초등학생의 공감능력과 학교생활적응과의 관계 = (The) relation between empathy and adjustment for elementary school of children

다국어 초록 (Multilingual Abstract)

The main purpose of the current study was to investigate the role of empathy in understanding school adjustment of elementary school children. Specifically, the author hypothesized that empathy was positively related to school adjustment and the relationship was independent to the relationship between academic achievement and school adjustment.
Correlation and regression analysis on data from 149 children at their 5th grades of an elementary school located in Chungbuk Province supported the hypothesis. Specifically, empathy was significantly and positively related to school adjustment. In consistent with the previous studies, academic achievement was also significantly and positively related to school adjustment. Most importantly, empathy showed incremental predictability of school adjustment over academic achievement. Finally, the empathy-school adjustment relationship holds across sub-factors of empathy (i.e., cognitional empathy, emotional empathy) and the sub-areas of school adjustment (i.e., teachers, relations with schoolmates, learning activity, rules observation and school events).

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 공감 = 3
• 2. 학교생활적응 = 13
• 3. 공감과 학업성취도, 학교생활적응과의 관계 = 16
• 4. 연구 가설 = 18
• Ⅱ. 연구 방법 = 19
• 1. 연구대상 및 자료수집 = 19
• 2. 측정도구 = 20
• 3. 자료 분석 방법 = 23
• Ⅲ. 결과 = 24
• Ⅵ. 논의 = 29
• 참고 문헌 = 33
• ABSTRACT = 37
• 부록 = 39