실업계 고등학교 학생이 지각한 자신에 대한 타인의 평가와 자아존중감 및 학교생활적응
Students' Perception of Themselves Evaluated by Others, Self-Esteem and School Adjustment in Vocational High School
실업계 고등학생 자아존중감 학교생활적응 교육심리;
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The purpose of this study was to examine how business high school students' perception of themselves evaluated by others was related to their own self-esteem and school adjustment in a bid to accelerate their school adjustment. The subjects in this study were 264 business high school students from the cities of Masan and Changweon, south Gyeongsang province. The instruments used in this study were a student perception of evaluation by others inventory prepared by this researcher, Rosenberg(1965)'s Personal Self-Esteem Scale and Ryu Yun- hui(1994)'s School Adjustment Inventory. For data analysis, SPSS 10.0 program was employed. The findings of this study were as follows: First, the vocational high school students investigated found themselves to be viewed favorably by others, regardless of school year. They thought that others considered themselves to be 'sociable and assertive,' 'bad students,' 'polite, honest and faithful,' 'rude and nervous,' or 'impolite.' Second, they had a tendency to have a good self-esteem, and their self-esteem was positively correlated to their own perception of how they were regarded by others, but their perception that they were unfavorably viewed by others also had positive correlation to self- esteem, and the reason was that whether or not they were looked upon as bad or impolite students didn't matter for them. Third, they didn't adjust themselves well to school in general. Specifically, they were less adapted in all the four subareas including relationship with teachers, school instruction and school regulations, except for social relations. The students in their first year adapted themselves better to school than the juniors and seniors. They were better adapted to school when they found themselves to be evaluated more positively by others, and evaluation by others had a strong impact on every subarea. Among the evaluation factors, the third one of being regarded as polite, honest and faithful had strong correlation to school adjustment, and the first factor of being viewed as sociable and assertive and the second one of being looked upon as a bad student were positively correlated to school adjustment. The fourth factor of being seen as rude and nervous and the fifth one of being viewed as impolite had weak correlation to school adjustment. Fourth, their self-esteem was correlated to school adjustment. By subfactors, social relations was positively correlated to school instruction, and relationship with teachers had weak positive correlation to school regulations.