태권도수련이 아동의 정서지능 및 교우관계에 미치는 영향 = (The) Effects of Taekwondo Drill on Emotional Quotient(EQ) and Companionship of Children

다국어 초록 (Multilingual Abstract)

This study aimed to determine how the emotional quotient(EQ) and companionship of children may change in the course of Taekwondo drill. For this sake, this study covered total 600 elementary pupils(3rd graders: 300, 5th graders: 300) under Taekwondo drill at present across elementary schools in Eastern Jeonnam area, Korea. As a result, it was found that their participation in Taekwondo drill caused more or less changes in their emotional quotient and companionship. The detailed results can be outlined as follows:
1) Change in companionship by variables
In view of companionship by variables such as gender, grade, drill period and character, it was found that there was not any significant change depending on all variables but grade. However, it was notable that low graders(3rd graders) showed better companionship than high graders(5th graders) owing to Taekwondo drill, which indicated significant differences by grade. That is, the younger children joined Taekwondo drill, the more positive results they gained in terms of companionship development due to Taekwondo drill.
2) Change in emotional quotient by variables
First, girl pupils showed higher emotional empathy and expression than boy pupils.
Second, 5th graders showed stronger emotional empathy than 3rd graders, while the latter showed higher emotional control and quotient than the former. In other words, Taekwondo drill that girls of low grader group joined had more positive impacts on the development of their emotional quotient(or emotional intelligence) than anyone else.
3) Correlation between companionship and emotional quotient.
In view of companionship and emotional quotient as shown during Taekwondo drill, it was concluded that the better companionship might lead to low emotional cognition but high emotional control for children.

목차 (Table of Contents)

• 목차
• Abstract
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구목적 및 문제 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• II. 이론적 배경 = 6
• 1. 태권도 교육의 목적 및 효과 = 6
• 2. 교우관계의 의의 및 유형 = 10
• 3. 교우관계의 형성단계 및 형성요인 = 12
• 4. 정서지능 이론 = 14
• III. 연구방법 = 18
• 1. 연구대상 = 18
• 2. 측정도구 = 19
• 3. 자료 분석 = 19
• IV. 연구결과 및 논의 = 20
• 1. 연구결과 = 20
• 1). 초등학생의 변인별 교우관계 = 20
• 2). 초등학생의 변인별 정서지능 = 22
• 3). 교우관계와 정서지능과의 관계 = 27
• 2. 논의 = 29
• V. 결론 및 제언 = 32
• 1. 결론 = 32
• 2. 제언 = 33
• 참고문헌 = 34
• 부록 = 37