사회과학분야 : 무용전공 고등학생의 신체이미지가 자아존중감 및 무용수행능력에 미치는 영향

강은주 ( Eun Ju Kang ),김정수 ( Jung Soo Kim ),이미영 ( Mi Young Lee ),이민기 ( Min Ki Lee ),오진숙 ( Jin Sook Oh ) 한국무용과학회 2014 한국무용과학회지 Vol.31 No.1

The purpose of this study was to examine the influence of body image on self-esteem and dance performance ability of art high school students majoring in dance. Using a purposive sampling method and the questionnaire based on previous study, 443 students majoring in dance were selected from art high schools in Seoul, Daejeon, Kyung-gi, Chung-nam and Chung-buk Province. The method of the statistical analysis used in this study were one-way ANOVA, correlation analysis, multiple regression analysis and path analysis. The conclusion of this study were as follows. First, according to gender, dance career and performance frequency of personal characteristics, there were significant differences in self-esteem and dance performance ability. Second, the body image of art high school students influenced on self-esteem significantly. Physical attractiveness influenced on positive self-esteem and it also negatively influenced on negative self-esteem. Concern of weight and unconcern of appearance influenced on negative self-esteem and they also negatively influenced on positive self-esteem. Third, body image influenced on dance performance ability significantly. Concern of appearance influenced on achievement and confidence of dance performance ability. Physical attractiveness influenced on achievement, concentration and confidence of dance performance ability. Unconcern of appearance influenced on concentration of dance performance and it also negatively influenced on confidence of dance performance. Forth, self-esteem influenced on dance performance ability significantly. Positive self-esteem influenced on achievement, concentration and confidence of dance performance. Negative self-esteem influenced on achievement of dance performance ability. Fifth, there were causal relationship among body image, self-esteem and dance performance ability. To sum up the above results, body image of art high school students majoring in dance influenced on dance performance ability directly. Also, body image had positively indirect influence on dance performance ability through self-esteem.

The Effects of Self-Esteem Training Program on Improvement of Self-Esteem and Speaking Abilities of Students with Physical Disabilities

( Yun Hyang Chong ) 대구대학교 한국특수교육문제연구소 2019 Asia-Pacific Journal of Intellectual Disabilities Vol.6 No.1

Students with disabilities have low self-esteem and lack the ability to speak confidently because of their physical impairment and failure experiences. Therefore, in this research, the self-esteem training program was developed and applied to students with physical disabilities, and the effects of self-esteem and speaking ability of physically disabled students were examined. The subjects of this study were 20 students from D special-education school in Daegu Metropolitan City. Experimental design methods applied for the experiment of this study are experimental design of pre- and post-test control group. After applying the self-esteem improvement program to the experimental group and not applying it to the control group, pre- and post-test were done to both the experimental group and the control group to compare the experimental treatment results. The results of this study were as follows: First, the students of the experimental group who performed the self-esteem training program showed a positive improvement in general self-esteem, social self-esteem, family self-esteem and school self-esteem compared to the control group. Second, the experimental group participating in the self-esteem training program improved speaking ability in four areas: content selection, content organization, expression and delivery, attitude. Based on the above conclusions, it is suggested that the self-esteem training program for the students with disabilities should be developed in accordance with the characteristics of the learner, so that long-term training should be done using the creative experiential activity time.

청소년의 자존감, 문제해결력, 스트레스와 범불안의 인과모형분석

이준희,조용태 한국발달장애학회 2006 발달장애연구 Vol.10 No.2

The present study was undertaken to investigate the causal relationship of the self-esteem, problem-solving ability, stress, and generalized anxiety disorder of the adolescents. The research questions of the study were as follows. First, is adolescents's self-esteem, problem-solving ability, and stress significantly different as a function of their Generalized Anxiety Disorder, respectively? Second, how much the effect of the self-esteem, problem-solving ability and stress of the adolescents on their Generalized Anxiety Disorder is it? The subjects of the study were 600 adolescents who are attending at high school in Seoul. The subjects were selected by cluster sampling method. The level of the Generalized Anxiety Disorder was measured though the Generalized Anxiety Disorder questionnaires by Kim and Min(1998). The level of adolescents's self-esteem was measured though the self-esteem questionnaires by Cho(1998). The level of adolescents's problem-solving ability was measured though the self-esteem questionnaires by Lee(2001). The level of adolescents's stress was measured though the self-esteem questionnaires by Lee(1997). The data were analyzed by Pearson's correlation, multiple regression analysis, and path analysis. The results of the study were as follows: First, adolescents's self-esteem, problem-solving ability and stress was significantly different as a function of their Generalized Anxiety Disorder. Second, between the adolescents's self-esteem, stress and Generalized Anxiety Disorder had the direct causal relationship. Also, adolescents's problem-solving ability was in direct causal relationship with their degree of Generalized Anxiety Disorder. 이 연구에서는 과도하고 통제하기 어려우며 불안을 지속시키는 특징이 있는 청소년들에게 초점을 맞추고, 그들의 자존감, 문제해결력, 스트레스와 범불안이 어떠한 인과관계를 가지는지 알아보고자 한다. 연구의 대상은 서울의 25개 구 중 2개구 가운데 강북구 소재인 5학교 중 3개 학교를 선정하였고, 강남구 소재인 17학교 가운데 3개 학교를 선정하였다. 한 학교당 12학급 가운데 성별․학년별로 여섯 학급을 선정하여 각각 100명씩 600명을 대상으로 표집하였다. 측정도구는 범불안을 측정하기 위해 Meyer, Miller, Metzger와 Borkovec가 개발한 자기보고형 검사를 김정원과 민병배가 번안한 검사를 사용하였다. 또한 자존감을 측정하기 위해 Rosenberg가 개발한 자존감 척도를 조영순이 번안한 검사를 사용하였다. 또한 스트레스를 측정하기 위해 이경주의 척도를 사용하였다. 그리고 문제해결력을 측정하기 위해 Heppner와 Peterson이 개발한 문제해결력검사를 이정림이 번안한 검사를 사용하였다. 자료처리는 Pearson의 상관분 석, 중다회귀분석, 경로분석으로 처리하였다. 연구의 결과는 청소년의 자존감, 문제해결력, 스트레스는 범불안과 밀접한 상관관계가 있었다. 또한 청소년의 자존감, 문제해결력, 스트레스와 범불안 간에 인과관계가 있는 것으로 나타났다.

전문대 간호학생의 자아존중감, 자기효능감 및 문제해결능력에 관한 연구

양혜주 대한사고개발학회 2013 사고개발 Vol.9 No.3

본 연구의 목적은 전문대 간호학생의 자아존중감, 자기효능감 및 문제해결능력에 관하여 탐구하고 문제해결능력의 영향요인을 확인하는 것이다. 자료수집은 2개의 전문대학 간호과 2,3학년 재학생 349명을 대상으로 설문지를 이용하여 이루어졌으며, 수집된 자료는 SPSS 18.0 프로그램으로 분석하였다. 분석결과 대상자의 자아존중감의 평균은 3.69±0.55, 자기효능감은 3.44±0.47, 문제해결능력은 3.84±0.50이었으며, 자아존중감, 자기효능감 및 문제해결능력과는 양적 상관관계가 있었다. 문제해결능력은 학업성적, 대인관계, 전공만족도 및 임상실습만족도에 따라 통계적으로 유의한 차이가 있었으며, 문제해결능력에 미치는 영향요인은 자기효능감과 자아존중감으로 변수들의 설명력은 46.9%이었다. 결과를 통해 전문대학 간호학생에게 자아존중감과 자기효능감 강화와 함께 문제해결능력의 향상이 필요함을 확인하였다. 본 연구 결과는 간호교육에서 교육과정 개발과 평가 및 효과적인 교수학습방법 개발에 필요한 기초자료가 될 것이다. The purpose of this study was to investigate self esteem, self-efficacy and problem solving ability and influencing factors on the problem solving ability in nursing students. The data was collected from 349 nursing students of 2 colleges by means of self-reported questionnaires including self esteem scale, self efficacy scale and PSI scale. Collected data was analyzed on SPSS 18.0 program. The mean score of self esteem was 3.69±0.55, self efficacy was 3.44±0.47 and problem solving ability 3.84±0.50 in nursing students. There were significantly correlated among self esteem, self efficacy and problem solving ability. Problem solving ability were significant differences according to academic score, interpersonal relationship, satisfaction of major and satisfaction of nursing practice. In multiple regression analysis self esteem and self efficacy were significant factors of problem solving ability explaining 46.9% of the variables. These findings indicate that there is a need to increas problem solving ability including self esteem and self efficacy in nursing students. The results should be reflected in the evaluation and development of curriculum and development of effective learning method.

대학생의 자기존중감과 자기주도학습능력의 관계에서 학업적 자기효능감의 매개역할

권재환,권성복,박유미 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.17

The purpose of this study was to establish a relationship model between self-esteem, academic self-efficacy and self-directed learning ability of college students, and to verify the mediating effect of academic self-efficacy in the relationship between self-esteem and self-directed learning ability. To this end, a questionnaire survey was conducted on 400 students attending a four-year college located in J-do. To verify the research model, correlation analysis and structural equation model (SEM) analysis were performed using SPSS 25.0 and AMOS 25.0. The results of this study are as follows. First, as the level of self-esteem increased, the level of academic self-efficacy and self-directed learning ability increased. Second, as the level of academic self-efficacy, the level of self-directed learning ability increased. Third, the model that set with self-esteem as a prophetic variable, academic self-efficacy as a mediating variable, and self-directed learning ability as a result variable had a full mediating effect. Therefore, although self-esteem has no direct effect on self-directed learning ability, it was confirmed that it has an indirect effect on self-directed learning ability by increasing academic self-efficacy. The results of this study confirmed that the improvement of self-esteem and academic self-efficacy helps to improve self-directed learning ability. It also suggests that in order to improve the self-directed learning ability of college students, it is necessary to educate and guide self-esteem to lead to academic self-efficacy. 본 연구는 대학생의 자기존중감과 학업적 자기효능감 및 자기주도학습능력 간 관계모형을 설정하고, 자기존중감과 자기주도학습능력의 관계에서 학업적 자기효능감의 매개효과를 검증하고자 하였다. 이를 위하여 J도에 소재한 4년제 대학에 재학 중인 대학생 400명을 대상으로 설문조사를 실시하였다. 연구모형을 검증하기 위해 SPSS 25.0과 AMOS 25.0을 이용하여 상관분석과 구조방정식 모형(SEM) 분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 자기존중감이 높을수록 학업적 자기효능감과 자기주도학습능력이 높은 것으로 나타났다. 둘째, 학업적 자기효능감이 높을수록 자기주도학습능력이 높은 것으로 나타났다. 셋째, 자기존중감을 예언변인으로, 학업적 자기효능감을 매개변인으로, 자기주도학습능력을 결과변인으로 설정한 모형은 완전매개효과가 있는 것으로 나타났다. 따라서 자기존중감이 자기주도학습능력에 미치는 직접적인 영향력은 없지만, 학업적 자기효능감을 높여서 자기주도학습능력에 간접적인 영향을 미치는 것을 확인하였다. 본 연구의 결과는 자기존중감과 학업적 자기효능감이 자기주도학습능력을 향상시키는 데 도움이 된다는 것을 확인하고, 대학생의 자기주도학습능력 증진을 위해서는 자기존중감이 학업적 자기효능감으로 이어질 수 있는 교육적 개입과 지도가 필요함을 시사한다.

간호대학생의 자기표현능력과 자아존중감이 정서조절곤란에 미치는 영향

정춘화 사단법인 한국안전문화학회 2025 안전문화연구 Vol.- No.49

This study aimed to identify the effects of self-expression ability and self-esteem on difficulties in emotion regulation among nursing students, thereby providing a basis for strengthening their emotional regulation competency. This will contribute to enhancing core competencies for safe patient care by increasing nurses' emotional stability in the clinical field. Data were collected from April 22 to May 21, 2025, through convenience sampling at a university located in Province J. A total of 242 nursing students were included in the final analysis. Data were analyzed using independent t-test, ANOVA, tukey test, Pearson’s correlation, and multiple regression. The results showed that the group with a ‘Low’ difficulties in emotion regulation had significantly higher self-expression ability and self-esteem than the ‘Medium’ and ‘High’ groups. Self-expression ability and self-esteem were positively correlated (r=.488, p<.001), whereas both self-expression ability (r=–.604, p<.001) and self-esteem (r=-.688, p<.001) demonstrated negative correlations with emotion regulation difficulties. Factors influencing difficulties in emotion regulation included self-esteem (β=-.449, p<.001), self-expression ability (β=-.316, p<.001), and experience of difficulties in emotion regulation (β=.192, p<.001), explaining 60.2% of the model variance. These findings indicate that nursing students’ emotion regulation competency can be enhanced by improving self-esteem and self-expression. Therefore, it is necessary to develop integrated emotional regulation competency programs that include self-expression and self-esteem, not only for students’ mental health but also for cultivating a healthcare workforce capable of safe patient care.

예비영유아교사의 자기주도적 학습능력과 진로적응성: 자아존중감의 매개효과

강영욱 한국 영유아 교육·보육학회 2025 영유아교육.보육연구 Vol.18 No.1

This study examined the relationships between the self-directed learning ability, career adaptability, and self-esteem of college students and investigated whether self-esteem mediates the relationship between self-directed learning ability and career adaptability. A total of 124 students enrolled in courses taught by the researcher at S University in Seoul participated in the study. The subjects completed a survey that measured self-directed learning ability, career adaptability, and self-esteem using standardized scales. The collected data were analyzed using SPSS 22.0 and PROCESS Macro ver. 4.2 to perform frequency analysis, basic statistical analysis, reliability testing, correlation analysis, multiple regression, and bootstrapping to test for mediating effects. The findings were as follows: First, there was a statistically significant positive correlation between the college students’ self-directed learning ability, career adaptability, and self-esteem, and the multiple regression analysis results showed that self-directed learning ability had a relatively higher effect on career adaptability than self-esteem. Second, self-esteem was found to mediate the relationship between self-directed learning ability and career adaptability, with the mediation effect confirmed as statistically significant via bootstrapping. These results suggest that to improve college students’ career adaptability, it is necessary to provide various education and support to improve self-directed learning ability, and since college students’ self-esteem also has a significant effect on this process, research on specific program application methods aimed at boosting self-esteem is needed.

유아기의 자아존중감과 사회적 유능감이학습준비도를 매개로 초등학교 시기 학업능력에 미치는 영향

김선영,황희숙 인지발달중재학회 2024 인지발달중재학회지 Vol.15 No.3

Objective: To analyze the relationship between self-esteem, social competence, and academic ability in early childhood and to verify the mediating effect of learning readiness on the effect of self-esteem and social competence in early childhood on academic ability in elementary school. Methods: The structural equation model was applied and analyzed based on the data of 830 students in the 7th (2014) and 8th years (2015) of the 1st grade of elementary school. The data came from the Child Care Policy Research Institute. First, skewness and kurtosis were identified through descriptive statistical analysis. Second, through correlational analysis, the correlation coefficients between children’s self-esteem, social competence, school readiness, and academic ability in elementary school were calculated. Third, after checking the reliability of each scale, Cronbach’s alpha coefficients were calculated. Fourth, confirmatory factor analysis was performed to verify the validity of each factor and the suitability of the research model, and bootstrapping was used to verify the mediation effect. Results: First, self-esteem, social competence, school readiness, and academic ability were found to have a positive correlation among the variables. Self-esteem had a positive effect on social competence, learning readiness, and academic ability; social competence had a positive correlation with school readiness; and academic ability and school readiness had positive correlation with academic ability. Second, the results of the structural model analysis showed that self-esteem and social competence not only directly affected academic ability but also had a major mediating effect in the path from self-esteem and social competence to academic ability through school readiness. Conclusions: This study has implications for elementary school preparation through cooperation and the path of elementary schools through cooperation and families.

예비유아교사의 자아존중감이 자아탄력성과 정서조절능력 및 공감능력에 미치는 영향

최미숙(Mi Soog Choi) 한국산학기술학회 2020 한국산학기술학회논문지 Vol.21 No.12

본 연구의 목적은 예비유아교사의 자아존중감이 자아탄력성과 정서조절능력 및 공감능력에 미치는 영향을 알아보는 데 있다. 연구대상은 I 소재지의 W대학교 유아교육과 대학생 230명을 대상으로 실시하였으며, 자료처리는 SPSS 24.0을 사용하여 분석하였다. 연구결과 첫째, 예비유아교사의 자아존중감은 자아탄력성과 정서조절능력 및 공감능력에 유의미한 정적 상관이 있는 것으로 나타났다. 또한 각각의 하위변인에 있어서 자아탄력성에는 긍정성에 정서조절능력에는 자기정서조절능력에 그리고 공감능력에는 인지적 공감능력에 가장 큰 정적 상관이 있는 것으로 나타났다. 둘째, 자아존중감이 자아탄력성에 유의한 정적 영향을 미치고 있는 것으로 나타났으며, 하위변인 중 일반적 자아개념, 자기책임, 개인적인 성실 순으로 영향을 미치는 것으로 나타났다. 셋째, 자아존중감이 정서조절능력에 있어서는 개인적인 성실에 영향력을 미치는 것으로 나타났다. 넷째, 자아존중감이 공감능력에 미치는 영향은 자기주장이 공감능력에 유의한 정적영향을 미치고 있는 것으로 나타났다. 이러한 연구결과를 볼 때 예비유아교사의 자아존중감에 대한 중요성을 재인식하게 되었으며, 교육과정에 있어서 자아존중감을 향상시킬 수 있는 다양한 교육활동 연구가 필요함을 시사하는 사료가 된다. This study examined the effect of self-esteem of pre-infant teachers on self-elasticity, emotional regulation, and empathy. The subjects of this study were 230 university students from W University"s Early Childhood Education Department in location I. The data were analyzed using SPSS 24.0. In addition, in each sub-variable, self-elasticity was found to have the greatest positive correlation with positivity, emotional regulation ability with self-emotional regulation ability, and empathy ability with cognitive empathy ability. Second, self-esteem had a significant positive effect on self-elasticity, and among the sub-variables, this study found that general self-concept, self-responsibility, and personal integrity in order were important determinants. Third, self-esteem has an influence on personal integrity in emotional regulation ability. Fourth, as for the effect of self-esteem on empathy ability, it was found that self-assertion had a significant and positive effect on empathy ability. These research results have led to re-awareness of the importance of pre-service early childhood teachers" self-esteem, suggesting that research on various educational activities that can improve self-esteem in the curriculum is needed.

유아의 환경신념태도와 인지능력, 언어능력, 자아존중감 간의 관계 분석

지성애,정진화,신혜정 한국영유아교원교육학회 2018 유아교육학논집 Vol.22 No.6

The Purpose of this study was to investigate the relationships among children’s environmental beliefs and attitudes, cognitive ability, language ability, and self-esteem. The subjects used in this study were 200 children who attended kindergarten located at S city. The Belief and Attitude scale for Young Children, The Kaufman Assessment Battery for Children Second Edition, Receptive And Expressive Vocabulary Rest, and The Self-Esteem Inventory for Young Children were used to analyze the collected data. Pearson’s correlation and Multi-Regression Analysis were used to analyze the data. The results of this study are that first, there were significant positive correlations between environmental beliefs and attitudes, cognitive ability, language ability, and self-esteem. Second, self-esteem of children is a positive variable that predicts environmental beliefs and attitudes. Furthermore cognitive ability is a also a positive variable that predicts environmental beliefs and attitudes. Third, ‘emotional self-esteem’ which is a subordinate factor of self-esteem of children, is the most significant predictor of environmental beliefs and attitudes of children. In addition, ‘Simultaneous Processing’ a subordinate factor of ‘cognitive ability’ and 'social self-esteem' a subordinate factor of self-esteem are additional predictors of environmental beliefs and attitudes of children. 본 연구에서는 유아의 환경신념태도와 인지능력, 언어능력, 자아존중감 간의 관계성을 분석하는데 목적이 있다. 연구대상은 만 3, 4, 5세 유아 총 200명이었으며, 평균 월령은 59.88(SD=10.15)개월이었다. ‘환경신념태도’, ‘KABC-Ⅱ’, ‘REVT’, ‘자아존중감’검사도구들을 통해 연구자료를 수집하고, 수집된 자료는 Pearson 적률상관관계와 단계적 중다회귀분석을 통해 검증하였다. 연구결과, 유아의 환경신념태도와 인지능력, 언어능력, 자아존중감 간에는 정적상관이 있는 것으로 나타났다. 유아의 환경신념태도에 미치는 상대적 영향력을 살펴본 결과, 자아존중감이 가장 강력한 예측변인으로 나타났으며, 다음으로 인지능력이 영향력 있는 예측변인으로 밝혀졌다. 또한 하위요인 분석결과, 유아 자아존중감의 하위요인인 정서적 자아가 환경신념태도에 상대적으로 영향을 미치는 강력한 예측변인으로 나타났으며, 다음으로 인지능력 하위요인인 동시처리가 환경신념태도를 설명하는 예측변인으로 밝혀졌다. 이어서 자아존중감의 하위요인인 사회적 자아가 환경신념태도를 설명하는 예측변인으로 나타났다.