Earticle

[연구목적] 본 연구는 초등학생의 롤모델 인식이 단일하지 않고 다차원적으로 분화되어 있음을 규명하고, 롤모델을 인지하고 내면화한 기간이 자 아효능감에 미치는 영향을 실증하는 데 목적이 있다. [연구방법] 이를 위해 Harter(1985)의 자아지각 프로파일 이론을 기반으로 롤모델 유형을 4가지 영역(학업 및 노력, 관계 및 성격, 신체 및 외모, 재능 및 기술)으로 재구조화하고, 전남 지역 초등학생 138 명을 대상으로 자기기입식 설문을 실시하였다. 수집된 자료는 빈도 분석과 독립표본 -검정을 통해 분석하였다. [연구결과] 연구결과는 다음과 같다. 첫째, 4가지 영역 모두 동일한 인물을 롤 모델로 선정한 학생은 전무(0%)하였으며, 영역에 따라 상이한 대 상을 모델링하는 다차원적 인식구조가 확인되었다. 둘째, 영역별 대상 분포를 분석한 결과 ‘학업 및 노력’ 영역에서는 가족, 친구 등 현실적․근접 인물을 선호한 반면, ‘재능 및 기술’ 영역에서는 유명 인 등 이상적․원격 인물을 선호하는 경향이 뚜렷하였다. 셋째, 롤 모델 인지 시점에 따른 차이 검증 결과, 설문 이전부터 롤모델을 보유하고 있던 집단이 설문을 통해 새롭게 자각한 집단보다 자아효 능감이 통계적으로 유의하게 높았다(<.05). [결 론] 본 연구는 초등학생 롤모델의 단순한 유무보다 대상을 지속적으로 관찰하고 모방하는 ‘내면화의 숙성 기간’이 자아 효능감 형성의 핵 심 기제임을 시사한다. 따라서 향후 롤모델 교육은 일회성 인물 탐 색을 넘어, 아동의 발달 과업에 맞춘 영역별 접근과 장기적인 관찰 학습을 지원하는 방향으로 나아가야 한다.

Purpose: The purpose of this study is to verify that elementary school students' perception of role models is not singular but multidimensionally differentiated, and to empirically demonstrate the effect of the duration of role model internalization on self-efficacy. Methods: Based on Harter's (1985) Self-Perception Profile theory, role model types were restructured into four sub-domains (Academic & Effort, Relationship & Character, Physical & Appearance, and Talent & Skill). Self-report questionnaires were administered to 138 elementary school students in Jeollanam-do. The collected data were analyzed using frequency analysis and independent samples -tests. Results: The results are as follows: First, no student (0%) selected the same person as a role model across all four self-domains, confirming a multidimensional perception structure where different targets are modeled depending on the domain. Second, analysis of the distribution of targets by domain showed a distinct preference for realistic and proximal figures (e.g., family, friends) in the 'Academic & Effort' domain, whereas idealistic and distant figures (e.g., celebrities) were preferred in the 'Talent & Skill' domain. Third, the group that possessed a role model prior to the survey showed statistically significantly higher self-efficacy than the group that newly realized their role model through the survey process ( < .05). Conclusion:This study suggests that the 'incubation period of internalization'— continuously observing and imitating the target—is a key mechanism in forming self-efficacy, rather than the mere presence of a role model. Therefore, future role model education should move beyond one-off exploration of figures and towards domain-specific approaches tailored to children's developmental tasks, supporting long-term observational learning.

The purpose of this study is to determine the unidimensionality of Grasmick's operationalization of Gottfredson and Hirschi's criminality inducing the concept of low self-control. By applying confirmatory factor analysis procedures that incorporate advances in the application, the proposed six factor model and two alternative models were examined suggesting that Grasmick's low self-control scale actually contains 6 distinguishable factors, not a single factor. The factors identified to be consistent with the six-factor model were impulsivity, simple tasks, risk seeking, physical activities, self-centered, and temper.

본 연구의 목적은 학업성취가 무엇보다 중시되는 우리나라의 풍토에서 우리나라 청소년들은 학업성취수준으로 인해 학업관련 자아개념 뿐만 아니라 다른 영역의 자아개념에까지 영향을 받는지, 또는 성별에 따라 자아개념은 구체적으로 어떤 차이가 있는지 확인하는데 있었다. 이를 위해 A광역시 A중학교의 전교생 남녀 419명을 대상으로 다차원성 자아개념 척도를 활용하여 잠재평균분석을 실시하였다. 분석 결과 학업성취 수준 상집단이 하집단에 비하여 학업자아개념과 품행자아개념이 유의하게 높은 반면에, 운동능력 자아개념은 유의하게 낮은 것으로 나타났다. 성별 자아개념의 차이는 남학생이 여학생에 비해 사회성, 운동능력, 외모, 품행 자아개념 등 대부분의 영역에서 높은 것으로 나타났다. 학업성취수준별 차이와 성별 차이 결과를 종합해볼 때, 학업성취 수준에 따른 차이보다는 성별로 인한 차이가 크다고 할 수 있으며 학업성취 수준이 높은 남학생집단이 운동능력을 제외한 모든 영역에서 우월한 자아개념을 가지고 있고, 학업성취수준이 낮은 남학생들은 높은 운동능력 자아개념을 가지고 있는 반면에, 학업성취수준이 낮은 여학생 집단은 어떠한 영역에서도 우월한 자아개념을 가지고 있지 않다는 사실을 확인한 점은 본 연구의 의의라고 할 수 있다. 본 연구결과를 토대로 영역별 자아개념에 초점을 맞춘 자아개념 향상 프로그램의 도입, 그리고 긍정적 자아평가를 위한 의미있는 타자들의 배려 등이 제언되었다.

The purpose of this study was to explore how Korean early adolescents differ in their self-concept due to their scholastic achievement and gender under the unique Korean circumstances of putting high priority on academic achievement. Latent Means Analysis was performed on the basis of 419 middle school students' survey using the multidimensional self-concept scale, SPPC, which was composed of scholastic competence, social acceptance, physical competence, appearance, and behavior conduct. Results showed that the higher achievement group had higher scholastic competence and behavior conduct self-concept, but lower physical competence than the lower achievement group. Boys had more positive self-concept in 4 dimensions of social acceptance, physical competence, appearance, and behavior conduct than girls, and there was no statistically significant difference in scholastic competence. On the whole, the effect size of gender difference was higher than that of academic achievement difference; girls had lower self-concept across all the 5 dimensions in spite of their higher achievement at school. It was suggested that the intervention programs for boosting self-esteem should be focused on the specific dimension of self-concept and there should be some special considerations of significant others to help early adolescents to grow to be competent members of society on the basis of positive self-concept.

This study investigated the self-concepts of Korean students based on Marsh and Shavelson's(1985) multidimensional hierarchical model. Reduced forms of the Self-Description Questionnaire(SDQ)-I and -II were administered to 308 5th and 6th grade students and 718 7th to 9th grade students. Results of 2 factor analyses indicated that sub-scales 9 and 11 were well established for SDQ-I and -II, respectively, partly confirming the multidimensionality of self-concept. The factors involving distinctions between academic and non-academic higher-order factors and between the academic/math and the academic/verbal factors were not so differentiated nor hierarchically arranged as proposed by the model. These differences may be attributed to the heavy influence of the academic self-concept on the other sub-factors. A Locality ${\times}$ Sex ${\times}$ Grade ANOVA showed main effects of locality favoring urban areas and of sex favoring boys.