초등학생의 정서조절능력과 학습몰입과의 관계 = The Relationship between Emotional Reglation and Learning Flow of Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to show the relationship between emotional regulation and learning flow of elementary students and help them adapting to learning process throughly, therefore to support them living well emotionally and scholarly.
Based on theorical background and prior studies, three questions were suggested as followed.
First, Is there any differences in ability of emotional regulation and learning flow of elementary school students by sex?
Second, Is there any correlation between ability of emotional regulation and learning flow?
Third, What is the effect of factors constituting the ability of emotional regulation to the students' learning flow?
To investigate the aboves, 5th or 6th grade 398 elementary students from Cheong-ju were examined for their ability of emotional regulation and degree of learning flow.
Emotional regulation was measured using the scale of emotional regulation developed by Kim Kyung Hui(1998) which is reconstructed by Park In Kyung(2010). Learning Flow Scale was applied which was produced by Seok Im Bok and Kang Yi cheol(1997). For the statistical analysis, SPSS 18.0 program was used and t-test was applied to show the differences in ability of emotional regulation and learning flow by gender. Furthermore, Pearson correlation analysis was done to find whether the ability of emotional regulation correlates to learning flow and Multiple regression analysis was also done to indentify the concrete relations between the two.
The major results of the study were as follows:
First, there was no significant differences in ability of emotional regulation and learning flow of elementary school students statistically. Second, ability of emotional regulation showed the significant correlation to learning flow. Among the factors constituting the ability of emotional regulation, the use of self-emotion is the most effective factor to the learning flow.
These results of the study showed that emotional regulation is needed to improve the learning flow. In our environment such as intense competition existed and schoolwork emphasized, ability of emotional regulation correlates to learning flow in elementary school students significantly.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 7
• 1. 정서조절능력 7
• 2. 학습몰입 14
• 3. 정서조절능력과 학습몰입의 관계 23
• Ⅲ. 연구방법 25
• 1. 연구대상 25
• 2. 측정도구 26
• 3. 자료처리 28
• Ⅳ. 결과 및 해석 29
• Ⅴ. 논의 및 결론 38
• 1. 요약 및 논의 38
• 2. 제언 41
• 참고문헌 43
• 초록(Abstract) 48
• 질문지 50