자아개념과 정서지능의 관계 = An Analysis on the Relationships between Self-Concept and Emotional Intelligence

다국어 초록 (Multilingual Abstract)

The purpose of this study was to conceptualize the `Emotional Intelligence' and the 'Self-Concept' through an analysis of the related literature. and to find out the relationships between secondary school learners' emotional intelligence(EI) and self-concept(SC). And in order to achieve the purpose of this study analysed the related literatures and the subjects were sampled voluntarily 320 middle and high school learners in Seoul and other areas. The scales/instruments used for data collection were 「Emotional Intelligence Scale」 (Moon, Yong-Lin, 1996) and 「Self-Concept Scale] (Kim, Yong-Rae, 1995), the collected data processing was performed by SPSS/PC+ program, and analysed zero-order correlation between two variables and multiple regression, and all statistic value (r, R^2, R^2ch, andβ) were tested by F-test and t-test at the significant level of p < .05.
As for the major contents of the findings in this study were as follows:
First, "Self-concept is the level or degree of the evaluative attitudes and beliefs about 'the self' based feelings and views that was formed through interaction between self and significant others and various experiences in environment/situation"
Second, "Emotional intelligence is multifactorial array of interrelated emotional, personal, and social abilities - the ability to accurately perceive and appraise self, to be aware of and understand self-emotions, to effectively manage self-emotions, to control self-emotions, to adapt and adjust self-feelings and thoughts to new situations, to solve self-personal and interpersonal problems, to be aware of and understand others emotions, and to relate well others".
And addition to these abilities, emotional intelligence may be include following the abilities - the ability to be positive and to look at the brighter side of life, to feel content with self, others, and life in general, to be self-reliant and free of emotional dependency on others, to identify with and feel part of our social groups, and to achieve goals and actualize self-potential.
Third, the correlation between learners 'emotional intelligence' and 'self-concept' was relatively in meaningful positive relationships. Learners nonacademic self-concept was more influence on emotional intelligence than academic self-concept. Personality self-concept and family self-concept among nonacademic self-concept subfactors influenced on emotional intelligence and its subfactors respectively. And the personality self-concept was in meaningful higher power of influence on the emotional intelligence than the family self-concept.

목차 (Table of Contents)

• Ⅰ. 연구의 필요성과 목적
• Ⅱ 자아개념과 정서지능의 개념화
• Ⅲ. 연구방법의 개요
• Ⅳ. 자아개념과 정서지능 변인간의 관계
• 1. 자아개념과 정서기능간의 상관
• 2. 정서지능의 자아개념 설명력
• 3. 정서지능의 비 학업자아개념 설명력
• 4. 자아개념의 정서지능 설명력
• V. 결론 및 제언