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    닫기

    高等學生들을 對象으로한 主張訓鍊의 效果

    한글로보기

    https://www.riss.kr/link?id=T729771

    • 저자
    • 발행사항

      대구: 慶北大學校, 1982

    • 학위논문사항

      학위논문(석사) -- 慶北大學校 敎育大學院 , 相談心理專攻 , 1982

    • 발행연도

      1982

    • 작성언어

      한국어

    • 주제어
    • KDC

      181.73 판사항(3)

    • DDC

      152.442 판사항(19)

    • 발행국(도시)

      경상북도

    • 형태사항

      63p.; 26cm

    • 소장기관
      • 경북대학교 중앙도서관 소장기관정보
      • 국립창원대학교 도서관 (창원캠퍼스) 소장기관정보
      • 대구대학교 학술정보원 소장기관정보
      • 동국대학교 중앙도서관 소장기관정보
      • 순천향대학교 도서관 소장기관정보

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    영어
    한국어
    The purpose of this study was to examine the effects of assertiveness training-generalized (AT-G) with that of assertiveness training-individualized (AT-T). Subjects for this study were 15 male and 15 female high school students. They were randomly assigned to one of 4 counseling groups.
    Training procedure was divided into 7 parts; (1) assessment of assertiveness behavior befor assertiveness training, (2) AT-G (3) exinction period for 2 weeks, (4) assessment of assertiveness behavior after AT-G, (5) AT-I, (6) extinction period for two weeks and (7) assessment of assertiveness behavior after AT-I.
    Each group received seven 90-minutes AT-Gs for 3 weeks and five 90-minutes AT-Ts for 2 weeks. The effects of assertiveness training were assessed three times by each subject, his peers who participate in group counseling, and his parent using Korean version of Rakos & Schroeder's Assertiveness Behavior Scale, respectively.
    The effects of AT-G showed significient differences at the .05 level in self-reports, peer-reports, and parent-reports except parent-reports(1 group). The effects of AT-I showed significient differences at the .05 level in self-reports, peer-reports, and parent-reports except self-reports (1 group), and parent-reports (2 groups).
    번역하기

    The purpose of this study was to examine the effects of assertiveness training-generalized (AT-G) with that of assertiveness training-individualized (AT-T). Subjects for this study were 15 male and 15 female high school students. They were randomly as...

    The purpose of this study was to examine the effects of assertiveness training-generalized (AT-G) with that of assertiveness training-individualized (AT-T). Subjects for this study were 15 male and 15 female high school students. They were randomly assigned to one of 4 counseling groups.
    Training procedure was divided into 7 parts; (1) assessment of assertiveness behavior befor assertiveness training, (2) AT-G (3) exinction period for 2 weeks, (4) assessment of assertiveness behavior after AT-G, (5) AT-I, (6) extinction period for two weeks and (7) assessment of assertiveness behavior after AT-I.
    Each group received seven 90-minutes AT-Gs for 3 weeks and five 90-minutes AT-Ts for 2 weeks. The effects of assertiveness training were assessed three times by each subject, his peers who participate in group counseling, and his parent using Korean version of Rakos & Schroeder's Assertiveness Behavior Scale, respectively.
    The effects of AT-G showed significient differences at the .05 level in self-reports, peer-reports, and parent-reports except parent-reports(1 group). The effects of AT-I showed significient differences at the .05 level in self-reports, peer-reports, and parent-reports except self-reports (1 group), and parent-reports (2 groups).

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    목차 (Table of Contents)

    • 목차
    • I. 서론 = 1
    • 1. 문제진술 = 1
    • 2. 연구가설 = 3
    • 3. 이론적 배경 = 4
    • 목차
    • I. 서론 = 1
    • 1. 문제진술 = 1
    • 2. 연구가설 = 3
    • 3. 이론적 배경 = 4
    • 4. 연구의의 = 27
    • II. 연구방법 = 29
    • 1. 대상 = 29
    • 2. 도구 = 29
    • 3. 절차 = 32
    • III. 연구결과 = 35
    • IV. 고찰 = 38
    • V. 결론 = 44
    • 부록 = 45
    • 참고문헌 = 50
    • 영문초록 = 62
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