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초등학생의 컴퓨터 게임과 학업적 자기효능감 및 인지욕구간의 관계 원문보기
(The) Relationship among Computer Game Use, Academic Self-efficacy, and Cognitive Needs of Elementary School Children

  • 저자

    정봉화

  • 학위수여기관

    昌原大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    교육심리및 공학전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    iii, 74p.

  • 키워드

    초등학생 컴퓨터 게임 학업적 자기효능감 인지욕구;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9153571&outLink=K  

  • 초록

    The purpose of the present study was to investigate the relationship between computer games, academic self-efficacy and cognitive needs. Another research question was how much pupils play the computer games. The subject of this study were 449 children of 244 boys and 205 girls in the 6th-grade. They were randomly extracted from 11 elementary schools in changwon : 8 schools(331 children) in urban region and 3 schools(118 children) in rural. The Questionnaire of Computer Game Use (QCGU), Computer Game Addiction Scale (CGAS), Self-efficacy Scale, and Cognitive Needs Scale were administered to the subject. Statistical analyses were performed with SPSS 10.0. The findings of the research were as follows; First, The boys played computer games more often than the girls. And there was no significant difference between the residential areas and academic marks. Second, the boys were more addicted to the games than the girls, with addiction level itself not so high. But the more they were adsorbed in the games, the lower were the academic marks. Third, as they played more computer games, lower was the academic self-efficacy. Among the sub-scale, they had self-confidence the most, but it had no relation with how much they played computer games. Forth, the more the children play the computer games, the less they had cognitive needs. Fifth, the relationship between cognitive-needs level and use of computer games was negative. Based on the results of the present study, teachers in schools, in cooperation with the parents, can lead the students to have right use of computer. Guiding them to have right use of computer and training them to prevent them from having side-effects of computer use, we can enlighten students to play games less, as well as develope method for information-oriented education for children to improve their academic abilities.


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