초등학생의 심리적 환경 변인과 대인문제 해결능력과의 관계

Abstract

The purpose of this study is to identify relationship between pupil's psychological environment and their interpersonal problem solving ability. The questions for this study were as follows; First. Are there significant differences on children's interpersonal problem solving ability in the grade and the gender? Second, Are there significant relationships on pupil's interpersonal problem solving ability according to psychological variables? Third, which is the most effective psychological environment variable on the interpersonal problem solving ability? The subjects are the 4th and 6th grade of 466 who attend at primary schools in Busan. The device of measurement for pupil's psychological home environments was Jeong Won-Sik's Test(1989), for perceptions of Peer and Self was POPS made by Rudolph, Hammen & Burge (1995), and for the human relation with teacher perceived by children was Lee Sun-Jong's test(2000). To investigate children's interpersonal problem solving ability, this study assessed the Hwang Ock-Kyeung's Questionnaire(1997). SPSS 12.0 was used for the data analysis with statistical techniques such as, t-test, crossing analysis, Pearson's correlation and regression analysis. The results from the research are summarized as follows. First, the ability of interpersonal problem solving has no difference between the grade but has meaningful difference with gender. Girl students were higher in positive and more social solution thought while boy students were higher in impulse and thrusting solution. Second, results showed positive correlations with measures of psychological environment variables(to peer, to self). Children's Self-perceptions in the context of peer relationships were most highly related to the perceptions of their peer. Children's interpersonal problem solving ability was positively related to children's peer competence in sociability and sociality behavior. According to the conclusions presented above, children's interpersonal problem solving ability is influenced by perceptions of Peer and Self. Therefore, this research suggests that, to heighten children's interpersonal problem solving ability, it is necessary to improve psychological environment factors related to the self-efficacy.