바라는 사회적 자기, 아동이 지각한 교사의 태도, 학교생활적응간의 관계
(The) Relationship among Desired Social Self, Perceived Teachers' Attitude, and School Adjustment of Elementary School Children
교육심리 및 공학전공
사회적 자기 아동 교사태도 학교생활적응;
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The present study identified the factor structure of desired social self (DSS) of elementary school children. Sex, residential areas, and grade levels differences of the desired social self-factors and perceived teachers' attitude toward pupils(PTAP) were investigate in this study. Also, the relationships among DSS, PTAP, and school adjustment were examined. The subjects in this study were 465 fifth graders who were in seven classes of four elementary schools in the city of Changweon and in eight classes of five elementary schools in Namhae-gun. There were 30 or more students in each of the classes. By gender, 246 students were boys, and 219 were girls. And by geographic region, 236 students were from the city of Changweon, and 229 students were from Namhae-gun. Three instruments were employed in this study. One was a self-self inventory used to measure what type of social self they wanted to be, and another was a teacher-attitude perception inventory. And the third was a child school adjustment inventory. For data analysis, SPSS program was utilized, and statistical data on mean and standard deviation were obtained. To see there were any differences between their desired self factors, t-test was implemented, and correlational coefficient was calculated to identify the relationship among desired self, perceived teacher attitude and school adjustment. The findings of this study were as follows: First, two different desired social self factors were preferred by the elementary schoolers investigated. One was called a faithful and competent person, and the other was named a popular person. They had a relatively strong desire to become a faithful and competent person, but they were less eager to be a popular person. Second, as for the relationship of desired social self to gender, geographic region and school grades, gender and geographic region made no difference to their desired social self, but that was significantly different according to school grades. The top-ranked and intermediate groups preferred being faithful and competent more than the low-ranked students did. The top-ranked students also wanted to be popular, and there was no difference between the intermediate and low-ranked groups in their preference for popularity. Third, the children generally found their teachers to treat them positively. And those who were boys and from the urban community looked at themselves more favorably than their counterparts who were girls and from the urban region. Fourth, teacher attitude perceived by them had more positive correlation to school adjustment than the desired social self did. Specifically, there was strong correlation between teacher attitude perceived by the children and their relationship with teachers, one of the school adjustment subfactors.