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非進學靑少年과 進學靑少年의 自我槪念 比較硏究
- 非進學靑少年과 進學靑少年의 自我槪念 比較硏究
- Other Titles
- (A) comparative study on Self-Concepts of students (Adolescent) enrolled in the regular middle school and those not enrolled in the regular middle school
- Issue Date
- 대학원 교육학과
- 비진학; 진학; 청소년; 자아개념
- 이화여자대학교 대학원
- Ⅰ. 硏究의 目的
本 硏究는 非進學靑少年의 自我槪念과 進學靑少年의 自我槪念을 比較하고 그들의 自我槪念에 미치는 家庭環境과 自我槪念과의 相關關係를 알고자 하는데 目的이 있다.
Ⅱ. 硏究의 假說
A. 進學靑少年集團과 非進學靑少年集團의 自我槪念은 차이가 있을 것이다.
1. 進學靑少年集團은 非進學靑少年集團보다 더욱 肯定的인 自我槪念을 나타낼 것이며 非進學靑少年은 非進學靑少年集團보다 더 욱 否定的인 自我槪念을 나타낼 것이다.
2. 自我槪念의 下位要因에서도 假說 A-1과 같은 結果를 나타낼 것이다.
3. 進學靑少年集團은 非進學靑少年集團보다 높은 自我評價點數를 나타낼 것이다.
B. 兩集團의 自我槪念은 그들의 家庭環境과 相關이 있을 것이다.
1. 家庭環境中 兩集團에서 心理的 環境이 自我槪念과 더 높은 相關을 보일 것이다.
2. 外的 自我槪念中 家庭的 自我는 기타 自我에 비해 家庭環境과 높은 相關을 보일 것이다.
3. 家庭環境의 心理的 環境變因 6個中 自我槪念과의 相關이 가장 높은 것은 言語模型이다.
C. 兩集團의 自我槪念은 그들의 家庭環境水準에 따라 차이가 있을 것이다.
1. 家庭環境水準에 따른 兩集團의 總自我는 非進學集團에서 더 큰 차를 나타낼 것이다.
2. 家庭環境水準에 따른 성별 總自我는 男子靑小年集團에서 차를 나타낼 것이다.
3. 家庭環境水準에 따른 進學別 總變散點數는 非進學集團에서 차를 나타낼 것이다.
4. 家庭環境水準에 따른 進學別 自我評價點數는 進學靑少年集團에서 차를 나타낼 것이다.
Ⅲ. 硏究의 方法 및 節次
假說을 檢證하기 爲하여 中學校 男女 1,2學年 246名과 再建學校 男女 1,2學年 158名 도합 404名을 對象으로 自我槪念檢査와 家庭環境調査를 同一 靑小年에게 實施하여 自我槪念의 平均値(M)와 標準偏差(S.D)를 내고 必要한 變因들 간에 相關을 알기 爲하여 重多相關係數(multiple Correlation)를 算出하였으며 必要에 따라 變量分析과 CR檢證을 하였다.
Ⅳ. 硏究의 結果
A. 〈假說A-1〉은 非進學靑少年集團이 進學靑少年集團에 比해 否定的인 自我槪念을 나타내므로서 肯定되었다.
B. 自我槪念의 下位要因別 肯否는 一部는 肯定되고 一部는 否定되었다.
C. 進學靑少年集團이 非進學靑少年集團에 비해 낮은 自我評價點數를 나타내므로서 〈假說A-3〉은 否定되었다.
D. 兩集團에서 家庭環境의 心理的 變因이 總自我와 보다 相關이 높게 나타났으므로 〈假說B-1〉은 肯定되였다.
E. 自我槪念의 下位要因인 家庭的 自我와 家庭環境과의 相關이 높게 나타나므로서 〈假說B-2〉도 肯定되었다.
F. 進學, 非進學의 경우 모두 總自我와 家庭環境의 心理的 變因중 가장 相關이 높은 것은 작업습관으로 나타났으며 따라서 〈假說B-3〉은 否定되었다.
G. 家庭環境水準에 따른 集團別 總自我는 非進學集團에서 더 큰 차를 나타내므로서 〈假說C-1〉은 肯定되었다.
H. 家庭環境水準에 따른 성별 總自我는 進學集團에서는 男子가 차를 나타내므로서 肯定되었고 非進學集團에서는 女子가 차를 더 나타내므로서 否定되었다.
I. 集團別 家庭環境水準에 따른 進學別 總變散點數의 差는 進學集團에서 의의있게 나타났으므로 〈假說C-3〉은 肯定되었다.
J. 集團別 家庭環境水準에 따른 進學別 自我評價點數는 進學集團에서 2,1의 意義있는 差를 나타내므로서 肯定되었다.
이상의 檢證結果 進學靑少年 集團이 非進學靑少年集團에 비해 肯定的인 自我槪念을 지니고 있음을 알 수 있으며 그들의 家庭環境에 따라 그들의 自我槪念이 肯定, 또는 否定的으로 형성되고 있음을 알 수 있다.;1. Objectives of the Study
The objectives of this study are to compare self-concepts of the regular middle school students and the non regular middle school students of the same age group and to find out the correlations between the self-concepts and family environmental factors of the two groups.
2. Hypotheses of the Study
A. There will be significant differences of self-concepts of the regular students and non-regular students of the same age group :
A-1. The regular students will show more affermative self-concept than the non regular students while the latter will express more negative self-concept than the former.
A-2. The same hypotheses as A-1 will apply to the each element of the sub-divisions of self-concept.
A-3. The regular student group will show higher self criticism scores than the non-regular student group.
B. Self-concept of the two groups will be significantly correlated to the environmental factors of the family.
B-1. Between the two environmental factors of family, psychological environment of the family will be more highly correlated to the self-concept than the physical environment.
B-2. Of the eight self concepts, "Family Self" will be more highly correlated to the family environmental factors than the other self concepts such as physical, moral-ethical, personal and social self, self-identity, self-satisfaction, and self-behavior.
B-3. Among the six variables (Achievement Press, Language Models, Activeness of the Family, Academic Guidance, intellectuality in the Home, Work Habits) of psychological environments of the family, language (models) will be most highly correlated to the self-concept.
C. There will be significant differences of self-concept between the two sub-levels of different family backgrounds.
C-1. The difference of the total positive self-concept between the two different sub-levels of family backgrounds will be greater in the non regular students group than in the regular students group.
C-2. The differences between the two sub-levels of family environmental factors will be greater in the boys than in the girls.
C-3. The differences of the total variability scores between the two levels of family environmental factors will be greater in the non regular students than in the regular students.
C-4. The differences of self criticism scores between the two levels of family environmental factors will be greater in the regular students group than in the non regular student group.
3. Research method and procedure
In order to test the hypotheses, about 246 middle school students at grades 7-8 and 158 non-students from The Jai-Kun institute(non regular middle school) were sampled for the survey. The Self-concept Test and Family Environment Survey administered to these total 404 adolescent were statistically analyzed for Means, Standard Diviations, analysis of co-variance and CR Test to test the differences between the students and non-students groups, and for multiple correlation to investigate the correlation between the self-concept and family environment factors in the two groups.
4. Results of the Study
A. The Hypothesis A-1 was affirmed through the test. The hypothesis A-2 was partly affirmed and partly negated. The hypothesis A-3 were negated through the test; Students group revealed lower self-critism scores than the non-students.
B. Hypothesis B-1 and B-2 were both affirmed through the test. The hypothesis B-3 were negated; The data showed work habits as the most highly correlated psychological factor to self-concept.
C. The Hypothesis C-1 was affirmed through the test. The Hypothesis C-2 was affirmed in the regular student group while negated in the non regular student group. The Hypothesis C-3 was negated through the test. The differences of the variability scores between the two levels of family background were greater in the regular students group than in the non regular student group. The Hypothesis C-4 was affirmed through the test.
In conclusion, the data have shown that the middle school students tend to have more positive self concepts than the non-students of the same age group, and the family environmental factors seem to play a great role in the formation of self-concept in general.
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