성취동기와 자아탄력성 및 학교생활 적응과의 관계 = The Relationship Between Achievement Motives, Eco-resilience and Adjustment to School life

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the relationship between the achievement motives of students, ego-resilience, and adjustment to school life.
The subjects of this study are as follows:
1. Do the achievement motives of middle school students have a relation to ego-resilience?
2. Are the achievement motives of middle school students have a relation to adjustment to school life?

Based on related theories and result of preceeding studies, hypothesis of this study can be stated as follows.
1. The higher achievement motives group would have higher ego-resilience.
2. The higher achievement motives group would have higher adjustment to school life.

To attain the purpose of this study, 346 students(male:240, females 106) in 3rd grade were selected from middle schools in Yeoju County.
They were measured on the 'test of achievement motives' and 'test of ego-resilience' and 'test of adjustment to school life' through the questionnaire.
The score obtained from the tests were analyzed by T-test and
whole subjects of 346 students were divided into upper and lower group according to the level of achievement motives.

The main result obtained from this study were as follows.

1. The first hypothesis was accepted.
Between the high achievement motives group and low achievement motives group, the former gets a higher score of ego-resilience. In other words, the higher achievement motives group has higher ego-resilience.
2. The second hypothesis was accepted.
The higher achievement motives group has a higher score of adjustment to school life compared with the lower achievement motives group.
In other words, the group that has higher achievement motives can adjust to school life better.
In conclusion, the higher achievement motives have influence on higher ego-resilience and better adjustment to school life.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 4
• 4. 연구의 제한점 6
• Ⅱ. 이론적 배경 7
• 1. 성취동기 7
• 1) 성취동기의 개념 7
• 2) 성취동기가 높은 사람의 특성 9
• 3) 성취동기 발달과 관련된 요인 11
• 2. 자아탄력성 14
• 1) 자아탄력성의 개념 14
• 2) 자아탄력적인 아동의 특성 16
• 3) 자아탄력성의 발달과 관련된 요인 18
• 3. 적응 22
• 1) 적응의 개념 22
• 2) 학교생활적응 24
• 3) 학교생활 적응 관련 요인 25
• 4. 성취동기, 자아탄력성, 학교생활적응의 관계 29
• 1) 성취동기와 자아탄력성 29
• 2) 성취동기와 학교생활적응 30
• Ⅲ. 연구가설 32
• Ⅳ. 연구방법 33
• 1. 연구 대상 및 연구절차 33
• 2. 검사 도구 33
• 1) 성취동기 검사 33
• 2) 자아탄력성 검사 35
• 3) 학교생활 적응 검사 37
• 3. 자료처리 38
• Ⅴ. 연구결과 39
• 1. 성취동기와 자아탄력성의 관계 39
• 1) 성취동기 전체 상하 집단 간 자아탄력성 39
• 2) 성취동기 하위 요인별 상하 집단 간 자아탄력성 40
• 2. 성취동기와 학교생활 적응 48
• 1) 성취동기 전체 상하집단과 학교생활 적응 48
• 2) 성취동기 하위 요인별 학교생활 적응도 49
• Ⅵ. 논의 및 결론 56
• 1. 논의 56
• 1) 성취동기와 자아탄력성과의 관계 57
• 2) 성취동기와 학교생활 적응과의 관계 58
• 2. 결 론 60
• 참 고 문 헌 62
• ABSTRACT 67
• 부 록 69