본문 바로가기
KERD
논문KCI 등재

중학생의 그릿 영향요인: 자아탄력성과 정서지능을 중심으로

Grit Influencing Factors in Middle School Students: Focusing on Ego Resilience and Emotional Intelligence

0

조회

0

다운로드

10

인용

0

참고문헌

키워드

주제분류의학일반

초록

Backgroud: The purpose of this study is to help middle schoolers overcome difficulties by grasping the impact of their self-resilience and emotional intelligence on grit. Students can overcome these problems through passion, persistence and perseverance. That concept is called “grit”. Therefore, this study is intended to provide basic data for finding approaches and training methods for maintaining internal motivation. Method: This is a descriptive study that surveyed 186 middle school students in July 2020 with 14 questions on self-resilience, 30 questions on emotional intelligence, and 12 questions on grit. For statistical analysis, SPSS Statistics 22.0 Program was used and analyzed by t-test, ANOVA, Pearson’s correlation coefficient and Stepwise multiple regression analysis. Results: Among grit’s sub-areas, consistent effort was significantly associated with gender (male students scored higher than female students (t=2.20, p=.029), scores were higher when parental relationships were intimate (F=5.88, p=.003), and the closer the relationship with the homeroom teacher, the higher the score (F=3.51, p=.032). The regression model in this study was statistically significant (F=26.730, p<.001), and the variables that influenced steady effort (Grit) were self-resilience (β=.331, p<.001), and self-emotion regulation (β=.290, p<.001), sex (β=-.142, p=.024), the explanatory power of the variable’s continuous effort was 29.4%. Conclusion: The middle school age is the time to discover life goals and dreams. Grit is persistent efforts to achieve our goals and in order to raise the level of Grit, we need to develop and provide ongoing curriculum and tailored school programs that will increase self-resilience and self-emotion control skills.

Abstract

Backgroud: The purpose of this study is to help middle schoolers overcome difficulties by grasping the impact of their self-resilience and emotional intelligence on grit. Students can overcome these problems through passion, persistence and perseverance. That concept is called “grit”. Therefore, this study is intended to provide basic data for finding approaches and training methods for maintaining internal motivation. Method: This is a descriptive study that surveyed 186 middle school students in July 2020 with 14 questions on self-resilience, 30 questions on emotional intelligence, and 12 questions on grit. For statistical analysis, SPSS Statistics 22.0 Program was used and analyzed by t-test, ANOVA, Pearson’s correlation coefficient and Stepwise multiple regression analysis. Results: Among grit’s sub-areas, consistent effort was significantly associated with gender (male students scored higher than female students (t=2.20, p=.029), scores were higher when parental relationships were intimate (F=5.88, p=.003), and the closer the relationship with the homeroom teacher, the higher the score (F=3.51, p=.032). The regression model in this study was statistically significant (F=26.730, p<.001), and the variables that influenced steady effort (Grit) were self-resilience (β=.331, p<.001), and self-emotion regulation (β=.290, p<.001), sex (β=-.142, p=.024), the explanatory power of the variable’s continuous effort was 29.4%. Conclusion: The middle school age is the time to discover life goals and dreams. Grit is persistent efforts to achieve our goals and in order to raise the level of Grit, we need to develop and provide ongoing curriculum and tailored school programs that will increase self-resilience and self-emotion control skills.

참고문헌 (49)

  1. 송미령, "중학생의 또래 애착, 자아탄력성, 휴대폰 의존과의 관계", 청소년문화포럼, (32), pp.65~89 (2012), (사)한국청소년문화연구소
  2. 성경미, "자아발달 증진 프로그램이 저소득층 초 · 중학생의 일반정신건강, 자아개념 및 우울에 미치는 효과", 정신간호학회지, 24(2), pp.73~81 (2015), 한국정신간호학회
  3. 조선화, "청소년의 정서지능과 자아탄력성이 학업적 자기효능감에 미치는 영향", 아동복지연구, 14(2), pp.61~83 (2016), 대한아동복지학회
  4. 김진구, "청소년기 그릿과 시련극복역량간의 관계에 대한 자기회귀 교차지연 효과 검증", 한국심리학회지:학교, 15(1), pp.51~67 (2018), 한국심리학회산하학교심리학회[DOI]
  5. Duckworth AL, "Grit : Perseverance and passion for long-term goals", J Pers Soc Psychol, 92(6), pp.1087~1101 (2007)
  6. 한수연, "초기 청소년의 그릿 유형 예측요인 및 그릿 유형에 따른 몰입, 자기통제, 성실성의 차이", 영재와 영재교육, 18(3), pp.53~81 (2019), 한국영재교육학회[DOI]
  7. 조선화, "중학생의 학업스트레스와 학업소진과의 관계에서 그릿의 조절효과", 청소년문화포럼, (57), pp.145~169 (2019), (사)한국청소년문화연구소[DOI]
  8. 김수진, "아동의 학업스트레스와 학교생활적응과의 관계에서 자아탄력성의 조절효과", 청소년학연구, 22(2), pp.49~70 (2015), 한국청소년학회
  9. 하혜숙, "학업적응에서 끈기(Grit)와 목표의식, 성실성, 탄력성의 역할", 상담학연구, 18(1), pp.371~388 (2017), 한국상담학회[DOI]
  10. Perkins-Gough D, "The significance of grit : a conversation with Angela Lee Duckworth", Educ Leadersh, 71(1), pp.14~20 (2013)
  11. 황여정, "중학생의 자아탄력성 영향요인 분석: 사회심리학적 접근", 교육사회학연구, 24(1), pp.205~229 (2014), 한국교육사회학회[DOI]
  12. Reivich K, "The resilience factor: 7 essential skills for overcoming life’s inevitable obstacles" (2002), Broadway Books
  13. Block J, "The california child q-set" (1980), Consulting Psychologists Press
  14. 조복순, "청소년이 지각한 부모 양육태도와 스트레스 대처방식과의 관계에서 자아탄력성의 매개효과", 한국청소년연구, 28(4), pp.225~253 (2017), 한국청소년정책연구원[DOI]
  15. 조한익, "초등학생의 성취목표지향성, 정서 및 정서지능의 관계 연구", 교육심리연구, 22(2), pp.443~460 (2008), 한국교육심리학회
  16. Mayer JD, "Emotional development and emotional intelligence: Educational implication", pp.1~30 (1997), Basic Books, Harp Collins Pub
  17. 여숙현, "중학생 정서지능 향상 프로그램 개발 및 효과", 상담학연구, 20(1), pp.191~209 (2019), 한국상담학회[DOI]
  18. Cohn MA, "Happiness unpacked : positive emotions increase life satisfaction by building resilience", Emotion, 9(3), pp.361~368 (2009)[DOI]
  19. 한상영, "학교폭력 피해 경험 중학생의 정신건강과 신체적 증상이 자살생각에 미치는 영향", 한국산학기술학회논문지, 13(11), pp.5155~5162 (2012), 한국산학기술학회[DOI]
  20. Maddi SR, "Relationship of hardiness, grit, and emotional intelligence to internet addiction, excessive consumer spending, and gambling", J Posit Psychol, 8(2), pp.128~134 (2013)[DOI]
  21. Singh K, "Positive and negative affect, and grit as predictors of happiness and life satisfaction", JIAAP, 34, pp.40~45 (2008)
  22. Datu JAD, "Perseverance counts but consistency does not! Validating the short grit scale in a collectivist setting", Current Psychology, 35, pp.121~130 (2016)[DOI]
  23. Lucas GM, "When the going gets tough : Grit predicts costly perseverance", J Res Pers, 59, pp.15~22 (2015)[DOI]
  24. Duckworth AL, "Intelligence is not enough: Non-IQ predictors of achievement", doctoral, pp.2006
  25. Lee SR, "Effects of grit, deliberate practice and contingencies of self-worth on academic achievement", Doctor’s, Dept of Psychology, pp.2015
  26. Block J, "IQ and ego-resiliency : conceptual and empirical connections and separateness", J Pers Soc Psychol, 70(2), pp.349~361 (1996)[DOI]
  27. 유성경, "적응 유연한 청소년들의 심리적 보호요소 탐색", 교육심리연구, 16(4), pp.189~206 (2002), 한국교육심리학회
  28. Salovey P, "Emotional intelligence", Imagin Cogn Pers, 9(3), pp.185~211 (1990)[DOI]
  29. A study on the measurement of emotional intelligence of korean students, the concept of new intelligence, emotional intelligence, a collection of lectures by professorPeter Salovey, "Moon YL", Samsung Life Social and Mental Health Research Institute, 1990
  30. Kim EA, "Structure of the relationship between emotional intelligence and academic emotion", Masster’s, Department of Education Psychology, pp.2013
  31. Kim MJ, "The relationship among grit, mindset, and english academic achievement of korean elementary school students", Master’s, Dept of Education Early Childhood English, pp.2017
  32. 이승주, "간호대학생의 그릿(Grit)과 스트레스가 대학생활 적응에 미치는 영향", 디지털융복합연구, 16(2), pp.269~276 (2018), 한국디지털정책학회[DOI]
  33. 길효정, "팀 기반 학습에서 유아교육과 학생의 그릿과 정서지능, 문제해결력의 관계", 예술인문사회 융합 멀티미디어 논문지, 9(5), pp.227~235 (2019), 사단법인 인문사회과학기술융합학회[DOI]
  34. 박소윤, "유아교사의 그릿 수준에 따른 창의성과 소진에 관한 연구", 어린이문학교육연구, 20(1), pp.357~373 (2019), 한국어린이문학교육학회[DOI]
  35. Duckworth AL, "Grit: The power of passion and perseverance" (2016), Scribner
  36. Duckworth AL, "Development and validation of the short grit scale(Grit–S)", J Pers Assess, 91(2), pp.166~174 (2009)[DOI]
  37. Choi YK, "The relationship among grit, emotional intelligence, outcome of nursing practice, and turnover intention of nurses", Master’s, Department of Nursing, pp.2019
  38. 정혜원, "청소년의 그릿 및 행복감에 대한 잠재프로파일 분류와 개인, 부모, 친구, 교사요인 영향 검증", 중등교육연구, 68(1), pp.135~167 (2020), 사범대학부속중등교육연구소
  39. 이유진, "대학생의 부모애착과 진로준비행동 간의 관계에서 그릿의 매개효과 검증", 교원교육, 36(2), pp.117~131 (2020), 교육연구원[DOI]
  40. 안정훈, "중등 체육교사 임용고사 준비생들의 자기결정성 동기와 자아탄력성이 그릿에 미치는 영향", 한국융합학회논문지, 10(11), pp.419~428 (2019), 한국융합학회[DOI]
  41. 오은희, "대학생의 그릿이 자기결정성에 미치는 영향: 회복탄력성의 매개효과를 중심으로", 한국산학기술학회논문지, 21(1), pp.258~267 (2020), 한국산학기술학회[DOI]
  42. 이미란, "예비유아교사의 자기효능감과 그릿의 관계에서 회복탄력성의 매개효과", 학습자중심교과교육연구, 17(2), pp.491~512 (2017), 학습자중심교과교육학회[DOI]
  43. 조영미, "간호대학생의 투지와 감성지능이 전공만족도에 미치는 영향", 의료경영학연구, 12(3), pp.23~30 (2018), 경영연구원[DOI]
  44. 권대훈, "고등학교 교사의 긍정정서 및 부정정서, 그릿(grit), 스트레스, 삶의 만족 간의 관계", 교원교육, 34(3), pp.209~228 (2018), 교육연구원[DOI]
  45. 한미라, "유아교사의 교사효능감과 회복탄력성의 관계에서 그릿의 매개효과", 유아교육연구, 38(4), pp.237~257 (2018), 한국유아교육학회[DOI]
  46. 강한나, "영재청소년의 성장 마인드셋이 그릿 노력의 꾸준함을 매개로 회복탄력성에 미치는 영향", 인문사회 21, 11(6), pp.829~844 (2020), 인문사회 21
  47. 김진구, "지능에 대한 암묵적 신념과 학업성취의 관계에서 투지의 매개효과", 교육심리연구, 31(1), pp.145~162 (2017), 한국교육심리학회[DOI]
  48. 김미숙, "초·중·고 학생의 그릿(Grit)에 영향을 미치는 환경 요인 및 성별·학년별 특성", 학습자중심교과교육연구, 15(5), pp.297~322 (2015), 학습자중심교과교육학회
  49. Christensen R, "Comparative measures of grit, tenacity and perseverance", International Journal of Learning, Teaching and Educational Research, 8(1), pp.16~30 (2014)

관련 논문AI추천

이 간행물의 다른 논문 (13건)