敎育期待 變量源의 因果關係 分析

다국어 초록 (Multilingual Abstract)

This research examines social psychological variables which motivate educational expectations.
Research on educational expectations has concentrated on the transmission of status, i.e, the effects of socioeconomic characteristics of family origin on expectations of students prior to their entrance to college.
Past research has recognized that social psychological processes may operate as intervening factos between social characteristics and educational expectations.
However, the formulation and measurement of social psychological variables has been limited to the self variables of global self concept.
In this research global self concept, the traditional measure of self-concept, is replaced by role specific measures of self concept.
After reviewing theoretical formulations of influencing factors, a model is constructed containing the independent variable of family psychological environment; the intervening variable of self-concept; and the dependent variable of educational expectations.
In the analysis to follow, interest centers not only on the direct effects of independent and intervening variables but also on how family psychological variables may indirectly link educational expectations.
The subjects were 520 students: 174 male middle school students, 156 female high school students and 190 male high school students in seoul. As for the test tools for this study, Home Environment Diagnosis Inventory by Song In-Sub (1982), Self-Concept Questionnaire by Song In-Sub (1982) and Ontario Student Survey on Educational and Occupational Plans (1974) were used.
The data collected in this study were analyzed by spss program, especilly pearson's correlation coefficients, reliability, multiple regression, factor analysis.
The results of this analysis are suggestive in considering the relationship between family psychological background, social psychological variables and measures found to be relevant to future educational expectations.
The findings suggest that background characteristics influence educational expectations through social psychological variables.
A Major finding in the present study are the specification of the direct effects of self variables on educational expectations.
It was found that individuals may use self concepts to interpret behavior and these concepts may serve as motivational forces towards behaviors and plans consistent with their self meanings.
Further research is needed to expand treatment of self concept to improve our understanding of educational expectations.

다국어 초록 (Multilingual Abstract)

This research examines social psychological variables which motivate educational expectations.
Research on educational expectations has concentrated on the transmission of status, i.e, the effects of socioeconomic characteristics of family origin on expectations of students prior to their entrance to college.
Past research has recognized that social psychological processes may operate as intervening factos between social characteristics and educational expectations.
However, the formulation and measurement of social psychological variables has been limited to the self variables of global self concept.
In this research global self concept, the traditional measure of self-concept, is replaced by role specific measures of self concept.
After reviewing theoretical formulations of influencing factors, a model is constructed containing the independent variable of family psychological environment; the intervening variable of self-concept; and the dependent variable of educational expectations.
In the analysis to follow, interest centers not only on the direct effects of independent and intervening variables but also on how family psycological variables may indirectly link educational expectations.
The subjects were 520 students: 174 male middle school students, 156 female high school students and 190 male high school students in seoul. As for the test tools for this study, Home Environment Diagnosis Inventory by Song In-Sub (1982), Self-Concept Questionnaire by Song In-Sub (1982) and Ontario Student Survey on Educational and Occupational Plans (1974) were used.
The data collected in this study were analyzed by spss program, especilly pearson's correlation coefficients, reliability, multiple regression, factor analysis.
The results of this analysis are suggestive in considering the relationship between family psychological background, social psychological variables and measures found to be relevant to future educational expectations.
The findings suggest that background characteristics influence educational expectations through social psychological variables.
A Major finding in the present study are the specification of the direct effects of self variables on educational expectations.
It was found that individuals may use self concepts to interpret behavior and these concepts may serve as motivational forces towards behaviors and plans consistent with their self meanings.
Further research is needed to expand treatment of self concept to improve our understanding of educational expectations.

목차 (Table of Contents)

• 목차
• I. 緖論 = 1
• 1. 問題의 提起 = 1
• 2. 硏究의 目的 = 4
• II. 硏究模型 形成 = 5
• 1. 一般的 模型 = 5
• 1) 家庭環境 = 5
• (1) 環境의 槪念 = 5
• (2) 家庭環境의 槪念 및 構成 = 6
• 2) 自我槪念 = 8
• (1) 槪念定義 = 8
• (2) 構造 및 特性 = 11
• 3) 敎育期待 = 16
• (1) 槪念 = 16
• (2) 他變因과의 關係 = 17
• 2. 本 硏究의 模型 : 家庭環境·自我槪念·敎育期待 = 20
• III. 硏究設計 및 標本 = 26
• 1. 標本設計 및 實施方法 = 26
• 2. 測定道具 = 26
• 1) 家庭環境 진단검사 = 26
• 2) 自我槪念 진단검사 = 27
• 3) 敎育期待 진단검사 = 28
• 3. 統計分析方法 = 28
• IV. 硏究結果 및 論議 = 30
• 硏究結果1. 道具의 妥當化 = 30
• 1) 信賴度 = 30
• (1) 家庭環境 진단검사 = 30
• (2) 自我槪念 진단검사 = 32
• (3) 敎育期待 진단검사 = 35
• 2) 妥當度 = 36
• 硏究結果2. 因果關係 檢證 = 39
• V. 硏究의 統合 및 結論 = 46
• 1. 硏究의 統合 = 46
• 2. 硏究의 結論 = 48
• 參考文獻 = 51
• 英文抄錄 = 58
• 附錄 = 61