學業成就와 自我槪念間의 關係硏究

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 12권 / 3호
· 저자명 : 張錫敏

목차

Ⅰ. 硏究問題
Ⅱ. 硏究方法
Ⅲ. 結果와 論議
Ⅳ. 要約
參考文獻
ABSTRACT

초록

本 研究의 目的은 國民學校 水準에 있어서 學業成就와 自我概念間의 關係를 밝히는 데 있다.
國民學彼4, 5, 6 學年을 標集對象으로 各 學級 教師가 製作한 學業成就檢查에 依해 얻어진 二學期도안의 全科目 成績과 自我概念檢查와 學習動期償查에 얻어진 結果를 統計處理하여 本 研究가 檢證한 假說은 다음과 같다.
假說 Ⅰ ; 學業成就와 自我概念은 正的相關이 있다.
이 假說은 肯定되었으나, 높은 相關은 發見되지 못하였다.
假說 Ⅱ; 學業成就에 對한 成功, 失敗의 經驗이 累績될수록 學業成就와 自我概念間의 相關은 높아진다.
學年이 올라감에 따라 相關係關기 약간 커지는 傾向을 나타냈으나 t 檢查에 依하여 本 假說은 否定되었다.
假說 Ⅲ; 學業成就와 自我概念間의 相關은 男學生이 女學生 보다 높다.
이 假說은 t 檢證에 依하여 否定되었다.
假說 Ⅳ; 學業成就에 있어서 成功的인 兒童은 肯定的인 自我概念을 갖는다.
假說 Ⅴ; 學業成就에 있어서 遲進兒는 否定的인 自我概念을 갖는다.
學業成就에 있어서 成功的일수록 肯定的 自我概念을 失敗的일수록 否定的 自我概念을 갖는 것으로 이 假說은 統計的으로 意義있게 肯定되었다.
假說 Ⅵ; 自我概念이 肯定的일수록 學習動機가 높다.
보다 肯定的인 自我概念을 가질수록 學習動機가 높은 것으로 本 假說은 統計的으로 意義있게 肯되었다.
自我概念과 學習成就間의 相關程度는 本 示研에 依해 明確히 밝혀졌지만, 그 相關의 方向에 對하여는 間接的인 分析밖에 이루어지지 못했다.

영어초록

Ⅰ. Problems
The purpose of this study is to indentify the relationship between school achievement and self-concept in elementary school children. The rational of this study is based upon these theoretical assumptions which are postulated by Arther Combs, Carl Rogers, and William Purkey, and the other related research findings.
The research questions drawn from theoretical assumptions and research findings were as follows:
(1) Is there any relationship between school achievement and self-concept?
(2) Is there any relationship between school achievement and learning motivation?
Ⅱ. Hypotheses
The following hypotheses were identified for testing in this study.
(1) There is a significant and positive correlation between school achievement and self-concept.
(2) The correlation between school achievement and self-concept is higher in the higher grades than in the lower grades.
(3) The correlation between school achievement and self-concept is higher in boys than in girls.
(4) The successful achievers have positive self-concept.
(5) The underachievers have negative self-concept.
(6) Those children who have positive self-concept is higher in learning motivation than those who have negative self-concept.
Ⅲ. Method
The following tools and measures used in this study:
(1) The Standardized Self-Concept Scale by Won Shik Chung was used to measure the self-concept.
(2) The Standardized Learning Habit Scale by Ki Suk Kim was used to measure learning motivation.
(3) School achievement scores was obtained by means of teachermade test in all the subject matters.
Ⅳ. Results
The results are presented as follows:
As for Hypothesis Ⅰ, the correlation between school achievement and self-concept is slightly positive as shown in table Ⅰ.

참고자료

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