아동의 가정의 과정환경과 다중지능간의 관계

Relationship Between Elementary School Students" Home Environment and the Multiple Intelligences

&nbsp;&nbsp;이 연구의 목적은 초등학교 학생의 가정환경 변인인 성취-비성취, 개방-폐쇄, 친애-거부, 자율-타율과 음악적 지능, 신체 운동적 지능, 논리 수학적 지능, 공간적 지능, 언어적 지능, 대인간 지능, 개인내 지능, 자연 지능의 8가지 다원적 차원의 복합적 지능의 다중지능간의 관계를 구명하는 것이었다.<BR>&nbsp;&nbsp;이 연구 목적을 달성하기 위한 연구 방법은 조사연구이며, 조사 연구의 모집단은 경기도의 초등학교 4학년 학생들이다. 도시는 경기도 성남시의 구도시 3개 학습과 신도시의 3개 학급이고 농촌은 광주시의 각 6개 학급으로 표집 인원은 440명이다. 특히 조사 사용된 다중지능 검사는 김현진(1999)이 “다중지능 측정도구의 타당화 연구”에서 사용한 K-MIDAS(K-Multiple Intelligence Development Assessment Scales)다중지능 검사지를 채택하여 연구자가 검사지 일부를 본 연구의 성격에 맞게 수정 보완하여 사용하였다.<BR>&nbsp;&nbsp;이상의 연구 결과를 종합해 보면 다중지능 여덟 개 하위 항목인 음악적 지능, 신체 운동적 지능, 논리 수학적 지능, 공간적 지능, 언어적 지능, 대인간 지능, 개인내 지능, 자연 지능은 가정환경의 하위 네 개 항목인 성취-비성취, 개방-폐쇄, 친애-거부, 자율-타율의 영향을 받는 것으로 나타났다.

&nbsp;&nbsp;The purpose of this study was to examine the relationship between elementary school students&quot; home environment variables and the multiple intelligences. In order to accomplish these purpose, questionnaire for the home process environment and the multiple intelligence were developed.<BR>&nbsp;&nbsp;The subjects in this study were 440 students randomly selected from 4 grades in 6 classes in two different elementary schools located at Gwangju-city and Sungnam-city in Kyounggi province. After a survey was conducted, the responses from 396 students were chosen for analysis. The collected data was analyzed using SPSS WIN statistic program. Main statistical techniques used for analyzing data were t-test, F-test, correlation and multiple regression. The statistical significance was tested at 0.05 level.<BR>&nbsp;&nbsp;The major findings of this study were as follows.<BR>&nbsp;&nbsp;Regarding connections between elementary school students&quot; multiple intelligences and home process environment, musical intelligence was predicted by acceptance-rejection and achievement-nonachievement factors, and these factors made a 13.1 prediction. Musical intelligence was high on acceptance and achievement factors of home process environment.<BR>&nbsp;&nbsp;Bodily-kinesthetic intelligence was high on achievement, openness and autonomy factors, and these factors made a 11.0% prediction. Logical-mathematical intelligence was predicted by achievement- nonachievement and autonomy-control factors, and these factors made a 13.4% prediction. Spatial intelligence was predicted by achievernenr-nonachievement, acceptance -rejection and autonomy-control factors, and made a 8.5% prediction. Linguistic intelligence was predicted by achievement-nonachievement, autonomy -control and acceptance-rejection factors, and these factors made a 15.0% prediction. Intrapersonal intelligence was predicted by achievement -nonachievement, autonomy-control, acceptance-rejection and openness-closure factors, and these factors made a 12.2% prediction. Interpersonal intelligence was high on achievement, autonomy and acceptance factors, and these factors made a 15.2% prediction. Natural intelligence was predicted by achievement-nonachievement and acceptance -rejection factors, and these factors made a 17.2% prediction. Natural intelligence was high on achievement and acceptance factors of home process environment. Multiple intelligence which dealt with eight sub-items : Musical intelligence, bodily-kinesthetic intelligence, logical-mathematical intelligence, spatial intelligence, linguistic intelligence, intrapersonal intelligence, interpersonal intelligence and natural intelligence can be influenced by home environment which dealt with four sub-items: achievement- nonachievement, openness-closure, acceptance-rejection and autonomy- control.