靑少年의 自己效能感(self-efficacy) 指導要因에 關한 硏究 = (A)study on the upbringing elements of the youth self-efficacy

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the directing elements for improving self-efficacy of the adolescents. In this research, self-efficacy of the youth were defined as the confidence and conviction of one's ability. It was defined as the beliefs that make the youth perform the concrete assignment and the directing elements was considered as creativity, leadership, achievement motivation, problem-solving ability, and communication skill.
This research has found out the youth self-efficacy cognition state and the relations between self-efficacy and school achievement, delinquent behaviour and direction variables. That can be summarized as followings. In the perception state of self-efficacy, the youth self-efficacy marked 4.25 out of 7 and the self-regulatory efficacy was the highest while the lowest was the self regulated learning leisure time skills and extracurricular activities. In the self-efficacy according to the sex distintion, boys had higher academic achievement than the girls and according to the region, the youth living in southern part of Seoul had higher self-efficacy than the youth living in northern part of Seoul.
The lower the school year was, the higher the self-efficacy was and the higher in the social -economical status, the higher self-efficacy was. too.
The school record had the positive relations with self-efficacy and delinquent behavior worked both negative and positive as the subordinate variables of self-efficacy. Creativity, leadership, achievement motivation, problem-solving power, and communication skill that was assumed as the directing variables had the meaningful static relations with the self-efficacy when their standard were high.
The major findings are as follows :
First, directing the creativity can improve the youth self-assertion and social life self-efficacy. Second, directing leadership can improve self-assertion and social life self-efficacy. Third, directing achievement motivation can improve self-study, self-assertion, and meeting other's expectation self-efficacy. Fourth, directing problem solving ability can improve self-assertion and self-study self-efficacy. Last, directing communication skill can improve self-assertion and social life self-efficacy.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• A. 문제의 제기 = 1
• B. 연구의 필요성 및 목적 = 7
• C. 연구의 범위 및 한계 = 14
• Ⅱ. 이론적 배경 = 16
• A. 자기효능감의 개념 = 16
• B. 자기효능감 지도변인 = 26
• C. 연구모형 = 52
• D. 선행연구 = 54
• Ⅲ. 연구방법 및 절차 = 56
• A. 연구대상 = 56
• B. 측정도구 = 57
• C. 연구 절차 = 60
• D. 자료 처리 = 60
• Ⅳ. 연구 결과의 분석 및 논의 = 62
• A. 일반적 특성 = 62
• B. 연구결과 = 64
• C. 청소년과제와 자기효능감 = 73
• D. 자기효능감지도 변인 = 78
• E. 자기효능감과 자기효능감지도 변인 = 85
• Ⅴ. 요약 및 결론 = 108
• A. 요약 = 108
• B. 결론 = 112
• 참고문헌 = 115
• Abstract = 121
• 부록Ⅰ = 123
• 부록Ⅱ = 129
• 부록Ⅲ = 133
• 부록Ⅳ = 136