학급풍토가 학생들의 자아개념에 미치는 영향 : 이부제 고등학교를 중심으로 = Effect on classroom climate for student's self-concept : Centering the evening high school

다국어 초록 (Multilingual Abstract)

The purpose for this study is to investigate the effect of classroom climate on self-concept development of the evening high school students under the basic assumption that classroom climate will influence on student's self concept, the hypothesis to test in this study are as follows.
I. The level of classroom climate perception will be different significants owing to their sex and grade.
II. The level of self- concept will have difference according to their sex and grade.
III. Classroom climate will be correlate with student's self-concept.
To verify the hypotheses, two kinds of too'ls were used.
Classroom Environment Scale (CES : Maos, 1971..) translated by the researcher was used to the measurement of classroom climate and self-Concept Scale (Jung Won-Sik, 1968) was employed to identify student I s self concept. The subject survey was 449 1st grade (m:107, f:108) and 3rd grade(m:117, f:117) selected from 2 evening high school located in Seoul area. The data 4collected. was analyzed by the two-way ANCVA, Pearson's correlation and multiple correlation.
From this analysis, the following conclusions can be drawn:
1. There was significant differences in the level of classroom climate perception according. to their grade and sex. This finding supports the conclusion that the individual characteristics are determine factors for classroom climate.
2. There was significant differences in self-concept according to their grade am sex, with the exception of self behavior, moral self and family self. This finding suggest that students being in the evening high school have positive self-concept.
3. In the result of simple correlation and multiple correlation analysis according to each grade and sex, classroom climate affects the positive self-concept development. The involvement, affiliation, teacher support variable of classroom climate was promote positive self-concept development. This finding supports the conclusion that students being in the evening high school perceived their classes that are supportive, orderly, that is, classes that have the psychosocial characteristics. Therefore, teacher need to establish his authority early in the development of a class, in which case students quickly learn the implicit and explicit rules governing classroom life. Teachers in this type of class can be more supportive, since they have relatively little need to justify their authority or to criticize students for their behavior. Students in these class gain a desire to be involved and have more positive self -concept.

목차 (Table of Contents)

• 목차
• I. 序論 = 1
• A. 硏究의 必要性 = 1
• B. 硏究의 目的 = 3
• C. 硏究의 限界點 = 3
• II. 理論的 背景 = 4
• A. 學級風土의 槪觀 = 4
• B. 自我槪念의 槪觀 = 16
• C. 學級風土와 관련된 先行硏究 = 26
• III. 硏究의 範圍 = 35
• A. 用語의 定義 = 35
• B. 假說 = 41
• IV. 硏究의 方法 = 42
• A. 標集對象 = 42
• B. 測定道具 = 42
• C. 節次 = 45
• V. 結果 및 論議 = 46
• A. 結果 및 解釋 = 46
• B. 論議 = 71
• VI. 要約 및 結論 = 77
• A. 要約 = 77
• B. 結論 = 79
• ＊參考文獻 = 83
• ＊英文抄錄 = 89
• ＊附錄 = 92