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자기효능감과 자아탄력성이 초등학생의 학습된 무기력에 미치는 영향
유지영 ( Jee Young You ),김춘경 ( Choon Kyung Kim ) 한국정서·행동장애아교육학회(구 한국정서학습장애아교육학회) 2014 정서ㆍ행동장애연구 Vol.30 No.1
본 연구는 초등학생의 자기효능감과 자아탄력성이 학습된 무기력에 미치는 영향을 밝히고자 하였다. 연구대상은 초등학교 4, 5, 6학년 809명이었고 학습된 무기력, 자기효능감, 자아탄력성 설문지를 실시하였다. 자료분석은 SPSS 14 통계처리프로그램으로 연구대상의 일반적 특성을 확인하였고, 학습된 무기력, 자기효능감, 자아탄력성 간의 Pearson 상관계수, 학습된 무기력, 자기효능감, 자아탄력성 간의 중다회귀분석을 실시하였다. 자기효능감과 자아탄력성이 초등학생의 학습된 무기력에 미치는 영향을 분석한 결과, 첫째, 자기효능감과 자아탄력성은 학습된 무기력과 부적 상관이 있는 것으로 나타났다. 둘째, 자기효능감의 하위변인인 자신감과 자기조절 효능감은 초등학생의 학습된 무기력에 영향을 미치는 것으로 나타났다. 셋째, 자아탄력성의 하위변인인 친구관계, 활력성, 감정통제는 초등학생의 학습된 무기력에 영향을 미치는 것으로 나타났다. 넷째, 학습된 무기력의 하위변인에 대한 자기효능감과 자아탄력성의 하위변인의 영향력을 분석한 결과, 자기효능감의 하위변인인 자신감과 자아탄력성의 하위변인인 활력성, 친구관계가 학습된 무기력의 하위변인에 많은 영향을 미치는 것으로 나타났다. 이러한 연구결과가 학습된 무기력 수준이 높아서 다양한 정서, 행동적 문제를 가진 초등학생들을 지도하는 교사나 상담사에게 주는 시사점을 논의하였으며, 후속연구를 위한 제언을 하였다. The purpose of this study was to analyse the effects of self-efficacy, self-resilience on learned-helplessness of Elementary school students. The Participants were 809 4th~6th elementary school students and learned-helplessness, self-efficacy, self-resilience were measured with questionnaire based on several studies. The data analyzed by using frequence, percentage, Pearson correlation, multiple regression. The research findings were as follows. First, There were negative correlations between learned-helplessness with self-efficacy and self-resilience. Second, Subordinate concept, confidence and efficacy of self-adjustment of self-efficacy have effects on learned-helplessness of elementary school students. Third, Subordinate concept, relationship of friend, vitality, emotion-control of self-resilience have effects on learned-helplessness of elementary school students. Forth, Subordinate concept, confidence of self-efficacy and vitality, relationship of friend of self-resilience have effects on subordinate concept of learned-helplessness. The results of the study showed that learned-helplessness of elementary school students is decreased by increasing self-efficacy, self-resilience to theaters and therapists. Finally, implications for future studies and the limitations of this study were descussed.
가정문해활동, 어머니의 언어적 행동 및 영아-어머니 간 공동주의와 영아의 언어·인지 발달간의 관계
김명순(Myoung Soon Kim),한찬희(Chan Hee Han),유지영(Jee Young You) 한국아동학회 2012 아동학회지 Vol.33 No.3
This study was conducted in order to identify the relationship between the home literacy activities, mothers` verbal behavior, toddler-mother joint attention and the language-cognitive development of toddlers. The language-cognitive development of toddlers was assessed by means of the Mental Scale from the Korean Bayley Scale of Infant Development Ⅱ (K-BSID-Ⅱ). The home literacy activities were measured by means of the questionnaire used by You (2009), which was partly modified from Shapiro (1979). Lee & Kim (2004)`s categories was used to observe the mothers` verbal behaviors during shared book reading; joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). One of the more important conclusions of this study is our suggestion that mothers` verbal behaviors and the toddler-mother coordinated joint attention were significantly related to the language-cognitive development of toddlers as it takes place within low-income families.