치과기공사의 전문직 자아개념 연구 - 서울지역 근무자에 한하여 -

이혜은 대한치과기공학회 2007 대한치과기공학회지 Vol.29 No.2

The aim of this study was to make dental technicians recognize the importance of their professional self-concept, and to provide basic data to devise the educational programs and policies of establishing their positive professional self-concept. In addition, the investigator tried to present some improvement measures for dental technicians’ actual services by examining their job satisfaction. Study findings are as follows: First, the score of study subjects’ self-concept is 3.41( .58) (perfect score=5), middle or high in rank. As for the mean score of professional self-concept by realms, the self-concept of communication is 3.59( .67), the highest; the self-concept of leadership in the realm of professional service is 3.54( .75); the self-concept of skills is 3.50( .75); the self-concept of adaptability is 3.47( .69); and the recognizant level of satisfactory self-concept is 2.95( .81), below the normal. Second, as for the difference of professional self-concept according to general characteristics, such variables as age, marital states, and the length of one’s service have a significant influence upon the recognition of self-concept. First, the self-concept of those whose age is between 31 and 35 is the highest (3.64 .49), and it is followed by that of those whose age is 36 and above (3.57 .77) and then that of those whose age is between 26 and 30 (3.31 .56)). And that of those whose age is below 25 is the lowest. The obove results show us that the professional self-concept of older study subjects is higher than that of younger ones in general(p<.01). As for marital states, that of married persons(3.54 .64) is higher than that of unmarried ones(3.35 .55)(p<.05). As for the length of one’s service, that of longtime employees is higher than that of short-period workers(p<.01). In relation to positions, a manager’s professional self-concept is the highest(3.89 .55) and that of an assistant technician is the lowest(3.17 .58). Study findings show that the professional self-concept of higher ranking technicians is higher than that of lower ones in general (p<.001). Based on the study findings, the investigator suggests followings: First, studies on the professional self-concept that is appropriate to the characteristics of dental technicians must be carried out with a new point of view. Second, a tool must be researched and developed in order for the professional self-concept of dental technicians to be measured. Third, if a new professional self-concept is established and a measuring tool is developed, a study on the relationship between dental technicians’ professional self-concept and practice performance can be carried out again.

Interrelated Influence of Internal and External Factors on Malaysian Learners' Self-concept in Academic Writing

Ida Fatimawati bt Adi Badiozaman 아시아영어교육학회 2015 The Journal of Asia TEFL Vol.12 No.1

The study examines the factors that shape Malaysian learners’ academic self-concept in a specific subject, academic writing (in L2). Data were generated through a mixed methods approach, with an initial survey of 170 students, followed by two semi-structured interviews with each of eight student participants. The quantitative phase of the study identified that there were different self-concepts involved in the formulation of self-concept in academic writing (e.g., self-concept in English and self-concept as a writer). The qualitative findings from four student participants (selected from the eight) further expanded on these and identified interrelated internal and external factors that shape the L2 learners’ self-concept and engagement in academic writing. The study proposed that that there is a complementary relationship between multiple internal and/or external factors that are available to students, and that this may influence the nature of their actions in the academic writing class. Overall, this study demonstrated that an L2 learner’s self-concept in academic writing is complex and multifaceted and that Malaysia’s socio-historical setting tended to have a direct impact in the formulation of this academic self-concept. In light of these findings from the study, it is recommended that institutions provide a supportive educational environment (i.e., appropriate student-teacher ratio, writing support) in order to develop a positive foundation for self-concept enhancement and student engagement in academic writing.

태권도 수련생의 참여 동기 및 수련만족이 자아개념에 미치는 영향

이만옥(Man-Ok Lee) · 유승희(Seung-Hee Yoo) 경희대학교 스포츠과학연구원 2008 태권도과학 Vol.1 No.1

Taekwondo does not only fulfill physical needs of children but also fulfills the needs which their textbooks cannot complete such as sentiments and social activities in mental and educational aspects. Therefore, this paper will examine self-concepts of elementary students resulting from their motives of participation and atisfaction levels of Taekwondo and establish their correlation.The object of study for this study is 292 children between 10 to 13 ages who currently live in Seoul Metropolitan and Kyungi area with at least one year of Taekwondo training with the presence of any degrees. The questionnaires are compose of 6 questions from human-statistical features, 15 questions from motives for participation, 15 questions from the satisfaction of training, and finally 45 questions from self-concept. The motives for participation is subdivided into intellectual motives, social motives, and cognitive motives the satisfaction of training is subdivided into psychological satisfaction, social satisfaction and physiological satisfaction; and finally, the self-concept is subdivided into academic self-concept, physical self-concept, and social self-concept. And the followings are the results earned from this study. First, according to the human-statistical features, the motives of participation of the participants vary attentively from different sex, age, degrees and the duration of training within the group. Second, according to the human-statistical features, the satisfaction levels of training varies attentively from different sex, age, degrees and the duration of training within the roup. Third, the motives of participation, the satisfaction levels of training, and the self-concepts of Taekwondo trainees have attentive correlation.Fourth, the motives of participation of Taekwondo trainees attentively influence all three subcategories of self-concepts - academic self-concept, physical self-concept, and social self-concept. Fifth, the satisfaction levels of Taekwondo trainees attentively influence only two out of three subcategories - academic self-concept and social selfconcept. As clearly stated above, there is an attentive difference between the motives of participation and the satisfaction levels of elementary students training Taekwondo according to the human-statistical features. Furthermore, considering the motives of participation and the satisfaction levels of training positively influence the self-concepts, future studies should progress toward generalization of studies than focusing on the outcomes of the studies.

초등학생의 부모애착과 학습된 무기력간의 관계에서 자아개념의 매개효과

유지영,김춘경 한국청소년학회 2014 청소년학연구 Vol.21 No.8

The purpose of this study was to confirmed the effects of parent-attachment, self-concept on learned-helplessness and to confirmed the mediating effect of self-concept on relationships between parent-attachment and learned-helplessness in the elementary school students. The Participants were 817 5th~ 6th elementary school students and learned-helplessness, parent-attachment, self-concept were measured with questionnaire based on several studies. The data analyzed by using frequence, percentage, Pearson correlation, multiple regression using SPSS 18.0 for windows. The research findings were as follows. First, There were negative correlations between learned-helplessness with parent-attachment and self-concept. Also, There positive correlations between parent-attachment with self-concept. Second, Parent-attachment have effects on learned-helplessness of elementary school students. and Self-concept have effects on learned-helplessness of elementary school students. Lastly, general self-concept, learning self-concept, important-others self-concept, emotional self-concept of subordinate factors of self-concept have mediating effect on relationships between parent-attachment and learned-helplessness in the elementary school students partially. The result of this study suggest counseling intervention that strengthen parent-attachment, self-concept to decline learned-helplessness for elementary school students. 본 연구의 목적은 초등학교 고학년 학생들의 학습된 무기력에 부모애착이 어떠한 영향을 미치는지 확인하는 것과 이 과정에서 자아개념의 매개효과가 있는지를 확인하는 것이다. 이를 위해 경북지역 E와 J초등학교, 대구광역시 S초등학교의 5,6학년 817명에게 부모애착척도, 자아개념척도, 학습된 무기력척도를 설문조사를 한 후 자료를 통계처리하였다. SPSS 18.0을 사용하여 기술통계, 상관분석, 중다회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 초등학생의 부모애착과 자아개념은 학습된 무기력과 부적 상관을 가지는 것으로 나타났고, 초등학생의 부모애착과 자아개념은 높은 정적 상관을 가지는 것으로 나타났다. 둘째, 부모애착의 하위요인인 부모신뢰감, 부모의사소통, 부모소외감과 자아개념의 하위요인인 일반자아개념, 학문자아개념, 중요타인자아개념은 학습된 무기력에 영향을 미치는 것으로 나타났다. 셋째, 자아개념의 하위요인인 일반자아개념, 학문자아개념, 중요타인자아개념, 정서자아개념은 부모애착과 학습된 무기력 간의 관계에서 부분매개효과를 가지는 것으로 나타났다. 본 연구의 결과는 초등학교 고학년의 학습된 무기력을 감소시키기 위해서 부모애착과 자아개념을 강화시키는 상담적 개입이 필요함을 시사한다.

독서치료가 초등학교 아동의 자아개념에 미치는 영향

홍종관,황문희 한국발달장애학회 2004 발달장애연구 Vol.8 No.1

This study has purpose of figuring out the effect of bibliotherapy in group for normal 5th-year elementary school children on their self-concept. Here are the questions of this study as follows; 1. How does a group bibliotherapy effect on self-concept of children? 2. Does the group bibliotherapy have any different effect in accordance with gender? The subjects of this study are two classes of Y elementary school in Gumi city, Gyeongbuk province, divided into two groups as an experimental group and a controlled group which have 35 children respectively. The span of this therapy was 20 hours for 5 weeks, we utilized 19 pieces of beneficial reading materia1s(13 pieces of short story, 2 poems, 3 video materials and 1 piece of diaries)to improve a self-concept. Measuring tools for self-concept were diagnostic examination invented by Jung Jong jin and subordinating fields of self-concept are scholarly self-concept, social self-concept, physical self-concept, emotional self-concept and positive attitude toward whole self. According to methods and procedures above, the results of this study were gotten as follows; First, children showed statistically similar differences in scholarly self-concept, social self-concept, emotional self-concept and positive attitude toward whole self resulted from ex post facto examination for self-concept between the experimental group and the controlled group and there were statistically similar differences in whole low-linking fields of self-concept in pre and ex post facto self-concept examinations for the experimental group. These results shows that croup bibliotherapy is effective to improve the self-concept of elementary school children. Second, average self-concept by gender is improved in subordinating circles in general, however the result of t verification doesn't have any meaningful difference compared to that of controlled group, which menas group bibliotherapy has no different result by gender. Based on this information, we could reach the conclusion that elementary school children belongs to the incubation period according to Freud's development phases in character so they have potential psychological energy which is the cause of that children don't have special personal character in accordance with gender and it means group bibliotherapy issuitable way to masculine and female elementary school children. 본 연구는 비행청소년이나 비정상적인 아동 혹은 영재아와 같은 특수아동이 아니라 정상적인 초등학교 5학년 한 개반 전체 아동을 대상으로 독서치료를 실시하여 아동의 자아개념에 어떠한 효과를 미치는지 알아보고, 또 같은 집단에서 독서치료를 적용한 남자어린이집단과 여자어린이집단의 자아개념에 미치는 효과를 알아보고자 했다. 연구 대상은 경상북도 구미시 소재 Y초둥학교 5학년 아동 충 70명으로, 연구자가 독서치료의 취지를 설명한 후. 참여를 희망하는 담임교사가 맡은 2개 반을 선정하여 각각 실험집단(35명)과 통제집단(35명)으로 배치하였다. 연구결과 실험집단과 통제집단간의 자아개념 사후검사 비교에서 학업적, 사회적, 정서적 자아개념. 총자아긍정에서 통계적으로 유의한 차이를 나타났으며, 실험집단의 자아개념 사전-사후검사 비교에서 자아개념의 하위영역 모두에서 통계적으로 유의한 차이가 나타났으며, 독서치료를 실시한 실험집단의 남녀별 자아개념 평균이 하위 영역 전체적으로 높아졌으나 통제집단과의 t검중 결과는 통계적으로는 유의한 차이가 없어 독서치료는 아동 성별에 따라 차이를 나타내지 않았다. 따라서 독서치료는 초등학교 아동의 자아개념 발달에 긍정적 영향을 미친다고 할 수 있다.

성별에 따른 청소년의 자아개념 발달양상 분석

송수지,남궁지영,김정민 한국인간발달학회 2012 人間發達硏究 Vol.19 No.1

The purpose of this study was to examine the development of self-concept in adolescence according to gender. Using data harvested from the 1st-6th years taken from the Korea Education Longitudinal Study, undertaken by the Korea Educational Development Institute, the sample consisted of 6,908 adolescents who had participated in the Korea Education Longitudinal Study. Multi-level analysis using a growth model was conducted in order to analyze the development of self-concept in adolescence according to gender. The results of this study revealed that the development of self-concept in adolescence changed and underwent linear change in particular during the middle school years. Additionally, there were differences in the growth rates of the self-concept according to gender. First, there were differences in the growth rates in terms of social self-concept according to gender. Second, there were no apparent differences in the growth rates of the family self-concept according to gender. Third, there were no differences in the growth rates in terms of physical self-concept according to gender. Fourth, there were differences in the growth rates of academic self-concept according to gender. The implications and limitations of this study were also discussed.

정신지체학생의 신체적 자아개념 발달 특성

임채영 ( Chae Young Im ),김기룡 ( Ki Ryoung Kim ),김삼섭 ( Sam Sup Kim ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2014 지적장애연구 Vol.16 No.4

이 연구에서는 특수학교 및 특수학급 설치 일반학교에 재학하고 있는 정신지체학생 중에서 중학교 이상의 과정에 해당하는 학생 208명을 대상으로 신체적 자아개념에 대한 전반적인 특성과 성, 학교형태, 학교과정, 장애등급 및 지원의 강도에 따른 차이를 알아보고자 하였다. 연구결과, 정신지체학생의 신체적 자아개념 중 전반적 자아개념과 신체적 자기개념에 대한 인식이 상대적으로 높은 것으로 나타났고, 신체조건은 상대적으로 낮은 것으로 나타났다. 정신지체학생의 신체적 자아개념에 대한 변인별 차이를 알아본 결과, 성과 학교형태 변인의 경우 통계적으로 유의한 차이가 있는 것으로 나타났고, 학교과정, 장애등급 및 지원의 강도 변인의 경우 유의한 차이가 나타나지 않았다. 남학생이 여학생보다 신체적 자아개념에 대해 더 긍정적으로 인식하고 있는 것으로 나타났고, 특수학교에 재학하고 있는 정신지체학생이 일반학교에 재학하고 있는 정신지체학생에 비해 신체적 자아개념을 더 긍정적으로 인식하고 있는 것으로 나타났다. 이 연구는 정신지체학생의 전반적인 신체적 자아개념의 발달 특성을 제시하고, 이러한 특성을 바탕으로 정신지체학생의 학업, 생활지도 및 진로지도 과정에서 신체적 자아개념을 향상시키기 위한 교육 프로그램을 개발하기 위한 근거를 제시하였다는데 의의가 있다. The study is to analysis the overall characteristics of the physical self-concept for students with mental retardation. In order to achieve the purpose of the study, it is analyzed the difference of physical self-concept of students with mental retardation by gender, school type, school courses, the degree of disability and the strength of support. This study was conducted targeting 208 students with mental retardation enrolled at junior high school or high school in special schools or special classes in regular schools. Simple physical self-concept tests of Maiano et al.(2009) translated by Kim et al.(2013) were used. Using these tools, the preliminary test, the primary test and secondary test was performed. The results of this study are as follows. First, it was found that students with mental retardation recognized the most positive general self-concept of physical self-concept factors, but the negative physical conditions. Second, the results of examining the difference by gender, global self-concept and physical condition of all the factors to be higher in boys than girls showed statistically. Third, the results of examining the difference by school type, all the factors of physical self-concept was to be higher students in special school than special classs. Exercise capacity and physical attractiveness of all the factors showed significant difference, but the other sub-factors did not show any significant differences. Fourth, the results of examining the difference by school course, global self-concept and exercise capacity of physical self-concept was to be higher students in high school than middle school. Physical self-worth, physical condition and physical attractiveness did not show any difference by school course. Fifth, the results of examining the difference by disability level, all the factors of physical self-concept was to be higher students in 2nd grade disability level than 1st grade and 3rd grade. Global self-concept, physical condition and physical attractiveness showed significant difference by disability level. Sixth, the results of examining the difference by support strength, global self-concept, physical self-worth and physical attractiveness showed significant difference. The results of this study is expected to be used in the field of development education program, such a academic program, daily life program and career education program, for the student with mental retardation.

아동의 독서환경이 자아개념 발달에 미치는 영향

이승국 한국아동교육학회 2005 아동교육 Vol.14 No.1

독서교육은 그 지향점을 자기주도적 학습능력의 신장과 건강한 인성형성에 두고 있다. 독서활동은 아동들의 풍부한 상상력을 통해 감성을 움직여 도덕적인 사고를 깨우치고, 사색과 체험을 도우며, 교양과 오락을 위한 것으로 그 의의가 크다. 인성형성에 중요한 독서와 자아개념에 대한 선행연구들의 대부분은 아동의 독서양식, 독서흥미, 독서경향, 독서활동 등에 대한 실태조사이고, 자아개념은 이러한 변인들과의 관계를 알아보아 긍정적인 자아개념을 형성할 수 있는 방안에 대하여 모색하고있다. 그리고 외국 연구들에서는 독서능력 즉 어휘력, 독해력, 비판력 등에 따라 자아개념이 차이가 있다는 것을 검증하는 연구가 대부분이다. 독서와 자아개념과의 상관은 인과성을 결정할 수 없다고 한다. 긍정적인 자아개념이 올바른 독서를 이끄는지 아니면 올바른 독서가 긍정적 자아개념을 유발하는지에 대한 송인섭(1988)의 이론적 분석에 따르면, 양자는 일방적인 관계가 아닌 상호 인과관계를 갖고 있어 상호작용적으로 상대를 향상시킨다고 한다. 따라서 독서 활동을 활발히 하기 위해서는 무엇보다 독서환경의 정비가 선결문제이기 때문에 가정, 학교, 사회 등 어디서나 아동들이 있는 곳에 좋은 독서환경이 요망된다. 이에 본 연구에서는 아동의 독서환경이 자아개념 형성에 미치는 영향을 탐색해 보고자 한다. 구체적으로는 아동의 가정, 학교 및 사회적 독서환경이 아동의 자아개념 형성에 미치는 영향의 제 측면을 고찰하고자 한다. The purpose of this study is to find whether reading environment has influence over children ' s self-concept. The specific research problem of this study were: (a) to identify the differences in the reading environment and in the self-concept according to the sexual, grade, area, (b) to identify the differences in the self-concept variables according to the reading environment variables. The subjects in this study were 868 children in the 4th-6th grade, who were selected from 7 elementary schools urban and rural areas. The research used the reading environment measurement was made by myself and research of self-concept by Korea Aptitude Research Institute(1998) as supplementary instruments to obtain data. The measurement was used after verifying its credibility through the preliminary test. The results of the questionnaires were analyzed by SPSS/PC+ 10.0 program and was applied through ANOVA and REGRESSION. The conclusions of the study are as follows: First, with respect to sexual differences, female children are affected by the familial, school, social reading environment than male children are. Second, with respect to grade differences, the 4th grade children's reading environment are higher than that of the 5th or 6th grade children. Third, with respect to life-area differences, the urban children's reading environment are higher than that of the rural children. Fourth, the difference in the self-concept according to the sexual, male children ' s the affective and bodily self-concept are higher than that of the female children. Fifth, the difference in the self-concept according to the grade, the affective and bodily self-concept are higher the 4th grade than that of the 5th and 6th. But the academic and social self-concept is not the difference in the grade. Sixth, the difference in the self-concept according to the life-area, the academic, social and affective self-concept are higher the urban children than that of the rural children. But the bodily self-concept is not the difference between two areas. Seventh, the familial reading environment affect the most significant to the academic self-concept of children, and the social reading environment are. The school reading environment affect negative to the academic self-concept of children, but it is not meaningful statistically. Eighth, the familial reading environments affect significantly to the social self-concept of children, but the school and social reading environment are not meaningful statistically. Ninth, the familial and social reading environment affect significantly to the affective self-concept of children, but the school reading environment is not meaningful statistically. Finally, the familial, school and social reading environments do not affect meaningfully to the bodily self-concept of children. In conclusion, the familial and social reading environments affect significantly to the self-concept of children, but the school reading environment affect negative to the self-concept of children though it is not meaningful statistically. So, we must be able to provide an adequate reading environment for the children to be the whole and healthy self-concept development.

방과후 학교 생활무용 프로그램 참여가 초등학생의 자아개념에 미치는 영향

김혜진(HyeJinKim),황명자(MyungJaHwang) 한국체육학회 2009 한국체육학회지 Vol.48 No.6

본 연구의 목적은 방과후 학교 생활 무용 프로그램 참여가 초등학생의 자아개념에 영향을 미치는가를 규명하는데 있다. 이를 위해 초등학생 62명(참여집단 31명, 비참여집단 31명)을 대상으로 방과후 학교 생활무용 프로그램 실시 전·후 자아개념 질문지 조사를 실시하여 분석한 결과는 다음과 같다. 첫째, 방과후 학교 생활무용 프로그램 참여여부에 따른 실시 전·후, 비참여집단은 자아개념의 항목이 모두 통계적으로 유의한 차이를 보이지 않았으나, 참여집단에서는 학업적·사회적 자아개념이 통계적으로 유의한 차이를 보였다. 둘째, 방과후 학교 생활무용 프로그램 실시 후 참여집단과 비참여집단 간의 차이는 전체 자아개념, 신체적 자아개념, 사회적 자아개념, 학업적 자아개념 모두 통계적으로 유의한 차이를 보였다. 따라서, 방과 후 학교 생활무용 프로그램 참여는 초등학생의 자아개념에 긍정적인 영향을 미친다는 것을 알 수 있었다. The purpose of this study was to investigate the impact of participation in an after-school life-long dance program on the self-concept of elementary school students. For this purpose, 62 elementary school students (participation group and control group each including 31 students) were given the self-concept test before and after participation and the test results were analysed. First of all, the results analysis indicated that there was no statistically significant difference in self-concept of the control group between pre-test and post-test scores, yet there were statistically significant differences in social self-concept and students’ self-concept of the participation group before and after participation. Overall, there was statistically significant difference between the control group and the participation group in self-concept, physical self-concept, social self-concept, students’ self-concept. Therefore, as the results suggested, participation in after-school life-long dance program had positive effects on elementary school students’ self-concept.

대학생의 스트레스에 자아개념이 미치는 영향: 성별 간 차이 탐색

김소영 한국성인교육학회 2014 Andragogy Today : International Journal of Adult & Vol.17 No.1

The purpose of the study is to investigate effects of self-concept on daily stress for College students. This study also analyzed the mean differences and the correlations of these variables by gender. Study participants were 198 college students from two 4-year universities located in Seoul. There were 138(69.7%) male college students and 60(30.3%) female college students. The stress and self-concept scale were used including 5 domains: stress(school life, interpersonal relationship, self problem, environment problem, family life), self-concept(general, academic, family and social, emotional, physical self-concept). There were gender differences in general and physical self-concept, self problem stress. That is, female students have lower general, physical self-concept and larger self problem stress than male students. The relationships between self-concept and stress were negative in male and female groups: the higher the self-concept, lower the stress. The effect of self-concept on stress were different results depending on gender. The explained variance in stress was higher in female group. And, the significant self-concept domains were different depending on gender. Especially, the results show that physical self-concept was the important domain only for the female group. 본 연구는 서울특별시에 소재한 4년제 두 대학에서 표집 된 198명의 대학생을 대상으로 스트레스와 자아개념 하위 변인의 성별 간 차이 및 관계를 살펴보고, 자아개념이 스트레스에 미치는 영향을 성별로 구분하여 탐색하였다. 전체학생 중 남학생은 138명(69.7%), 여학생은 60명(30.3%)이었다. 자아개념 하위변인 중 일반, 신체 자아개념에서 성별 차이가 있었다. 남학생은 여학생 보다 일반적으로 자신에 대해 더 긍정적으로 인식하고 있었고, 신체적인 면에서도 남학생은 여학생 보다 자신을 더 긍정적으로 인식하였다. 스트레스 하위 변인은 자신문제 스트레스에서만 성별 차이가 있었다. 선행연구 결과와 마찬가지로 자아개념, 스트레스 변인 간 상관관계는 부적 관계를 보여, 자아개념이 높을수록 스트레스 정도는 낮아졌다. 자아개념이 스트레스에 미치는 영향은 성별에 따라 다르게 나타났는데, 여학생의 경우 자아개념 하위 변인의 스트레스에 대한 설명력이 남학생에 비해 더 높았다. 남학생의 경우 학문 자아개념이 학교 및 환경 스트레스, 정서 자아개념은 대인관계, 환경, 가정생활 스트레스에 영향을 미쳤다. 여학생의 경우는 일반 자아개념이 자신문제 스트레스, 학문 자아개념이 학교 스트레스, 신체 자아개념이 모든 스트레스 하위 변인에 영향을 미쳤다.