초등학생의 정서인식, 정서표현 및 정서표현양가성이 자기효능감에 미치는 영향
- 발행기관 아주대학교
- 지도교수 박미화
- 발행년도 2015
- 학위수여년월 2015. 2
- 학위명 석사
- 학과 및 전공 교육대학원 상담심리
- 실제URI http://www.dcollection.net/handler/ajou/000000019090
- 본문언어 한국어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
본 연구는 초등학생의 정서인식,정서표현,정서표현양가성이 자기효능감에 미치는 영향에 대해 연구하고자 하였다.이를 위해 경기도에 소재한 4개 초등 학교 6학년 학생 378명을 대상으로 정서인식척도(TMMS),정서표현척도(EEQ), 정서표현양가성척도(AEQ-K),자기효능감척도를 사용하여 검사를 실시하였다. 초등학생(아동기)의 정서 발달은 다른 시기에 비해 중요한 의미를 갖는데,이 때 아동은 정서적 경험에 대한 표상이 가능해 자기 보고를 할 수 있고,타인의 부정적 반응을 예상하여 정서표현을 억제 하는 등 다양한 정서표현 규칙을 학 습하게 된다.그러나 초등학생의 정서경험을 이루는 각 변인(정서인식,정서표 현,정서표현양가성)을 탐색하는 연구는 거의 없어 이에 기초자료를 제공하고 자 본 연구를 실시하였다. 이러한 목적에 따라,본 연구에서는 다음과 같은 연구 문제를 설정하였다. 첫째.초등학생의 정서인식,정서표현,정서표현양가성,자기효능감은 성별에 따라 어떤 차이가 있는가? 둘째.초등학생의 정서인식,정서표현,정서표현양가성과 자기효능감은 어떤 관계가 있는가? 셋째.초등학생의 정서인식,정서표현,정서표현양가성이 자기효능감에 미치 는 영향은 어떠한가? 그 결과 첫째,초등학교 여학생의 정서표현(친밀한 정서표현,긍정적 정서표 현)점수가 남학생에 비해 더 높았고,남학생은 여학생에 비해 자기효능감의 하위요인인 자신감이 높게 측정되었다.정서표현에 성차가 발생한 것은 정서 사회화 관점에서 아동은 부모,또래,교사 등 의미 있는 타인을 통해 정서표 현 규칙을 익히고 내면화하므로 이를 통해 원인을 찾아볼 수 있다. 둘째,초등학생의 정서인식은 정서표현과 정적상관(r=.39,p<.01),정서표현 양가성과 부적상관(r=-.24,p<.01)을 보이며,자기효능감과는 높은 정적상관 (r=.59,p<.01)을 나타냈다.정서표현은 정서표현성과 상관이 유의미하지 않았 고,자기효능감과 정적상관(r=.24,p<.01)을 보였다.정서표현양가성은 자기효 능감과 부적상관(r=-.39,p<.01)을 나타냈다. 셋째,정서인식의 하위요인이 자기효능감에 정서인식 명확성,정서개선,정 서주의 순으로 영향력이 있음을 알았고,정서표현의 세 가지 하위요인 중 친 밀한 정서표현은 자기효능감과 그 하위요인 모두에 영향을 미쳤으며,긍정적 정서표현이 높고,부정적 정서표현이 낮을수록 자신감 하위요인이 높아진다. 정서표현양가성의 두 가지 하위요인 중 자기방어적 양가성이 관계관여적 양 가성 보다 자기효능감과 그 하위요인에 미치는 영향이 더 큰 것을 알 수 있 었다. 이를 통해 본 연구에서 초등학생의 정서인식,정서표현,정서표현양가성이 자기효능감에 영향을 미치는 변인임을 확인할 수 있었다.또한 자기효능감을 다양한 심리적,정서적 어려움을 통제할 수 있다고 믿고 도전하는 능력,혹은 신념이라 한다면 초등학생의 정서적 능력이 자기효능감 증진에 기여하는 것 으로 볼 수 있다.
more목차
논문요약 ······················································································································vi
Ⅰ.서론 ························································································································1
1.연구의 필요성 및 목적 ······················································································1
2.연구문제 ··················································································································6
Ⅱ.이론적 배경 ············································································································7
1.정서 ························································································································7
2.정서인식 ················································································································12
3.정서표현 ················································································································14
4.정서표현양가성 ····································································································17
5.자기효능감 ·········································································································19
6.선행연구 ················································································································26
Ⅲ.연구 방법 ···································································································30
1.연구대상 ················································································································30
2.연구도구 ················································································································31
3.연구절차 ················································································································35
4.자료 처리 및 분석 ······························································································35
ii -
Ⅳ.연구 결과 ·····································································································36
1.성별에 따른 정서인식,정서표현,정서표현양가성,자기효능감 차이 ·····36
2.정서인식,정서표현,정서표현양가성,자기효능감의 상관관계 ·················38
3.정서인식,정서표현,정서표현양가성이 자기효능감에 미치는 영향 ········39
Ⅴ.논의 및 결론 ······························································································48
1.요약 및 논의 ········································································································48
2.결론 및 제언 ········································································································52
참고문헌 ···························································································································55
부록 ···································································································································62
