변화신념, 압력신념, 학업성취와 주관적 안녕의 관계

다국어 초록 (Multilingual Abstract)

The purpose of this current study was to verify that how change belief, pressure belief and academic achievement affect subjective well-being, and which of variable affect that the most.
The research questions that have been studied are stated as below;
1. Are change belief, pressure belief and subjective well-being a significant difference in accordance with the sexual distinction?
2. Are change belief, pressure belief and subjective well-being a significant difference in accordance with department?
3. How is the relationship between change belief, pressure belief, academic achievement and subjective well-being?
Two hundred sixty-four students(140 boys, 124 girls) of second-year grade in 'H' school participated in this study. It was adopted 16 items by a scale of change belief, 8 items by a scale of pressure belief, 24 items by a scale of subjective well-being and the record of a trial examination by a scale of academic achievement.
The test was adopted correlational analysis to explore the relation between each construct and hierarchical regression analysis to confirm how exactly elucidate subjective well-being.
The research results are summed up as following;
(1) The study shows that there is the sexual distinction only in negative efficacy of sub-variable of subjective well-being, that is, boys have more negative efficacy than girls. But there isn't the sexual distinction in change belief and pressure belief.
(2) It shows that students of humanity department have negative emotion more than students of mathematical department and they have behavior and success pressure much more.
(3) Each change belief correlates but change belief is severe reversed-correlation with pressure belief. Positive efficacy of sub-variable of subjective well-being indicates high correlation with change belief, and outstanding correlation with academic achievement.
(4) Creativity-increment belief explains positive efficacy positively, and intelligence-increment belief, habit and change belief explain negative efficacy negatively. Personality change has the meaningful impact on positive emotion and positive personal relations, and creativity-increment belief and habit-change belief have the impact on negative personal relations.
(5) The capacity for prediction of success pressure is prominent in positive and negative emotion, but is low in the other variable.
(6) There is the impact of academic achievement only on positive efficacy and positive emotion meaningfully.
(7) Personality-change belief indicates positive well-being, and creativity-increment belief indicates negative well-being very meaningfully. Behavior pressure, especially, has the negative effect on positive well-being and the positive effect on negative well-being.
Students in actual education field feels themselves happy when they have creativity-increment belief and habit-change belief. Moreover, not giving behavior pressure helps their school activity more happy.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 2
• Ⅱ. 이론적 배경 = 3
• 1. 변화신념 = 3
• 가. 사회인지이론 = 3
• 나. Bandura의 사회학습이론 = 4
• 다. 변화신념이론 = 5
• 2. 압력신념 = 7
• 3. 주관적 안녕 = 8
• 가. 주관적 안녕의 정의 = 9
• 나. 관련 이론 = 12
• 다. 주관적 안녕의 구성요인 = 13
• Ⅲ. 연구방법 = 16
• 1. 연구대상 = 16
• 2. 측정도구 = 16
• 가. 변화신념 척도 = 16
• 나. 압력신념 척도 = 17
• 다. 주관적 안녕감 척도 = 17
• 라. 학업성취도 = 17
• 3. 자료분석 = 19
• Ⅴ. 연구결과 = 20
• 1. 가정검토 = 20
• 2. 자료분석 = 21
• 가. 변인 간의 상관관계 = 21
• 나. 성별에 따른 일원배치 분산분석 = 23
• 다. 계열에 따른 일원변량분석 = 24
• 라. 주관적 안녕에 대한 변화신념의 단계적 회귀분석 = 25
• 마. 주관적 안녕에 대한 압력신념의 단계적 회귀분석 = 27
• 바. 주관적 안녕에 대한 성적의 단순회귀분석 = 28
• 사. 주관적 안녕에 대한 각 변인의 단계적 회귀분석 = 29
• Ⅴ. 논의 및 결론 = 31
• 참고 문헌 = 35
• 부록-1 변화신념 척도 = 40
• 부록-2 압력신념 척도 = 41
• 부록-3 주관적 안녕 척도 = 42