초등학생의 성별, 학년별 공감하기 능력과 친사회적 행동의 차이

다국어 초록 (Multilingual Abstract)

The purpose of this study is to establish differences in empathizing and prosocial behaviors based on gender and grades of elementary school students, and to identify correlations between empathizing and prosocial behaviors. The research questions are as follows.
1. Are there differences in empathizing and prosocial behaviors based on gender of elementary school students?
2. Are there differences in empathizing and prosocial behaviors based on grades of elementary school students?
3. Is there relation between empathizing and prosocial behaviors?
In order to solve the three questions, the subjects who were 550 fourth-, fifth-, and sixth- graders in an elementary school located in Changwon City, Gyeongsangnam-do underwent a survey with questionnaires. As for tools for measurement, the Empathy Quotient(EQ) developed by Baron-Cohen(2003) and his colleagues, and the prosocial behavior test developed by Choi Kyung-mi(2007) were used. The collected data were analyzed with statistical processing by using t-test, one-way ANOVA analysis, post-test, and correlation analysis.
The results of this study are as follows.
First, as for the empathizing of the higher graders in elementary schools, that of females was higher than that of males, and such difference in gender was shown in all the fourth-, fifth-, and sixth-graders. As for the prosocial behaviors of the higher graders in elementary schools, that of females was higher than that of males, however, such difference in gender was shown only in the fifth- and sixth-graders.
Second, there were differences in the empathizing of the higher graders in elementary schools based on grades. The fourth-graders showed the highest empathizing, followed by the sixth- and the fifth-graders (in order). The males showed empathizing in order of the fourth-, the fifth-, and the sixth-graders, while the females showed no difference in empathizing. Also, there were differences in the prosocial behaviors of the higher graders in elementary schools based on grades. The females showed tendency similar with the that of the whole students, however, the tendency of the males was not similar, despite some differences. In other words, the empathizing and prosocial behaviors the higher graders in elementary schools based on grades had differences between grades but they did not increase as grades were lower.
Third, the empathizing and the prosocial behaviors showed positive correlation; prosocial behaviors were enhanced as scores of the EQ were higher. Thus, it can be concluded that prosocial behaviors are caused by empathizing.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 8
• 1. 남녀의 차이에 관한 Baron-Cohen의 이론 8
• 2. 공감하기 능력 10
• 3. 친사회적 행동 16
• 4. 공감하기와 친사회적 행동의 관계 22
• Ⅲ. 연구방법 24
• 1. 연구 대상 24
• 2. 조사도구 24
• 3. 연구 절차 27
• 4. 자료 처리 27
• Ⅳ. 연구결과 28
• 1. 성별에 따른 공감하기 능력과 친사회적 행동의 차이 28
• 2. 학년에 따른 공감하기 능력과 친사회적 행동의 차이 33
• 3. 공감하기 능력과 친사회적 행동 39
• Ⅴ. 논의 41
• Ⅵ. 요약 및 결론 45
• 참 고 문 헌 48
• ABSTRACT 57
• 부록 59
• <부록 1> 공감지수 설문지 59
• <부록 2> 친사회적 행동 설문지 62