자아개념과 적응 및 학업성취와의 상관관계 연구 : 간호사관생도를 중심으로

Abstract

[한글]

본 연구는 간호사관생도의 학업성취에 영향을 미칠 수 있는 자아개념과 적응에 관한 분석을 실시하여 그 결과를 학교생활지도에 활용하므로서 간호사관생도들이 좀 더 자기의 학문 또는 직업에 관한 확고한 신념을 가지고 지적인 행동으로 사회에 공헌할 수 있도록

하기 위해 시도되었다.

연구대상은 K간호사관학교에 재학중인 259명을 대상으로 하였으며 연구도구로는 표준화된 정원식의 자아개념 검사와 김호권의 표준적응 검사를 사용하였다.

자료분석 방법으로는 산술평균, t-test, 변량분석, 피어슨 상관계수분석법을 사용하였다.

연구의 결과를 요약하면 다음과 같다.

1. 가설검증

제1가설 : 자아개념점수가 높은 학생일수록 적응점수가 높을 것이다가 채택되었다(r = .2625 P<.001).

제2가설 : 자아개념점수가 높은 학생일수록 학업성취가 높을 것이다는 기각되었다(r = -.0276 P>.05).

제2가설은 기각되었으나 자아개념의 하위요인과 학업성취간의 관계를 살펴본 결과 자아평가, 자아동일성, 총 자아변산, 내적변산, 외적변산, 분포점수는 학업성취와 유의한 관계가 있는 것으로 나타났다.

제3가설 : 적응점수가 높은 학생일수록 학업성취가 높을 것이다는 기각되었다(r = -.0995 P>.05).

제3가설은 기각되었으나 적응영역과 학업성취간의 관계를 살펴본 결과 사회, 장래 및 이성의 적응영역은 학업성취와 관련된 것으로 나타냈다.

2. 대상자의 자아개념은 대상집단이 규준집단보다 긍정적인 자아개념을 지닌 것으로 나타났다( t = 9.046 P<.01). 이외에 자아개념의 하위요인을 살펴보면, 자아동일성, 자아수용, 자아행동,신체적 자아, 도덕적 자아, 성격적 자아, 가정적 자아 및 사회적 자아에서 대상집단이 규준집단에 비해 자아개념점수가 높게 나타났다.

3. 대상자의 적응은 대상집단이 규준집단보다 학교, 사회 및 장래의 영역에서 적응점수가 높은 것으로 나타났으며 이성문제 영역에서는 적응점수가 낮은 것으로 나타났다.

4. 대상자의 자아개념과 일반적 특성인 학년, 부모생존여부 및 성장지와의 관계를 분석한 결과 유의한 관계를 볼 수 없었다.

5. 대상자의 적응과 일반적 특성인 학년, 부모생존여부 및 성장지와의 관계를 분석한 결과 유의한 관계를 볼 수 없었다.

이상의 결과를 종합해 볼때, 자아개념과 적응은 학업성취에 관계가 없는 것으로 나타났으나 자아개념과 적응과는 순상관관계를 보여 자아개념이 긍정적인 학생일수록 적응을 잘하는 것을 알 수 있었다.

A STUDY ON RELATIONSHIP BETWEEN SELF-CONCEPT, ADJUSTMENT, AND ACADEMIC ACHIEVEMENT

IN NURSING CADET.

Choi, Young Hee

Department of Nursing, The Graduate School, Yonsei University

(Directed by Professor Chung, Hyun Sook)

The goal of this study was to analyze self-concept, adjustments which influence

academic achievement.

Utilizing academic guidance, this study attempts of show the relationship between

self-concept, adjustment and academic achievement in the life, society and

professional contribution of the cadet nurse.

The subjects of this study were 259 nursing cadet at Armed Forces Nursing Academy

of Korea.

The instruments used for this study were Chung Won Sik's standardized

self-concept test and Kim Ho Kwon's standardized adjustment test.

The collected data was analyzed using descriptive statistics, t-test, Analysis of

Variance and Pearson Correlation Coefficient.

The findings were as follows:

1. Test of hypothesis.

1) The first hypothesis : "The higher self concept score, the higher adjustment".

For testing this hypothesis a calculation of Pearson Correlation Coefficient was

made.

The result of this test supported the hypothesis (r=.2625 p<.001).

2) The second hypothesis : "The higher self-concept score, the higher academic

achievement". was rejected (r=-.0276 p>.05).

Looking over relationship between subcategories of self-concept and academic

achievement, it was noticed that self-criticisms self-identity, total variability,

colomn variability, raw variability, distribution score are not related to academic

achievement.

3) The third hypothesis : "The higher adjustment score, the higher adjustment".

was rejected by (r=-.0995 p>.05).

Therefore, the third hypothesis was not supported.

When the author examined relationship between subcategories of adjustmental area

and academic achievement, adjustment to the society, future, and sexual are related

to academic achievement.

2. Self-concept of subjects showed that the subject group has more positive

self-concept that the normative group. (t=9.046 p<.001).

In addition, looting over the subcategory of self-concept, self-identity,

self-satisfaction, self-bahavior, physical self, moral ethical self, personal self,

family self and social self the author noticed a higher self-concept scone in the

subject group than in the normative group.

3. The study showed that the subject group was revealed higher adjustment score

than normative group in the area of school, society find future.

The subject group also, had lower adjustment scone than normative group in the

area of sexual and personal problem.

4. Relationship between self-concept of the subjects, and their parent's living

status, and size of the community in which they grew up was not significant.

5. Relationship between adjustment of the subjects and general characteristics

such as grade, parent's living status, size of the community in which they grew up

was not significant.

In conclusion, self-concept and adjustment were not relationship academic

achievement. However, self-concept and adjustment showed positive relationship.

[영문]

The goal of this study was to analyze self-concept, adjustments which influence academic achievement.

Utilizing academic guidance, this study attempts of show the relationship between self-concept, adjustment and academic achievement in the life, society and professional contribution of the cadet nurse.

The subjects of this study were 259 nursing cadet at Armed Forces Nursing Academy of Korea.

The instruments used for this study were Chung Won Sik's standardized self-concept test and Kim Ho Kwon's standardized adjustment test.

The collected data was analyzed using descriptive statistics, t-test, Analysis of Variance and Pearson Correlation Coefficient.

The findings were as follows:

1. Test of hypothesis.

1) The first hypothesis : "The higher self concept score, the higher adjustment".

For testing this hypothesis a calculation of Pearson Correlation Coefficient was made.

The result of this test supported the hypothesis (r=.2625 p<.001).

2) The second hypothesis : "The higher self-concept score, the higher academic achievement". was rejected (r=-.0276 p>.05).

Looking over relationship between subcategories of self-concept and academic achievement, it was noticed that self-criticisms self-identity, total variability, colomn variability, raw variability, distribution score are not related to academic

achievement.

3) The third hypothesis : "The higher adjustment score, the higher adjustment". was rejected by (r=-.0995 p>.05).

Therefore, the third hypothesis was not supported.

When the author examined relationship between subcategories of adjustmental area and academic achievement, adjustment to the society, future, and sexual are related to academic achievement

2. Self-concept of subjects showed that the subject group has more positive self-concept that the normative group. (t=9.046 p<.001).

In addition, looting over the subcategory of self-concept, self-identity, self-satisfaction, self-bahavior, physical self, moral ethical self, personal self, family self and social self the author noticed a higher self-concept scone in the subject group than in the normative group.

3. The study showed that the subject group was revealed higher adjustment score than normative group in the area of school, society find future.

The subject group also, had lower adjustment scone than normative group in the area of sexual and personal problem.

4. Relationship between self-concept of the subjects, and their parent's living status, and size of the community in which they grew up was not significant.

5. Relationship between adjustment of the subjects and general characteristics such as grade, parent's living status, size of the community in which they grew up was not significant.

In conclusion, self-concept and adjustment were not relationship academic achievement. However, self-concept and adjustment showed positive relationship.