양육태도, 정서지능, 그리고 대인관계의 관계 = (The) Relationship between Child Rearing Attitude, Emotional Intelligence and Interpersonal Relationship

다국어 초록 (Multilingual Abstract)

This study to identify the developmental process of emotional intelligence, and also to investigate the relationship between child rearing attitude as a preceding factor of emotional intelligence and emotional intelligence and that between interpersonal relationship as a resulting factor of emotional intelligence and emotional intelligence.
The measurement in the present study were obtained from the questionnaire on emotional intelligence, child rearing attitude and interpersonal relationship. The subjects are 572 students in total, attending at the middle school and elementary school located in eastern district of Daegu City. They consist or 162 boy and 134 girl students in the 4th grade of the elementary school and 134 boy and 142 girl students in the 2nd grade of the middle school.
The results of this study are as follows: the first hypothesis was accepted that there may be a positive correlation between emotional intelligence and parents' affectionate and autonomous child rearing attitude. the seconds hypothesis was not accepted that the middle school students' scores of emotional intelligence may be higher than the elementary school students`. the third hypothesis was accepted that there may be a positive correlation between emotional intelligence and interpersonal relationship.
Consistent with the previous studies, this study suggests that parents' affectionate and autonomous attitude in their child rearing are helpful to increase their children's emotional intelligence. It is also suggestive that those who is high in emotional intelligence are more competent in their interpersonal relationships.
The previous researches on the development of emotional intelligence based on age which was not accepted in the present study are still under debate. Thus, further studies are necessary on issue. Emotional intelligence is essential not only to build up good interpersonal relationship but also to accomplish social success while living in modern society. Finally, it is also more desirable to have parents' affectionate and autonomous child rearing attitude to improve children's emotional intelligence as well as interpersonal relationships.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구목적 = 1
• 2. 정서지능 = 3
• 1) 정서지능의 정의 = 3
• 2) 정서지능의 구성요소 = 4
• 3. 정서지능의 선행요인 = 7
• 1) 부모 양육태도 = 7
• 4. 연령증가에 따른 정서지능의 발달 = 9
• 5. 정서지능의 결과요인 = 10
• 1) 대인관계 = 10
• 6. 연구과제 = 12
• Ⅱ. 방법 = 14
• 1. 조사 대상자 = 14
• 2. 측정도구 = 14
• 1) 부모 양육태도 검사 = 14
• 2) 정서지능 검사 = 15
• 3) 대인관계 검사 = 16
• 3. 조사실시 = 17
• 4. 자료분석 = 17
• Ⅲ. 결과 = 18
• 1. 조사대상자의 특성 = 18
• 2. 측정도구의 요인별 신뢰도 = 18
• 1) 부모 양육태도 검사의 요인별 신뢰도 = 18
• 2) 정서지능 검사의 요인별 신뢰도 = 19
• 3) 대인관계 척도의 요인별 신뢰도 = 21
• 3. 부모의 양육태도와 정서지능 = 22
• 1) 부모 양육태도 요인과 정서지능 요인간의 상관 = 22
• 2) 부모 양육태도에 따른 정서지능 = 23
• 4. 초등학생과 중학생의 정서지능 비교 = 24
• 5. 정서지능과 대인관계 = 24
• 1) 정서지능 요인과 대인관계 요인간의 상관 = 24
• 2) 정서지능에 따른 대인관계 = 25
• Ⅳ. 논의 = 26
• 참고문헌 = 29
• Abstract = 33
• 부록 부모 양육태도, 정서지능, 대인관계에 관한 설문지 = 35