自我槪念과 學校生活適應에 關한 硏究

다국어 초록 (Multilingual Abstract)

It has been suggested that human behaviors have been influenced by his or her psychological traits. A number of studies have indicated that self-concept is a main part of the psychological traits and is closely related with individuals' behaviors and adjustment. The purpose of the present study is to examine whether there is a positive relationships between self-concept and students' adjustment in school life.
The Hypotheses
1. The group obtained higher scores on self-concept scale would show higher scores on adjustment scale than the group obtained lower scores on self-concept scale.
2. The group obtained higher scores on self-concept scale would show higher marks on school achievement test than the group obtained lower scores on self-concept scale.
3. The group obtained higher scores on self-concept scale would show higher scores on self-fulfillment scale than the group obtained lower scores on self-concept scale.
The Methods
The subjects' self-concepts, adjustment, and self-fulfillment were measured by a standardized self-concept scale, and by an adjustment scale and a self-fulfillment scale constructed by the present researcher, respectively. Their school achievements were measured by a final examination conducted by the schools.
The subjects of the present study were 444 senior high school students from two boys' schools and two girls' school. The subjects who obtained scores on the self-concept scale more than the 75th percentile were classified into a higher group and those who obtained scores on the self-concept scale less than the 25th percentile were classified into a lower group. It was defined that the higher the subjects gain scores on the adjustment scale the more adjustment they show. tt was also defined that the higher the subjects gain scores on the self-sulfillment scale the more satisfaction they show.
Several t-tests were computed for the three hypotheses.
The Results
1. The hypothesis was, in general, confirmed that the group obtained higher scores on self-concept scale would show higher scores on adjustment scale than the group obtained lower scores on self-concept scale.
2. The hypothesis was, in general, confirmed that the group obtained higher scores on self-concept scale would show higher marks on school achievement tests than the group obtained lower scores on self-concept scale.
3. The hypothesis was, in general, confirmed that the group obtained higher scores on self-concept scale would show higher scores on self-fulfillment scale that the group obtained lower scores on self-concept scale.
It is concluded that self-concepts influence the level of adjustment in school life and the level of satisfaction in school life, and that self-concepts are related with school achievement positively. rt is also concluded that a teacher should prepare a program for traing self-concept for improving students' satisfaction and adjustment in school life.

목차 (Table of Contents)

• 목차
• I. 緖論 = 1
• A. 問題의 提起 = 1
• B. 硏究의 目的 = 2
• II. 理論的 背景 = 3
• A. 自我槪念 = 3
• B. 適應과 學校生活 適應 = 8
• C. 自我槪念과 適應 = 14
• III. 假說 = 18
• IV. 硏究方法과 節次 = 21
• A. 硏究對象 = 21
• B. 測定道具 = 21
• C. 資料處理 및 統計的 分析 = 28
• V. 結果와 論議 = 31
• A. 一般的 資料 = 31
• B. 假說의 檢證 = 41
• C. 論議 = 47
• VI. 結論 및 提言 = 51
• A. 要約 및 結論 = 51
• B. 提言 = 54
• 參考文獻 = 55
• Abstract = 58
• 附錄 = 61