초등학교 고학년생이 지각한 가족건강성과 학교생활적응 간의 관계에서 긍정심리자본의 매개효과

김민주 경상국립대학교 교육대학원 2024 국내석사

본 연구는 초등학교 고학년(5, 6학년)을 대상으로, 가족건강성, 긍정심리자본, 학교생활적응 간의 관계를 규명하여 가족건강성이 학교생활적응에 미치는 영향력 사이에서 긍정심리자본이 어떠한 역할을 하는지 확인하고자 하였다. 이를 통해 가족건강성과 긍정심리자본에 대한 이해를 높여 학교생활에 있어 적응 능력을 증진시키고자 하였다. 이를 위해 무선 표집된 경남 지역 초등학교 5학년과 6학년 학생들을 대상으로 자료를 수집하였으며, 불성실한 응답으로 판정된 자료를 제외한 남학생 185명, 여학생 174명, 총 359명의 설문지가 최종 분석에 활용되었다. 본 연구에서 사용된 측정도구는 각각 가족건강성, 긍정심리자본, 학교생활적응 측정도구이며, 수집된 자료는 SPSS 25.0, AMOS 21.0 프로그램을 사용하여 분석하였다. 분석과정에서 관련 변인 간의 구조적 관계에 관한 이론적 모델이 타당한가를 검증하였고 동시에 bootstrap검증을 통해 매개변수의 유의성을 측정하였다. 본 연구결과를 요약하면 다음과 같다. 첫째, 가족건강성과 긍정심리자본, 학교생활적응 사이에는 유의미한 관계를 미치는 것으로 나타났다. 가족구성원 간의 유대가 높고 의사소통이 활발하며, 문제해결 수행능력이 뛰어나고 가치체계를 공유할 때 학생들의 긍정심리자본이 높았다. 그리고 건강한 가족 속에서 성장한 학생들의 학교생활적응도가 높았다. 따라서 부모는 가정교육의 중요성을 인식해야 한다. 부모는 자신의 양육태도를 되돌아 볼 필요가 있으며, 수용적이고 경청하는 태도로 민주적인 분위기에서 자녀와 의사소통하려고 노력해야 한다. 둘째, 긍정심리자본은 학교생활적응과 정적 상관관계를 보였고, 가족건강성과 학교생활적응 간의 관계에서 긍정심리자본은 부분매개효과를 보였다. 즉, 초등학교 고학년(5, 6학년)이 인식한 가족건강성이 직접적으로 긍정적인 영향을 미치지만 긍정심리자본이라는 매개를 통해서도 학교생활적응에 영향을 미치고 있음을 알 수 있었다. 따라서 가족 구성원 간의 관계가 좋지 않아 학교생활적응에 어려움을 호소하는 학생들에게 긍정심리자본의 향상을 통한 개입 전략을 구사할 수 있다. 셋째, 초등학교 고학년생의 긍정적인 학교생활적응을 돕기 위해서는 초등학교 고학년생의 긍정심리자본을 향상시킬 수 있는 프로그램 개발이 무엇보다 중요한 것으로 판단된다. 특히, 본 연구에서 긍정심리자본의 하위요인들을 개별 분석하여 각 하위요인들(희망, 자기효능감, 회복탄력성, 낙관성)이 학교생활적응에 미치는 개별 영향을 확인했을 때, 모든 하위요인들의 매개효과가 유의미하였으며 매개효과의 크기는 희망, 자기효능감, 회복탄력성, 낙관성 순으로 나타났다. 이 같은 결과에 비추어 볼 때, 가족건강성이 낮은 초등학교 5, 6학년 학생들을 대상으로 긍정심리자본의 하위요인들 중 희망과 자기효능감을 우선적으로 고려하여 향상시킬 때 학교적응 능력을 효율적으로 높일 수 있을 것으로 기대한다. 따라서 가정의 교육적 기능이 축소되고 있는 시점에서 청소년의 긍정심리자본을 키울 수 있는 대안을 모색하기 위해 긍정심리자본 향상 프로그램 개발과 활용의 책임의식을 사회가 지녀야 할 것으로 본다.

재가복지 요양보호사의 감정노동, 직무만족도 및 심리적 소진의 관계에서 그릿의 조절된 매개효과

허미연 경상국립대학교 교육대학원 2022 국내석사

This study investigates the moderated mediating effect of grit on the relationship among emotional labor, job satisfaction, and psychological exhaustion of home care workers. The specific research problems to be examined in this study are as follows. First, what is the relationship among emotional labor, job satisfaction, and psychological exhaustion of home care workers? Second, what is the moderated mediating effect of Grit in the relationship between emotional labor, job satisfaction, and psychological exhaustion of home care workers? This study targeted home care workers in the G area. The specific subjects of the study were 10 men 103 women totaling 113 people. In this study, Hayes's (2018) SPSS MACRO PROCESS was used to examine the controlled mediating effect of Grit along with the relationship between emotional labor, job satisfaction, and psychological exhaustion of home care workers. All variables were analyzed by centering so that the average was zero. Concerning research question 1, Hayes (2018) model 4 was used to find out the mediating effect of job satisfaction in the relationship between emotional labor and psychological exhaustion of home care workers, and 5,000 bootstrap samples and 95% confidence intervals were set and analyzed to verify the significance of the mediating effect. Hayes (2018) model 58 was used to find out the controlled mediating effect of Grit in the relationship between emotional labor, job satisfaction, and psychological exhaustion of home care workers with research problem 2. The significance area of the moderating effect was confirmed through the Johnson-Neyman method, and 5,000 bootstrap samples and a 95% confidence interval were set and used for analysis. As a result of this study, the structural relationship between emotional labor and job satisfaction and Grit's moderating effect was found to harm job satisfaction. However, internal behavioral and emotional labor significantly positively affected job satisfaction. The interaction between emotional labor and the passion for internal behavior of home care workers affects job satisfaction, so the conditional effect of Grit was examined in the relationship between emotional labor and job satisfaction, and there was a moderating effect.

性役割 正體感과 對人 葛藤管理 및 學校適應 行動의 關係

최임숙 忠南大學校 2004 국내박사

The purpose of the present study is to inquire the development of sex-role identity and to examine the effect of sex-role identity upon coping behavior of interpersonal conflict and school adjustment. The study will have its significance for providing a foundation of sex-role education todays. The study has three research questions following; 1. Is there any difference in the ratios of sex-role identity types among three groups of students-middle school, high school and college students? 2. Is there any correlation between sex-role identity and coping behavior of interpersonal conflict? 3. Is there any correlation between sex-role identity and school adjustment behavior? The subjects of the study were 446 students consisted of 158 middle school students, 145 high school students and 143 college students. Sex-role identity was measured repeatedly for 78 college students at the interval of one year. The tools of the study were the Sex-Role Identity Test, the Interpersonal Conflict Management Test and the School Adjustment Scale. The chi-square test and correspondence analysis were conducted to examine the difference in the proportion of sex-role identity among three age groups. Two way analysis of variance and post-hoc comparison were conducted for the analysis of conflict-management and school-adjustment behavior among four groups of sex-role identity. The conclusions of the study are as follows; First, developmental pattern of sex-role identity is different by gender. In the case of male students, middle school students are characterized by undifferentiated type of sex-role identity. However, high school students are represented by masculine type while college students androgynous type. In the case of female students, undifferentiated type is dominant among middle school students while feminine type is dominant among high school and college students. The repeated measure of the sex-role identity shows that a significant change appears in sex-role identity among college students during 1 year. Approximately 42% of the college students have changed their sex-role identity in a period of one year. The undifferentiated and androgynous types show a higher proportion of change than the masculine and feminine types. A future study is expected to answer toward the question of why such changes occur among college students in one year. Second, there is a significant difference in conflict management behavior depending on the type of sex-role identity. The group of undifferentiated type shows the characteristics of avoiding behavior. The masculine type is characterized by the behavior of integration as well as dominance. The feminine type shows integrating behavior, obliging behavior and avoiding behavior. And the androgynous type utilizes integrating behavior, dominating behavior and obliging behavior in the management of interpersonal conflict. Third, there is a difference in the level of school adjustment depending on sex-role identity type. In general, the adjustment level of the androgynous type is the highest. That of the feminine and masculine type is the next and that of the undifferentiated type is the lowest. The androgynous type is superior to other types of sex-role identity in school adjustment for both male and female students. It seems to suggest that androgynous type of sex-role identity would be desirable for school adjustment in the present time.

초등학생의 사이버불링 피해경험과 심리적 안녕감의 관계에서 스트레스 대처방식의 매개효과

허진영 경상대학교 교육대학원 2019 국내석사

The purpose of this study was to investigate the psychological well-being of elementary school students by examining the mediating effects of stress coping style in relation to their cyber-bullying victimization experience and psychological well-being. To attain the object of the study, the research problems are presented as follows. First, what is the structural relationship among stress coping style, psychological well-being and cyber-bullying victimization experience of elementary school students? Second, what is the mediating effects of stress coping style between cyber-bullying victimization experience and psychological well-being of elementary school students? To identify the research problems, 1006 elementary school students were surveyed on their cyber-bullying experiences, psychological well-being, and stress coping style from October 19, 2018 to October 28, 2018. 802 of these were used in the analysis, except for parts 159 that were missing or were dishonest. The collected data was analyzed using the SPSS 21.0 and Amos 21.0 programs and the Sobel validation was performed to verify the significance of the mediated effects. The findings of the study are as follows. First, correlation is significant to understand the relationship between cyber-bullying, psychological well-being, and stress coping style among elementary school students. The victims of cyber-bullying in elementary school showed a side effect on how to deal with stress coping style, while passive ones showed a passive one. The victim experience of cyber-bullying in elementary school was revealed by an assistant manager in psychological well-being. Second, the direct effects of cyber-bullying victimization experiences on stress coping style active and passive coping style and psychological well-being are all significant, according to the path coefficient of the research model. Third, in the relationship between experience of cyber-bullying and psychological well-being, elementary school students' experiences of cyber-bullying damage in the mediating effect of the coping style of stress coping and the passive coping method negatively influenced the psychological wellbeing, cyber-bullying experience has negatively influenced psychological well-being through the passive coping method. The above results confirmed that the stress coping style is highly related to psychological well-being of elementary school students who experienced cyber-bullying. Through this research, we hope that systematic efforts will be made to recover the psychological well-being of elementary school students who experienced cyber-bullying, and that it will be used as meaningful material for future research and counseling that takes active stress coping style that pursues problem-oriented and social support.

대학생의 전공만족도, 진로탄력성, 사회적 지지, 진로결정자기효능감과 진로준비행동 간의 구조적 관계

박상란 계명대학교 대학원 2018 국내박사

본 연구는 대학생의 전공만족도, 진로탄력성, 사회적 지지, 진로결정자기효능감과 진로준비행동 간의 구조적 관계를 검증하기 위해 수행되었다. 연구의 대상은 대구광역시와 경상북도 지역에 소재한 대학에 재학 중인 대학생 총 799명이었다. 측정도구는 전공만족도 척도, 진로탄력성 척도, 사회적 지지 척도, 진로결정자기효능감 척도, 진로준비행동 척도를 사용하였다. 수집된 자료는 SPSS 23.0과 AMOS 23.0 프로그램을 이용하여 구조관계 및 매개효과를 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 대학생의 전공만족도, 진로탄력성, 사회적 지지와 진로결정자기효능감은 진로준비행동에 직접 영향을 미친다. 특히 전공만족도는 진로준비행동에 직접적인 영향이 높게 나타났다. 둘째, 대학생의 전공만족도, 진로탄력성, 사회적 지지는 진로결정자기효능감에 직접 영향을 미친다. 셋째, 대학생의 전공만족도, 진로탄력성, 사회적 지지는 진로결정자기효능감을 매개하여 진로준비행동에 간접 영향을 미친다. 이러한 결과는 대학생의 진로준비행동을 설명하거나 향상하기 위해서는 전공만족도, 진로탄력성, 사회적 지지, 진로결정자기효능감 요인을 고려할 필요가 있음을 시사한다. The purpose of this study was to examine the structural relations among satisfaction in major, career resilience, social support, career decision-making self-efficacy and career preparation behavior of college students. Seven hundred and ninety-nine college students in Daegu Metropolitan City and Gyeongsangbuk-do Province participated in the study. The instruments employed were the scales of satisfaction in major, career resilience, social support, career decision-making self-efficacy, and career preparation behavior. The data were analyzed for examining the structural relation and mediation effects by using SPSS 23.0 and AMOS 23.0. The major findings of the study were as follows. First, satisfaction in major, career resilience, social support, and career decision-making self-efficacy of college students had a direct effect upon their career preparation behavior. Particularly, satisfaction in major showed a significant effect upon their career preparation behavior. Second, satisfaction in major, career resilience, and social support of college students were found to have a significant direct effect upon their career decision-making self-efficacy. Third, satisfaction in major, career resilience and social support of college students were found to have a significant indirect effect on their career decision-making self-efficacy through mediating career decision-making self-efficacy. These results imply that satisfaction in major, career resilience, social support, and career decision-making self-efficacy of college students should be considered in explaining and/or improving their career preparation behavior.

지방교육행정공무원의 일과 삶의 균형조직문화, 직무열의 및 자기조절능력의 관계에서 이직의도의 조절된 매개효과

이은영 경상국립대학교 교육대학원 2024 국내석사

이 연구는 지방교육행정공무원의 일과 삶의 균형조직문화, 직무열의 및 자기조절능력의 관계에서 이직의도의 조절된 매개효과를 검증하였다. 연구는 G지역의 초등학교, 중학교, 고등학교, 교육지원청, 도교육청 등의 지방행정교육공무원을 대상으로 하였다. 연구대상에서 여성은 193명, 남성은 110명이며 전체 참여자는 303명이다. 연구 결과는 다음과 같다. 첫째, 본 연구에서 지방교육행정공무원의 일과 삶의 균형조직문화와 자기조절능력의 관계에서 직무열의는 완전매개효과가 나타났다. 이는 지방교육행정공무원의 일과 삶의 균형조직문화가 직무열의를 매개로 자기조절능력에 긍정적인 영향이 나타났다. 둘째, 본 연구에서 지방교육행정공무원의 일과 삶의 균형조직문화와 자기조절능력의 관계에서 이직의도의 조절된 매개효과가 유의하게 나타났다. 지방교육행정공무원의 일과 삶의 균형조직문화, 직무열의 및 자기조절능력의 매개효과는 이직의도가 낮을수록 긍정적인 효과를 보이고 있었다. 구체적으로, 이직의도가 낮을수록 지방교육행정공무원의 일과 삶의 균형조직문화, 직무열의 및 자기조절능력의 매개효과가 높게 나타났으며, 이직의도가 높을수록 지방교육행정공무원의 일과 삶의 균형조직문화, 직무열의 및 자기조절능력의 매개효과가 낮게 나타났다. This study verified the moderated mediating effect of turnover intention in the relationship between work-life balance organizational culture, job enthusiasm, and self-regulation ability of local education administrative officials. The study was conducted on local administrative education officials in elementary, middle, and high schools, education support offices, and provincial education offices in the G area. The study subjects were 193 women and 110 men, with 303 total participants. The results of the study are as follows. First, in this study, job enthusiasm showed a complete mediating effect in the relationship between work-life balanced organizational culture and the self-regulation ability of local education administrative officials. It means that local education administrative officials' work-life balanced organizational culture positively affected self-regulation ability through job enthusiasm. Second, the moderated mediating effect of turnover intention was significant in the relationship between the work-life balance organizational culture and the self-regulation ability of local education administration officials. The mediating effect of work-life balance organizational culture, job enthusiasm, and self-regulation ability of local education administration officials was positive as the turnover intention was low. Specifically, the lower the turnover intention, the higher the mediating effect of local education administration officials' work-life balance organizational culture, job enthusiasm, and self-regulation ability. Also, the higher the turnover intention, the lower the mediating effect of local education administration officials' work-life balance organizational culture, job enthusiasm, and self-regulation ability.

초등학교 교사가 지각하는 인성교육 내용으로서 성격강점의 중요도

정현주 계명대학교 대학원 2016 국내석사

The purpose of this study was to examine the relative importance of 24 character strengths within character education content as perceived by elementary school teachers. For this a survey questionnaire was developed. It consisted of 5 items on demographic information, 24 items on the degree of importance of 24 character strengths, and 5 items on the order of importance of the 24 character strengths. A total of 215 elementary school teacher in P city, Kyungbook participated in the study. The data were analyzed using the frequency analysis of the SPSS 21.0 version. The results of the study were as follows. First, the participants perceived a strong need for character education in the elementary school. Second, the participants perceived that most of the 24 character strengths except spirituality were very important for character education in the elementary school. Especially ability of love, altruism, self emotional control, thankfulness for the most trivial things in life, citizenship, emotional intelligence and honesty were considered important. The results suggest that such character strengths need to be considered for character education in the elementary school. 본 연구에서는 초등학교 교사가 지각하는 인성교육의 필요성의 정도, 인성교육 내용으로서 24개 성격강점별 중요도, 그리고 24개의 성격강점 중에서 어떤 성격강점이 초등학생 대상 인성교육에서 우선적으로 강조되어야 하는지에 관하여 알아보고자 하였다. P시의 초등학교 교사 215명이 본 설문 조사 연구에 참여하였다. 설문은 인적정보에 관한 문항, 24개의 각 성격강점별 인성교육 내용으로서의 중요도에 관한 문항, 그리고 이들 24개 성격강점 중 어느 성격강점을 특히 초등학생에게 키워주는 것이 필요한지에 관한 문항으로 구성되었다. 수집된 자료는 통계분석 프로그램 SPSS/Window(version 21.0)의 빈도, 백분율 및 교차분석을 사용하여 분석하였다. 연구결과는 다음과 같다. 첫째, 본 연구에 참여한 교사는 인성교육의 필요성을 절실하게 인식하고 있었다. 둘째, 본 연구에 참여한 교사는 24개 성격강점 중에서 영성을 제외한 다른 성격강점들은 초등학교 인성교육 내용으로서 중요하게 인식하고 있었다. 특히 사랑, 이타성, 자기조절, 감사, 시민의식, 정서지능, 그리고 정직 순으로 중요하게 인식하고 있었다. 이 같은 연구결과는 이들 성격강점을 중심으로 초등학교 인성교육을 실천해 가는 것이 필요함을 시사한다.

지방교육행정공무원의 개인-환경 적합성, 직무 스트레스 및 심리적 소진의 관계에서 회복탄력성의 조절된 매개효과

김라연 경상국립대학교 교육대학원 2021 국내석사

The purpose of this study is to identify the relationship between the moderated mediating effects of resilience on the relationship between individual-environmental suitability, job stress, and psychological exhaustion of local education administrative officials. The researcher conducted a survey using the aggregate sampling method with the local education administrative officials working in elementary, middle, high schools, regional offices of education, provincial offices of education, and other institutions in Gyeongsangnam-do. Based on the response data of 250 people, the SPSS MACRO PROCESS was used for descriptive statistical analysis and correlation analysis for each variable, and Cronbach's α was used to measure reliability. Based on the theoretical basis, the researcher induced the following results: Among individual-environmental suitability, individual-job suitability, individual-organizational suitability, and individual-colleague suitability had a significant negative effect on job stress and psychological exhaustion. In contrast, individual-superior suitability had a significant negative effect on job stress but no significant effect on psychological exhaustion. Job stress was found to have a significant positive effect on psychological exhaustion. According to the result of examining the modulating effect of resilience in the relationship between individual-environmental suitability and job stress, the modulating effect of resilience was not significant. Also, when examining the moderating effects of resilience on the relationship between individual-environmental suitability, job stress, and psychological exhaustion, resilience had not significant moderating effect.

가정폭력 피해 경험이 아동과 청소년의 심리사회적 적응에 미치는 영향에 관한 메타분석

하숙정 경상대학교 교육대학원 2021 국내석사

This study executed to identify the effects of victimization experience of domestic violence on psychosocial adjustment of children and adolescents. Based on effect size among related variables thorough this study, effective intervention and prevention strategies of psychosocial adjustment will be suggested. Total 43 journals are selected, 271 variables identified and meta-analysis utilized for data analysis. Observing and direct victimization experience of domestic violence put as independecne variables. Internalization, externalization and social competence put as moderator variables. According to the analysis, the mean effect size of victimization experience of domestic violence on psychosocial adjustment of children and adolescents, significant difference identified in total effect size( =0.1181), observing experience( =0.0986), and victimization experience of domestic violence( =0.1247). The mean effect size in lower factors showed in order of externalization, internalization, and social competence. The mean effect size in adjustment factors showed in order of violence, school maladjustment, externalization, behavior maladjustment. The big effect size of externalization variables showed in lower factors and adjustment variables. Based on the results diverse issues discussed such as the implications on counseling strategies and prevention in dealing with victims of domestic violence. Suggestions for further studies on the relationship between domestic violence and psychosocial effects of children and adolescents.

정서인식 프로그램이 유아의 정서지능, 또래유능성 및 사회적 성취목표지향성에 미치는 영향

이지은 경상대학교 교육대학원 2018 국내석사

The purpose of the study is to analyze the effect of emotion recognition program on emotional intelligence, peer competence, and social achievement goal orientation. In order to accomplish the goal of the study, three research questions were made. First, does emotion recognition program for young children have an effect on emotional intelligence? Second, does emotion recognition program for young children have an effect on peer competence? Third, does emotion recognition program for young children have an effect on social achievement goal orientation? To address the research questions, subjects were 41 four year old children in which experimental group were 20 and control group were 21 children. For the experimental group’s program, the emotion recognition program which was developed by Dr. Hwang(2016) based upon 10 basic emotions by Izard(1991) was revised and complemented with 6 basic emotions by Izard(1991). Those emotions are joy, sadness, fear, anger, interest, and disgust. The research findings were as follows. First, the emotion recognition program did not affect improvement of children’s emotional intelligence. Second, there was no significant difference in the influence of emotion recognition program on children’s peer competence improvement. Third, there was no significant difference in the influence of emotion recognition program on children’s social achievement goal orientation. The significance of this study can be found as follows. First, this study applied the emotion recognition program to enhance children’s emotional development. Second, the children were encouraged to recognize their emotions, express in proper way, recognize other’s emotion and behave appropriately in this study so that they could have positive relationship with peers and good social life as well in future. Third, until now, there was no researches on the social achievement goal orientation for children, therefore, future studies should be made on the criterion of social achievement goal orientation to investigate the children’s emotion and social relationship more profoundly.