자기 성장 프로그램이 초등학생의 대인 관계 성향과 학교 생활 적응에 미치는 효과 = (The) Effects of a Self-growth Program on the Personal Relations Tendencies and Adaptation to School Life of Elementary School Students

다국어 초록 (Multilingual Abstract)

This study set out to improve the personal relations tendencies and the ability to adapt to school life of the lower graders in elementary school using a self-growth program, as well as to provide the teachers on the field with substantial data.
The research questions include 'What kind of impacts does a self-growth program have on the positive personal relations tendencies of elementary school students?' and 'What kind of impacts does a self-growth program have on the ability to adapt to school life elementary school students?'
A random sampling was carried out among the two second-grade classes of an elementary school located in Andong city. The experiment group and the control group had each ten subjects, who were administered the test of the personal relations tendencies and adaptation to school life before the actual research. The experiment group took the self-growth program over eight sessions, each of which lasted from 60 to 90 minutes. The effects of the program were verified by comparing the results of the pre-test and post-test of the personal relations and adaptation to school life.
Two assumptions were made; <Assumption 1> was 'The group that used the self-growth program will have significantly higher scores in the personal relations tendencies than the control group.' And <Assumption 2> was 'The group that used the self-growth program will have significantly higher scores in the adaptation to school life than the control group.' In order to verify the assumption, the following inventories were adopted; the inventory of personal relations tendencies designed by An Beom-hee(1984) based on Leary(1957)'s model of personal relations and Kreach(1962)'s characteristics of personal relations, and the inventory modified and reorganized by Baek Gyoo-han(2002) based on the questionnaire on adaptation to school life for middle and high schoolers designed by Yoo Yoon-hee(1994). Its five subareas include teacher-student relations, relations among friends, adaptation to class, observance of school regulations, and satisfaction of school.
The data was treated using the SPSS/WIN program, and t test was conducted on the pre- and post-test results of the experiment and the control group.
The research results showed that the self-growth program was very effective in improving the personal relations tendencies and ability to adapt to school life. This was because the subjects were provided with the opportunity to examine the true inner self by the self-growth program, which was structured to help them do positive and open thinking and have an accepting attitude toward others. In addition, they were able to learn to consider their friends unconsciously and to control and manage their own emotions. Once there happened true friendship among them after the accepting attitude was exercised, they found their school life amusing and their confidence growing, which were only part of the ongoing positive chain reactions.
Based on the results, several suggestions were made; a new self-growth program should be developed targeting a class composed of many students; it should result in many implications to verify the effects of such a program with many groups of seven to eight members and varying independent variables; it is also necessary to approach such a program in class activities by identifying the self-growth related parts in textbooks; and it is essential to systematically integrate and investigate the various programs based on growth psychology that have been scattered in the name of personality enhancement.

목차 (Table of Contents)

• 목차
• Ⅰ.서론
• 1.연구의 필요성 = 1
• 2.연구 목적과 연구 문제 = 4
• 3.용어의 정의 = 4
• 4.연구의 제한점 = 6
• Ⅱ.이론적 배경
• 1.자기성장 프로그램
• 가.자기성장의 개념 = 7
• 나.자기성장 프로그램의 구성 및 절차 = 13
• 2.자기성장프로그램과 대인관계성향 = 15
• 3.자기성장프로그램과 학교생활 적응 = 21
• Ⅲ.연구가설 = 25
• Ⅳ.연구 방법 = 26
• 1.연구대상 = 26
• 2.실험설계 = 26
• 3.검사도구 = 27
• 4.실험도구 = 30
• 5.자료처리 = 32
• Ⅴ.연구결과 = 33
• 1.집단간 사전 동질성 비교 = 33
• 2.결과 및 해석 = 34
• Ⅵ.논의 = 36
• Ⅶ.결론 및 제언
• 1.결론 = 39
• 2.제언 = 39
• 참고문헌 = 41
• 부록1 대인관계성향 검사지 = 44
• 부록2 학교생활적응도 검사지 = 47
• 부록3 자기성장 프로그램 = 50
• 영문초록 = 60