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.

자아계발 프로그램이 비행 청소년의 자아개념에 미치는 영향

진영택 경성대학교 교육대학원 1993 국내석사

This study aimed to guide changes of self-concept of juveniles and to afford assistance in correcting the problem behavior by applying program suitable for youthful-offenders in order to research on "effects of self-enlightenment program on juveniles delinquents self-concept". For this purpose, the fundamental data were set on development of the program suitable for the objects in accordance with types of juveniles delinquents. Concrete problems of study are as follows : First, is there any difference in self-concept between juveniles delinquents group and general juveniles group? Sceond, in case of executing the self-enlightenment program to the juveniles delinquentns, does the self-concept change affirmatively? Third, in case of executing the self-enlightenment program to the juveniles delinquents, is there any difference in change of self-concept in accordance with types of delinquents? For this study, data were collected from 43 male juveniles who are provisionally accommodated at Pusan Juveniles Detention House as the experiment group, and also in order to compare the self-concept with above group, data were collected from 41 male juveniles of a class of first grade in k high School in Pusan city as the general juveniles group. The scale of "Self-concept tast" by Jeong, Won-shik(1968) was used as the measuring scale, and the self-enlightenment program was composed with by amending and completing the existing program to be suitable for the objects. The program was executed after pre-testing self-concept, and then the post-test was executed, of which results were done F Verification by changed volume analysis with SSPS/PC^(+) program. The conclusion found by executing self-enlightenment program are as follows : First, self-concept of the juveniles delinguents group was more negative than that of general juveniles group. Second, in case of executing self-enlightenment program to juveniles delinquents, the self-concept changed affirmatively. Third, in case of executing self-enlightenment program to juveniles delinquents, there was difference in change of self-concept in accordance with types of delinquents, and especially there was difference in greatest change in violent crime. Accodingly, such programs should be executed to the direction to be able to develop self-concept of juveniles delinquents, however, these should be applied by specialized leaders by developing programs suitable for characteristics of types of delinquetns.

대학생 무용전공자의 자기결정성, 신체적 자기개념이 무용몰입에 미치는 영향

장미배 전북대학교 교육대학원 2024 국내석사

This study aims to investigate the effects of self-determination and physical self-concept on dance commitment among university dance majors. To achieve the purpose of the study, the differences between variables according to demographic characteristics were analyzed, and the differences in dance commitment according to self-determination and physical self-concept were examined. Additionally, the relationships between self-determination, physical self-concept, and dance engagement were examined, and the effects of self-determination and physical self-concept on dance commitment were analyzed. The subjects of this study were 150 students majoring in dance at four-year universities in the Seoul-Gyeonggi area, and the collected data were analyzed. The data were analyzed using the SPSS 26.0 statistical program, and frequency analysis, exploratory factor analysis, one-way ANOVA, T-test, correlation analysis, and multiple regression analysis were conducted. The results of the analysis are as follows. First, as a result of analyzing the differences in self-determination, physical self-concept, and dance engagement according to demographic variables, significant differences were found depending on gender, grade, and major.No statistically significant differences were found according to career. Second, the results of analyzing the differences in dance commitment according to the levels of self-determination and physical self-concept are as follows. The analysis of differences in dance commitment according to the level of self-determination showed statistically significant differences in all sub-factors. Similarly, the analysis of differences in dance commitment according to the level of physical self-concept revealed significant differences in all sub-factors except for the body fat factor. Third, the analysis of the correlations among self-determination, physical self-concept, and dance commitment revealed both positive and negative correlations across various sub-factors. In self-determination, internal regulation motivation factors showed positive correlations with all sub-factors of dance commitment, while amotivation and external regulation were found to have a partial negative correlation. In terms of physical self-concept, positive correlations were observed between dance commitment and appearance, overall body condition, endurance, physical activity, strength, flexibility, dance competence, and health. However, body fat and self-esteem were found to have a partial negative correlation. Fourth, the analysis of the impact of self-determination and physical self-concept on dance commitment revealed both positive and negative effects across various sub-factors. In terms of self-purposeful experience in dance commitment, internal regulation motivation and appearance and body condition showed positive effects, while imposed regulation exhibited negative effects. In terms of activities and awareness and Sense of achievement and self-confidence in dance commitment, positive effects were observed for internal regulation motivation, dance competence, and appearance and body condition. Similarly, in hypnosis-like states, positive effects were found for internal regulation motivation, dance competence, and health. Heightened concentration in dance commitment showed positive effects for internal regulation motivation, appearance and body condition, and physical activity. Therefore it has been confirmed that self-determination and physical self-concept significantly influence dance commitment among university dance majors. This study aims to provide foundational data to enhance dance immersion, enabling dance majors to experience optimal performance through intrinsic motivation and positive physical self-concept.

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.

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)

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.

발표불안과 자아개념간의 관련성 연구

권용숙 춘천교육대학교 교육대학원 2004 국내석사

본 연구에서는 초등학생의 발표불안과 자아개념이 각각 성별, 학년별에 따라 어떠한 차이를 보이는지를 알아보고, 발표불안과 자아개념의 상관관계를 규명하며 자아개념이 발표불안에 주는 영향을 연구하였다. 따라서 본 연구에서 발표의 교육적 중요성을 인식하고, 발표불안을 만들어 내는 원인을 규명하여, 이를 극복하는데 도움이 될 수 있는 기초 자료를 제공하는데 연구의 목적을 두고 있다. 이러한 연구목적을 바탕으로 다음과 같은 연구문제를 설정하였다. 첫째, 초등학생의 발표불안은 성별, 학년별에 따라 차이가 있는가? 둘째, 초등학생의 자아개념은 성별, 학년별에 따라 차이가 있는가? 셋째, 초등학생의 발표불안은 자아개념과 어떠한 상관성이 있으며 자아 개념은 발표불안에 영향을 주는가? 본 연구는 속초시내 4개 초등학교 4학년과 6학년 730명을 대상으로 설문조사를 실시하였다. 연구대상자의 선별시 학교의 위치, 학급 수를 고려하지 않고 임의표집으로 선정하였다. 모두 705부를 회수하여 불성실하게 응답한 설문지를 제외하고 658부(4학년 328명, 6학년 330명, 남자 336명, 여자 322명)를 최종 분석 자료로 사용하였다. 본 연구에서 사용한 측정도구는 발표불안 척도, 자아개념 검사에 관한 질문지들이다. 수집된 자료의 처리를 위하여 SPSS 프로그램을 사용하였으며, 연구문제를 규명하기 위하여 사용한 통계방법은 다음과 같다. 우선 성별, 학년별에 따른 발표불안과 자아개념의 차이를 알아보기 위해 각각 변량분석을 실시하였으며 발표불안과 자아개념의 상관성을 분석하고자 상관분석을 실시하였다. 끝으로 자아개념이 발표불안에 미치는 영향을 알아보고자 단계적 중다회귀분석을 실시하였다. 이와 같은 연구분석을 통하여 얻은 결과는 다음과 같다. 첫째, 성별, 학년별에 따른 발표불안의 차이를 알아본 결과 성별에서는 F=15.356, p<.001로 통계적으로 유의한 차이가 나타났으며 여학생(X￣=2.383) 보다 남학생(X￣=2.587)이 더 높게 발표불안이 있는 것으로 나타났다. 학년별에서는 통계적으로 유의미한 차이가 나타나지 않았다. 둘째, 성별, 학년별에 따른 자아개념의 차이를 알아본 결과, 성별에 따른 자아개념 하위요인의 차이를 보면 사회적 자아개념 F=5.330, p<.05에서 통계적으로 유의미한 차이가 나타났으며, 사회적 자아개념의 평균도 남자(X￣=3.036)보다 여자(X￣=3.142)가 더 높은 것으로 나타났다. 학년별에 따른 자아개념 하위요인의 차이를 보면 신체적 자아개념 F=27.479, p<.001과 자아개념 전체 F=8.900, p<.01에서 통계적으로 유의미한 차이가 나타났으며, 평균에서도 신체적 자아개념에서 6학년(X￣=3.028)보다 4학년(X￣=3.307)이, 자아개념(전체)에서도 6학년(X￣=3.089)보다 4학년(X￣=3.194)이 더 높게 나타났다. 셋째, 발표불안과 자아개념간의 상관관계를 알아본 결과 전체에서는 학문적 자아개념(r=-.378, p<.001), 사회적 자아개념(r=-.329, p<.001), 신체적 자아개념(r=-.235, p<.001), 정의적 자아개념(r=-.136, p<.001)이 발표불안과 유의미한 부적 상관을 보였다. 학년별에서는 4학년이 학문적 자아개념(r=-.364, p<.001), 사회적 자아개념(r=-.287, p<.001), 신체적 자아개념(r=-.200, p<.001 )순으로 발표불안과 유의미한 부적 상관을 보였으며 6학년은 학문적 자아개념(r=-.401, p<.001), 사회적 자아개념(r=-.386, p<.001), 신체적 자아개념(r=-.299, p<.001), 정의적 자아개념(r=-.192, p<.001)순으로 발표불안과 유의미한 부적 상관을 보였다. 성별에서는 남학생은 학문적 자아개념(r=-.341, p<.001), 사회적 자아개념(r=-.313, p<.001), 신체적 자아개념(r=-.264, p<.001), 정의적 자아개념(r=-.118, p<.05)순으로 발표불안과 유의미한 부적 상관을 보였으며 여학생도 학문적 자아개념(r=-.419, p<.001), 사회적 자아개념(r=-.329, p<.001), 신체적 자아개념(r=-.204, p<.001), 정의적 자아개념(r=-.140, p<.05)순으로 발표 불안과 유의미한 부적 상관을 보였다. 자아개념이 발표불안에 미치는 영향을 알아보기 위하여 단계적 중다회귀분석을 한 결과 전체학생에서는 자아개념의 하위요인 중에 학문적 자아 개념(β=-.313), 사회적 자아개념(β=-.247)순으로 발표불안에 부적 영향을 주었으며 발표불안을 설명하는 변량은 R^(2)= .200로 20.0% 이었다. 남자에서는 자아개념의 하위요인 중에 학문적 자아개념(β=-.248), 사회적 자아개념(β=-.210), 신체적 자아개념(β=-.118)순으로 발표불안에 부적 영향을 주었으며 발표불안을 설명하는 변량은 R^(2)=.181로 18.1%이었다. 여자에서는 자아개념의 하위요인 중에 학문적 자아개념(β=-.358), 사회적 자아개념(β=-.237)순으로 발표불안에 영향을 주었으며 발표불안을 설명하는 변량은 R^(2)= .228로 22.8% 이었다. 4학년에서는 자아개념의 하위요인 중에 학문적 자아개념(β=-.303), 사회적 자아개념(β=-.187)순으로 발표불안에 영향을 주었으며 발표불안을 설명하는 변량은 R^(2)= .164로 16.4% 이었다. 6학년에서는 자아개념의 하위요인 중에 학문적 자아개념(β=-.312), 사회적 자아개념(β=-.292), 신체적 자아개념(β=-.120)순으로 발표불안에 부적 영향을 주었으며 발표불안을 설명하는 변량은 R^(2)= .274로 27.4% 이었다. 이상의 결과에서 다음과 같은 시사점을 찾을 수 있다. 첫째, 가정에서는 신뢰를 줄 수 있는 가정의 민주적 분위기를 구성하여 자녀의 성격 핵심이 되는 자아개념이 발달되도록 해야 한다. 둘째, 가정 다음으로 중요한 역할을 하는 교사는 긍정적인 자아개념 형성을 위해 그들을 따뜻하고 친근하게 받아들임으로서 애정을 기울이고 실제적인 배려를 해 준다면 이미 형성된 부정적인 자아개념까지도 긍정적으로 변화 시킬 수 있을 것으로 생각된다. 또한 사회까지 긴밀하게 연계되어 일관성있는 지도를 할 때 어느 생활에서든 자신감을 가지고 나갈 수 있을 것이며, 당당하게 자기표현을 할 줄 아는 사람이 되리라고 본다. This study was aimed to find whether elementary student's speech anxiety and self-concept show some differences according to each sex and school year, to examine closely the relevance of speech anxiety and self-concept, and to study influences that self-concept has on speech anxiety. Therefore, The purposes of this study were to recognize the educational importance of speech, to examine causes that make speech anxiety, and to supply basic data that can help get over it. With above purposes, the following questions of this study was established. First, Is elementary student's speech anxiety different according to each sex and school year? Second, Is elementary student's self-concept is different according to each sex and school year? Third, Is there any correlation elementary student's speech anxiety and self-concept and some correlation and does self-concept have influence on the speech anxiety? The subjects of this research were 730 elementary students of the 4-year and 6-year in Sokcho city regardless of the location of a school and the class number. The questionnaire of 658 students (328 students of 4-year, 330 students of 6-year and 336 boys, 322 girls) were taken as final analysis data except questionnaire that had responded dishonestly of all 705 students. Methods that were used by this research were a speech anxiety measurement and a questionnaire about the self-concept. The SPSS program was used to process collected data and the statistics to examine subjects of study are as following: at first, a variance analysis was used respectively to find the difference of the speech anxiety and self-concept according to each sex and school year and a relevance analysis was used to know the interrelationship of them. At last, a gradual multi regression analysis was used to know the influence that the self-concept has on the speech anxiety. Through such research analysis, the results were as belows: First, the result of the difference of speech anxiety according to a sex and a school year showed that there was a statistically meaningful difference as F=15.356, p<.001 according to each sex and boy students (X￣=2.587) had more speech anxiety than girl students(X￣ =2.383) but there was no statistically meaningless difference according to a school year. Second, the result of the difference of self-concept according to a sex and a school year showed that as a subordinate factor of self-concept according to a sex, there was a statistically meaningful difference in social self-concept F=5.330, p<.05 and boys(X￣=3.036) were higher than girls(X￣=3.142) in the average of social self-concept. As a subordinate factor of self-concept according to a school year, there was a statistically meaningful difference in physical self-concept F=27.479, p<.001 and self-concept whole F=8.900, p<.01, 4-year students (X￣=3.307) were higher than 6-year students(X￣=3.089) in the average of physical self-concept, and 4-year students (X￣=3.194) were higher than 6-year students (X￣=3.089) in self concept (whole). Third, the result of the relevance between speech anxiety and self-concept showed that in the case of whole students, academic self-concept (r=-.378, p<.001), social self-concept(r=-.329, p<.001), physical self-concept (r=-.235, p<.001), emotional self-concept (r=-.136, p<.001) showed a meaningful negative relevance with the speech anxiety and that according to a school year, 4-year students showed a meaningful negative relevance with the speech anxiety academic as self-concept(r=-.364, p<.001), social self-concept (r=-.287, p<.001), physical self-concept (r=-.200, p<.001) in order and 6-year students showed a meaningful negative relevance with the speech anxiety as academic self-concept (r=-.401, p<.001), social self-concept (r=-.386, p<.001), physical self-concept (r=-.299, p<.001), emotional self-concept (r=-.192, p<.001) in order and that according to a sex, boy students showed a meaningful negative relevance with the speech anxiety as academic self-concept (r=-.341, p<.001), social self-concept (r=-.313, p<.001), physical self-concept (r=-.264, p<.001), emotional self-concept (r=-.118, p<.05) in order, girl students showed a meaningful negative relevance with the speech anxiety as academic self-concept (r=-.419, p<.001), social self-concept (r=-.329, p<.001), physical self-concept (r=-.204, p<.001), emotional self-concept (r=-.140, p<.05) in order. By using the multi regression analysis to know what influence the self-concept has on the speech anxiety, the results showed that in the whole students, academic self-concept(β=-.313), social self-concept (β =-.247) of all subordinate factors of self-concept had negative influence on the speech anxiety in order, and the variance which explains the speech anxiety was 20.0% as R^(2)=.200 and that in the case of boy students, academic self-concept (β=-.248), social self-concept (β=-.210), physical self-concept (β=-.118) of all subordinate factors of self-concept had negative influence on the speech anxiety in order, and the variance which explains the speech anxiety was 18.1% as R^(2)=.181 and that in the case of girl students, academic self-concept (β=-.358), social self-concept (β=:-.237) of all subordinate factors of self-concept had negative influence on the speech anxiety in order, and the variance which explains the speech anxiety was 22.8% as R^(2)=.228. Besides, in the 4-year students, academic self-concept(β=-.303), social self-concept(β=-.187) of all subordinate factors of self-concept had negative influence on the speech anxiety in order, and the variance which explains the speech anxiety was 16.4% as R^(2)=.164 and in the 6-year students, academic self-concept (β=.312), social self-concept (β=-.292), physical self-concept (β=-.120) of all subordinate factors of self-concept had negative influence on the speech anxiety in order, and the variance which explains the speech anxiety was 27.4% as R ^(2)=.274. According to above results, the followings were suggested. First, the family should make a democratic home that can trust each other and have to develop children's self-concept that is essential part of personality. Second, the teacher who has an important role next to home should treat students with a warm, affectionate and intimate manners to make a form a positive self-concept. If then, a negative self-concept of the students can be changed into positive one. Besides, if they have a close relation with the society and are instructed consistently, they will become a person with a self-confidence and can express themselves proudly.