自我槪念 構造에 대한 發達的 傾向에 관한 硏究

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 27권 / 1호
ㆍ저자명 : 宋忍變

목차

Ⅰ. 序: 問題
Ⅱ. 理論形成
Ⅲ. 硏究設計 및 標本
Ⅳ. 硏究結果
Ⅴ. 硏究의 統合·結論
參考文獻

영어 초록

Self-concept has been viewed as an important characteristic in the development of the individual and, as such, has been the focal point of many theories and research projects. Maslow(1954), for example, maintained that the need for a stable and high self-evaluation is essential to all human beings.
Thus, a belief in the significance of self -concept is incorporated into diverses of psychological, sociological and educational theories, all of which have emphasized the subjective inner experiences as sources of individual behaviour. Although there have been quite a number of theories and studies regarding self-concept, the theoretical utility of the accumulated results in debatable. One of the problem is related to the validation of the construct.
The validation of self-concept can be viewed in terms of the within -and between -construct analysis. The within -construct analysis relates to the interrelationship of the facets of self -concept, and the between-construct analysis is concerned with the relationship of self -concept to other variables, such as academic achievement. The most important aspect in the within construct analysis, as if there is no sense at this level, then it is very difficult to make statements about relationships to other variables. The within-construct analysis is related to the dimensionality of the construct. There is considerable speculations regarding the developmental changes in dimensionality of self-concept.
This project is concerned with assessing the developmental and differentiated changes of the within construct facets of self -concept across ages, particularly in relation to the model proposed by song(l982).
A self-concept inventory was administered to 400 males and 400 females. 200 were sampled from fifth grade elementary school students, 200 from second middle school students, 200 from sophormore of the university students
The results of study were as fellow :
Mean self-concept scores by sex and grades are presented in Table 4-1, 4-2, 4-3, 4-4, and 4-5. The results demonstrated that self-descriptive behabiours grantified in terms of positiveness is differentiated into statistically independent areas or factors across ages. Especially, the present study confirmen the development of the positiveness of self-concept.
The differentiation of self-concept structure is tested in terms of factor analysis. The inspaction of self-concept development suggests that the significant age level main effect was probably due to the gradual but slight differentiation in the structure of self -concept across ages.
The relative importance of sub-self concept areas on genral self-concept was analized by simple and multiple regression. As age level increases the effect of sub-self concept facts on general self–concept was different in effect age and order.

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