영상물을 활용한 정서교육이 고등학생의 정서지능과 학습동기에 미치는 영향
- 주제(키워드) 정서교육 , 정서지능 , 학습동기
- 발행기관 아주대학교
- 지도교수 박미화
- 발행년도 2015
- 학위수여년월 2015. 2
- 학위명 석사
- 학과 및 전공 교육대학원 상담심리
- 실제URI http://www.dcollection.net/handler/ajou/000000019242
- 본문언어 한국어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
본 연구는 학교의 교과 외 시간 중에 실시한 영상물을 활용한 정서교육이 고등학생의 정서지능과 학습동기에 어떠한 영향을 미치는지 알아보는 데 목적이 있다. 연구대상은 경기도 G시 소재의 일반계 고등학교인 H고 남녀 학생 중 실험집단 1학년 1개 학급 32명과 동질집단으로 검증된 동학년 통제집단 1개 학급 33명으로 총 65명이다. 본 연구에서 실시한 정서교육은 주 3회 기준으로 총 12회기를 진행하였으며, 프로그램 실시 전후 정서지능과 학습동기 검사를 사전검사와 사후검사로 활용하였다. 두 집단의 사전·사후 검사 결과를 분석한 결과는 다음과 같다. 첫째, 정서지능의 경우 프로그램에 참여한 실험집단의 점수가 전체적으로 통제집단보다 통계적으로 유의하게 향상되었으며, 특히 정서인식과 표현 능력, 그리고 사고촉진 능력에서 유의한 향상이 있었다. 둘째, 학습동기 검사의 경우 1차 요인의 하나인 내재적 동기의 하위 영역 중 ‘즐김’에 유의미한 효과를 미쳤음으로 밝혀졌다. 이는 학생들의 학습동기가 외부로부터의 보상이나 타인에게 잘 보이고자하는 외재적 동기 때문이 아니라 학습을 통해 스스로 즐거움을 느낄 수 있다는 내부적인 인식으로부터 유발되는데 보다 긍정적인 영향을 미쳤음으로 유추할 수 있다. 따라서 본 연구를 통해 영상물을 활용한 정서교육은 정서지능과 학습동기 향상에 전체적으로 효과가 있었음을 확인하였다. 이러한 결과에 따라 본 연구는 앞으로 영상물을 활용한 정서교육을 보다 정규적이고 장기적인 관점으로 계발하고 그 효과성에 관한 연구를 거듭하여 향후 각급 학교의 정규 교육과정 내에 흡수할 수 있도록 근거를 제공하는 데 그 의의가 있다.
more목차
Ⅰ. 서론 ·········································································································1
1. 연구의 필요성 및 목적 ············································································1
2. 연구문제 ··································································································4
3. 용어의 정의 ·····························································································5
Ⅱ. 이론적 배경 ···························································································7
1. 정서지능 ···································································································7
2. 학습동기 ·································································································17
3. 정서지능과 학습동기 ··············································································21
4. 관찰학습과 영상물의 기능 ·····································································25
5. 선행연구 고찰 ························································································27
Ⅲ. 연구방법 ·······························································································31
1. 연구대상 ·································································································31
2. 측정도구 ·································································································31
3. 연구설계 ·································································································34
4. 연구절차 및 프로그램의 구성 ································································34
5. 자료 분석 ·······························································································40
Ⅳ. 연구결과 ·······························································································41
1. 영상물을 활용한 정서교육이 고등학생의 정서지능에 미치는 영향 ·······41
2. 영상물을 활용한 정서교육이 고등학생의 학습동기에 미치는 영향 ·······45
Ⅴ. 논의 및 결론 ························································································51
1. 논의 ········································································································51
2. 결론 ········································································································53
<참고문헌> ·································································································59
<부록> ·········································································································70
