 본 연구는 학습기술훈련 프로그램이 초등학생의 학업 자아개념에 미치는 효과를 검증하기 위해 수행되었다.연구문제는 다음과 같다.첫째, 학습기술 훈련이 초등학생의 학업 자아개념에 어떤 영향을 미치는가?둘째, 학습기술 훈련이 초등학생의 비학업 자아개념에 어떤 영향을 미치는가?이러한 연구문제를 해결하기 위해 초등학교 4학년 2개 학급(프로그램집단 n=25, 비교집단 n=25)을 선정하여 프로그램집단에는 학습기술 훈련 프로그램을 실시하였고, 학습기술 능력과 학업 자아개념에 대한 사전-사후 검사를 두 집단에 실시하였다.연구 결과를 요약하면 다음과 같다.첫째, 학습기술훈련 프로그램을 적용한 프로그램집단의 경우 전체 학업 자아개념이 사전검사에 비해 학습기술 훈련을 받은 후 유의한 차이가 있는 것으로 나타났다. 그러나 비교집단에서는 사전검사와 사후검사 간에 학업 자아개념의 유의한 차이가 없었다. 또한 프로그램집단과 비교집단 간에는 학업 자아개념의 사전검사에서 유의한 차이가 없었으나, 사후검사에서는 프로그램집단과 비교집단 간에 유의한 차이를 보였다.둘째, 학습기술훈련을 받은 프로그램집단의 경우 전체 비학업 자아개념이 사전검사에 비해 유의한 차이가 있는 것으로 나타났다. 특히 비학업 자아개념의 하위 요소 중 성격자아개념에 차이가 있었으나 사회자아개념은 유의한 차이가 없었다. 또한 사전검사에서 프로그램집단과 비교집단 간에 유의한 차이가 없었으나, 사후검사에서는 프로그램집단과 비교집단 간에 유의한 차이를 보였다.이러한 연구 결과에 근거하여 학습기술훈련 프로그램은 초등학생들의 학업자아개념 뿐 아니라 비학업 자아개념에도 긍정적인 영향을 미치는 것으로 해석되었다.

The Relationship between Academic Self-Concept and Academic Achievement in College Students: An Examination of Gender Differences

Tuthill, Kaitlyn ProQuest Dissertations & Theses Boston College 2022 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Academic self-concept is considered central to the identity and development of college students. Previous studies of academic self-concept of college students have largely relied on only two time points to study changes that occur during college. Additionally, prior studies have found a positive association between academic self-concept and academic achievement, but have employed data techniques that limit the conclusions drawn to correlational associations. This study investigated the changes in academic self-concept over the four years of undergraduate education using a large but non-random sample of students at a highly selective institution. Additionally, using auto-regressive cross-lagged models, it explored the causal ordering of academic self-concept and academic achievement. Finally, the study explored whether changes in academic self-concept, and its relationship to academic achievement, were different for men and women. The results suggested an initial decline in academic self-concept during the first year of college, consistent with the Big-Fish-Little-Pond-Effect, followed by an increase in academic self-concept at graduation. The study found men and women experienced similar patterns of change in academic self-concept through the college years, but that women’s academic self-concept was consistently lower than men’s academic self-concept. For men, higher academic achievement was followed by higher academic self-concept at all time points. Among women, however, there was evidence of reciprocal effects between academic self-concept and academic achievement, especially in the first year of college. These findings indicate that lower academic self-concept in women could be academically disadvantaging them compared to men, particularly early in their collegiate experience. The study also examines the measurement properties of CIRPs Academic Self-Concept scale and the adequacy of auto-regressive cross-lagged models in place of multi-level auto-regressive cross-lagged models. Policy and research implications, as well as future directions for research, are discussed.

自我槪念과 不安의 相關에 관한 硏究

서동주 全北大學校 敎育大學院 1994 국내석사

The Purpose of this study is to find out the relationship of self-consept and his anxiety, and to search for their significant difference between sex distinction (male vs. female) and regional groups( urban vs. rural). The hypothesis are as follows: 1.There will be a significant difference in self-concept and subordinate self-concept and some interrelationships in sex distinction and regional groups. 2.There will be a significant difference in anxiety and subordinate anxiety and some interrelationships in sex distinction and regional groups. 3.The group with a high level of anxiety and subordinate anxiety will show a significantly low level of positive self-concept. The results of this study run as follows: 1.Self-concept as a whole and subordinate self-concept showed a significant difference between sex distinction and regional groups (sex : P<.01, region : P<.01 ) but the interrelationships didn’t show one and the non-academic self-concept didn't show one in the regional groups. 2.Anxiety and subordinate anxiety showed a significant difference except for social or interpersonal anxiety, while the interrelationship didn't show any difference except for learning. examination and scholastic anxiety between sex distinction and regional groups. 3.The group with a high level of anxiety and subordinate anxiety showed a significantly low level of a positive self-concept in regard to self-concept and anxiety. (Total anxiety : P<.01, Classical phobia and anxiety : P<.05, social or interpersonal anxiety : P<.01, Disease. aging and death anxirty : P<.01, Learning. examination and scholastic anxiety : P<.01 ) On the basis of the aforementioned findings the follow conclusion could be made: 1.The self-concept of a male and female was significantly different and that of urban area and rural area was also significantly different. 2.Anxiety, excluding social or international anxiety was significantly different between sex distiction and regonal groups. 3.The group with high anxiety had a significantly low level of a positive self-concept in anxiety.

成就動機의 强度와 自我槪念과의 關係

한정신 淑明女子大學校 大學院 1967 국내석사

1. Preblem and Hypotheses This investigation is concerned with various aspects of self concept and differences in the strength of achievement motive. Defined in general terms as "competition with a standard of excellence", the concept of achievement motivation has been developed through the exploretory study and theoretical formulations of Mcclelland, D.C. and Atkinson, J.W. and his coleagues Their researches had produced an instrument for measuring the achievement motive which is based on Thematic Apperception Test. And the presence or absence of experimental cues in the achievement oriented condition and relaxed condition respectively seems to make a difference in p. Achievement motive scores. Generally speaking, achievement motivation is experimentally increased and the imaginative stories that subjects write, become increasingly more concerned with achievement. The result of the previous studies by Weinberger, B. or Motirc, J.G. suggested that people with strong generalized achievement motivation would show a high discrepaney between ideal Self and Actual self ratings Rony writer have mentioned both the integrative and conflictive aspects of the self. Definitions are varied and are often based on general observation rather than on emprical evidence. Although there are differences in the way the self is defined, there is agreement that conflict among selves, conscious or unconscious, may exist. The main point is the degree to which different perceptions of self may be or need to be integrated in order for an individual to achieve a particular level of adjustment or maturity. This investigation attempted to test the following hypotheses. A. The HH subgroup will have greater conflicts of self than each of the other three subgroups. To test this hypothesis, two sub-hypotheses are structured in testable forms (1) The HH subgroup will have a higher discrepancy scores between the Ideal Self ratings and Actual Self ratings than each of the other three groups. (2) The HH subgroup will have lower correlation between the Ideal and Actual Self ratings than the others. B. The correlation between the achievement motive scores and Ideal Self ratings will be higher than that between n. Ach. Scores and Actual Self ratings in all subjects. C. The correlation between n. Achievement Motive scores and evaluation factor scores of self rating dimension in the HH subgroup will be higher than that between n. Achievement Motive scores and potency or activity factor scores. 2. Experimental design, Instrument and Sampling. The plan of this study was to classify the subjects in two separate periods under relaxed and achievement oriented experimental conditions and to obtain measures of n. Achievement Motive and Self Concept on each experimental conditions. The achievement motive was measured by Thematic Apperception Test. The measures of self concept were adapted from Weinberger's Self Concept rating scale. Weinberger's Self Concept rating scale consisted of 26 traits put in this study 6 traits are excluded, because the expression translated into Korean had ambiguous implication. Ideal self Concept and Actual Self Concept were measured in this self concept rating. The three aspects of the self concept that are activity, evaluation and potency were measured by applying semantic Differential Technique. The 71 subjects were high school boys and 26 were cadets of the Air Force military Academy in Korea. The subgroups classified by strength of n. Achievement Motive were 33 subjects in HH, 18 in HL, 17 in LH and 29 in LL subgroup. 3. Results These are the results of this study. (1) The discrepancy between the Ideal Self rating and Actual Self rating in HH subgroup were significantly higher than that of the other three groups. (2) The correlation of the Ideal Self rating and Actual self rating in HH subgroup were significantly lower than that of the others. These two results clarify Weinberger's tentative finding that achievement motivation affects the self esteem of people with unstable self concept. (3) The correlation between the achievement motive scores and Ideal Self ratings were significantly higher than that of the n. Achievement Motive scores and Actual Self ratings in all subgroups. (4) The correlations between achievement score and evaluation factor scores in self rating dimension by Sematic Differential Technique were significantly higher than that between the n. Achievement Motive and potency or activity factor scores.

부모의 양육태도가 아동 및 청소년의 자아개념에 미치는 영향

박점숙 성신여자대학교 교육대학원 2003 국내석사

본 연구는 우리 나라 초·중학생을 대상으로, 부모의 양육태도가 아동 및 청소년의 자아개념에 미치는 영향에 대해 밝혀 보고자 하는데 그 목적이 있다. 이러한 목적을 위하여 다음과 같은 연구문제를 설정하였다. 첫째, 부모의 양육태도는 아동 및 청소년의 성별과 연령에 따라 차이가 있는가? 둘째, 아동 및 청소년의 자아개념은 성별 및 연령에 따라 차이가 있는가? 셋째, 부모의 양육태도는 아동 및 청소년의 자아개념에 영향을 미치는가? 이러한 영향은 성별 및 연령별로 다르게 나타나는가? 본 연구의 대상은 경기 지역 소재 3개 초등학교 5학년 학생과 3개 중학교 2학년 학생 696명이었다. 검사도구는 김기정(1984)의 「부모 양육 태도 검사」와 「자아개념 검사」를 사용하였다. 수집된 자료는 t검증, 중다회귀분석을 실시하였다. 본 연구결과는 다음과 같다. 첫째, 부모 양육태도는 아동 및 청소년의 성별 및 연령에 따라 차이가 있었다. 즉, 부모는 여학생 보다 남학생에게 더 높은 성취압력과 더 자율적인 양육태도를 가지고 있었으며, 전체 양육태도에서도 남학생에게 보다 긍정적이었다. 또한 부모는 중학생보다 초등학생에게 보다 수용적이고 높은 성취압력을 나타내었다. 둘째, 아동 및 청소년의 자아개념은 성별 및 연령에서 차이를 나타내었다. 성별에서 남학생이 여학생보다 사회적 자아와 학문적 자아가 높게 나타났다. 연령별에서 초등학생이 중학생보다 신체적 자아, 성격적 자아, 사회적 자아, 학문적 자아에서 높게 나타났으며, 전체 자아개념에서도 높게 나타났다. 셋째, 부모의 수용적 양육태도는 아동 및 청소년의 자아개념의 모든 하위변인과 전체 자아개념에 긍정적 영향을 미쳤다. 부모의 통제적 양육태도는 도덕적, 성격적, 가정적 자아에 영향을 미쳤으며, 전체 자아개념에 영향을 미쳤다. 성별로 볼 때 부모의 수용적 태도는 남학생과 여학생 모두에게 자아개념의 모든 하위변인과 전체 자아개념에 영향을 미쳤다. 부모의 통제적인 태도는 남학생의 신체적, 성격적, 가정적, 학문적 자아에 영향을 미쳤으며, 여학생에게는 도덕적, 성격적, 가정적, 사회적, 전체 자아개념에 영향을 미치는 것으로 나타났다. 또 부모의 낮은 성취압력은 남학생에게만 신체적, 성격적, 가정적, 전체 자아에 영향을 미쳤다. 연령별로 볼 때 부모의 수용적 양육태도는 초등학생과 중학생 모두에게 자아개념의 모든 하위변인과 전체 자아개념에 영향을 미쳤다. 부모의 통제적 양육태도는 초등학생에게 도덕적, 성격적, 가정적, 전체 자아개념에 영향을 미쳤으며, 중학생의 도덕적, 성격적, 가정적 자아에 영향을 미쳤다. 부모의 낮은 성취압력에서 초등학생의 도덕적, 성격적, 사회적, 학문적, 전체 자아개념에 영향을 미쳤고, 중학생의 신체적, 전체 자아개념에 영향을 미친 것을 볼 수 있었다. 본 연구는 부모의 양육태도가 아동 및 청소년의 자아개념의 형성에 미치는 영향을 실증적으로 증명한 것이다. 이 연구를 통해 부모의 양육태도가 수용적일수록 아동 및 청소년은 긍적적인 자아개념을 형성하며 부모의 통제적 양육태도와 낮은 성취압력도 부분적으로 아동 및 청소년의 자아개념 형성에 영향을 미친다는 것을 알 수 있었다. 이러한 연구결과는 아동 및 청소년의 긍정적인 자아개념 형성에 도움을 줄 수 있는 기초자료로 활용될 수 있을 것이다. The purpose of this study is to try to clarify the influence that the parental rearing attitude has on the self-concept of the children and youths on the object of the primary school students and the middle school students in Korea. The problems of the study were as follows: First. Is there any difference in the parental rearing attitude in accordance with the distinction of sex and age of the children and Adolescents? Second. Is there any difference in the self-concept of the children and Adolescents in accordance with the distinction of sex and age? Third. Does the parental rearing attitude have influence on the self-concept of the children and Adolescents? Is such influence differently shown in accordance with the distinction of sex and age of the children and Adolescents? The subject of this study were a total of 696 students, among which one group is 5th grade students at 3 primary schools and the other is 2nd grade students at 3 middle schools, which are all located at Kyounggi province. As the test tools, [Test of Parental Rearing Attitude] and [Test of Self Concept] by Kim, Ki Jeong(1984) was used. The collected data was analyzed by t verification and multiple recurrence analysis. The results of this study are as follows: First, the parental rearing attitude showed the difference in accordance with the distinction of sex and age of the children and Adolescents. That is, the parents had higher overexpectation and more autonomous rearing attitude to the boy students than the girl students, and they were more affirmative to the boy students in the whole rearing attitudes as well. In addition, the parents showed more receptive and higher overexpectation to the primary school students than the middle school students. Second, the self-concept of the children and youths showed the difference in accordance with the distinction of sex and age. In the distinction of sex, the body students showed higher social and academic self than the girl students. In the distinction of age, the primary school students showed higher physical, personal, social and academic self than the middle school students, and higher entire self-concept as well. Third, the parental receptive rearing attitude had affirmatively influence on all the lower variable factors of self-concept of the children and Adolescents, and their entire self-concept. The parental controlling rearing attitude had influence on the moral, personal and domestic self-concept, and their entire self-concept. From the viewpoint of the distinction of sex, the parental receptive attitude had influence on all the lower variable factors of self-concept of both the boy students and the girl students, and their entire self-concept. It shown that the parental controlling attitude had influence on the physical, personal, domestic and academic self-concept of the boy students, and had influence on the moral, personal, domestic and social self-concept of the girl students, and their entire self-concept. Also, the parental low overexpectation had influence on the physical, personal and domestic self-concept of only the boy students, and their entire self-concept. From the viewpoint of the distinction of age, the parental receptive rearing attitude had influence on all the lower variable factors of self-concept of both the primary school students and the middle school students, and their entire self-concept. The parental controlling rearing attitude had influence on the moral, personal and domestic self-concept of the primary school students and their entire self-concept, and had influence on the moral, personal and domestic self-concept of the middle school students. It could be seen that the parental low overexpectation had influence on the moral, personal, social and academic self-concept of the primary school students and their entire self-concept, and had influence on the physical self-concept of the middle school students and their entire self-concept. This study is to positively demonstrate the fact that the parental rearing attitude has influence on the formation of the self-concept of the children and Adolescents. From this study, it could be seen that the parental rearing attitude is the more receptive, the more affirmatively the children and Adolescents form their self-concept, and that the parental controlling rearing attitude and low overexpectation also have partially influence on the formation of self-concept of the children and Adolescents. The result of this study will be able to be utilized as the basic data available for forming the affirmative self-concept of the children and Adolescents.

아버지의 養育態度가 幼兒의 自我槪念 形成에 미치는 影響

남상문 전북대학교 교육대학원 1996 국내석사

The purpose of this study is to explore the effects of the father's child-rearing attitudes on Self-Concept of young children. Specifically, the objectives of this study could be summarized as follows: 1. To explore the differences in self-concept by gender and ages of young children. 2. To explore the differences in the fathers child rearing attitudes by gender of young children. 3. To explore the differences in self-concept, scholastic ability, income and ages of the father. 4. To explore the differences in self-concept by the fathers child-rearing attitudes. The subjects of this study are 80 young children (40 boys, 40 girls) and their fathers of S primary school and G primary school in Jeon Ju city. The measurement instruments of this study are the fathers Child-Rearing Attitude Questionaires' and Self Concept Test Instrument' The statistical analysis method of this study was SPSS/PC program and t-test and MANOVA analysis carried out. The findings of this study were as follows: 1. The differences in self-concept by gender were girl children a few higher than boys, but was not statistic meaning and the differences by ages were five years children a few higher than six years children, especially, emotion self-concept was more high. 2. The differences in father's child-rearing attitudes by gender of young children, showed love attitudes to boys and autonomic attitudes to girls, but was not statistical meaning and they showed love, autonomic attitudes to six years children, but was not statistical meaning also, 3. The differences in self-concept by scholastic ability, were proportioned to father's scholastic ability, especially academic self-concept was high. The differences in self-concept by father's income were proportioned to father's income. Especially, family self-concept was high. 4. The differences in self-concept by the father's child-rearing attitudes, were proportioned to father's love attitudes, Especially, academic self-concept and family self-concept were proportioned to father's automomic attitudes.

초등학교 또래집단에서의 리더역할경험이 자아개념에 미치는 영향

양미현 인제대학교 교육대학원 2004 국내석사

본 연구는 초등학교 또래집단에서의 리더 역할 경험의 유무에 따라 아동의 사회 · 정서적 특성 중의 한 요소인 자아개념의 차이가 있는지를 알아보는데 그 목적을 두었다. 이 목적을 위해 또래집단과 자아개념, 리더 역할 경험과 자아개념과의 관계에 대해 알아보았다. 연구를 위해서 김해시 지역의 학급당 아동수가 40명 이상, 교당 10학급 이상인 학교 2개교와 면 지역의 학급당 아동수가 20명 미만, 교당 6학급 미만인 학교 10개교에 다니는 6학년 아동 중 봉사위원 98명, 비봉사위원 98명을 대상으로 선정하였다. 연구도구로는 정종진이 개발하여 초등학교 아동을 대상으로 표준화한 도구로서 학업적 자아개념, 사회적 자아개념, 신체적 자아개념, 정서적 자아개념의 4가지 하위요소로 구성되어 있는 자아개념 척도를 사용하였다. 응답 방식은 4점 척도이며 4가지 하위 개념들을 측정하기 위하여 각 20문항씩 총 80문항으로 구성되어 있는 것을 사용하였다. t 검증을 이용하여 차이를 검증하였으며 대규모 학급 리더 역할 경험 아동과 소규모 학급 리더 역할 경험 아동의 자아개념 역시 t 검증을 이용하여 차이를 검증하였다. 본 연구의 주요 결과를 요약하면 다음과 같다. 첫째, 리더 역할인 봉사위원의 경험이 있는 아동과 경험이 없는 아동을 대상으로 자아개념이 차이가 나는가를 조사한 결과, 봉사위원을 하여 리더 역할 경험이 있는 아동의 자아개념은 리더 역할 경험이 없는 아동보다 더 높은 것으로 나타났다. 즉, 리더 역할 경험이 있는 아동의 자아개념이 경험이 없는 아동에 비해 더 긍정적이었다. 자아개념의 하위영역인 학문적 자아, 신체적 자아, 정서적 자아, 사회적 자아 모두에서 리더 역할 경험이 있는 아동의 자아개념이 리더 역할 경험이 없는 아동에 비해 높게 나타났다. 둘째, 리더 역할 경험이 있는 아동을 대상으로 학급의 규모에 따라 자아개념이 차이가 나는지를 조사한 결과, 대규모 학급의 리더 역할 경험을 가진 아동과 소규모 학급의 리더 역할 경험을 가진 아동간에 자아개념이 차이를 보이지 않았으며 하위 영역에서도 학급의 규모에 따라 리더 역할 경험을 가진 아동들의 자아개념이 차이를 보이지 않았다. 셋째, 리더 역할 경험이 있는 아동을 대상으로 성별에 따라 자아개념이 차이가 나는지를 조사한 결과, 리더 경험이 있는 아동 중 남학생의 자아개념이 여학생에 비해 더 높게 나타났다. 하위 영역에서도 학문적 자아와 신체적 자아개념에서 남학생이 높게 나타나 유의한 차이가 나타났다. 결론적으로 또래집단에서 리더 역할 경험의 유무는 아동 자신의 자아개념형성에 밀접한 영향을 끼친다는 것을 알 수 있었다. 즉, 리더 역할 경험은 아동의 긍정적 자아개념 형성에 도움을 주는 요소로 작용함을 알 수 있었다. 교육은 후천적인 것이라고 한다면 비록 초기에 부정적 자아개념을 가지고 있다고 해도 학기중에 여러 아동에게 리더 역할 경험을 할 수 있는 기회를 준다면 자신에 대한 긍정적인 자아개념을 가질 수 있다는 방향을 제시해준다고 할 수 있을 것이다. 좀 더 연구해 볼 일은 아동의 학기 초기의 자아개념을 검사해보고 리더역할 경험을 수행하도록 한 후 다시 검사하여 전후의 자아개념 변화가 있는지 비교 연구해 보면 아동에 대한 리더 역할 경험 유무에 관련하여 확실한 영향력에 대해 검증해 볼 수 있을 것이다. This study aimed to determine whether there could be any difference in self-concept, one of socio-emotional characteristics of children depending on whether they had ever played as a leading role among peer groups in grade school. For this sake, it examined the possible relationships between peer group and self-concept, as well as those between experience in leading role and self-concept in turn. For survey, this study targeted 2 grade schools in Gimhae city and 10 grade schools in neighboring myeon areas. The former had an in-class enrollment of 40 or more pupils over 10 classes, while the latter had an in-class enrollment of 20 or less pupils below 6 classes. Here, this study collected total 196 samples that comprised 98 service members and 98 nonmembers from the 6th graders in each school. For an instrument for statistical analysis, this study used a self-concept scale that is composed of 4 subordinate factors, i.e. academic self-concept, social self-concept, physical self-concept and emotional self-concept. The scale was originally developed by Jung Jong-jin and standardized for grade schoolers. Each item in questionnaire hereof was prepared on 4-point scale. The questionnaire contained total 80 items, which consisted of 20 items for each of 4 subordinate concepts to be determined. Collected data were analyzed by t-test to determine any difference between the self-concept of children with leader role experience and that of children without such experience. In addition, same data were also re-analyzed by t-test to determine any difference between the self-concept of children with experience in leading role at large-scale class and that of children with such experience at small-scale class. Major results of this study can be summarized as follows: First, as a result of investigating any difference in self-concept between children who had been ever a service member as leading role and those who didn't so, it was found that the former group scored 2.87 on average in self-concept, while the latter group scored lower points(2.59) relatively. In other words, the self-concept of children with leading role experience was more affirmative than that of children without such experience. In all of 4 subordinate factors of self-concept as described above, the self-concept of children with leading role experience scored higher points than that of children without such experience. Secondly, this study investigated whether and how much there would be any difference in self-concept among children with leading role experience depending on the scale of class. As a result, it was found that there was not any difference in self-concept between children with leading role experience at large-scale class(2.87) and those with such experience at small-scale class(2.87). Even in 4 subordinate factors, there was not any difference between children with leading role experience depending on the scale of class, either. Thirdly, as a result of investigating any difference in self-concept among children with leading role experience depending on their gender, it was noted that the self-concept of male pupils with such experience scored higher points than that of female ones(2.94 > 2.78). Even in two subordinate factors like academic and physical self-concept, there were also significant differences between male and female group. Especially, in case of children with loading role experience, the self-concept of male pupils scored higher points than that of female ones. In more depth, male pupils with leading role experience scored significantly higher points than those with such experience(3.01 > 2.67, p=.001) in terms of academic self-concept. Likewise, the former group(male) scored significantly higher points than the latter group(female) in terms of physical self-concept(2.63 > 2.40, p=.015) Summing up, it could be concluded that the leading role experience children obtained among peer groups has strong effects on the development of their own self-concept. That is, it can be asserted that leading role experience helps children develop their own positive self-concept. Considering that education is characterized not by something inborn but by something acquired, it is expected that leading role opportunities available to many children during a term will be more likely to show them a possible way to get their own positive self-concepts, although they could have negative self-concepts even in beginning period. For future studies, it will be necessary to examine children's initial self-concept in the beginning of term and ask them to perform leading roles, followed by re-examining their self-concept, so as to determine any change in self-concept before and after they have leading role experience. This further comparative analysis will possibly make it more clearly to verify the effects of leading role experience on the development of children's self-concept.