중등 예비교사의 저학년 및 고학년 집단별인지적, 정의적, 사회적 및 신체적 자아개념 차이 분석
Analysis of Differences in Cognitive, Affective, Social and Physical Self-concept Between Lower and Upper Grade of Pre-service Secondary Teachers
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연구 목적: 중등 예비교사의 비인지적 측면인 자아개념 강화 전략을 구안하기 위해 저학년 및 고학년 집단별 인지적, 정의적, 사회적 및 신체적 자아개념의 차이를 분석하고자 하였다. 연구 방법: 중등 예비교사 261명을 대상으로 자아개념 검사를 실시하였고, 자아개념 검사 결과 데이터를 활용하여, SPSS 25.0으로 독립표본 t-test를 실시하였다. 연구 내용: 중등 예비교사의 저학년 및 고학년 집단별 자아개념의 하위요인인 인지적, 정의적, 사회적 및 신체적 자아개념 및 자아개념 총합에서 학년별 차이가 유의미하게 나타났음을 확인할 수 있었다. 결론 및 제언: 중등 예비교사의 긍정적인 자아개념을 증진시키기 위해 저학년부터 고학년에 이르기까지 학년별로 차별화된 교육 실천을 위한 기초 분석 자료를 제공할 수 있을 것이다.
Abstract
The purpose of this research was to analyze the differences in cognitive, affective, social, and physical self-concept of the lower and upper grades, devising a self-concept reinforcement strategy, which is a non-cognitive aspect of pre-service secondary teachers. For this purpose, a self-concept test was conducted on 261 pre-service secondary teachers, and an independent sample t-test was conducted using SPSS 25.0 using the self-concept test result data. Research result was like this. It was confirmed that there was a significant difference by grade in the cognitive, affective, social and physical self-concept and total self-concept, which are sub-factors of self-concept in the lower and upper grades of pre-service secondary teachers. Accordingly in order to promote the positive self-concept of pre-service secondary teachers, it will be possible to provide basic analysis data for differentiated educational practice based on the promotion of self-concept by grade level from the lower grades to the upper grades.
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