대학생(大學生)의 자아개념(自我槪念)의 형태(形態)와 학업성적(學業成績)에 관(關)한 분석적(分析的) 연구(硏究)

• 영문명: A Study on the Type of College Students Self-Concepts and Academic Achievements
• 발행기관: 전남대학교 교육문제연구소
• 저자명: 金漢傑(Han-kul Kim)
• 간행물 정보: 『교육연구』제3권, 55~77쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1976.12.31

영문 초록

The present essay is intended to examine the influence and relation between the type of college students’ self-concepts and their academic achievements. This study mainly involves identifying the relations between the type of the self-concepts and three other factors such as the line of learning, sex, and studied subjects. The sample for this research is 209 students majoring in both liberal Arts and sciences in teachers’ college attending C University in Chonnam Province. The subjects chosen for this research are English and mathematics as basic courses and Korean is adapted for the students of liberal Arts, while biology for the students of sciences is chosen. On the basis of the results found in this research, it is shown that there are some differences between the academic achievements and self-concepts of sophomore students, unlikely to that of foreign researches and theoretic statements. It is proved that students’ self-concepts are almost indifferent to academic achievements, so that their self-concepts as well as their intelligence can not give too much influence on their academic achievements. In terms of the relationship between social ego and the academic achievements, girl students show higher tendency than boy students, which seems to result from the social and cultural differences in national backgrounds. In Korea, analytical study on self-concepts and academic achievements has been so scanty this is hard to generalize the synthetic tendency. Therefore, the continuous research and the investigation and analysis through closer planning for study should be carried out. The investigation and study related to self-concepts and its achievements concerning with both sides of students’ emotion and personality is keenly demanded not to say of the affirmative development of students’ self-concepts.

목차

Ⅰ. 서론

Ⅱ. 이론적 고찰

Ⅲ. 자료의 제시

Ⅳ. 논의

Ⅴ. 결론