아동이 지각한 교사행동과 아동의 자아존중감 및 학업성취도와의 관계

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the relationships among teacher behaviors perceived by their children, self-esteem of children and academic achievement.
The problems which one intends to deal with in the study are as follows:
1. What is the relation ship between the teacher behaviors perceived by their children and the self-esteem of the children?
2. What is the relationship between the teacher behaviors perceived by their children and academic achievement?
3. What are the relationships between the teacher behaviors perceived by their children and the self-esteem of the children, the academic achievement?
The subject for this study are 302 fifth-grade students (boys-167. girls-135) from three classes of each three elementary school located in Dae-jeon.
The insteument used in this study are teacher treatment Inventory Scale :developed by weinstein and Middlestadt, translated from Soon Hong Yoon(1988). For measurement of self-esteem of students, the scale was repeated measurement from Ok Suk Kim(1999). It was Self esteem Scale which originally developed by Bo Ga Choi and G'wi Yoon Chun(1993).
The collected data are analyzed by mean, standard deviation, pearson's correlation, T-test and Partial Correlation through SPSS program.
The main results of this study are as follows:
1. Children's self-esteem shows significant differences under every variable belonging to the teacher behaviors perceived by their children, that is, the more positively children perceives the teacher behaviors, the more positively their self-esteem was shown.
2. Academic achievement shows significant partially differences belong to the teacher behaviors perceived by their children. If teacger shows their children the high expectation, the many opportunity and choice, children's achievement is improvement.
3. The teacher behaviors perceived by their children share significant relation with their children Self-esteem, academic achievement.
The results indicate that the teacher behaviors perceived by their children make significant differences in their children's self-esteem and academic achievement. If teacher shows their children high expectation and give their chances to speak, to act and express themselves sufficiently, Children's self-esteem can be formed positively as well as their excellent academic performance can be achieved.

목차 (Table of Contents)

• Ⅰ. 서론 1
• A. 연구의 필요성 및 목적 1
• B. 연구 문제 3
• C. 용어의 정의 3
• 1. 교사행동 3
• 2. 자아존중감 4
• 3. 학업성취도 5
• Ⅱ. 이론적 배경 5
• A. 교사행동 5
• 1. 교사행동의 개념 5
• 2. 교사행동의 특성 6
• 3. 교사의 수업행동에 대한 관점 7
• 4. 교사행동에 대한 아동의 지각 8
• B. 자아존중감 11
• 1. 자아존중감의 개념 11
• 2. 자아존중감의 형성과 발달 13
• C. 학업성취도 18
• 1. 학업성취도의 개념 18
• 2. 학업성취도 변인 18
• D. 교사행동과 자아존중감 및 학업성취도의 관계 19
• 1. 교사행동과 자아존중감의 관계 19
• 2. 교사행동과 학업성취도의 관계 21
• Ⅲ. 연구방법 22
• A. 연구 대상 22
• B. 측정 도구 23
• 1. 교사행동 측정도구 23
• 2. 자아존중감 측정도구 24
• 3. 학업성취도 25
• C. 자료의 처리 25
• Ⅳ. 연구 결과 및 해석 25
• A. 일반적 결과 25
• B. 아동이 지각한 교사행동과 아동의 자아존중감과의 관계 29
• C. 아동이 지각한 교사행동과 아동의 학업성취도와의 관계 30
• D. 아동이 지각한 교사행동과 자아존중감 및 학업성취와의 관계 31
• 1. 학업성취도 통제 후 교사행동과 아동의 자아존중감의 관계 31
• 2. 아동의 자아존중감 통제 후 아동이 지각한 교사행동과 학업성취도의 관계 32
• 3. 아동이 지각한 교사행동 통제 후 아동의 자아존중감과 학업성취도의 관계 32
• Ⅴ. 논의 및 결론 34
• A. 논의 34
• 1. 아동이 지각한 교사행동과 자아존중감 34
• 2. 아동이 지각한 교사행동과 학업성취도 34
• 3. 아동이 지각한 교사행동과 아동의 자아존중감 및 학업성취도 35
• B. 결론 36
• 1. 결론 36
• 2. 제언 37
• 참 고 문 헌 39
• ABSTRACT 43
• 부록 46
• <부록 1>교사행동지각 검사 47
• <부록 2>아동 자아존중감검사 53