학교 부적응과 귀인성향이 학습된 무기력에 미치는 영향

다국어 초록 (Multilingual Abstract)

The present study purposed to explore effects of learned helplessness on the school maladjustment and Attribution Tendency, and figure out what variables have high explainability for the learned helplessness of children in order to come up with the measure to solve the problem of learned helplessness of children at school and propose the educational recommendation to ensure an effective Attribution Tendency based instruction and upbeat(positive) school lives.
The subjects of this study employed to get to the bottom of the effect that the experience with the school maladjustment and Attribution Tendency have on the learned helplessness of children, involved 412 5th to 6th graders of elementary school, including both male and female students, and 191 children who were very likely to suffer the helplessness. t-test was conducted to analyze the variables depending on the gender and grade of students, using SPSS 12.0 for Windows
The findings of this study were as follows.
First, the experience with school maladjustment and the learned helplessness were found to have statistically significant relationship.
Male students were found to have higher propensity to physical and linguistic violence than female students. The upper graders were found to have a tendency to be afraid of self expression and have low self esteem. Children with high propensity to the learned helplessness were found to have low self esteem and aggressive hostility. Therefore, the learned helplessness can be reduced by inducing those children to have less aggressive hostility against people around, have more self confidence or self esteem and changes their lives for the better in school to overcome the school maladjustment.
Second, it was found that the Attribution Tendency and the learned helplessness had statistically significant relationship, and the controllability has a meaningful relationship with the learned helplessness, rather than the Locus of Control. Therefore, the learned helplessness is considered higher if it is attributable to the power, coincidence and luck of others which he or she seemed to assume to have nothing to do with his or her own will. So, the learned helplessness gets relatively alleviated by the increased motivation to learn, given that the outcome can change depending on his or her own will if it is attributable to controllable factors.
Third, the experience with school maladjustment has approximately 9 times powerful explainability as to the learned helplessness than Attribution Tendency. The experience with school maladjustment has a greater explainability for the learned helplessness than the Attribution Conviction, which implies that maladjustive behaviors which children generally display in school are accumulative and aggravate the learned helplessness.