청소년의 자아존중감이 자기주도적 학습능력에 미치는 영향 = The Affect of Self-esteem on Self-directed Learning Skills in Adolescent

다국어 초록 (Multilingual Abstract)

This study of adolescents self-esteem self-directed learning abilities was to evaluate the affects against.
Self-esteem for themselves from others which are worth a moment of how much the meaning geoteu as a person depended on the will receive, self-esteem with high youth themselves positively consider respect, but low self esteem of adolescents themselves Judged to be negative, so that a positive self-esteem is very important to form.
High self-esteem of adolescents who think themselves important and that he is worth in the future I think it would be helpful (Jaeyang-Hong, 2000).
The future is positive about life because they are confident, not complacent in the present challenging tasks and issues to pursue.
Therefore, future goals established himself disappointed by the failure even without having the courage to try again may be interpreted.
However, adolescents with low self-esteem and lack of confidence by the timid, easily frustrated, even a small failure and low achievement motivation to achieve goals is considered.
Crystallinity and high self-esteem has a positive self-focused coping behaviors, but the problem is low self-crystallized to form a negative self-esteem would seem a lot of emotion focused coping behaviors.
Others hang out in the lives of people living on social perception, ie Determining how to see the other side to inform the students at school advocates, parents, teachers, the role of the growth is stimulated.
Information provided by the teacher student relationship and to accept the idea that students will give a great impact on the emotions, these emotional factors, learning motivation, self-esteem, mental health, school adjustment, even given the impact is considered to be affected .
Korea's educational reality, the subject of study seriously undermines the autonomy of young people's psychological health and adaptation of these negative influences on adolescents' self-esteem judged that the self-directed learning about the impact on the ability to evaluate.
Self-esteem and self-directed learning in order to investigate the correlation between Pearson's correlation analysis was conducted on the effect of self-management, self esteem regression analysis was conducted to evaluate.
In this study, the following conclusions were obtained.
1) According to gender and academic self-esteem did not see significant differences by region, according to characteristics of the subjects did not appear domain-specific differences in perception.
2) Self-esteem and self-directed learning skills across all areas of the definition were correlated.
3) Self-esteem, self-directed learning skills impact on the regression analysis, self-esteem affects learning motivation motivation in relationships with others would be affected and no statistically significant relationships with others(β =-. 255,p <.05), the more motivation was a slight negative impact. Assertiveness and anxiety(β =. 186, p <.05), over all self-esteem(β =. 380, p <.01)statistically significant in the motivation would be affected and self-assertion and the higher the anxiety, self-esteem, the higher the motivation was somewhat positive impact.
Self-esteem affects self-directed learning skills analysis, self-esteem, self-directed learning skills across the whole of the statistically significant would be affected and self-esteem(β =. 376, p <.01), the higher self-directed learning skills appears that the effect was slightly improved.

Conclusion The results obtained from the Sacheon region based on the creation of secondary school children, because children can
not represent a nationwide survey to investigate the need to analyze the data and adolescent self-esteem on academic self-directed learning effect Larger studies are needed for the diversification.
The youth development program for mental health and for self-management plan and improve self-esteem and academic skills that can grow into healthy children should be created the conditions.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 목적 및 필요성 1
• 2. 연구문제 4
• Ⅱ. 이론적 배경 5
• 1. 청소년과 자아존중감 5
• 1) 청소년의 개념 및 특성 5
• 2) 청소년과 자아존중감 13
• 2. 자기주도적 학습능력 16
• 1) 자기주도적 학습능력의 개념 및 특성 16
• 2) 자기주도적 학습능력의 구성요인 19
• Ⅲ. 연구방법 31
• 1. 연구대상 31
• 2. 연구절차 31
• 3. 측정도구 32
• 1) 자아존중감 검사 32
• 2) 자기주도적 학습능력 검사 33
• 4. 자료처리 34
• Ⅳ. 연구결과 및 논의 35
• 1. 연구대상자의 일반적 특성에 따른 영역별 인식정도 35
• 2. 자아존중감과 자기주도적 학습능력간의 상관관계 38
• 3. 자아존중감이 자기주도적 학습능력의 하위요인에 미치는 영향 39
• 1) 자아존중감이 학습동기에 미치는 영향 39
• 2) 자아존중감이 자기효능감에 미치는 영향 40
• 3) 자아존중감이 시간 관리에 미치는 영향 41
• 4) 자아존중감이 학업불안에 미치는 영향 42
• 5) 자아존중감이 자기점검에 미치는 영향 42
• 6) 자아존중감이 자기주도적 학습능력 전체에 미치는 영향 43
• 4. 요약 및 논의 44
• Ⅴ. 결론 49
• 참고문헌 52
• Abstract 62
• 부록 66