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부모 - 아동간 신념의 일치도와 아동의 학업 성취도 및 자기능력지각과의 관계
전경숙(Kyung Sook Jeun) 한국아동학회 1992 아동학회지 Vol.13 No.2
The purpose of this study is to investigate the relationships among the beliefs of parents and children, children`s cognitive and emotional behavior based on cognitive and interreactionary approach models. The Subjects were 138 children (68 eight-year-olds and 70 eleven-year-olds) and their parents. Instruments used in this study were the modified Family Belief Interview Schedule(Alessandri & Wozniak, 1987), the Standard Achievement Test, and Harter`s Perceived Competence Scale. Data analysis was by Pearson`s r product moment correlation, two-way ANOVA, Fisher-Z test and Student-Newman-Keuls post-hoc test. The major findings are as follows: (1) The beliefs of parents and children has a significant influence children`s perception of competence. (2) The congruence of parents` and children`s beliefs was hightest in assumed similarity. (3) Mother`s positive view of their children and congruence of mother`s and father`s beliefs were correlated with children`s academic achievement. Parents` positive beliefs and congruence of beliefs were also correlated with children`s self-perception of competence.
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강민주(Min Ju Kang),전경숙(Kyung Sook Jeun) 한국아동학회 1995 아동학회지 Vol.16 No.1
The purpose of this study was to investigate the relationship between social support and perception of self-confidence in children by grade, sex, and other related variables. The subjects were 136 third-graders, 143 sixth-graders, and 161 eighth-graders in public schools located in Pusan. Instruments were Harter`s Self-Perception Profile for Children and the Social Support Appraisal Scale (SSAS). The SSAS is a 31-item measure that taps children`s perception of family, peer, and teacher support. The data were analyzed by frequency, percentile, ANOVA, Scheffe test, Pearson`s correlation, and multiple regression. The main results showed that (1) children in 6th and 8th grades perceived higher peer support than children in 3rd grade, (2) except for social acceptance, the children in higher grades perceived themselves lower in self-competence than the children in lower grades, (3) there was a positive relationship between children`s perception of self-competence and social support, and (4) the variables which influenced children`s self-perception were, in descending order: socioeconomic status(β=.52), age(β=.21), social support(β=.10). These three variables explained 38% of the children` self-perception.
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