초등학생의 정서지능, 자기조절능력 및 주관적 안녕감의 관계

국문 초록 (Abstract)

본 연구는 초등학생의 정서지능, 자기조절능력 및 주관적 안녕감이 성별과 학년별에 따른 차이가 있는지와 정서지능, 자기조절능력 및 주관적 안녕감의 관계는 어떠한지를 알아보는 것이 목적이며 구체적인 연구 문제는 다음과 같다.
첫째, 정서지능, 자시조절능력, 주관적 안녕감의 성별과 학년에 따른 차이는 어떠한가?
둘째, 정서지능과 자기조절능력의 상관은 어떠한가?
셋째, 정서지능과 주관적 안녕감의 상관은 어떠한가?
넷째, 자기조절능력과 주관적 안녕감의 상관은 어떠한가?
다섯째, 자기조절능력이 정서지능과 주관적 안녕감의 관계를 매개하는가?
초등학생 358명을 대상으로 일원변량분석, Pearson의 적률상관관계과 위계적 회귀분석을 실시한 결과는 다음과 같다.
첫째, 정서지능과 자기조절능력 및 주관적 안녕감의 학년 차이는 크게 나타나지 않았다.
둘째, 정서지능과 자기조절능력 및 주관적 안녕감의 성별 차이도 크게 나타나지는 않았다. 하지만, 정서지능에서의 감정이입, 자기조절능력에서의 감정조절과 주관적 안녕감의 대인관계가 여학생이 남학생보다 높게 나타났으며 자기조절능력에서의 능력신뢰 및 스트레스 조절에서는 남학생이 여학생보다 높게 나타났다.
셋째, 정서지능과 자기조절능력의 상관, 정서지능과 주관적 안녕감의 상관 및 자기조절능력과 주관적 안녕감의 상관은 매우 높게 나타났다.
넷째, 자기조절능력이 정서지능과 주관적 안녕감의 관계를 매개하는지 분석한 결과 자기조절능력이 두 관계를 매개하는 것으로 나타났고, 자기조절능력 척도의 하위요인인 동기적 조절이 주관적 안녕감을 설명하는 정도가 가장 높은 것으로 나타났다.
본 연구 결과 정서지능, 자기조절능력이 주관적 안녕감과 매우 높은 상관을 가지고 있으므로 정서지능과 자기조절능력을 키울 수 있는 프로그램을 개발하여 초등학생에게 실시하는 것이 좋겠다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze the relationship between 4th and 6th graders’ emotional intelligence, self-regulation ability and subjective well-being.
This study was proposed specifically to analyze these questions. 1) What are the differences in emotional intelligence, self-regulation ability and subjective well-being based on gender and grade?
2) What relationship exists between emotional intelligence and self-regulation ability?
3) What relationship exists between emotional intelligence and subjective well-being?
4) What relationship exists between self-regulation ability and subjective well-being?
5) Is there any mediating effects of self-regulation ability between emotional intelligence and subjective well-being?
The 358 students in an elementary school participated in this study. An assessment tool for elementary school students developed by Moon Yong-Lin in 1997 was used to measure emotional intelligence and a self report assessment tool for self-regulation ability adjusted by Huh Jung-Kyoung in 2003 was introduced. For measuring subjective well-being made by Hong Seung-Pyo in 2004 was applied. The data was analyzed with one-way ANOVA, Pearson’s correlation and hierarchical regression analysis by SPSS.
The result of the research above may be summed up as follows.
First, as for the emotional intelligence, the self-regulation ability and the subjective well-being based on grade, there were no significant differences.
Second, as for the emotional intelligence, the self-regulation ability and the subjective well-being based on gender, there were no significant differences, as well. However, girls’ empathy of the emotional intelligence, feeling of self-regulation ability and relationship of the subjective well-being were higher than boys. And the boys’ faith in ability and regulation the stress level were higher than the girls.
Third, the correlations between emotional intelligence and self-regulation ability , the emotional intelligence had significant correlation with self-regulation ability. The emotional perception, emotional expression, empathy, emotional control, and emotional use all had significant correlations with self-regulation ability.
Fourth, the relations between emotional intelligence and subjective well-being, the emotional intelligence showed a significant correlation with subjective well-being. The emotional perception, emotional expression, empathy, emotional control, and emotional use all had significant correlations with subjective well-being.
Fifth, as for the correlations between self-regulation ability and subjective well-being, the self-regulation ability had significant correlation with subjective well-being. And cognitive, motivational and behavioral regulation also showed significant correlations with subjective well-being.
Lastly, the data was analyzed by hierarchical regression to examine the mediating effects of self-regulation ability between emotional intelligence and subjective well-being. In result, self-regulation ability mediated the relation between emotional intelligence and subjective well-being.
Therefore, this study showed significant correlations among emotional intelligence, self-regulation ability and subjective well-being. Conclusively, in subjective well-being and relations, it is required of perception of importance in education of emotional intelligence of children and self-regulation ability. And we need many methods to develop those abilities.

목차 (Table of Contents)

• Ⅰ. 서론 1
• Ⅱ. 이론적 배경 4
• 1. 정서지능 4
• 2. 자기조절능력 9
• 3. 주관적 안녕감 14
• 4. 정서지능과 자기조절능력의 관계 16
• 5. 자기조절능력과 주관적 안녕감의 관계 17
• 6. 연구문제 18
• Ⅲ. 연구방법 19
• 1. 연구 대상 19
• 2. 측정 도구 19
• 3. 자료 처리 22
• Ⅳ. 연구결과 및 해석 23
• 1. 학년에 따른 정서지능, 자기조절능력, 주관적 안녕감의 차이 23
• 2. 성별에 따른 정서지능, 자기조절능력, 주관적 안녕감의 차이 27
• 3. 정서지능과 자기조절능력의 관계 31
• 4. 정서지능과 주관적 안녕감의 관계 32
• 5. 자기조절능력과 주관적 안녕감의 관계 34
• 6. 정서지능과 주관적 안녕감의 관계에 대한 자기조절능력의 매개효과 36
• Ⅴ. 논의 38
• 참고문헌 42
• ABSTRACT 45
• 부록 48