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자기초월 가치 증진 프로그램이 중학생의 가치, 친사회적 행동 및 협동역량에 미치는 효과

Effects of the Self-Transcendence Value Enhancement Program on Middle School Students’ Value, Prosocial Behavior, and Cooperative Competency

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초록

본 연구에서는 중학생을 대상으로 자기초월 가치 증진 프로그램을 개발하고, 프로그램 적용으로 중학생의 자기초월 가치가 증진되는지 확인하고자 하였다. 또한, 이렇게 증진된 자기초월 가치가 친사회적 행동이나 협동역량의 변화로 이어지는지 확인하여 자기초월 가치의 역할을 살펴보고자 하였다. 이를 위해 중학생 278명(실험집단: 141명, 비교집단: 137명)을 대상으로 연구를 실행하고 자료 분석은 독립대응표본 t검증, 반복측정 분산분석을 활용하였다. 주요 결과를 제시하면 다음과 같다. 첫째, 본 연구에서 개발한 프로그램을 적용한 실험집단의 자기초월 가치(박애-신뢰, 박애-돌봄, 보편-관용, 보편-관심, 보편-자연)가 유의하게 향상하였으며, 박애-신뢰, 보편-관용, 보편-관심 가치는 2개월 후에도 그 효과가 유지되었다. 둘째, 실험집단의 친사회적 행동과 협동역량이 프로그램 적용 이전보다 유의하게 증가하였고, 이 효과 역시 2개월 후에도 유지되었다. 이러한 결과를 통해 정체성 형성기에 있는 청소년의 가치는 교육적 개입으로 변화 가능함을 보여주었으며, 자기초월 가치의 증진은 친사회적 행동 및 협동역량으로 이어질 수 있기에 청소년의 가치 함양을 위한 노력과 관심이 필요함을 시사하였다.

Abstract

The purpose of this study was to develop a program that enhances middle-school students self-transcendence value and to examine its effects. The study also explored the role of self-transcendence value in relation to prosocial behavior and cooperative competency. To achieve these purposes, a total of 278 middle-school students (141 in an experimental group and 137 in a comparison group) participated in the study, and data obtained from them were analyzed using independent t-test, paired t-test, and repeated measures ANOVA. The main results are as follows. First, the developed program significantly enhanced students' self-transcendence value (benevolence-dependability, benevolence-caring, universalism-tolerance, universalism-concern, & universalism-nature), and its effects on benevolence-dependability, universalism-tolerance, and universalism-concern persisted two months later. Second, students' prosocial behavior and cooperative competency improved significantly and these effects were also evident two months later. These results imply that the values of adolescents during the time of identity formation can be influenced through educational intervention. Furthermore, these results suggest that more attention should be paid to value education for adolescents because self-transcendence value can affect prosocial behavior and cooperative competency.

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