對人行動에 있어서의 地域間, 學歷水準間의 差異

Abstract

本 硏究에서는 對人間 社會的 事態에서 나타나는 對人行動을 考察하고, 擧校生活과 家庭環境이 對人行動에 미치는 영향을 究明하는데 그 目的이 있다. 따라서 本 硏究에는 다음과 같은 問題를 設定하여 밝히고자 한다. 1 . 도시 高等學生, 지방 高等學生, 도시 大學生, 지방 大學生間의 對人行動의 差異를 究明하고자 한다. 2 . 學校生活과 對人行動의 關係를 究明하고자 한다. 3 . 家庭環境에 따른 對人行動의 差異를 究明하고자 한다. 以上과 같은 問題들을 해결하기 위하여 無選標集 方法에 의해 도시와 지방에 있는 高等學生과 大學生 1 , 3學年(男 : 514名, 女: 382名) 896名을 對象으로 하였다. 測定道具는 金 在恩의 「對人關係診斷尺度 (高等學校, 大學, 成人用, 1980 )와 學校成績, 敎師에 의해 評定된 生活態度 點數, 질문지를 사용했으며 評定者로 하여금 選定된 對象學生에게 실시케 하여 회수하였다. 對人關係診斷尺度에 따른 8개 次元에 따라 集團間의 平均値와 標準偏差値를 男女別로 산출하여 그 結果를 F검증과 Scheffe test로 有意度를 測定했으며 , 學校生活과 對人行動과의 相關係數를 男女別로 산출하여 비교하였다. 硏究의 結果는 다음과 같다. 1 . 對人行動에 있어서 女高生만 제외하고는 도시와 지방이라는 지역적 차이는 없다고 나왔다. 大學生과 高等學生은 有意한 差를 볼 수 있는데, 大學生이 高等學生에 비해 支配的-獨裁的이고 協同的-過度因習的이라고 나왔다. 2 . 學校生活과 對人行動과의 關係는 男子의 경우만 有意한 相關이 나왔다. 學敎成績과 對人行動과의 關係를 보면, 주지과목 성적이나 반 석차가 우수한 學生일수록 支配的-獨栽的이고 反抗的-不信的이며 責任感-超正常的이라고 나타났다. 음악, 체육과목 성적이 우수한 學生일수록 自己抹殺的-被虐待的이지 않고 미술과목 성적이 우수한 學生일수록 支配的-獨裁的이라고 나왔다. 生活態度와 對人行動과의 關係를보면, 사교적이고 덕성스러운 男學生일수록 柔順的-依存的이고 능력있는 男學生일수록 反抗的-不信的으로 나타났다. 3. 家庭環境과 對人行動과의 關係는 男子의 경우만 有意하다. 出生 順位에 따른 對人行動을 보면, 長子가 次子보다 反抗的-不信的이라고 나왔다. 부모의 직업에 따른 對人行動을 보면 부모의 직업이 직장인인 學生에 비해 부모의 직업이 없는 學生이 反抗的-不信的으로 나타났고 부모의 직업이 상업인 학생에 비해 농업인 학생이 反抗的-不信的으로 나타났다.;This study aims at examining the interpersonal behavior which appears under the social environments, and investigating the effects of school life and home environments on the interpersonal behavior. The questions to be studied are as follows: 1. Difference between hish school students in city and those in countryside, college students in city and those in countryside. 2. Relationship between school life and interpersonal behavior. 3. Difference of behavior due to home environments. The objects of survey have been 896 high school and college (freshmen and juniors) students selected by means of the random sampling (514 males and 382 females). The instruments of measurement have been "the Criteria in Diagnosing Interpersonal Relationship (for high school. college and adults use, 1980), "the records of living attitudes rated by teachers, school records, and questionaires which have been distributed to the selected students and then gathered by the raters. The mean values and standard deviation values of respective groups have been calculated by groups of male and female according to 8 dimensions indicated by the Criteria in Diagnosing Interpersonal Relationship. The significance level has been measured through F-Test and Scheffe Test of the results. The coefficient of correlation between school life and interpersonal behavior has been calculated by groups of male and female, and compared. The results are as follows: 1. There is no regional difference in interpersonal behavior between city and countryside except hish school students. There exists significant difference between college students and high school students' the latters are Managerial-Autocratic (M A ) and Cooperative-Overconventional (C O ) in comparison with the former. 2. As for the relationship between school life and interpersonal behavior, significant correlation is found only in the case of males. Viewing the relationship between school records and interpersonal behavior, the more a student is excellent in wellknown subjects or the higher his class standing is, the more he is Rebellious-Distrustful (R D )and Responsible-Hyper-normal (R H ). The more a student shows excellence in the subjects of Music and Physical Education, the more he is Selfe-ffacing-Masochistic (S M ). The more a student is excellent in the subject of Fine Art, he is Managerial-Autocratic (M A ). As for the relationship between living attitude and interpersonal behavior, the more a male student is sociable and virtuous, the more he is Docile-Dependent (D D ). The more a male student is competent, the more he is Rebellious-Distrustful (R D ). 3. The relationship between home environments and intersonal behavior is significant only in the case of males. As for the interpersonal behavior according to birth order, the eldest son is more Rebellious-Distrustful than the second. Examining the interpersonal behavior according to the occupations of parents, students whose parents are jobless are Rebellious-Distrustful, compared with those parents have hobs. Students whose parents engage themselves in agriculture are Rebellious-Distrustful in comparison with those whose parents engage themselves in commercial business.