긍정심리 교육 프로그램이 초등학생의 공감능력과 친사회성에 미치는 효과
The effect of a positive psychology Education program on Empathy Ability and pro-social of Elementary school students
- 주제(키워드) 긍정심리
- 발행기관 동신대학교 사회개발대학원
- 지도교수 박희현
- 발행년도 2015
- 학위수여년월 2015. 2
- 학위명 석사
- 학과 및 전공 사회개발대학원 상담심리학과
- 세부전공 상담심리
- 원문페이지 65
- 실제URI http://www.dcollection.net/handler/dsu/000001890938
- 본문언어 한국어
- 저작권 동신대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
(국문초록) 긍정심리 교육 프로그램이 초등학생의 공감능력과 친사회성에 미치는 효과 김 수 영 동신대학교 사회개발대학원 (지도교수 : 박 희 현) 본 연구는 초등학생에게 긍정심리 교육 프로그램을 실시한 후 초등학생의 공감능력과 친사회성에 효과가 있는지 알아보고자 하였다. 본 연구에서 시행된 긍정심리 교육 프로그램은 고영건, 김진영 등(2009)이 개발한 멘탈 휘트니스 프로그램을 수정·보완하여 총 9회기로 구성되었다. 본 프로그램의 효과를 검증하기 위하여 K광역시 소재 초등학교 6학년 6학급을 대상으로 사전검사를 실시하여 그 결과 동질집단으로 인정되는 2개 학급을 선정하여 한 학급은 실험집단(N=21)으로 하고, 다른 학급은 통제집단(N=21)으로 하였다. 통제집단은 프로그램을 실시하지 않고, 실험집단에게 회기 당 40분 씩, 주2회 총 9회기를 실시한 후 통제집단과 실험집단 학생을 대상으로 사후 검사를 실시하였다. 수집된 자료는 SPSS 21.0 프로그램을 사용하여 각 측정도구의 신뢰도를 알아보기 위해 Cronbach's α를 산출하고, 실험집단과 통제집단의 동질성을 확인하기 위해 t-test를 실시하였고, 집단간 사전-사후 검사에 대한 변화를 알아보고자 paired t-test를 실시하였다. 본 연구의 분석 결과를 요약하면 다음과 같다. 첫째, 긍정심리 교육 프로그램을 경험한 실험집단이 통제집단에 비해 공감능력이 유의미한 수준으로 향상되었다. 둘째, 긍정심리 교육 프로그램을 경험한 실험집단이 통제집단에 비해 친사회성이 일부 유의미한 수준으로 향상되었다. 사회성의 하위영역인 도움주기에서 유의미한 차이를 보였으며, 나누기, 위안하기, 협동하기에서 상승효과는 있었으나 통계적으로 유의미한 차이는 보이지 않았다. 이상의 연구 결과를 살펴볼 때, 긍정심리 교육프로그램은 초등학생의 공감능력 을 향상시키데 효과적인 프로그램임을 알 수 있었으며, 친사회성의 향상에도 일부 영향이 있음을 알 수 있었다. 따라서 본 프로그램은 초등학생이 지니고 있는 강점을 계발하고 발휘 할 수 있도록 도우며 긍정적인 사고로 삶의 질을 향상시키고 행복한 미래를 살아 갈 수 있도록 도울 수 있음을 시사한다.
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목 차
국문초록 ··········································································· ⅳ
Ⅰ. 서 론 ·········································································· 1
1. 연구의 필요성 및 목적 ·························································· 1
2. 연구가설 ········································································ 4
3. 용어의 정의 ···································································· 4
Ⅱ. 이론적 배경 ··································································· 6
1. 긍정심리 ········································································ 6
2. 긍정심리 프로그램의 효과 연구 ·············································· 7
3. 공감능력 ········································································ 9
4. 친사회성 ········································································ 11
Ⅲ. 연구방법 ······································································· 13
1. 연구대상 ········································································ 13
2. 연구절차 ········································································ 14
3. 프로그램 개요··································································· 14
4. 측정도구 ········································································ 17
5. 분석방법 ··········································································· 19
Ⅳ. 연구결과 ······································································· 20
1. 공감능력의 집단 간 사전 동질성 비교 ········································ 20
2. 긍정심리 교육 프로그램이 공감능력에 미치는 효과 ·························· 21
3. 친사회적 행동의 집단 간 사전 동질성 비교 ·································· 22
4. 긍정심리 교육 프로그램이 친사회성에 미치는 효과 ·························· 23
Ⅴ. 논의 및 결론 ································································· 24
1. 논의 및 결론 ···································································· 24
2. 제언 ·············································································· 26
참 고 문 헌 ·········································································· 27
ABSTRACT ········································································ 31
[부 록] ············································································· 33