• 가정과삶의질연구
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• 제17권1호
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• pp.139-154
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• 1999

The purpose of this study was to examine the effects of dramatic play on the hyperactive-children's self concept and their hyperactivities. The subjects for this study were 144 five-year old children of Y kindergarten in Seoul. Through the Teacher-Questionary modified by Koung-ja OH(1986) 26 children were assigned to the experimental group and the control group 13 hyperactivity-children (boy:11 girl:2) in the experimental group had dramatic play of which the main themes were positive self concept formation. but the 13 children(boy:11 girl: 2) in the control group did not any dramatic activities. Experimental procedures for the self concept test and the hyperactivity test were pre-test experimental treatment and 2 times post-test by 2 months. Self concept test used for pre-test and post-test was The data was analysed using t-test and paired t-test. The result are as follows: 1. In the pre-test for self concept the scores of the control group showed higher than that of the expe imental group. But there were significantly increased difference between pre-test and the first post0-test in the experimental group. 2. In the second post-test for self concept of the experimental group after 2 months there were no significant differences between the first post-test and the second post-test. 3. In the hyperactivity test there were no significant differences in the control group,. But the experimental group showed decreased hyperactivities in the first post-test. 4. In the second post-test for the hyperactive-children's hyperactivities in the experimental group after 2 months there were no significant differences between the first post-test and the second post-test The dramatic play influenced on the hyperactive-children's self concept positively and the decrease of hyperactive-children's hyperacivities.

• 대한가정학회지
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• 제43권5호
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• pp.163-181
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• 2005

This study compared influential factors on adolescent's (10-16 years of age) self-concept in Korean-chinese and Korean cultures. The influence of parenting, peer relationship, and teacher's support on the development of children's and adolescent's self-concept was assessed with Korean-Chinese and Korean elementary, middle, and high school students. The subjects were 210 Korean-Chinese children and 300 Korean-Chinese adolescent from Shenyang, China, and 280 Korean children and 400 Korean adolescents from Seoul and Ulsan, Korea. Data were analyzed by t-test, factor analysis, and multiple regression. The results revealed differential influences of factors between the two cultures. Korean-Chinese children's self-concepts were influenced by teacher's support and parenting, while Korean children's self-concepts were significantly influenced tv their peer relationships and teacher's support. Korean-Chinese adolescent's! self-concepts were influenced tv teacher's support and parenting, while Korean adolescent's self-concepts were influenced by parenting and teacher's support.

• 아동학회지
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• 제8권1호
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• pp.31-48
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• 1987

The purpose of this study was to compare sex role typing in relation to self-concept in 6th graders by to their residential area. The subjects were 6th grade children: 126 boys and 127 girls. The sample included 85 (42 boys, 43 girls) from a farming area, 111 (62 boys, 49 girls) from Pohang City, and 57 (22 boys, 35 girls) from a fishing area. The instruments used in this study were Shimer's self-concept measure (Suh, 1980) and Bern Sex Role Inventory (Byun, 1979). Statistical analysis of obtained data was by $X^2$ test; 2 (sex) x 3 (residential area) x 4 (sex role category) ANOVA; and $Scheff\acute{e}$ test. The results were as follows: Girls from the fishing area were more masculine than girls from other areas. Androgynous children and urban children demonstrated a higher self-concept. There was no difference in level of self-concept between urban boys and girls, but boys in both farming and fishing areas demonstrated a higher level than girls. In all 3 areas, androgynous children evaluated themselves positively whereas undifferentiated children evaluated themselves negatively. There were significant differences in self-concept according to sex, living area, and sex role category. In the city, the feminine category was related to a negative self-concept while the masculine category was related to a negative self-concept in the fishing area. But in the farming area, feminine boys demonstrated a higher self-concept whereas feminine girls demonstrated a lower self-concept.

• 아동학회지
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• 제13권2호
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• pp.145-160
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• 1992

The purpose of this study was to investigate the relationships between children's self-concepts and (1) types of functional family systems. (2) family cohesion and adaptability levels, and (3) the satisfaction of children with their current family systems. The subjects of this study were 347 middle S. E. S. children (168 boys, 179 girls) in grade 6. Analysis of functional family systems was by The Family Adaptability and Cohesion Evaluation Scales III(1985) of the Circuplex Model (Olson et al., 1979). The Self-concept Inventory (Lim Jae Leun, 1987) was used to assess children's self-concepts. The data were analyzed with one-way ANOVA, $Scheff{\acute{e}}$ and Pearson correlation. It was found that there were no differences in children's self-concepts by types of functional systems. There were differences in children's self-concepts by family cohesion and adaptability levels. That is, the higher the level of cohesion and adaptability the more positive the child's self-concept. The more the child was satisfied with his/her current family system, the more positive the child's self-concept. Children whose family systems were at a high level of family cohesion and adaptability were more satisfied with their current family systems.

• 아동학회지
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• 제11권1호
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• pp.100-114
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• 1990

The present research investigated scholastic self-concepts and attribution tendencies of institutionalized children in comparison with home-reared children. The subjects were 286 institutionalized and 327 home-reared fifth. sixth, seventh, and eighth grade children. Instruments were the Scholastic Self-Concept Test(Park. Lee. & Cho. 1980). the Attribution Tendency Test(Lee, 1983) and a questionnaire constructed by the researcher. Data were analyzed by ANOVA. Duncan's Test of Multiple Comparsion, and product- moment correlation coefficient(r). Findings showed that (1) the scholastic self-concept of institutionalized children was lower than that of home-reared children; (2) higher scholastic self-concept of institutionalized children was correlated with (i) higher degree of contentment with the institution. (ii) shorter length of residence in the institution. and (iii) older age at admission to the institution; (3) institutionalized children attributed achievement more to uncontrollable. external factors. while home-reared children attributed achievement more to controllable. internal factors; (4) institutionalized children with a lower degree of contentment with the institution attributed achievement to luck while those with a higher degree of contentment attributed achievement to ability; and (5) the higher the scholastic self-concept. the higher the tendency to attribute achievement to internal. controllable factors, and the lower the scholastic self-concept, the higher the tendency to attribute achievement to external, uncontrollable factors.

• 한국지역사회생활과학회지
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• 제20권3호
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• pp.357-367
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• 2009

This research examined the psychological characteristics of children, such as children's attachment to their mothers, self-concept, daily stress, and depression, in both multicultural and typical Korean families. Elementary school children in 3rd to 6th grade were surveyed in Chunnam province. 158 cases of multicultural families and 181 cases of typical Korean families were analyzed by the methods of Cronbach's a coefficient and independent t-test using SPSS program. Children from multicultural families had less attachment to their mothers and self respect than those from typical Korean families. Regarding daily stress, children from multicultural families highly recognize the economic and physical environments, whereas children from typical Korean families highly recognize the academic achievements and the relationships with their teachers. Children from multicultural families were highly prone to depression compared to the children from typical Korean families.

• 아동학회지
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• 제25권6호
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• pp.35-52
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• 2004

The purpose of this study is to explore the relation among mother's rearing attitude in infancy, children's self-concept and the relationship with friends in childhood by using the longitudinal data originated by the Korean Institute for Research in the Behavioral Sciences(KIRBS). Specifically, using Structural Equation Modeling(SEM), the causal relation among the mother's rearing attitude in infancy, children's self-concept and the relationship with friends in childhood were examined across a 8-year-period. The subjects were 68 children(38 boys and 30 girls) from the KIRBS longitudinal data. The results showed that mother's rearing attitude in infancy can be consequential environmental variable factor, and children's self-concept do not play an essential intermediate role between mother's rearing attitude in infancy and the relationship with friends in childhood. This study used a newly attempted method in the field of Human Development.

• 가정과삶의질연구
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• 제26권3호
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• pp.1-14
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• 2008

The purpose of the study was to examine the internet purchase behavior of items and self-assessment according to self-concept of elementary school students. The data were collected from 716 elementary school students by a self-administered questionnaire. Frequencies and means, Cronbach's Alpha, factor analysis, t-test, Pearson's correlation analysis, cross-tabulation analysis, cluster Analysis were conducted by SPSSWIN 12.0. The results from this study were as follows; First, from self-concept measurements, 4 factors(affective, social, schooling, Family self-concept) were extracted through factor analysis. Second, the subjects were classified into 3 clusters as self-concept types(high self-concept, middle self-concept, low self-concept) through cluster analysis. Third, the significant variables affecting internet purchase behaviors of items included grade, allowance, rank in class, the number of hours on the internet. As the self-concept gets higher, the frequence of the impulsive purchase and imitation purchases gets lower. In the contrary, as the self-concept gets higher, the self-assessment on the impulse purchases and imitation purchases also gets higher. In combination, these results suggest that irrational purchase behaviors were protected by positive self-concept, therefore it is important that children have positive a self-concept.

• 아동학회지
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• 제35권3호
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• pp.1-14
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• 2014

This study examined the moderated mediating effect of stress by self-concept on the influence of ego-resiliency on school adjustment in children. The participants consisted of 278 4th-graders, who completed self-report questionnaires designed to assess ego-resiliency, school adjustment, self-concept, and stress. The results indicated the following: First, stress mediated the effect of ego-resiliency on school adjustment. Second, self-concept moderated the effect of stress on school adjustment. Third, the mediating effect of stress on the influence of ego-resiliency on school adjustment was moderated by self-concept. The mediating effect of stress was statistically significant when self-concept was positive, but was not statistically significant when self-concept was negative. Methods to improve children's school adjustment are also included, based on the results of this research.

• 아동학회지
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• 제27권5호
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• pp.123-141
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• 2006

The phonemic awareness program included construction of 45 activities emphasizing various sounds in speech and letter names using a storybook. The subjects were thirty 1st and 2nd grade low-income(15 experimental and 15 control group) children attending an after-school program in Seoul. Pre- and post-tests assessed children's reading, self-concept, and learning motivation. The experimental group children had rich opportunity to deal with and discuss sounds, syllables, phonemes, and the Korean alphabet names during storybook reading, games, and play over a 12 week period, while the control group children were provided with worksheets, subject tutoring, and homework guidance. Results showed that the phonemic activities were an effective and useful way to enhance children's reading ability, self-concept, and learning motivation.