초등학생의 독서활동과 창의성 및 학업적 자아개념의 관계

• 영문명: Relationship Between Reading Behavior and Creativity, Academic Self-Concept in Elementary School Students
• 발행기관: 공주대학교 교육연구소
• 저자명: 송정숙(Song Jeong Sook) 한승록(Han Seung Lock)
• 간행물 정보: 『교육연구』제21집, 72~102쪽, 전체 31쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.02.28

국문 초록

본 연구는 초등학교 단계에서의 독서활동의 효과를 검증하고자 한 연구이다. 그 동안 초등학교 학생들을 대상으로 한 독서활동의 효과에 대한 연구가 수차례 수행된 적이 있으며, 이들 선행연구들에서는 독서활동은 아동의 창의성 발달, 지적 능력의 발달, 사회성 발달, 긍정적 자아개념의 발달 등에 긍정적 효과가 있는 것으로 보고하고 있다. 그러나 최근의 정보통신기술의 발달로 아동들이 컴퓨터와 인터넷에 몰입하고 있는 변화된 학습 환경에서 독서활동의 여하가 아동들의 창의성이나 학업적 자아개념 등과 긍정적 관계가 있는가에 대한 재검증이 필요한 상황이다. 왜냐하면, 정보통신기술을 활용한 다양한 형태의 멀티미디어 자료들 역시 아동들의 창의성 발달, 사회성 발달, 지적 발달 등과 긍정적 관계가 있는 것으로 보고 되고 있기도 하며, 또 한편으로는 그 역기능으로서 아동들이 컴퓨터와 인터넷에 몰입함으로써 독서활동에 소홀하게 되어 결과적으로 아동교육 측면에서 심각한 우려가 제기되고 있기 때문이기도 하다. 본 연구의 결과는 부모의 학력이 높을수록 독서활동이 높고 성적도 높았으며, 독서활동의 수준은 창의성 발달 및 학업적 자아개념 발달과 긍정적 관계가 있는 것으로 검증되었다.

영문 초록

The purpose of this study is to provide basic materials for reading education by recognizing the importance of reading education and identifying the relationship between reading behavior and creativity, academic self-concept among elementary school students. For this purpose, the following research questions are raised based on reviewing the related literature and prior researches: First, is there any difference in reading behavior depending on the background variables among the elementary school students such as academic results and mother’s educational background? Second, is there any positive relationship between reading behavior and creativity among the elementary school students? Third, is there any positive relationship between reading behavior and academic self-concept among the elementary school students? To verify these research questions, the author conducted test of reading behavior, creativity test and test of academic self-concept with 321 students in fifth and sixth graders who are attending H and N elementary schools in Daejeon metropolitan city. The results of this study were as follows : First, the first hypothesis, “There would be difference in reading behavior depending on the background variables among the elementary school students,” was approved. In other words, the score of reading behavior was significantly high when the group had higher academic results and their mother’s educational level was ‘above graduate school’. Second, the second hypothesis, “The group with higher reading score would show greater creativity among the elementary students,” was approved also. In other words, the creativity score of the high-ranking group in reading behavior was significantly higher than that of the low-ranking group. In addition, the sub-domains of reading behavior that outlines creativity significantly were reading interests and reading strategies. Third, the third hypothesis, “The group with higher reading score would show greater academic self-concept among the elementary school students,” was approved too. In other words, the academic self-concept score of the high-ranking group in reading behavior was significantly higher than that of the low-ranking group. In addition, the sub-domain of the reading behavior that outlines academic self-concept significantly was reading interests. The founding of this study suggests that there is a positive correlation between reading behavior and creativity, academic self-concept among elementary school students. Therefore, it is essential to recognize that good reading habits in their elementary school years will be maintained throughout their life. If reading education to enhance their reading behavior is conducted intentionally, it will increase their creativity and academic self-concept.

목차

국문요약

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구의 가설

Ⅳ. 연구방법

Ⅴ. 연구 결과

Ⅵ. 결론

참고문헌

Abstract

키워드

독서교육 독서활동 독서자료 창의성발달 학업적 자아개념 발달 reading education reading behavior reading score creativity development academic self-concept development