Egogram에 나타난 성격유형, 자기효능감과 심리적 안녕감에 관한 연구

국문 초록 (Abstract)

본 연구는 Egogram에 나타난 성격유형,자기효능감과 심리적 안녕감이 상호 어떤 영향을 미치는지 규명하고자 수행되었다. 이러한 연구의 목적을 해결하고자 하는 연구문제는 다음과 같다. 첫째,Egogram에 나타난 성격유형의 5가지 하위요인은 심리적 안녕감에 어떤 영향을 미치는가? 둘째,자기효능감의 2가지 하위요인은 심리적 안녕감에 어떤 영향을 미치 는가? 셋째,Egogram에 나타난 성격유형의 5가지 하위요인은 자기효능감에 어 떤 영향을 미치는가? 본 연구는 서울시 소재의 초등학교 5,6학년 아동 268명을 대상으로 어린 이용 Egogram,자기효능감,기분척도 설문지 검사를 실시하고 SPSS 11.0 프로그램을 이용하여 상관관계,중다회귀분석을 하였으며 본 연구를 통해 나타난 결과를 요약하면 다음과 같다. 첫째,Egogram에 나타난 성격유형과 긍정적 정서와의 관계에서 양육적 어버이(NP),자유로운 어린이(FC)의 자아상태가 높을수록 긍정적 정서를 강하게 느끼며,순응하는 어린이(AC)의 자아상태가 높을수록 긍정적 정서 를 약하게 느끼는 것으로 나타났다.또한 Egogram에 나타난 성격유형과 부정적 정서와의 관계에서는 순응하는 어린이(AC)의 자아상태가 높을수록 부정적 정서를 강하게 느끼며,어른(A),양육적 어버이(NP)의 자아상태가 높을수록 부정적 정서를 약하게 느끼는 것으로 나타났다. 둘째,일반효능감과 대인효능감이 높을수록 긍정적 정서를 강하게 느끼는 것으로 나타났으며,특히 대인효능감보다 일반효능감이 높을수록 긍정적 정서를 많이 느끼는 것으로 나타났다.또한 일반효능감과 대인효능감이 높을 수록 부정적 정서를 적게 느끼는 것으로 나타났다. 셋째,양육적 어버이(NP),자유로운 어린이(FC)의 자아상태가 높을수록 자기효능감을 강하게 느끼며,순응하는 어린이(AC)의 자아상태가 높을수록 자기효능감을 약하게 느끼는 것으로 나타났다. 본 연구의 결과는 Egogram에 나타난 성격유형과 자기효능감과 심리적 안녕감 간에는 유의미한 관련이 있으므로 학교 현장에서는 이에 알맞은 교 육프로그램을 개발하여 아동 개개인에 맞는 지도 방법을 사용하여 최대한 의 효과를 올릴 수 있음을 시사한다.

다국어 초록 (Multilingual Abstract)

Thisstudyhasbeenconductedtoexaminetheeffectofthecharacter typeshowninEgogram andself-efficacyonpsychologicalwell-being. Toattainthepurposeofthisstudytheissuewillbeasfollows. First,whateffectdo 5 subfactors ofcharacter shown in Egogram haveonpsychologicalwell-being? Second, what effect do 2 subfactors of self-efficacy have on psychologicalwell-being Third, what effect do 5 subfactors of character type shown in Egogram haveonself-efficacy? This study has administrated survey testofEgogram for children, self-efficacy and feeling scale examining 268 students in 5th and 6th grade in Seoul, Korea. And I did correlation and multi-regression analysis using program SPSS 11.0. The results of this study are summarizedasfollows. First,in therelation between charactertypeshown in Egogram and positive emotion the higherthe ego state ofFree Child ofNurturing Parentis,themorestrongly they feelpositiveemotion.Andthehigher theego stateofAdapted Child is,themore weakly they feelpositive emotion.In addition,in the relation between charactertype shown in Egogram and negative emotion the higher the ego state ofAdapted Child is,themorestrongly they feelnegativeemotion.And thehigher theegostateofAdultofNurturingParentis,themoreweaklytheyfeel negativeemotion. Second,this study has shown thatthe highergeneralefficacy and personalefficacy are,themorestrongly they feelpositiveemotion and especially when the generalefficacy is higher than personalefficacy, they feelpositive emotion more.Moreoverthe highergeneralefficacy andpersonalefficacyare,thelesstheyfeelnegativeemotion. Third,thestudy showed thatthehighertheegostateofFreeChild ofNurturing Parentis,themorestrongly theyfeelselfefficacy.Andit showed thatthe higherthe ego state ofAdapted Child is,the more weaklytheyfeelselfefficacy. The resultofthis study suggests thatthere are some meaningful relation among charactertypeshown in Egogram and selfefficacy and psychologicalwell-being and therefore schools should develop proper educational programs and have maximum effect applying diverse teachingmethodstoeachchild.

목차 (Table of Contents)

• I.서 론 ················································································································ 1
• 1.연구의 목적 및 필요성 ·················································································· 1
• 2.연구문제 ············································································································ 5
• Ⅱ.이론적 배경 ········································································································ 6
• 1.에고그램 ············································································································ 6
• 2.자기효능감 ······································································································ 30
• 3.심리적 안녕감 ································································································ 37
• 4.선행 연구 고찰 ······························································································ 42
• Ⅲ.연구 방법 및 절차 ·························································································· 47
• 1.조사대상 ·········································································································· 47
• 2.측정도구 ·········································································································· 47
• 3.자료처리 및 분석 ·························································································· 49
• Ⅳ.연구 결과 ·········································································································· 50
• Ⅴ.논 의 ··················································································································· 58
• 1.연구 결과 및 의의 ························································································ 58
• 2.연구의 시사점,제한점 및 후속연구에 대한 제언 ································· 59
• 참 고 문 헌 ······································································································· 63
• 부 록 ······················································································································· 69
• ABSTRACT··········································································································· 73