놀이 중심의 자기표현 훈련이 초등학생의 자기효능감에 미치는 효과 = (The) effect of play-based assertion training on elementary school student's self-efficacy

다국어 초록 (Multilingual Abstract)

This study aimed to examine the effects of Assertion Training on self-efficacy, by conducting play-based Assertion Training with the sixth grade elementary school students.
To achieve the purpose, research questions suggested in this study were as follows:
Firstly, does play-based Assertion Training have a significant effect on confidence of elementary school students?
Secondly, does play-based Assertion Training have a significant influence on elementary school students' self-control efficacy?
Thirdly, does play-based Assertion Training affect significantly item difficulty of tasks that were assigned to elementary school students?
To verify these hypotheses of the study, twenty students of the sixth grade in C elementary school located in Busan city were sampled as subjects, and they divided into two groups: an experimental group consisted of ten students out of twenty, and a control group consisted of the others by using Pretest-Posttest control group design.
This study used play-based Assertion Training program that Jeon Ji-hyeon(1995) had developed appropriate to the fourth, fifth, and sixth students in elementary school by restructuring the assertive training program developed by Byeon Chang-jin and Kim Seong-hoi (1980), but the program was partly changed for this study.
The program was conducted ten times totally: two times a week for sixty to eighty minutes in after-school classes.
By using Kim Ah-young and Chat Jeong-eun (1995)'s self-efficacy test that had been adapted by Kim Ah-young (1997), Pretest-Posttest was carried out to verify the effect of Pretest-Posttest program. The data was analyzed by using covariate analysis (ANCOVA) with SPSS WIN 10.0 and the results of the analysis were as follows:
Firstly, the results showed that play-based Assertion Training had a significant effect to improve self-efficacy of elementary school students.
Secondly, while play-based Assertion Training showed significant differences related to confidence and self-control efficacy that were sub-categories of self-efficacy, there was no statistically significant difference with regard to item difficulty of tasks.

목차 (Table of Contents)

• 목차 = Ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 6
• 1. 놀이 = 6
• 가. 놀이의 의미 = 6
• 나. 놀이의 교육적 가치 = 6
• 다. 초등학교 고학년 아동의 특징 = 7
• 라. 놀이와 자기표현훈련 = 8
• 2. 자기표현훈련 = 8
• 가. 자기표현의 의미 = 8
• 나. 자기표현훈련이론 = 9
• 다. 자기표현훈련의 효과에 대한 연구 = 10
• 3. 자기효능감 = 11
• 가. 자기효능감의 개념 = 11
• 나. 자기효능감의 구성요소 = 13
• 다. 자기효능감의 원천 = 14
• 라. 자기효능감 관련 연구 = 16
• 4. 자기표현훈련과 자기효능감 = 17
• Ⅲ. 연구 방법 = 19
• 1. 연구 대상 = 19
• 2. 실험설계 = 19
• 3. 측정도구 = 20
• 4. 실험절차 = 21
• 5. 자료 처리 = 23
• Ⅳ. 결과해석 및 논의 = 24
• 1. 결과해석 = 24
• 가. 놀이중심의 자기표현훈련이 초등학생들의 자신감에 미치는 효과 = 24
• 나. 놀이중심의 자기표현훈련이 초등학생들의 자기조절효능감에 미치는 효과 = 25
• 다. 놀이중심의 자기표현훈련이 초등학생들의 과제난이도에 미치는 효과 = 26
• 라. 놀이중심의 자기표현훈련이 초등학생들의 자기효능감에 미치는 효과 = 27
• 2. 논의 = 28
• Ⅴ. 요약 및 결론 = 30
• 1. 요약 = 30
• 2. 결론 및 제언 = 31
• 참고문헌 = 32
• Abstract = 35
• 부록 = 37