라반의 창의적 프로그램을 통한 초등학생 자아개념 및 사회성 발달에 미치는 효과 = Effects of Extracurricular Activities Based on Laban's Creative Educational Activities on Self-Concept and Sociality Development in Elementary School Students

다국어 초록 (Multilingual Abstract)

Effects of Laban's Creative Educational Activities on Self-Concept and Sociality Development in Elementary School Students



Advisor : Prof. Jung, Myeong-Soo, Ph. D.
Major in Dance Education,
Graduate School of Chosun University

The purpose of this study is to provide basic materials for the changes of self-concept and social development in elementary school students after conducting extracurricular activities based on Laban's creative educational activities in the 4th -6th grades of elementary schools. To achieve this purpose, a total of 118(56 boys and 62 girls) 4th-6th grades of 3 elementary schools located in Gwangju Metropolitan City were participated in dance activity once or twice per week. The questionnaire survey was made to analyze self-concept and social development before and after conducting the activity and finally the following results were obtained.

1. For the changes of self-concept, there was a statistically significant difference in physical and learning factors for sex; in a social factor for grade; in social, physical, and learning factors for participation period; in social and physical factors for participation frequency; and in social, physical, and learning factors for participation hour. Male students(sex), the 5th grade(grade), more than 6 months(participation period), twice(participation frequency), and more than 1 hour(participation hour) showed high improvement in self-concept.
2. For the changes of sociality development, there was a statistically significant difference in cooperation, responsibility, respect for law, and voluntary service factors for sex; in cooperation and responsibility factors for grade; in responsibility, respect for law, and voluntary service factors for participation period; in cooperation and respect for law factors for participation frequency; and in cooperation, respect for law, and autonomy for participation hour. The 4th grade(male) and 5th grade(male) showed high improvement in cooperation and responsibility respectively. More than 6 months(participation period), twice(participation frequency), and more than 1 hour(participation hour) showed high improvement in sociality.
3. The analysis of correlation between self-concept and sociality development suggested that social self-concept was statistically significantly correlated with cooperation, autonomy, and voluntary service; physical self-concept, with cooperation, responsibility, autonomy, and voluntary service; and learning self-concept, with responsibility, respect for law, and autonomy.
4. The analysis of multiple regression analysis between self-concept and sociality development suggested that social, physical, and learning self-concept had positive effects on sociality development.

목차 (Table of Contents)

• < 목 차>
• ABSTRACT
• I. 서 론 1
• A. 연구의 필요성 1
• B. 연구의 목적 4
• C. 연구가설 5
• D. 연구 모형 6
• E. 용어의 정의 6
• Ⅱ. 이론적 배경 8
• A. 라반의 창의적 교육활동 8
• 1. 라반의 움직임 개념 8
• 2. 창의성의 이론적 접근 12
• B. 자아개념 14
• 1. 자아개념의 정의 14
• 2. 자아개념의 구조 15
• C. 사회성 발달 17
• 1. 사회성 발달의 정의 17
• 2. 성격발달과정 19
• 3. 사회적 발달의 위기해결 20
• Ⅲ. 연구 방법 21
• A. 연구대상자 21
• B. 설문지의 구성 22
• C. 라반의 창의성 프로그램 구성 및 절차 23
• D. 설문지의 타당도 및 신뢰도검증 24
• 1. 자아개념 및 사회성발달 설문지의 타당도검증 24
• 2. 자아개념 및 사회성발달 설문지의 신뢰도검증 26
• E. 조사절차 27
• F. 자료처리 27
• Ⅳ. 연구결과 28
• A. 인구사회학적 특성별 자아개념 변화비교 28
• 1. 성별에 따른 자아개념 변화비교 28
• 2. 학년에 따른 자아개념 변화비교 29
• 3. 참여기간에 따른 자아개념 변화비교 31
• 4. 참여빈도에 따른 자아개념 변화비교 32
• 5. 참여시간에 따른 자아개념 변화비교 33
• B. 인구사회학적 특성별 사회성 발달 변화비교 35
• 1. 성별에 따른 사회성 발달 변화비교 36
• 2. 학년에 따른 사회성 발달 변화비교 37
• 3. 참여기간에 따른 사회성 발달 변화비교 38
• 4. 참여빈도에 따른 사회성 발달 변화비교 41
• 5. 참여시간에 따른 사회성 발달 변화비교 43
• C. 자아개념과 사회성 발달간 상관관계 분석 45
• D. 자아개념과 사회성 발달간 중다회귀분석 46
• Ⅴ. 논 의 47
• Ⅵ. 결 론 51
• Ⅶ. 참고문헌 53
• 부록 57