RISS 학술연구정보서비스

검색
다국어 입력

http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.

변환된 중국어를 복사하여 사용하시면 됩니다.

예시)
  • 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
  • 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
닫기
    인기검색어 순위 펼치기

    RISS 인기검색어

      초등학생의 학업적 실패내성, 학습몰입이 학교적응에 미치는 영향 = The Influence of Academic Failure Tolerance and Learning Flow on School-Related Adjustment in Elementary School Students

      한글로보기

      https://www.riss.kr/link?id=T13101431

      • 0

        상세조회
      • 0

        다운로드
      서지정보 열기
      • 내보내기
      • 내책장담기
      • 공유하기
      • 오류접수

      부가정보

      다국어 초록 (Multilingual Abstract)

      The purpose of this study was to analyze Academic Failure Tolerance, Learning Flow on School-Related Adjustment as it pertains to elementary students. Depending on the student's background (gender, grade, academic level, time spent reading, time spent playing games, and family involvement).
      We looked at the correlations between Academic Failure Tolerance, Learning Flow, and School-Related Adjustment. We confirmed that individual background, Academic Failure Tolerance, and Learning Flow affected School-Related Adjustment.
      We used a random sample of 1,555 elementary school students (730 fourth grade and 825 sixth grade) across the Gangwon Province.
      Academic Failure Tolerance was measured using the「The measurement of Academic Failure Tolerance」by Kim A young(2002), Learning flow was measured using the 「learning flow scale」developed by Seok Im bok and Kang Yi Cheol(2007) and 「School-Related Adjustment」by Hyun Ju et al (2006). The data was processed using PASW 18.0 by IBM.

      The study resulted in three categories:
      First, the individual's background affected Academic failure tolerance, Learning flow, and School-Related Adjustment. With gender having no affect on Academic failure tolerance.
      Academic failure tolerance was higher with fourth grade when compared to sixth grade. It was higher with students with higher academic grades. Higher with students who read more books. Less with students who played more games. Also higher with students who had more parent involvement.
      Learning flow was higher with girls when compared to boys. It was higher with fourth grade when compared to sixth grade. Higher with students who read more books. Less with students who played more games. Also higher with students who had more parent involvement.
      School Adjustment was higher with girls when compared to boys. It was higher with fourth grade when compared to sixth grade. Higher with students who read more books. Less with students who played more games. Also higher with students who had more parent involvement.

      Second, the result of correlations between Academic Failure Tolerance, Learning Flow, and School Adjustment. It showed positive correlations between Academic Failure Tolerance, Learning Flow and subfactor. Learning flow, School Adjustment and subfactor. Academic Failure Tolerance, School Adjustment and subfactor. The correlations between Learning Flow and School Adjustment were statistically meaningful. Students with a higher Learning Flow have a higher Academic Failure Tolerance. Allowing them to adjust to their school.

      Third, the biggest factors that influence Learning Flow were academic school adjustment, social school adjustment, affective school adjustment, and whole school adjustment. Affective school adjustment especially had a big effect on Learning Flow.

      Based on the study, in order to achieve positive school adjustment.
      Starting at a young age, parents and school have to create a peaceful environment. Taking into account, the students' Psychological and Physical development. When it comes to Learning Flow we must consider the students' gender.
      We have to develop various systematic programs that nourish failure tolerance with self esteem giving a sense of accomplishment with an established goal.
      번역하기

      The purpose of this study was to analyze Academic Failure Tolerance, Learning Flow on School-Related Adjustment as it pertains to elementary students. Depending on the student's background (gender, grade, academic level, time spent reading, time spent...

      The purpose of this study was to analyze Academic Failure Tolerance, Learning Flow on School-Related Adjustment as it pertains to elementary students. Depending on the student's background (gender, grade, academic level, time spent reading, time spent playing games, and family involvement).
      We looked at the correlations between Academic Failure Tolerance, Learning Flow, and School-Related Adjustment. We confirmed that individual background, Academic Failure Tolerance, and Learning Flow affected School-Related Adjustment.
      We used a random sample of 1,555 elementary school students (730 fourth grade and 825 sixth grade) across the Gangwon Province.
      Academic Failure Tolerance was measured using the「The measurement of Academic Failure Tolerance」by Kim A young(2002), Learning flow was measured using the 「learning flow scale」developed by Seok Im bok and Kang Yi Cheol(2007) and 「School-Related Adjustment」by Hyun Ju et al (2006). The data was processed using PASW 18.0 by IBM.

      The study resulted in three categories:
      First, the individual's background affected Academic failure tolerance, Learning flow, and School-Related Adjustment. With gender having no affect on Academic failure tolerance.
      Academic failure tolerance was higher with fourth grade when compared to sixth grade. It was higher with students with higher academic grades. Higher with students who read more books. Less with students who played more games. Also higher with students who had more parent involvement.
      Learning flow was higher with girls when compared to boys. It was higher with fourth grade when compared to sixth grade. Higher with students who read more books. Less with students who played more games. Also higher with students who had more parent involvement.
      School Adjustment was higher with girls when compared to boys. It was higher with fourth grade when compared to sixth grade. Higher with students who read more books. Less with students who played more games. Also higher with students who had more parent involvement.

      Second, the result of correlations between Academic Failure Tolerance, Learning Flow, and School Adjustment. It showed positive correlations between Academic Failure Tolerance, Learning Flow and subfactor. Learning flow, School Adjustment and subfactor. Academic Failure Tolerance, School Adjustment and subfactor. The correlations between Learning Flow and School Adjustment were statistically meaningful. Students with a higher Learning Flow have a higher Academic Failure Tolerance. Allowing them to adjust to their school.

      Third, the biggest factors that influence Learning Flow were academic school adjustment, social school adjustment, affective school adjustment, and whole school adjustment. Affective school adjustment especially had a big effect on Learning Flow.

      Based on the study, in order to achieve positive school adjustment.
      Starting at a young age, parents and school have to create a peaceful environment. Taking into account, the students' Psychological and Physical development. When it comes to Learning Flow we must consider the students' gender.
      We have to develop various systematic programs that nourish failure tolerance with self esteem giving a sense of accomplishment with an established goal.

      더보기

      목차 (Table of Contents)

      • Ⅰ. 서 론 1
      • 1. 연구의 필요성 및 목적 1
      • 2. 연구내용 4
      • 3. 연구의 제한점 5
      • Ⅱ. 이론적 배경 6
      • Ⅰ. 서 론 1
      • 1. 연구의 필요성 및 목적 1
      • 2. 연구내용 4
      • 3. 연구의 제한점 5
      • Ⅱ. 이론적 배경 6
      • 1. 학업적 실패내성 6
      • 2. 학습몰입 10
      • 3. 학교적응 24
      • 4. 선행연구의 고찰 29
      • 5. 연구 가설의 설정 근거 40
      • Ⅲ. 연구 방법 45
      • 1. 연구 대상 45
      • 2. 연구 도구 47
      • 3. 자료처리 51
      • Ⅳ. 가설 검정 및 해석 53
      • 1. 배경요인별 차이 분석 53
      • 2. 상호상관 분석 88
      • 3. 영향력 분석 90
      • Ⅴ. 논 의 95
      • Ⅵ. 요약 및 결론 105
      • 1. 요약 105
      • 2. 결론 109
      • 3. 제언 112
      • 참 고 문 헌 114
      • ABSTRACT 124
      더보기

      분석정보

      View

      상세정보조회

      0

      Usage

      원문다운로드

      0

      대출신청

      0

      복사신청

      0

      EDDS신청

      0

      동일 주제 내 활용도 TOP

      더보기

      주제

      연도별 연구동향

      연도별 활용동향

      연관논문

      연구자 네트워크맵

      공동연구자 (7)

      유사연구자 (20) 활용도상위20명

      이 자료와 함께 이용한 RISS 자료

      나만을 위한 추천자료

      해외이동버튼