靑少年이 知覺한 家庭의 心理的 環境變因과 自我槪念과의 關係 = (A) study on the correlation between "process variables of the home environment" and "self-concept" in the youth

다국어 초록 (Multilingual Abstract)

This study focused on the the investigation into the variety and the degree of relationship between process variables of home and self-concept in the middle school children.
A. Problems and Hypotheses
The fact that the home environment influences the formation of an individual's self-concept has long been studied, yet detailed studies in the field of the relationship between process variables of the home (P.Vs) and self-concept variables (S.Vs) have been sporadic This is why the present study was set In the light of the results of previous re- search and the purpose of the study, this writer set up the problems as follows :
1) Is there any correlation between "T.P" (Total Positive Self Score) and "P.Vs"?
2) Is there any exclusive relationship between " P.Vs" and " S.Vs"?
3) Is there any significant difference by sex in the said relationship?
To investigate there problems, the hypotheses were proposed as follows :
1) There will be a reliable correlation between " P.Vs" and "T.P".
2) The correlations between "P.Vs" and "S.Vs" will show significant differences.
3) The relationship between "P.Vs" and "S.Vs" will show a significant difference by sex.
B.Method
In order to test the hypotheses proposed, the following standardized instruments were used: Home Environment Inventory and Self-Concept Test. Subjects were a total of 442 students (215 boys and 227 girls) in grade 2&3 of the middle schools in Jeju city.
C. Findings
The major findings of this study can be summarized as follows :
1) "P.Vs" perceived by middle school students showed a significant correration with their self-concept, and the degree of that correlation was different according to each variable
2) It was shoved that affection among "P.Vs" (achievement, expansiveness, affection, and autonomy) made the most profound effect on the positive development of self-concept.
3) Girl students have greater correlation than boy students in the relationship between "P.Vs" and "S.Vs".
4) Boy students were influenced in the development of Self-concept especially in the area of Social Self and Self Behavior, while girl students in the area of Self Satisfaction, Personal Self, and Family Self.
5) Sampled subjects are lower in the positive score of self-concept and more negative on their process environment of the home than standardized subjects.
It may be conclued that an affectionate process is the most important factor of home environment for the development of the sound self-concept in the youth.

목차 (Table of Contents)

• 목차
• I. 緖論 = 5
• A. 硏究의 目的및 必要姓 = 5
• B. 硏究問題 = 8
• C. 硏究의 制限點 = 9
• II. 理論的 背景 = 10
• A. 靑少年의 心理的 特性 = 10
• B. 自我槪念 = 12
• 1. 自我槪念의 定義 = 12
• 2. 自我槪念의 史的考察 = 14
• 3. 自我槪念의 構成要因 = 16
• 4. 自我槪念의 形成과 安定性 = 20
• C. 家庭環境 = 23
• 1. 家庭環境의 槪念 = 23
• 2. 家庭의 心理的 環境 = 25
• 3. 家庭環境의 情意的 敎育機能 = 28
• 4. 家庭의 心理的 環境과 自我槪念과의 關係 = 30
• III. 硏究假說 = 36
• A. 假說의 提起 = 36
• B. 用語의 定義 = 38
• IV. 硏究方法 = 41
• A. 硏究對象 = 41
• B. 測定道具 = 41
• C. 資料蒐集節次 = 48
• V. 硏究結果 및 論議 = 49
• A. 測定結果 = 49
• B. 假說檢證 = 51
• C. 論議 = 55
• VI. 結論및 提言 = 61
• A. 要約및 結論 = 61
• B. 提言 = 64
• 參考文獻 = 67
• Summary = 72