자아존중감프로그램이 초등학생의 자아존중감 및 학교생활 만족도에 미치는 효과 = Effects of the Self-esteem Improvement Program on Elementary School students' Self-Esteem and School Satisfaction

다국어 초록 (Multilingual Abstract)

This study aims to discover the effect of a self-esteem promotional program on elementary school students’ self-esteem and satisfaction with school life, and to offer basic data necessary for after school children’s teaching program and guidance of their lives in child care center institutes.
The research problems to deal with in this study include the following.
First, what is the effect of a self-esteem promotional program on elementary school students’ self-esteem?
Second, what is the effect of a self-esteem promotional program on elementary school students’ satisfaction with school life?
The research hypotheses established against the theoretical backdrop include the following.
Hypothesis 1. The self-esteem of the test group applied with a self-esteem promotional program will be significantly higher than that of the control group.
Hypothesis 2. The satisfaction with school life of the test group applied with a self-esteem promotional program will be significantly higher than that of the control group.
This study aimed at 28 first and second grade elementary school students (14 students in the test group and 14 students in the control group) in the after school program of child care center institutes located in Chuncheon.
This study is experimental research into the comparison of the difference in self-esteem and satisfaction with school life of the test group and of the control group, after offering a self-esteem promotional program to the test group. The test designs involve ‘the pre- and post-tests of a nonequivalent control group’s design.
With regard to a test tool used in this study, the study adjusted and modified a test paper developed by Choi Bo Ga and Jeon Gui Yeon (1993) in their research into the development of a self-esteem scale, which had referred to a self-esteem test for children by Coopersmith (1967), for low school year elementary school students. Also, as per a test tool for satisfaction with school life, the study used a method for the attitude of high school students toward school, by Do Sang Cheol (1982), which was modified for high school students by Son Sun Ja (1993), and of which sub-area was partly modified and used by Seong Mi Ok (2003), and then modified to be suitable for low school year elementary school students by the researcher, upon the advice of an adviser.
For the self-esteem program, the study used an activity program for the promotion of self-esteem, developed by Palomares (1991), which was adapted and adjusted properly to Korean elementary school students by Jo Won Seong (1996), and was converted into a workbook form by the previous researcher, Lee Ihn Ja (1997) and reorganized by the researcher so that it could be utilized for low school year elementary school students (first and second graders).
Concerning collected data in this study, it was analyzed by using the SPSS WIN(14.0) program. In order to verify homogeneity of the pre-test results from the test group and the control group, the study conducted a dual independent sample t-test, and performed ANCOVA for the post-test results so as to analyze the test effect by taking the pre-test between the test group and the control group as a covariate variable.
The results of this study revealed through the process include the following.
First, <Hypothesis 1> was partly supported. In other words, the entire score of self-esteem of the test group that received the treatment of a self-esteem promotional program did not significantly improve, but the sub-area showed a partial improvement in the ‘school self’ and the 'family self'.
Second, <Hypothesis 2> was rejected. That is, the satisfaction with school life of the test group that received the treatment of a self-esteem promotional program did not show an effect as a rule, and there was no significant improvement also in the sub-area.

목차 (Table of Contents)

• 1. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 방과 후 아동지도 = 6
• 2. 자아존중감 = 9
• 3. 학교생활 만족도 = 17
• 4. 선행 연구 고찰 = 21
• 5. 연구가설 = 24
• Ⅲ. 연구방법 = 25
• 1. 연구의 대상 = 25
• 2. 실험 설계 = 25
• 3. 측정도구 = 26
• 4. 연구절차 = 30
• 5. 자료분석 방법 = 31
• Ⅳ. 연구결과 = 32
• 1. 자아존중감 증진 프로그램이 자아존중감에 미치는 효과 분석 = 32
• 2. 자아존중감 증진 프로그램이 학교생활만족에 미치는 효과 분석 = 37
• Ⅴ. 논의 = 42
• Ⅵ. 요약 및 결론 = 47
• 1. 요약 = 47
• 2. 결론 = 49
• 참고문헌 = 51
• 부록 = 55
• Abstract = 77