문제상황 유형에 따른 아동의 대인간 문제해결능력 수준 연구

다국어 초록 (Multilingual Abstract)

This study aimed to investigate the development of children’s interpersonal problem solving ability considering children’s level of solving ability considering children’s level of social acceptance, sex and the types of problem situation. The questions raised in this study were as follow:
First, does children’s problem solving ability increase with grade?
Second, is the level of problem solving ability of socially preferenced children higher than those of socially isolated children.
Third, is there any difference in the level of problem solving ability with reference to children’s gender?
Fourth, us there any differences in the levels of children’s problem solving ability with reference to the characteristics of problem solving situation?
Subject, in this study were 90 primary school children at the 2nd, 4th and 6th grade. 10 of the subject, at each grade were socially preferenced, 10 were socially isolated, and the rest 10 were common children.
Boys and girls were of the same number.
The materials used in this study were eight situations developed by the author to measure children’s interpersonal problem solving ability.
School versus home, peer versus adult, and antagonism versus simple interruption were criteria considered in the development of the situations.
The following conclusions were obtained from the results and discussions of this study:
First, children’s interpersonal problem solving ability increases between the 4th and 6th grade. The increase swears in the problems of home situation, problem with peers, and problems of simple interruption. No significant increase appears in the problems of school situation, problems with adult, ad problems with antagonism.
Second, boys’ interpersonal problem solving abilities are higher than those of girls. The difference is significant in the problems of home, peer ad simple interruption.
Third, no significant difference reveals in the children’s problem solving ability with reference to the level of children’s social acceptance.
Fourth, children’s interpersonal problem solving ability in the problem situations with antagonism involved is higher than that in the situations of simple interruption, whereas no signigicant differences are revealed in the level of interpersonal problem solving ability between the problems of home ad school situations and between the problems of peer and adult.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 문제의 제기 = 1
• 2. 연구문제 = 7
• 3. 용어의 정의 = 8
• Ⅱ. 이론적 배경 = 10
• 1. 대인간 문제해결능력의 특성과 발달 = 12
• 2. 아동의 특성에 따른 대인간 문제해결능력 = 15
• 3. 문제상황의 유형에 따른 대인간 문제해결능력 = 20
• Ⅲ. 연구방법 = 23
• 1. 대상 = 23
• 2. 도구 = 23
• 3. 절차 = 24
• 4. 자료처리 = 25
• Ⅳ. 연구결과 = 27
• 1. 문제상황 유형별 대인간 문제해결능력 수준 = 27
• 2. 문제상황 유형간 대인간 문제해결능력 수준 비교 = 40
• Ⅴ. 논의 = 43
• 1. 방법에 대한 논의 = 43
• 2. 결과에 대한 논의 = 44
• Ⅵ. 결론 = 48
• 참고문헌 = 50
• Summary = 59
• 부록 = 61