NLP 코칭기법을 활용한 스마트러닝 기반의 자기성찰지능 향상 프로그램 개발 및 효과 = The Development and Effectiveness of Smart Learning-Based Intrapersonal Intelligence Enhancement Program using NLP Coaching Method

다국어 초록 (Multilingual Abstract)

This study attempts to develop an education program of self-leadership strategies for intrapersonal intelligence components to enhance intrapersonal intelligence in adolescence. It aims to apply an instrumental plan of NLP coaching techniques, and to verify long-term effects as well as short-term effects supported by smartphone applications.
To achieve this purpose, following research questions were established.
1. With what contents, strategies and procedures can smart learning-based intrapersonal intelligence enhancement program using NLP coaching techniques be constructed and developed?
2. Does the smart-learning based intrapersonal intelligence enhancement program have effect on intrapersonal intelligence enhancement?

The contents according to the research questions are broadly divided into program development and effect verification. First, for the program development, an intrapersonal intelligence enhancement program was developed, and based on the model, by ADDIE procedures, ‘An Intrapersonal Intelligence Enhancement NLP Program’ was developed. The program was executed for college students at late adolescence over 10 class hours for 2 months, and to maximize learning effects through motivations for learners, an intrapersonal intelligence application was developed and distributed. To verify the effects of the program, ANCOVA was carried out. Main research results confirmed through this study are as follows:
First, the Intrapersonal Intelligence NLP Program developed in this study was based on a model according to systematic teaching design and designed through an appropriate development process. Basic components of the program of ‘self-understanding’, ‘self-design’ and ‘self-control’ were selected by reflecting the results of analysis of preceding research. As a plan to draw out more subdivided targets of performance, self-leadership strategies were applied to sub-factors of each domain. In addition, as a teaching-learning method to draw out detailed performances, NLP coaching was constructed and an application undertaking the functions of Motivation, Adaptability, Transactional cooperation, Eduction (MATE) was used together. The validity of the overall program models and contents formation were confirmed by experts.
Second, the Intrapersonal Intelligence Enhancement Program developed in this study is effective for enhancing intrapersonal intelligence during adolescence. As a result of execution of the intrapersonal intelligence program to an experiment group and carrying out pre, post, follow-up and satisfaction tests, there were high test scores and significant differences between the groups in the overall intrapersonal intelligence and sub-factors. In addition, program satisfaction was 79.0% by which the effects of the intrapersonal intelligence enhancement program were verified.
Based on the above research results, the significances of the Intrapersonal Intelligence Enhancement NLP Program are suggested as follows:
First, through this study, an Intrapersonal Intelligence Enhancement NLP Program was presented. Till now, there have been rare studies prescriptively presenting teaching-learning methods according to the components of intrapersonal intelligence. Thus, this study has a significance in that it devised a model of Intrapersonal Intelligence Enhancement NLP Program and phased and systematized each component.
Second, a program effective for the enhancement of intrapersonal intelligence was developed. Most studies stopped at carrying out post-test at the point of time when a measure was completed in verifying the effects of the program while there was hardly a process of verifying continuous effects. Therefore, it has a significance as a study that verified if the program would have impacts not only immediately after the measure but also afterwards. Like above, ‘the Intrapersonal Intelligence Enhancement Program Using NLP Coaching Technique’ can be efficiently operated and it is expected that it can contribute to establishment of belief and values during adolescence.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• Ⅱ. 이론적 배경 6
• 1. 자기성찰지능 6
• (1) 다중지능 이론에서의 자기성찰지능 6
• (2) 다중지능 및 자기성찰지능 증진 프로그램 효과 16
• (3) 셀프리더십 22
• 2. NLP 27
• (1) 상담과 코칭 27
• (2) NLP 코칭 32
• (3) NLP 코칭 단계 39
• 3. 스마트러닝 42
• (1) 스마트러닝 개념 및 학습자특성 42
• (2) 스마트러닝 학습기제 50
• (3) 스마트러닝 교육적 활용도구 59
• Ⅲ. 연구방법 69
• 1. 프로그램 개발 69
• (1) 자기성찰지능 향상 NLP 프로그램 개발 방향 69
• (2) 자기성찰지능 향상 NLP 프로그램 개발 과정 71
• 2. 프로그램 효과검증 77
• (1) 연구대상 및 프로그램 운영 77
• (2) 실험설계 및 측정도구 78
• (3) 분석방법 81
• Ⅳ. 프로그램 개발 83
• 1. 자기성찰지능 향상 NLP 프로그램 모형 개발 83
• (1) 프로그램 모형 구성요인 83
• (2) 프로그램 전략 89
• (3) 프로그램 1차 모형 및 타당화 95
• (4) 프로그램 최종 모형 98
• 2. 자기성찰지능 향상 NLP 프로그램 개발 105
• (1) 자기성찰지능 향상 NLP 프로그램 분석 106
• (2) 자기성찰지능 향상 NLP 프로그램 설계 113
• (3) 자기성찰지능 향상 NLP 프로그램 개발 126
• (4) 자기성찰지능 향상 NLP 프로그램 실행 140
• (5) 자기성찰지능 향상 NLP 프로그램 평가 140
• Ⅴ. 프로그램 효과 141
• 1. 자기성찰지능 향상 NLP 프로그램 효과 분석 141
• (1) 전체 자기성찰지능 효과 분석 141
• (2) 자기성찰지능 하위요인 효과 분석 143
• 2. 자기성찰지능 향상 NLP 프로그램 내용 평가 146
• (1) 자기성찰지능 NLP 프로그램 만족도 분석 146
• (2) 자기성찰지능 NLP 프로그램 소감문 분석 149
• Ⅵ. 논의 및 결론 157
• 1. 논의 157
• 2. 결론 162
• 참고문헌 166
• 부 록 179