글쓰기치료 프로그램이 초등학생의 정서지능에 미치는 효과

서지정보

· 발행기관 : 한국독서치료학회
· 수록지 정보 : 독서치료연구 / 5권 / 1호
· 저자명 : 하미숙

목차

Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 연구 결과
Ⅳ. 결 론
참고문헌

초록

본 연구의 목적은 글쓰기치료 프로그램으로 초등학생들에게 실시하였을 때 정서지능에 미
치는 효과를 알아보고자 한 것이다.
본 연구의 연구대상은 D시 서구의 초등학생 4학년∼6학년 남?여 76명이다. 실험집단을 3
개로 구성하였으며, 실험집단 1은 00어린이 도서관에서 4～6학년 남?여 모두 11명, 실험집
단 2는 00초등학교의 방과 후 교실에서 남?여 모두 12명, 실험집단 3은 000지역아동센터에
서 남?여 모두 11명으로 실험집단을 표집 하였다. 본 연구에서는 글쓰기치료 활동이 초등학
생의 정서지능에 미치는 효과를 검증하기 위하여 먼저 동질성검사로 t-test를 실시하였다. 가
설검증은 사전검사 점수를 공변인으로 하여 사후검사 점수에 대한 집단 간의 차이를 알아보
기 위한 공변량 분석(ANCOVA)을 실시하였다.
연구 결과, 글쓰기치료 프로그램은 초등학생의 정서지능, 정서인식 및 표현, 감정이입, 사
고 촉진, 정서 활용, 정서조절에 긍정적인 영향을 미친다는 결과가 나타났다.

영어초록

The purpose of this study is to examine the effects on these students' emotional intelligence by applying
writing therapy targeting elementary school students.
For a research, it distributed 63 people to the experimental group and 40 people to the control group
targeting 76 students of 4th∼6th grade at elementary school in D city. The experimental group was carried
out the writing therapy activities. The control group was treated nothing. The experimental design, which was
used in this study, is One Between-One Within Subjects Mixed Designs in 2(group: experiment, control) × 2
(test period: pre, post), which controls pre-and-post test in the experimental group and the control group. A
research tool was used emotional intelligence test for youth that Moon Yong-Rin(1999) made on the basis of
the recent model of emotional intelligence by Mayer & Salovey(1997), in order to measure children's emotional
intelligence. Data processing was carried out ANCOVA in order to examine difference between groups on the
score of pre-and-post test by having pre-test score as covariant.
The following are the conclusions that can be made through this study.
As a result of examining effects on emotional intelligence in students of experimental group who participated
in writing therapy activities, the writing therapy activities were effective for enhancing emotional intelligence in
the spheres of emotional recognition and expression, empathy, thinking promotion, emotional utilization, and
emotional control, which are 5 sub-spheres in emotional intelligence.
The writing therapy activities are expected to be possibly utilized as data that are conductive to the
systematic education or the counseling program development for developing emotional intelligence in childhood
hereafter. Also, the writing therapy activities paper, which were prepared on the basis of systematic theory, will
be able to be easily used in diverse fields such as the writing education, the education of literature creation,
and the activities of counseling or mental healing as well as enhancing emotional intelligence. This result is
expected to possibly play a role of guide in making other writing therapy program of using the writing
materials. The activities of writing therapy in this study are what were applied for enhancing emotional
intelligence in childhood, but will be able to be used even as the aim of enhancing self-concept and self-esteem
given being modified partially.

참고자료

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