초등학생이 지각한 담임교사․ 또래간의 의사소통태도가 자아존중감과 학교생활적응에 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/000000019091
- 본문언어 한국어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
본 연구는 담임교사 및 또래와의 의사소통이 자아존중감과 학교생활적응에 미치 는 영향을 알아보고자 하였다. 본 연구는 담임교사의 의사소통과 또래간의 의사소 통에 대한 이해를 통하여 자아존중감 향상과 함께 초등학생의 학교생활적응에 대한 이해를 돕는데 기초자료를 제시하고, 초등학생이 학교생활에 잘 적응할 수 있도록 도움을 주는데 그 목적이 있다. 이러한 연구 목적을 바탕으로, 본 연구에서는 다음과 같은 연구 문제를 설정하였 다. 첫째, 초등학생이 지각한 담임교사와의 의사소통 및 또래와의 의사소통, 자아존 중감, 학교생활적응은 유의미한 상관이 있는가? 둘째, 초등학생이 지각한 담임교사의 의사소통은 자아존중감과 학교생활적 응에 영향을 미치는가? 셋째, 초등학생이 지각한 또래와의 의사소통은 자아존중감과 학교생활적응에 영향을 미치는가? 본 연구를 위하여 경기도 S시, H시에 위치하는 초등학교 4개교 5, 6학년 학생 490명을 대상으로 담임교사의 의사소통유형 척도, 또래와의 의사소통 척도, 자아존 중감 척도, 학교생활적응척도를 사용하여 연구문제에 대한 검증을 실시하였다. 표집 인원 중 성실하게 응답하지 않은 30개의 설문지를 제거하고, 460명의 자료를 대상 으로 통계 분석을 실시하였다. 수집된 자료의 분석을 위해서 SPSS로 신뢰도를 검증하였고, 기술통계와 단순상 관분석, 단순회귀분석과 다중회귀분석을 실시하였으며 연구결과는 아래와 같다. 첫째. 초등학생이 지각한 담임교사와의 의사소통 및 또래간의 의사소통, 자아존중 감, 학교생활적응은 서로 유의한 상관이 있었다. 담임교사가 수용적 경청태도, 촉진 적 의사전달태도는 자아존중감과 학교생활적응에 정적상관으로 나타났고, 비수용적 경청태도, 명령적 의사전달태도는 자아존중감과 학교생활적응에 부적 상관을 나타 내었다. 이와 함께 또래간의 의사소통 시 개방적 의사소통은 자아존중감에 정적상 관을 역기능적 의사소통은 부적상관을 나타내었다. 또한 자아존중감은 학교생활적 응에 높은 정적 상관을 보였다. 둘째. 초등학생이 지각한 담임교사와의 의사소통이 자아존중감과 학교생활적응에 미치는 영향을 알아본 결과, 담임교사의 수용적 경청태도나 촉진적 의사전달태도가 아동의 자아존중감 형성과 학교생활적응에 긍정적인 영향을 미치고, 담임교사의 비 수용적 경청태도나 명령적 의사전달태도는 아동의 자아존중감 형성과 학교생활적응 에 부정적인 영향을 미친다는 것을 알 수 있었다. 셋째. 초등학생이 지각한 또래간의 의사소통이 자아존중감과 학교생활적응에 미 치는 영향을 알아본 결과, 또래 간의 개방적 의사소통은 아동의 자아존중감 형성과 학교생활적응에 매우 긍정적인 영향을 미친다는 것을 알 수 있었다. 자아존중감 형 성에는 담임교사와의 의사소통보다 더 높은 영향을 미친다는 결과도 나타났다. 이 에 반에 역기능적 의사소통은 자아존중감과 학교생활적응에 부정적인 영향을 미친 다는 것을 알 수 있었다. 이를 통해 본 연구에서 초등학생이 지각한 담임교사 및 또래간의 의사소통은 자 아존중감과 학교생활적응에 영향을 미칠 수 있는 변인임을 확인할 수 있었다. 학생 들이 긍정적인 자아존중감을 형성하고 학교생활에 잘 적응하는 것은 성공적인 사회생활과 행복한 삶을 살아가는 데 중요하다. 따라서 본 연구 결과를 토대로 아동의 긍정적이고 바람직한 학교생활적응에 도움을 주는 교육의 기초자료로 활용하고, 교 사들이 학생들을 지도하는 데 도움이 되는 지표로 활용하고자 한다
more목차
논문요약 ·····················································································································ⅵ
Ⅰ. 서론 ························································································································ 1
1. 연구의 필요성 및 목적 ······················································································1
2. 연구문제 ··················································································································4
Ⅱ. 이론적 배경 ············································································································6
1. 담임교사 및 또래간의 의사소통 ········································································6
2. 자아존중감············································································································13
3. 학교생활적응········································································································16
4. 선행연구 동향 ······································································································20
Ⅲ. 연구 방법 ·····································································································26
1. 연구대상 ················································································································26
2. 연구도구 ················································································································28
3. 연구절차 ················································································································33
4. 자료 처리 및 분석······························································································33
Ⅳ. 연구 결과 ····································································································· 34
1. 담임교사의 의사소통, 또래간의 의사소통, 자아존중감, 학교생활적응의
상관 관계 ·················································································································34
2. 담임교사의 의사소통이 자아존중감 및 학교생활적응에 미치는 영향 ···· 38
3. 또래간의 의사소통이 자아존중감과 학교생활적응에 미치는 영향········· 45
Ⅴ. 논의 및 결론 ······························································································52
1. 요약 및 논의 ········································································································52
2. 결론 및 제언 ········································································································56
참고문헌 ···························································································································59
부록 ···································································································································64
