고등학생이 지각한 교사훈육유형에 따른 교사신뢰와 자기결정성학습동기의 차이 = (The) differences in student's trust in teachers and self-determinative motivation according to teacher's discipline types perceived by high school students

다국어 초록 (Multilingual Abstract)

This study was conducted for the purpose of finding the desirable
teacher’s discipline type to have a positive effect on improving
self-determination as well as student’s trust in teachers which influences the effectiveness of school education by looking into how different
student’s trust in teachers and self-determinative motivation are according
to teacher’s discipline types perceived by high school students.
In line with the study objective, the research questions were set as
follows:
First, what are the differences in student’s trust in teachers according to
the teacher’s discipline type perceived by students?
Second, what are the differences in student’s self-determinative
motivation according to the teacher’s discipline type perceived by
students?
In order to answer the above research questions, a survey was
conducted targeting the five hundred students who are attending in the
second grade of three academic high schools located in Ulsan metropolitan
city. Total of 431 responses were analyzed for this study except 47
unfaithful responses and 22 uncollected responses.
Analysis of variance (ANOVA) was carried out for the statistical
processing of collected data, Scheffe test was used for follow-up
verification.
The results of the analysis for research questions are as follows:
First, it was found out that teacher’s discipline type perceived by high
school students makes the significant difference to student’s trust in
teachers. Student’s trust in teacher was higher when high school student
perceived their teacher’s discipline type as democratic, supporter and
compromiser than as noninterventionist and autocracy type.
Also, the score of student’s trust in teachers showed significant
differences its all sub-factors; openness, ability, integrity, caring,
reliability, intimacy.
Second, no differences were found in the self-determinative motivation
according to teacher’s discipline type.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 9
• 1. 훈육 9
• 2. 교사신뢰 17
• 3. 자기결정성학습동기 6
• Ⅲ. 연구 방법 37
• 1. 연구 대상 37
• 2. 측정 도구 37
• 3. 연구 절차 41
• 4. 자료 분석 42
• Ⅳ. 결과 해석 및 논의 43
• 1. 결과 43
• 2. 논의 50
• Ⅴ. 요약 및 결론 57
• 1. 요약 57
• 2. 결론 및 제언 58
• 참고문헌 61
• 부록 71
• Abstract