T-集團 經驗이 中學生의 肯定的 自我槪念 形成에 미치는 效果

다국어 초록 (Multilingual Abstract)

The purpose of this study was to compare the effects of 3 group experiences-Structured T-Group, Unstructured T-Group, and Control Group-on the positive self-concept formation of 21 middle school male students.
The subjects for this study were 21 students volunteering to participate in a group counseling from first grade classes at Kyungpook National University, Teachers' College Attached Middle School located in Daegu District. All subjects were divided equally into Structured T-Group, Unstructured T-Group and Control Group.
Structured T-Group received 10 sessions (one session consisted of 60 minutes) of structured T-group experiences focused on theme-oriented structured group activities, expression of feeling on here-and-now behavior, and self-disclosure and feedback techniques every session in group.
Unstructured T-Group received 10 sessions of unstructured T-group experences focused only on expression of feeling on here-and-now behavior and feedback of I-and-Thou relations..
Control Group -received 10 sessions of discussion group experiences focused on cognitive problem-solving and decision making on problems from home, school, and society.
Jeung's Self-Concept Scale (Jeung, 1965) and Osgood, Suci &c Tanennbaum's Semantic Differential Scale revised by Kim (Kim, 1976) were administered to all Subjects as pretests in pregroup interview and as posttests in post-group interview to assess self-concept changes.
In an analysis of variance of pretests the 3 groups showed no significant differences at the.05 level of significance between them on two scales (F=.18, F=1.84, df=2/18). In an analysis of variance of posttests the 3 groups were found to differ significantly at the same level of significance from them on two scales (F=6.19, F=7.91, df=2/18).
A Scheffe method indicated that Structured T-Group's Ss showed more significant increases in Total Positive Self-Concept score (F=12.24- df=2/18 p <0.5) and more significant decreases in Discrepancy score between Real Self score and Ideal Selfscore (F=14-.11 df=2/18 p <.05) than Control Group, and Unstructured T-Group's Ss did not show more significant changes in two self-concept scales than Contol Group (F=4-.23, F=.58 df=2/18 p <.05), and Structured T-Group's Ss showed more significant decreases in Discrapancy score of Semantic Differential Scale (F=8.97, df=2/18, p <.05) but did mt show more significant increases in Total Positive self-Concept score of Self-Concept Scale (F=2.08, df=2/18, p <.05) than Unstructured T-Group.
It is concluded that the Structured T-Group experiences are more effective and Unstructured T-Group are not more effective on middle school students 'positive self-concept formation than Control group experiences, and that the Structured T-Group experiences axe more effective on middle school students' positive self-concept formation than Unstructured T-Group.
It is suggested that age and cultural adaptations are necessary for the T-group method to be transplanted.

목차 (Table of Contents)

• 목차
• I. 緖論 = 3
• 1. 問題意識과 硏究의 必要性 = 3
• 2. 硏究問題 = 5
• 3. 硏究假說 = 5
• 4. 用語定義 = 6
• 5. 硏究의 制限 = 7
• II. 理論的 背景 = 8
• 1. 自我槪念 = 8
• 1) 自我理論 = 8
• 2) 自我槪念과 適應 = 11
• 2. T-集團 = 14
• 1) 傳統的 T-集團 = 14
• 2) 組織的 T-集團 模型 = 17
• 3) 自我槪念과 T-集團 = 23
• III. 硏究方法 = 26
• 1. 硏究對象 = 26
• 2. 實驗期間 = 26
• 3. 測定道具 = 26
• 4. 硏究節次 = 27
• 5. 資料處理 = 40
• IV. 結果 = 41
• V. 考察 = 46
• VI. 結論및 提言 = 49
• 參考文獻 = 51
• 附錄 = 63
• 英文抄錄 = 71