지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 이종연
- 발행연도
- 2014
- 저작권
- 충북대학교 논문은 저작권에 의해 보호받습니다.
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초록· 키워드
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The Purpose of this study was to investigate the relationships among positive affects and school adjustment of students with emotional and behavior problems and regular students in middle school.
The research questions posed in this study were as follows:
1. Is there any difference in positive affects between students with emotional and behavior problems and regular students in middle school?
2. Is there any difference in school adjustment between students with emotional and behavior problems and regular students in middle school?
3. Is there any difference in school adjustment depending on the level of positive affects of students with emotional and behavior problems and regular students in middle school?
The participants in this study were 316 students in N Middle School situated in C-gun(158 students with emotional and behavior problems who are screened by the Adolescent Mental-Health Problem Behavior Questionnaire(AMPQ-Ⅱ), and 158 regular students of the same grade, class, and gender). A questionnaire was administered to them in order to measure positive affects and school adjustment. The data obtained were analyzed by t-tests using SPSS 15.0.
The main results of this study are as follows:
First, students with emotional and behavior problems showed significantly lower scores in positive affects than regular students.
Second, students with emotional and behavior problems showed significantly lower scores in school adjustment than regular students.
Third, both in the group of students with emotional and behavior problems and in the group of regular students, students with higher positive affects showed significantly higher scores in school adjustment than those with lower positive affects.
The research questions posed in this study were as follows:
1. Is there any difference in positive affects between students with emotional and behavior problems and regular students in middle school?
2. Is there any difference in school adjustment between students with emotional and behavior problems and regular students in middle school?
3. Is there any difference in school adjustment depending on the level of positive affects of students with emotional and behavior problems and regular students in middle school?
The participants in this study were 316 students in N Middle School situated in C-gun(158 students with emotional and behavior problems who are screened by the Adolescent Mental-Health Problem Behavior Questionnaire(AMPQ-Ⅱ), and 158 regular students of the same grade, class, and gender). A questionnaire was administered to them in order to measure positive affects and school adjustment. The data obtained were analyzed by t-tests using SPSS 15.0.
The main results of this study are as follows:
First, students with emotional and behavior problems showed significantly lower scores in positive affects than regular students.
Second, students with emotional and behavior problems showed significantly lower scores in school adjustment than regular students.
Third, both in the group of students with emotional and behavior problems and in the group of regular students, students with higher positive affects showed significantly higher scores in school adjustment than those with lower positive affects.
목차
Ⅰ. 서 론 11. 연구의 필요성 및 목적 12. 연구문제 43. 용어의 정의 4Ⅱ. 이론적 배경 71. 정서·행동 7(1) 정서·행동 문제의 개념과 특성 7(2) 정서·행동 문제의 발생원인 8(3) 학교환경과 정서·행동문제 9(4) 정서·행동 관심군 112. 긍정심리 14(1) 긍정심리의 개념 14(2) 긍정심리 구성요소 163. 학교생활 적응 18(1) 적응의 개념 18(2) 학교생활 적응의 개념 및 구성요소 204. 정서·행동 관심군 중학생의 긍정심리와 학교생활 적응의 관계 22Ⅲ. 연구 방법 251. 연구대상 252. 측정도구 25(1) 청소년 정서·행동발달 선별검사 26(2) 긍정심리 척도 26(3) 학교생활 적응 척도 283. 자료 분석 29Ⅳ. 결과 및 해석 321. 정서·행동 관심군 중학생과 일반 중학생 간 긍정심리 차이 322. 정서·행동 관심군 중학생과 일반 중학생 간 학교생활 적응 차이 333. 정서·행동 관심군 중학생과 일반 중학생의 긍정심리와 학교생활 적응의 관계 35Ⅴ. 논의 및 결론 391. 요약 및 논의 392. 결론 및 제언 41참고 문헌 43ABSTRACT 50부 록 52
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