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초등학교 학생의 효 행동에 영향을 미치는 심리적 특성에 관한 연구 원문보기
(A) Study of Pychological Attributes Affecting Filial Piety Behavior among Elementary School Children

  • 저자

    오세연

  • 학위수여기관

    湖西大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    상담교육 전공

  • 지도교수

  • 발행년도

    2002

  • 총페이지

    81p.

  • 키워드

    초등학교 효행동 심리;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10050880&outLink=K  

  • 초록

    The present study investigated the construct of filial piety behaviors of elementary school children in Korea and examined the effect of the psychological attributes such as parents-children communication, family self-concept and emotional self-concept on their filial piety behaviors. A total of 16 students, 6-graders at one elementary school at Chonann were asked on the following questions (e.g., who is a filial child? What characteristics does a good son or daughter have?) Participants's responses were reviewed by the present investigators independently and 11 categories were derived from content-analysis of 74 behavior characteristics related to filial piety. The list of these characteristics was administered to 172 6-graders at three different elementary schools in Choongnam area to assess the importance or relevance of each characteristic in filial piety behavior through 6-point Likert scales. The average scale value of every characteristic was above 3.5, and all of them were included in the Filial Piety Inventory for elementary students, each of 11 factors(scales) showing reasonable reliability from 0.678 to 0.868. The Filial Piety Inventory was administered to 205 6-graders at 4 elementary schools in 4 geographical regions of Choongnam area in order to assess their filial piety behaviors through 6-point Likert scales. Results of reliability analysis and confirmatory factor analysis confirmed that all factors had one underlying dimension, resulting in the discriminant validity of the inventory. Stepwise multiple regression analyses revealed parents-children communication was the best predictor of filial piety among elementary school students. Family self-concept and emotional self-concept were also significant. Specifically, about 37% variance of filial piety behavior was explained by parent-children communication, and 10% and 5% of variance was explained by family self-concept and emotional self-concept, respectively. In terms of demographic variables, there were some differences in the level of filial piety. For example, female children showed significantly higher score than male children in the filial piety factors such as trust of parents, expression of thanks to parents, communication with parents, and relationship with classmates. Compared to rural children, city children showed significantly higher levels in all factors except relationship with brothers and sisters. And children living with grandparents showed significantly lower score than children living without grandparents in the factors of helping parents, expressing thanks to parents, communications with parents, being active, self-confidence. In most filial piety behavior factors, students with higher socio-economic status showed higher levels than those with lower socio-economic status. As far as the academic achievement was concerned, the factors of helping parents, being active, and self-confidence .demonstrated significant difference. In particular, it is worth noting that children with mid-level academic achievement demonstrated highest level in helping parents. The implications and limitations of this study as well as the directions for future study were discussed.


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