어머니의 촉진적 의사소통과 중학생 자녀의 대인관계 성향과의 관계 = (The) Relationship between Mother's Facilitative Communication on of their Middle School Children's Interpersonal Relations Disposition

다국어 초록 (Multilingual Abstract)

The Interpersonal Relations Disposition of human is very important characteristics that should have in modern information and communication society. In these days, mothers play important role in promoting the Interpersonal Relations Disposition of her children. The ability of Mother's Facilitative Communication, especially, may strongly effect the children's Interpersonal Relations Disposition.
Testing the hypothesis, we empirically study the effects of Mother's Facilitative Communication level on Interpersonal Relations Disposition of their middle school children as well as the relation between the Interpersonal Relations Disposition and sex of the children. According to Mother's Facilitative Communication level, that the mother's children is comprehending, we classify the experimental set as follows:
·non-facilitative communication level group
·primary facilitative communication level group
· advanced facilitative communication level group
We establish the following hypotheses from theory and results of preceding researches into the topic:
[Hypothesis 1] The Mother's Facilitative Communication of middle school students might significantly effect the Interpersonal Relations Disposition of the students.
[Hypothesis 2] There might have some relation between middle school student's Interpersonal Relations Disposition and their sex.
To test the Hypotheses, we deployed experiment with 432 students(231 men, 201 women) who are 3'rd grade of middle school in Dae-jeon city. We measured and tested the Mother's Facilitative Communication and Interpersonal Relations Disposition by extending and using the 'Mother's Facilitative Communication level scale' which had developed by Ma, Joong Kun(1988) and 'Interpersonal Relations Disposition scale' had developed by Ahn, Bum Hee(1984), respectively.
Source data from the experimenting students is processed by means of analysis of variance and Scheffe post testing. The Hypothesis 1 is tested by means of one-way analysis of variance and Scheffe post testing from experiment data. The Hypothesis 2 is tested by means of two-way analysis of variance from experiment data.
1) Testing of Hypothesis 1
"The Facilitative Communication of mother of middle school students might significantly effect the Interpersonal Relations Disposition of the students." is partially accepted.
Generally, Mother's Facilitative Communication has relation to sympathic- acceptable, sociable-friendliness, rebellious-distrustful, independent-responsible, and exhibitionistic-nacissistic, which are sub-characteristics of Interpersonal Relations Disposition. Lower levels of Mother's Facilitative Communication has the following relations:
① The empathic understanding level has relation to sympathic-acceptable and sociable-friendliness.
② The esteem and genuiness level have relation to sociable-friendliness and rebellious-distrustful.
③ The concreteness level has relation to independent-responsible, sociable- friendliness and rebellious-distrustful.
④ The self-disclosure level has relation to sympathic-acceptable, sociable- friendliness and exhibitionistic-nacissistic.
⑤ The immediacy level has relation to rebellious-distrustful.
2) Testing of Hypothesis 2
The Hypothesis 2, "There might have some relation between middle school student's Interpersonal Relations Disposition and their sex.", is partially rejected. Thus, there has no relation between middle school student's Interpersonal Relations Disposition and their sex. We remain formal reasoning about the interesting result as a further study.
From the results, we conclude that ability of Mother's Facilitative Communication is strongly influence to Interpersonal Relations Disposition of her children. Therefore, in order to improve Interpersonal Relations Disposition of children, mothers should have high-level facilitative communication skill.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 연구의 필요성과 목적 = 1
• Ⅱ. 이론적 배경 = 4
• 1. 촉진적 의사소통 = 4
• 2. 대인관계 = 13
• 3. 촉진적 의사소통과 대인관계 성향의 관계 = 22
• Ⅲ. 연구문제와 가설 = 24
• 1. 연구문제 = 24
• 2. 가설 = 26
• Ⅳ. 연구 방법 = 28
• 1. 연구대상 = 28
• 2. 측정도구 = 28
• 3. 자료처리 = 30
• Ⅴ. 결과 및 논의 = 31
• 1. 촉진적 의사소통과 대인관계 성향의 관계 = 31
• 2. 촉진적 의사소통과 대인관계 성향 관계의 성별차 = 45
• ⅤI. 요약 및 결론 = 60
• 참고 문헌 = 62
• 부록 1. 촉진적 의사소통 하위변인별 수준 정의 = 67
• 부록 2.‘어머니의 촉진적 의사소통 척도’의 문항별 답지 수준 표시 = 71
• 부록 3. 설문지 양식 = 72
• ABSTRACT = 85