http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
디지털 시대의 청소년 문화, 부모-자녀관계 및 사회·정서 발달
도현심 이화여자대학교 생활환경대학 인간생활환경연구소 2004 인간생활환경연구소 논집 Vol.- No.2
The purpose of the study was to examine the trends of adolescent culture, parent-child relationships, and socioemotional development in a so-called digital era with a sample of 305 junior high school students and 236 high school students. Data was analyzed by correlations, cross-tabs, and one-way ANOVA. More than 90.0(45 of students had computers at home and used the internet 2-3hours a day. Boys visited web pages for adults more often than girls, and junior high school girls had chatting friends through the internet the most among four groups divided by grade and sex. Highschool students had more cellular phones than junior high school students. High school girls read books and newspaper the least among the groups, and high school students smoked and drank more than junior high school students. Adolescents talked with their parents 0.5-1 hour per day. They answered that their mothers knew their whereabouts more than their fathers. Boys had more friends than girls. High school girls had the lowest self-esteem and the highest loneliness and depression among the groups. Especially, smoking and drinking tended to be positively related to loneliness and depression of adolescents.
교사 폭력과 남자중학생의 학교생활의 질 및 자아존중감 간의 관계
도현심,신정님 이화여자대학교 교과교육연구소 1999 교과교육학연구 Vol.3 No.1
본 연구의 목적은 교사의 신체적 · 언어적 폭력의 실태와 교사의 이런 폭력과 청소년들의 학교생활 태도 및 자아존중감간의 관계를 살펴보는 것이다. 또 이와 더불어 학교생활태도와 자아존중감의 관계를 살펴보았다. 본 연구는 Straus(1979)가 고안한 CTS(Conflict Tactics Scale)를 개정 · 수정한 폭력 척도, Epstein과 Mcpariland(1978)가 제작한 학교생활척도(Quality of School life) , Harter(1981)의 자아존중감 척도를 근거로 제작된 설문지들을 이용하여 중학교 2학년 남학생 369명을 대상으로 조사되었다. 주요 연구결과를 요약하면 다음과 같다. 첫째, 교사의 신체적 폭력을 경험한 청소년은 조사대상자의 약 80정도 였고, 주된 신체적 폭력 행사 방법으로는 교사의 손(주먹)을 이용하여 맞은 경험이 제일 빈번한 것으로 나타났다. 언어적 폭력의 경우는 전체의 약 30%정도가 경험한 것으로 나타났다. 둘째, 교사의 폭력과 청소년들의 학교생활태도는 유의한 관계를 보였다. 교사로부터 신체적 · 언어적 폭력의 경험이 많은 청소년일수록, 학교생활태도 중 교사와의 관계가 나빴고, 수업에서의 참여도가 낮게 나타났다. 그러나 교우와의 관계는 아무 관련이 없었다. 셋째, 교사의 폭력과 청소년들의 자아존중감은 자아존중감의 하위요인중, 행동 · 품행요인과 사회적 수용요인만 유의한 관계를 보였다. 즉, 교사의 신체적 언어적 · 폭력 경험이 많을수록 청소년의 행동 · 품행과 관련한 자존감은 낮았고, 반대로 사회적 수용에 관련한 자존감은 높게 나타났다. 자존감의 요인 중 그 외의 요인들은 유의적인 관계를 나타내지 않았다. 넷째, 학교생활태도와 자아존중감은 서로 유의한 관계를 보였다. 학교생활태도중 교우관계와 교사관계 그리고 수업참여도가 높을수록 청소년의 자아존중감은 높게 나타났다. 본 연구는 현재 우리나라 청소년들이 학교생활에서 교사로부터 일반적으로 경험하고 있는 교사폭력의 실태와 이런 폭력의 경험과 학교생활태도 및 발달(자아존중감)간의 관계를 밝힌 점에 의의가 있다. 본 연구결과를 통과 교사의 신체적 · 언어적 폭력의 실태와 학교생활태도와 자아존중감간의 관계를 밝힘으로써 청소년의 학교생활에서 교사 역할의 중요성에 대해 시사한다고 하겠다. The purposes of this study was to examine teachers' violence trends and the relations between teachers' violence and the quality of school life and self-esteem in adolescents. The relations between the quality of school life and self-esteem were also examined. The study was studied with a sample of 369 2nd grade middle school students living in Seoul, using the teachers' violence questionnaire developed by the author hased on Straus (1979), the Quality of school life questionnaire(Epsteion & Mcpartland, 1976), and a self-perception profile(Harter, 1983). The main results of the study were as follows. First, over 70% of the adolescent were physically punished, and over 30% of adolescents were verbally punished. And mainly teachers punished their student using their fist. Second, teachers' violence were significantly related to the quality of school life in adolescent boys. The more teachers' violence they experienced, the more negative reactions to teachers and the less commitment to classwork they have. But teachers' violence was not significantly associated with relations to friend. Third, teachers' violence were significantly associated with Behavioral Conduct and Social Acceptance in self-esteem. The more teachers' violence they experienced, the lower self-esteem on Behavioral Conduct they have. On the contrary, The more teachers' violence they experienced, the higher self-esteem on Social, Acceptance they have. But the other factors in self-esteem were not significantly related with the teachers' violence. Finally, the quality of school life was significantly associated with self-esteem. The higher the quality of school life they experienced, the higher self-esteem they have. The findings from the present study was significantly related to the quality of school life and self-esteem in adolescents, emphasize the important role of teacher in adolescents' healthy school life and development.
또래괴롭힘 피해아의 사회인구학적 특성 및 부모의 양육행동 : Demographic Characteristics and Parenting Behaviors
도현심 이화여자대학교 생활환경대학 인간생활환경연구소 2002 인간생활환경연구소 논집 Vol.- No.1
This study compared demographic characteristics of 37 fifth-grade children who were victimized by peers with those of 37 nonvictimized children. Peer victimization varied as a function of birth order, indicating that onlies were more likely to be victimized than non-onlies. Maternal employment and education level of parents were not related to peer victimization. There were thus victims and nonvictims in similar proportions in all social classes. Both individual and group interviews focused on parental control were conducted for six mothers of victims who agreed to participate in the study. Most of mothers admitted that they were so intrusive and overprotective that they have treated their children as younger than their age, have infantilized them, and have been overcontrolling of their activities. Besides, there seemed to be little paternal involvement in raising their children.
유아의 또래관계 증진을 위한 학급 단위 프로그램의 개발 및 효과 검증
도현심,김민정,박보경,황영은 이화여자대학교 생활환경대학 인간생활환경연구소 2007 인간생활환경연구소 논집 Vol.- No.5
The purpose of this study was to develop a program for improving peer relations of preschoolers and to investigate its effectiveness, which was held in the natural setting of a classroom. The contents are consisted of understanding emotion, controlling negative emotion, and improving self-esteem, communication skills, and prosocial behaviors. The participants for the study were 105 4-year-o1d preschoolers who were divided into two groups such as experimental and control groups. Among them, 57 children were assigned for the experimental group, and 48 children for the control group. The experimental group participated in the program for 40-50 minutes per day once a week for 12 weeks during both the spring and fall semesters, while the control group received no treatment. As compared to the control group, children in the experimental group showed a significant increase in peer acceptance after they participated in the program, especially for both semesters.