초등학생의 정서지능과 학교생활적응 및 학업성취도의 관계 = The relation of Emotional Intelligence, School-Related Adjustment, and Academic Achievement of Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the relation of emotional intelligence, school-related adjustment, and academic achievement of elementary school students.
The subjects of this study were 155 students in the 6th grade attending a elementary school located in jeon ju city.
Through the results of questionaries, emotional intelligence and school-related adjustment were measured. Academic achievement was based on the results of First National Achievement Test related to 5 subjects(Korean, Mathematics, Social studies, Science and English).
The gathered data were analyzed by zero-order correlation analysis and multiple regression analysis through SPSS/WIN 12.0.
To accomplish the purpose of this study, the following questions were suggested:
First, what is the correlation between emotional intelligence of elementary school students and their academic achievement?
Second, what is the correlation between school-related adjustment and their academic achievement?
Finally, what is the correlation between emotional intelligence of elementary school students and their school-related adjustment?
The major conclusions of the study were as follows
First, regarding the relationships between emotional intelligence and school-related adjustment, emotional recognition and expression, empathy, thought facilitating and emotional control ability among the sub-factors of emotional intelligence showed significant positive correlations with academic achievement. But each sub-factor of emotional intelligence wasn't predictable factors on academic achievement respectively.
Second, regarding the relationships between school-related adjustment and academic achievement, the relation with friends and academic activities among the sub-factors of school-related adjustment showed significant positive correlations with academic achievement, and general explanation ability was slightly improved but it didn't make a big difference. Only the relation with friends, a sub-factor of school-related adjustment, was confirmed as a meaningful prediction factor.
Third, regarding the relationships between emotional intelligence and school-related adjustment, it showed significant positive correlation in every factors except emotional control ability and relation with the teacher, and emotional recognition and expression, empathy and the factor of thought facilitating were confirmed as meaningful prediction factors.
Through this study, it was found that emotional intelligence, school-related adjustment of elementary school students were closely related with their academic achievement. And these findings will provide a basic framework of guidance for teachers to help successful school adjustment of elementary school students. Considering these findings, it is necessary to develop some programs to enhance emotional intelligence and school-related adjustment of students.

목차 (Table of Contents)

• 차례 = ⅰ
• 표차례 = ⅳ
• ABSTRACT = ⅴ
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 정서지능 = 5
• 2. 학교생활적응 = 16
• 3. 학업성취도 = 18
• 4. 정서지능, 학교생활적응, 학업성취도의 관계 = 19
• 가. 정서지능과 학업성취도 = 19
• 나. 학교생활적응과 학업성취도 = 21
• 다. 정서지능과 학교생활적응 = 22
• Ⅲ. 연구가설 = 24
• Ⅳ. 연구방법 = 25
• 1. 연구대상 = 25
• 2. 측정도구 = 25
• 가. 정서지능 검사 = 25
• 나. 학교생활적응 검사 = 27
• 다. 학업성취도 검사 = 30
• 3. 검사실시 절차 = 30
• 4. 자료처리 및 분석 = 31
• Ⅴ. 연구결과 = 32
• 1. 변인들의 기술통계 = 32
• 2. 정서지능과 학업성취도의 관계 검증 = 33
• 가. 정서지능과 학업성취도의 단순상관관계 = 33
• 나. 학업성취도에 대한 정서지능의 중다회귀분석 = 34
• 3. 학교생활적응과 학업성취도의 관계 검증 = 34
• 가. 학교생활적응과 학업성취도의 단순상관관계 = 34
• 나. 학업성취도에 대한 학교생활적응의 중다회귀분석 = 35
• 4. 정서지능과 학교생활적응의 관계 검증 = 36
• 가. 정서지능과 학교생활적응의 단순상관관계 = 36
• 나. 학교생활적응에 대한 정서지능의 중다회귀분석 = 38
• Ⅵ. 논의 = 41
• Ⅶ. 결론 및 제언 = 44
• 1. 결론 = 44
• 2. 제언 = 45
• 참고문헌 = 47
• 부록 1 정서지능 검사지 = 51
• 부록 2 학교생활적응 검사지 = 55