어머니의 촉진적 의사소통과 청소년 자녀의 자아존중감 및 진로성숙도에 관한 연구 = (A) study on self-esteem and course maturity of adolescents and facilitating communication of mother

다국어 초록 (Multilingual Abstract)

This study aims to examine the effects of self-esteem and course maturity of adolescents and facilitating communication of mother and to confirm the importance of facilitating communication of mother in the dialog with children.
Subjects of this study were 381 students in the 1st, 2nd and 3rd year of academic high schools located in Hongseong.
This study used the measuring tool that Im Eun Mi(1991) adapted using the scale of facilitating communication of consultant of Carkhuff(1967) to measure the facilitating communication level of mothers. For self-esteem test, this study adopted the Self-Esteem Inventory, made by Coopersmith(1967) and standardized in Korean version by Kang Jong gu(1986). In addition, to measure degree of course maturity of children, this study used only attitude scale of the scales that Kim Heon Ok(1988) translated the CMI scale of Critee(1878) into Korean.
Data collected in this study was analyzed using SPSS version 10.0 statistics program. Frequency and percentage were calculated in order to examine general feature of study subjects, and Cronbach α coefficient was calculated to verify the reliability of each scale. In addition, this study carried out correlation, multiple-regression analysis and path analysis for data analysis.
Results of this study can be summarized as follows:
First, facilitating communication of mother affects the course maturity of adolescents. That is, the children showed low tendency of prepare for determination of course by themselves and was not independent as mother talks in sympathy with children. The degree of compromising desire and reality was low in selection of course as mother talks more with children.
Second, facilitating communication of mother affects the self-esteem of adolescents. That is, the children was poorer at interpersonal relation as mother respects their children in dialogue with children and talks with a pure heart.
Third, self-esteem of adolescent affects the course maturity. That is, the determination, independence, tendency and negotiation with more self-humbling. In addition, determination, participation, negotiation and popularity were high with the better interpersonal relations. The higher the leadership and popularity, the higher negotiation. The higher self-assertion and anxiety, the lower the independence.
Fourth, as a result of examining which variable explains the course maturity of adolescents among two variables of facilitating communication of mother and self-esteem of adolescents, the self-esteem was found to strongly affect the determination, the sub-element of course maturity, followed by interpersonal relations. Self-humbling most strongly affected participation of adolescents, followed by self-assertion, interpersonal relation and unconditional respect.
Self-humbling affected independence of adolescents most strongly, followed by the concreteness and sympathetic understanding. Self-humbling affected tendency of children most strongly, followed by interpersonal relations. In addition, interpersonal relation affected the popularity of children most strongly.
Fifth, as a result of examining the path between course maturity and self-esteem of adolescents and facilitating communication of mother, respect and purity affected through the interpersonal relations among self-esteem of children. In addition, unconditional respect affected the participation through interpersonal relation of self-esteem of children; sympathetic understanding and concreteness affected independence; unconditional respect had indirect effects on tendency through interpersonal relation among self-esteem of adolescents. And purity had indirect effects on tendency through self-humbling among self-respect of children, but no indirect or direct effect on negotiation.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1．연구의 필요성과 목적 = 1
• 2．연구문제 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 촉진적 의사소통 = 7
• 2. 자아존중감 = 11
• 3. 진로성숙도 = 14
• 4. 어머니의 촉진적 의사소통, 자아존중감, 진로성숙도의 선행 연구 = 16
• Ⅲ. 연구방법 = 22
• 1. 연구 대상 = 22
• 2. 측정 도구 = 23
• 3. 자료 분석 = 28
• Ⅳ. 연구결과 및 해석 = 29
• 1. 어머니의 촉진적 의사소통이 청소년 자녀의 진로성숙도에 미치는 영향 = 29
• 2. 어머니의 촉진적 의사소통이 청소년 자녀의 자아존중감에 미치는 영향 = 30
• 3. 청소년 자녀의 자아존중감이 진로성숙도에 미치는 영향 = 31
• 4. 청소년 자녀의 진로성숙도에 대한 어머니의 촉진적 의사소통과 청소년 자녀의 자아존중감의 상대적 영향력 = 32
• 5. 어머니의 촉진적 의사소통, 청소년 자녀의 자아존중감, 청소년 자녀의 진로성숙도 간의 경로 탐색 = 35
• Ⅴ. 논의 및 결론 = 41
• 1. 논의 = 41
• 2. 결론 및 제언 = 46
• 참고문헌 = 49
• (Abstract) = 56
• 부록 설문지 = 60