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    청소년이 지각한 부모의 공감과 자기격려 및 학습몰입 간의 관계 = The Relationship among Parents' Empathy Perceived by Adolescents, Their Self-Encouragement, and Their Learning Flow

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    https://www.riss.kr/link?id=T13173637

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

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    한국어
    The purpose of this study was to investigate the relationships among parents' empathy perceived by adolescents, their self-encouragement, and their learning flow. In order to achieve the purpose of this study, the research questions were asked as follows:
    First, is their any difference in learning flow according to the level of adolescent's self-encouragement?
    Second, is their any difference in learning flow according to the level of parents' empathy perceived by adolescents?
    Third, is their any difference in self-encouragement according to the level of parents' empathy perceived by adolescents?
    The participants in this study were 365 students in three middle schools located in Cheongju City and Chungju City, Chung-buk Province. A questionnaire to measure parents' empathy perceived by adolescents, their self-encouragement, and their learning flow was administered to them. The data obtained were analyzed by t-tests using SPSS 18.0.
    The main results of this study are as follows:
    First, it was found that the higher group in adolescent's self-encouragement scored significantly higher in their learning flow than the lower group.
    Second, it was found that the higher group in parents' empathy perceived by adolescents scored significantly higher in their learning flow than the lower group.
    Third, it was found that the higher group in parents' empathy perceived by adolescents scored significantly higher in their self-encouragement than the lower group.
    The results of this study suggest that both parents' empathy perceived by adolescents and their self-encouragement are important for enhancing their learning flow, and parents' empathy perceived by adolescents is important for enhancing their self-encouragement.
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    The purpose of this study was to investigate the relationships among parents' empathy perceived by adolescents, their self-encouragement, and their learning flow. In order to achieve the purpose of this study, the research questions were asked as foll...

    The purpose of this study was to investigate the relationships among parents' empathy perceived by adolescents, their self-encouragement, and their learning flow. In order to achieve the purpose of this study, the research questions were asked as follows:
    First, is their any difference in learning flow according to the level of adolescent's self-encouragement?
    Second, is their any difference in learning flow according to the level of parents' empathy perceived by adolescents?
    Third, is their any difference in self-encouragement according to the level of parents' empathy perceived by adolescents?
    The participants in this study were 365 students in three middle schools located in Cheongju City and Chungju City, Chung-buk Province. A questionnaire to measure parents' empathy perceived by adolescents, their self-encouragement, and their learning flow was administered to them. The data obtained were analyzed by t-tests using SPSS 18.0.
    The main results of this study are as follows:
    First, it was found that the higher group in adolescent's self-encouragement scored significantly higher in their learning flow than the lower group.
    Second, it was found that the higher group in parents' empathy perceived by adolescents scored significantly higher in their learning flow than the lower group.
    Third, it was found that the higher group in parents' empathy perceived by adolescents scored significantly higher in their self-encouragement than the lower group.
    The results of this study suggest that both parents' empathy perceived by adolescents and their self-encouragement are important for enhancing their learning flow, and parents' empathy perceived by adolescents is important for enhancing their self-encouragement.

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    목차 (Table of Contents)

    • Ⅰ. 서론 1
    • 1. 연구의 필요성 및 목적 1
    • 2. 연구문제 6
    • Ⅱ. 이론적 배경 7
    • Ⅰ. 서론 1
    • 1. 연구의 필요성 및 목적 1
    • 2. 연구문제 6
    • Ⅱ. 이론적 배경 7
    • 1. 공감 7
    • (1) 공감의 의미 7
    • (2) 공감과 유사 개념 10
    • (3) 공감의 구성 요소 10
    • (4) 부모의 공감 11
    • 2. 격려 14
    • (1) 격려의 의미 14
    • (2) 자기격려 17
    • (3) 자기격려의 구성 요소 18
    • 3. 학습몰입 20
    • (1) 몰입의 의미 20
    • (2) 몰입의 특성 20
    • (3) 학습몰입의 의미 22
    • (4) 학습몰입의 구성 요소 23
    • 4. 부모의 공감과 자기격려 및 학습몰입의 관계 24
    • (1) 자기격려와 학습몰입의 관계 24
    • (2) 부모의 공감과 학습몰입의 관계 26
    • (3) 부모의 공감과 자기격려의 관계 29
    • Ⅲ. 연구 방법 31
    • 1. 연구대상 31
    • 2. 측정도구 31
    • (1) 부모 공감 척도 31
    • (2) 자기격려 척도 32
    • (3) 학습몰입 척도 33
    • 3. 자료처리 34
    • Ⅳ. 결과 및 해석 36
    • 1. 자기격려 수준에 따른 학습몰입의 차이 36
    • (1) 인지적 자기격려 수준에 따른 학습몰입의 차이 37
    • (2) 행동적 자기격려 수준에 따른 학습몰입의 차이 38
    • (3) 정서적 자기격려 수준에 따른 학습몰입의 차이 38
    • 2. 부모의 공감 수준에 따른 학습몰입의 차이 39
    • (1) 부모의 정서지각 수준에 따른 학습몰입의 차이 40
    • (2) 부모의 관점수용 수준에 따른 학습몰입의 차이 41
    • (3) 부모의 공감적 정서반응 수준에 따른 학습몰입의 차이 42
    • (4) 부모의 냉담한 정서반응 수준에 따른 학습몰입의 차이 43
    • 3. 부모의 공감 수준에 따른 자기격려의 차이 44
    • (1) 부모의 정서지각 수준에 따른 자기격려의 차이 45
    • (2) 부모의 관점수용 수준에 따른 자기격려의 차이 45
    • (3) 부모의 공감적 정서반응 수준에 따른 자기격려의 차이 46
    • (4) 부모의 냉담한 정서반응 수준에 따른 자기격려의 차이 47
    • Ⅴ. 논의 및 결론 49
    • 참 고 문 헌 53
    • 부 록 61
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