정서교육 프로그램이 초등학생의 정서지능과 사회적 능력에 미치는 효과 = Effects of the Emotional Education Program on Emotional Intelligence and Social Competence of Elementary School Children

국문 초록 (Abstract)

본 연구는 초등학생들을 대상으로 먼저 정서지능과 사회적 능력과의 관계를 경험적으로 밝히고, 정서교육 프로그램의 중재가 정서지능과 사회적 능력에 어떠한 효과가 있는가를 실험적으로 밝히는 데에 그 목적이 있다. 연구대상은 대구광역시 시내 D초등학교 5학년 2개반 아동(65명)으로서, 한 반은 실험집단(33명)에 다른 한 반은 통제집단(32명)에 무선 배정하였다. 실험설계는 사전-사후검사 통제집단 설계(pretest-posttest control group design)이고, 사용된 검사도구는 문용린(1997)의 초등학교 고학년용 정서지능 검사와 박금옥(1998)의 것을 연구자가 재구성한 사회적 능력 검사이다. 본 연구에서 설정한 가설을 검증하기 위하여 사용한 통계적 방법은 Pearson의 적률상관계수와 paired-t검증이었다. 연구결과, 정서지능과 사회적 능력은 유의한 정적 상관관계가 있는 것으로 나타났고, 정서교육 프로그램은 초등학생의 정서지능과 사회적 능력을 향상시키는 데에 효과적인 것으로 밝혀졌다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of the emotional education on emotional intelligence and social competence with 5th grade students of elementary school.
Total 65 students(5th grade) from Daegu D Elementary School participated in this study. These students were assigned into the experimental group((N=33) and the control group(N = 32). The experimental group received the emotional education program by Kim, Gi Hyun et al (1998) . Among their programs, sensitiveness, self-esteem, motive, interactive-communication parts were adopted in this study. A total 18 activity programs were implemented for eight weeks period. The control group didn't have any intervention.
The research hypotheses were as follows :
Hypothesis1 : There will be significant positive correlation in emotional intelligence and social competence
Hypothesis2 : Compared to the control group, the experimental group received the emotional education program will show higher scores on the emotional intelligence.
Hypothesis3 : Compared to the control group, the experimental group received the emotional education program will show higher scores on the social competence.
For this study, homogeneity tests were made between the experimental and the control group on dependent measures. To test above hypotheses, "Moment Correlation Coefficient" by K. Pearson and Independent t-tests and Paired t-tests were executed.
The results of the study were as follows :
First, there were significant positive correlation in emotional intelligence and social competence. The higher emotional intelligence has, the higher social competence has.
Second, the scores of the emotional intelligence of the experimental group students received the emotional education program appeared to be higher than the control group.
Third, the scores of the social competence of the experimental group students received the emotional education program appeared to be higher than the control group.
These results indicated that the emotional intelligence is highly correlated to social competence and the emotional education program interventions were functioned as for improving emotional intelligence and social competence. The implications of the present study and the suggestions for further researches were suggested.