중학생의 비합리적 신념과 자아탄력성의 관계 = The Relationship between Irrational Belief and Ego-Resiliency perceived by Middle School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore the relationship between irrational belief and ego-resiliency perceived by middle school students. The research questions raised in this study are as follows.
First, are there any the relationship between irrational belief and ego-resiliency perceived by middle school students?
The subjects were 160 school girls and boys in the third grade of middle school in chungju in order to verify for the above research question. The instruments used in this study included Park Jae-Hwang(1981)'s personal belief questionnair Belief Test and Park Une-Hee(1997)'s Students' ego-resiliency were administered to the student. The collected data were analyzed with SPSS program, and t-test.

The results of this study were summarized as follows:
First, the high irrational belief students didn't show considerably lower ego-resiliency than the low irrational belief students. Although ego-resiliency in the high irrational belief students was not considerably low, but on the average it was lower than that of the low irrational belief students corresponding with the hypothesis of this study.
Second, the hypothesis was confirmed only in the case of Anxious overconcern and Problem avoidance among 11 subordinate factors of irrational belief. The person who are excessively concerned about something which he feels dangerous and fear and believe it must be happen has low or no ego-resiliency; rhathymia, curiosity, vitamin, impulse control, harmonious interpersonal relations. And also the person who believes that avoiding difficulty or his own responsibility is easier than confronting it has low or no rhathymia, curiosity, vitamin, impulse control, and harmonious interpersonal relations. This fact shows that irrational belief has no considerable relation to ego-resiliency on the whole, but 11 distributive beliefs have relation to ego-resiliency. So we have to dispel or weaken subordinate factors of irrational belief through confutation in order to promote the desirable ego-resiliency.
Third, in the case of rhathymia among 5 subordinate factors of ego-resiliency and 9 factors except Blame-propensity and Overconcern-about-others among 11 irrational beliefs, there is significant difference between the high and the low irrational belief groups. This indicates that irrational belief and rhathymia correlate. We have to find another study related with this has the same result. It also indicates that if irrational belief is changed to rational belief, rhathymia can be heightened. That is to say, we have to promote rhathymia intensively in order to change irrational belief into rational one. To confirm this result to be true, we need an experimental study which proves that the program designed to change irrational belief into rational belief improves rhathymia. If the result turns out true, it suggests that we need to develope intensively how to improve rhathymia in order to change irrational belief related with teenagers' maladjustment into rational belief.
The result of the study were as follows:
First, this study treated the relationship between irrational belief and ego-resiliency perceived by middle school students irrespective of sex, but the follow-up study needs to research the difference between schoolboys and schoolgirls.
Second, this study indicates that the whole of irrational belief has no considerable relation to the whole of ego-resiliency, but the follow-up study needs to research the possibility of different result when the number of questions is adjusted to the age of students in the case of using irrational questionnaire.
Third, this study indicates that we have to promote rhathymia intensively in order to change irrational belief into rational one. To confirm this result to be true, we need an experimental study which proves that the program designed to change irrational belief into rational belief improves rhathymia.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• II. 이론적 배경 7
• 1. 비합리적 신념 7
• 1) 비합리적 신념의 의미 7
• 2) 비합리적 신념의 종류 8
• 3) 비합리적 신념의 발달 및 영향 11
• 2. 자아탄력성 14
• 1) 자아탄력성의 의미 14
• 2) 자아탄력성의 종류 17
• 3) 자아탄력적인 학생들의 특징 17
• 4) 자아탄력성의 발달 및 영향 19
• 3. 비합리적 신념과 자아탄력성의 관계 21
• 4. 가설 24
• III. 연구 방법 25
• 1. 조사대상 25
• 2. 검사도구 26
• 1) 비합리적 신념 검사 26
• 2) 비합리적 신념 하위요인의 의미 27
• 3) 자아탄력성 검사 29
• 4) 자아탄력성 하위요인의 의미 30
• 3. 자료 처리 30
• 1) 집단 구분 30
• 2) 통계 처리 31
• IV. 결과 및 해석 32
• V. 논의 51
• VI. 결론 및 요약 54
• 참고문헌 58
• 영문초록 62
• 부 록 66
• 1) 비합리적 신념 검사지
• 2) 자아탄력성 검사지
• 표 목 차
• 표 Ⅲ-1. 연구 대상자에 대한 기술통계 25
• 표 Ⅲ-2. 비합리적 신념의 하위요인별 문항구성 27
• 표 Ⅲ-3. 자아탄력성 검사의 하위요인별 문항구성 29
• 표 IV-1. 비합리적 신념 전체와 자아탄력성 전체의 가설검증 32
• 표 IV-2. 비합리적 신념 전체와 자아탄력성 하위요인의 가설검증 33
• 표 IV-3. 인정욕구와 자아탄력성 전체 34
• 표 IV-4. 인정욕구와 자아탄력성 하위요인 가설검증 35
• 표 IV-5. 자기기대와 자아탄력성 전체 가설검증 35
• 표 IV-6. 자기기대와 자아탄력성 하위요인 가설검증 36
• 표 IV-7. 비난성향과 자아탄력성 전체 가설검증 37
• 표 IV-8. 비난성향과 자아탄력성 하위요인 가설검증 38
• 표 IV-9. 좌절반응과 자아탄력성 전체 가설검증 38
• 표 IV-10. 좌절반응과 자아탄력성 하위요인 가설검증 39
• 표 IV-11. 무책임과 자아탄력성 전체 가설검증 40
• 표 IV-12. 무책임과 자아탄력성 하위요인 가설검증 40
• 표 IV-13. 과잉불안과 자아탄력성 전체 가설검증 42
• 표 IV-14. 과잉불안과 자아탄력성 하위요인 가설검증 42
• 표 IV-15. 문제회피와 자아탄력성 전체 가설검증 43
• 표 IV-16. 문제회피와 자아탄력성 하위요인 가설검증 44
• 표 IV-17. 의존성과 자아탄력성 전체 가설검증 45
• 표 IV-18. 의존성과 자아탄력성 하위요인 가설검증 45
• 표 IV-19. 무력감과 자아탄력성 전체 가설검증 46
• 표 IV-20. 무력감과 자아탄력성 하위요인 가설검증 47
• 표 IV-21. 타인염려와 자아탄력성 전체 가설검증 48
• 표 IV-22. 타인염려와 자아탄력성 하위요인 가설검증 48
• 표 IV-23. 완전무결과 자아탄력성 전체 가설검증 49
• 표 IV-24. 완전무결과 자아탄력성 하위요인 가설검증 50