독서요법이 초등학교 영재의 자기지각과 사회적 지지수준에 미치는 영향 = Effect of bibliotherapy on the self-perception and the social support level of gifted primary school students

다국어 초록 (Multilingual Abstract)

In this paper, researcher investigated the effect of bibliotherapy on the self-perception and the social support level of gifted primary school students.
The reserch questions of the study were as follows:
(1) What effect does bibliotherapy have on the self-perception of gifted primary school students?
(2) What effect does bibliotherapy have on the social support level of gifted primary school students?
For the study, the subjects was consisted of 20 students on the tested group and 20 students on the controlled group among fifth-grade students who were in the creative fields of two competent educational offices among gifted primary school students who Busan metropolitan city office of education selected in each field of mathematics, science and creation. Then reseacher executed bibliotherapy to tested group.
The program of bibliotherapy used in this study was reconstructed as the basis of the stages of reading process of Hynes(1979) by referencing the Taxonomy of the Cognitive Domain of Bloom and the stages of Cognitive Development and the stages of Emotional Development of Ktathwohl proposed as the stage of effective reading education by Jeon Jeong-Jae (2001) and by considering the definitional characteristic of gifted children.
The five books in this program consisted of a biography of a man recognized as a gifted person, a classical literature, two foreign creative juvenile stories and a story related to play therapy that were suitable for this study among the literary works recommended by Halsted(2002). Each session made the question and the debating method the prime object with selected books according to proposed bibliotherapy.
To measure the effect, the SPPC(Self-Perception Profile for Children) test, re-modified by Harter(1982) in 1985, was executed in the self-perception and the social support level made by Kim Myeong-Sook(1995) by referencing the materials developed by Dobow & Ullman(1989) and Cohen & Hoberman (1983) was used in the social support.
The result of this study were as follows:
First, gifted children had high learning ability in low areas and high sense of self-worth. The perception of athletic ability was lower than other perceptive areas in the pre-investigation and the perceptive area of appearance was influenced a little by bibliotherapy. These results mean that bibliotherapy has a positive effect on the self-perception and each low area of gifted primary school students. In conclusion, gifted children perceive the learning ability highly and the perceptive area of appearance is low on the effect of bibliotherapy.
Second, bibliotherapy had a more positive effect ont the supporting perception of gifted children in low areas than same-aged friends and family. But the supporting perception of teachers was not influenced by bibliotherapy. in the case of the supporting execution. there was difference between the emotional execution and the self-existence execution in the pose-investigation and bibliotherapy had a more positive effect on the self-existence than the emotional execution. bibliotherapy had no effect on the emotional supporting network, the information supporting network and the self-existence supporting network according to its measures. In conclusion, bibliotherapy has an effect on the positive attitude of receive about the supporting behaviors of gifted children but has no effect on the positive attitude about persons who provide such behaviors.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 및 연구가설 = 6
• 3. 용어의 정의 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 독서 요법 = 9
• 2. 영재 = 28
• 3. 자기 지각 = 50
• 4. 사회적지지 = 56
• 5. 자기지각과 사회적지지 = 65
• Ⅲ. 연구방법 = 67
• 1. 연구대상 = 67
• 2. 연구설계 = 68
• 3. 측정도구 = 69
• 4. 연구절차 = 73
• 5. 프로그램 = 74
• 6. 연구의 제한점 = 76
• 7. 자료처리 = 76
• Ⅳ. 연구결과 = 77
• 1. 독서요법이 영재의 자기지각에 미치는 효과 = 77
• 2. 독서요법이 영재의 사회적 지지수준에 미친 효과 = 89
• Ⅴ. 논의 = 95
• Ⅵ. 요약 및 결론 = 100
• 참고문헌 = 104
• 부록 = 118
• Abstract = 148