칭찬활동 프로그램이 초등학생의 자아존중감과 학교생활 만족도에 미치는 효과 = Effects of a Praising Activity Program on the Self-Esteem and School Satisfaction of Elementary School Students

다국어 초록 (Multilingual Abstract)

Lately, the rapid social and family system change have a negative influence not only on making up the affirmative self-esteem but also on building up the personal relationship through mutual communication with friends of the same age. Making children adapt well to school life and develop a good relationship in the class is an important subject in educational field. Thus, various school activities should offer lots of opportunities to increase their affirmative self-esteem.
The purpose of this study is to improve an affirmative self-esteem and school satisfaction through developing praising activity program and adapting it.
In order to achieve the above purpose, the experiment was carried out with two classes on the fourth grade in N elementary school in Chonju with being divided into one experimental group and the other control group. The number of students who participated in were 61 in total; 31 in the experimental group and 30 in a control group. Before starting the experiment, Both groups were tested on self-esteem and school satisfaction. The test scores of the two groups were not significantly different, which indicated that the two groups were statistically similar in self-esteem and school satisfaction before the experiment. The praising activity program which was adapted to the experimental group has fourteen categories was executed twice in a week and each class was continued for fifty or seventy minutes. Contrastively, control group had no application of the main program. After the experiment, self-esteem and school satisfaction were again measured on both group. T-test was used to compare the differences of the two variables between the experimental group and the control group.
The results of this study can be summarized like the followings:
First, the experimental group showed significant difference with the control group in general self-esteem, social self-esteem, homely self-esteem. The experimental group didn't show significant difference with the control group in school self-esteem. However, the mean scores of experimental group were higher than those of control group. As a result of this experiment, the praising activity program will have a significant effect on improving a self-esteem. Second, the experimental group showed significant difference with the control group in all categories of school satisfaction. Especially, satisfactions with school, lecture, teacher, and human relations with other students showed a significant difference. Accordingly, the praising activity program will have a significant effect on improving a school satisfaction. From these findings, the praising activity program had positive effects on improving the self-esteem and school satisfaction of elementary school students. Therefore, the effectiveness of the praising activity program was proved.
Based on this study, we propose the elementary school teachers to develop and apply a comprehensive praising activity program which can be applied to all students across grades. Many kinds of practice-centered program like the praising activity program should be developed more systematically and teachers should apply all those programs to students according to their individual level and developmental stage. Because they are in a critical period of the development of self, this kind of praising activity program is probably very helpful. Consequently, if we use this kind of praising activity programs fitting to the schooling environment and the characteristics of students, we will be able to prevent various problems occurring around the school and the quality of life of the students will be improved.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 칭찬 = 6
• 2. 자아존중감 = 16
• 3. 학교생활 만족도 = 20
• 4. 선행 연구의 고찰 = 26
• Ⅲ. 연구 가설 = 28
• Ⅳ. 연구 방법 = 29
• 1. 연구 대상 = 29
• 2. 연구 설계 및 실험 처리 = 29
• 3. 측정도구 = 32
• 4. 자료 분석 = 34
• Ⅴ. 연구 결과 및 논의 = 35
• 1. 실험집단과 통제집단의 사전 동질성 검증 = 35
• 2. 칭찬활동 프로그램의 효과 = 36
• 3. 논의 = 40
• Ⅵ. 요약 및 제언 = 44
• 1. 요약 = 44
• 2. 제언 = 46
• 참고문헌 = 48
• 부록 = 52