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초등학생의 자기고양 귀인이 인상에 미치는 영향 원문보기
(The) Effcct of Self-Serving Attribution on Impression Judgements of Primary School Children

  • 저자

    조영래

  • 학위수여기관

    昌原大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    교육심리 및 공학전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    65p.

  • 키워드

    초등학생 자기고양 귀인 인상 영향;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9168200&outLink=K  

  • 초록

    The purpose of this study was to examine the effect of self-serving attribution on impression judgements of primary School children. The subjects in this study were 240 pupils(male: 120, female : 120) selected from among fifth graders in an elementary school in of Jinhae city. After six types were selected based on performance results(success and failure) and attribution(ability, effort and fortune), their answer sheets were gathered and scored. And the collected data were analyzed with SPSS/PC program. For that purpose, a two-page instrument was prepared by this researcher. One page was a report about student task performance, and whether students attributed their task performance outcome to their own ability, effort or fortune was described on that page. The other page was a questionnaire that measured how their attribution was viewed by other students on five-point Likert scale. Namely, whether other students found them to be candid, warm-hearted, capable, modest or likable was gauged. One-way ANOVA was employed to see how the students assessed each other's impression, and concerning likableness, regression analysis was implemented by setting up the 'likable' answer choice as the standard variable and each answer choice's sub-items as predictive factors, in order to determine their impact on likableness. And correlational relationship between every sub-item was measured. The findings of this study were as follows: 1. self-serving attributions were less likable than self-modesty attributions. 2. Those who ascribed success to their own ability were thought to be less modest than the others who attributed it to their own efforts or good luck. The students who regarded their own efforts as the key to success were looked upon as more warm-hearted than the others who ascribed it to their own ability or good luck. Among those whose task performance was unsuccessful, the students who blamed bad luck were considered to be less modest than the others who cited their own poor ability or efforts as the reason. 3. Whether they viewed their own ability or efforts as the key to success made a difference to their impression. Those who found their own efforts to make them successful were considered to be more likable than the students who bragged about their own ability. 4. The students who mentioned their own efforts were viewed more candid than those who stressed fortune. Those who attributed success to their own efforts and pointed out their own poor ability as the factor of failure were thought to be most frank. 5. Those who ascribed success to their own efforts were regarded as more capable than the students who pointed out fortune as the cause.


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