사고양식과 성격유형에 따른 학교생활적응의 차이에 관한 연구 = A Study of differences in School related Adjustment of according to Thinking Styles and Personality Types

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the relationships of thinking styles, personality style and school related adjustment and to comprehend school culture related to school-adjustment in our current education.
The specific objectives of this study are as follows:
First, do the thinking style and personality types have a correlation?
Second, do the personality types and school related adjustment have a correlation?
Third, do the thinking style and school related adjustment have a correlation?
Fourth, do the thinking style and school related adjustment have a correlation after the personality types controlled?
In this study, three types of measurement which are thinking style examination, school related adjustment are used.
In this study, following conclusions are induced.
First, thinking style sub-variables and personality style sub-variables have a correlation as the expected level. This proves sternberg's theory that thinking style is the interface between IQ and personality.
The most significant correlation is shown between legislative thinking style and personality style.
Second, thinking style and school related adjustment have a correlation more than expected. Especially, neurotic style of personality has negative correlations with most of the thinking style.
Third, the correlation between thinking style and school related adjustment did not show various correlations comparing first two results administration have correlations is unique.
Also, after the personality variables controlled, the correlation between two variables have become week. And the correlation between administrative thinking style and teacher relationship are excluded. This shows personality variables affect two variables.
Fourth, personality sub-variables explain more various things than school-related adjustment. In the school-related adjustment, personality variables show the statistically meaningful result, which shows that neurotic style has negative correlation with all adjustment variables.
Next, this study gives us suggestion and direction of current school education.
First, students' thinking style must be taken into consideration for their adjustment in school life. In other words, there is a need to make a educational environment including self-assertiveness training, provoking creative thought, and intellectual curiosity.
Second, we must exclude the neurotic-related school element and make an school environment which encourage students to develop their sincerity and good will.
Third, variables such as thinking style, characteristic style and school adjustment are to be measured by various and more proper way. The search for more directly measurable observation or task suggestion are needed to overcome the limitation of self-report measurement used in this study.
Fourth, there is a need to study the relationship between creative thinking style and school-related adjustment variables. Because, it helps to know that, to what extent, creative thinking is adapted in the current school situation focused on creativity
Fifth, school adjustment results from complicated elements. For more details, we have to consider various individual components with the structual equation model.
Last, this study is based in the group in general girls' high school, so there could be difference in reality or recognition about school related adjustment. Therefore there is a need to study groups in various school backgrounds.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 사고양식 = 5
• 가. 스타일의 개념과 특성 = 5
• 나. 스타일 연구의 기원 및 분류 = 6
• 다. 사고양식과 정신자치제 이론 = 10
• 라. 사고양식의 연구 = 15
• 2. 성격이론 = 22
• 가. 성격의 개념 = 22
• 나. 성격 특성론 = 23
• 다. 5요인 성격이론 = 24
• 라. 5요인 이론의 구조 = 26
• 3. 학교생활적응 = 28
• 가. 적응의 개념 = 28
• 나. 학교생활적응 = 29
• Ⅲ. 연구방법 = 31
• 1. 연구 대상 = 31
• 2. 측정 도구 = 31
• 가. 사고양식 측정 도구 = 31
• 나. 성격검사 측정 도구 = 32
• 다. 학교생활적응 측정 도구 = 33
• 3. 자료 분석 = 35
• Ⅳ. 연구결과 및 해석 = 36
• 1. 변인들의 기술통계 = 36
• 2. 사고양식과 성격유형의 상관관계 = 37
• 3. 성격유형과 학교생활적응과의 상관관계 = 38
• 4. 사고양식과 학교생활적응과의 상관관계 = 40
• 5. 성격요인 통제 후의 사고양식과 학교생활적응과의 관계 = 42
• Ⅴ. 논의 및 결론 = 44
• 1. 논의 = 44
• 2. 결론 47 =
• 참고문헌 = 49
• 부록 1 5요인 인성검사 56 =
• 부록 2 학교생활적응 검사지 = 58
• 부록 3 사고양식 검사지 = 59