아동의 인지양식이 학업 자아개념 및 자기노출에 미치는 효과

Effects of Children’s Cognitive Styles on Academic Self-Concept and Self-Disclosure

본 연구는 아동의 인지양식이 학업 자아개념과 자기노출에 미치는 효과를 알아보고자 실시하였다. 인지양식(장독립형ㆍ장의존형)에 따라 학업 자아개념(학업 능력, 수업, 학업성취 자아개념)과 자기노출(부모, 친구, 교사와의 자기노출) 차이를 검증하기 위한 연구이다. 초등학교 6학년 76명 중 연구 대상에 적합한 45명을 대상으로 하였다. 집단잠입도형(GEFT) 척도를 통해 장독립형ㆍ장의존형 집단으로 각각 25, 20명씩 구성하였다. 활용된 검사도구는 학업 자아개념 검사도구와 자기노출 검사도구이다. 얻어진 자료를 바탕으로 집단간 평균 및 표준편차, 평균차이 검정(t-test)을 실시하였으며, 인지양식 집단별 학업 자아개념과 자기노출에 대한 상관분석을 실시하였다. 연구 결과, 인지양식에 따라 학업 자아개념은 통계적으로 유의한 차이를 보였다(p＜.01). 자기노출에 있어서 통계적으로 부분적인 유의한 차이를 발견하였다. 또한 인지양식별 학업 자아개념과 자기노출에 상이한 정적 상관을 발견하였다. 연구 결과에 비추어 볼 때, 교수ㆍ학습현장에서 학습자의 인지양식에 적합한 교수활동을 전개하는 것이 바람직하며, 인지양식에 대한 새로운 시각과 적절한 교육적 활용이 요구된다.

The purpose of this study was to identify the effects of children’s cognitive styles on academic self-concept and self-disclosure. According to cognitive styles (field independence and field dependence), the differences of academic self-concept (academic achievement, lessons, and academic achievement self-perception) and self-disclosure (exposures to parents, friends, and teachers) were examined. There were forty-five participants in this study who were all sixth graders of an elementary school. Through the group embedded figure test (GEFT), the participants were divided into two groups: the field independence group of twenty-five participants and field dependence group of twenty participants, respectively. An academic self-concept test and a self-disclosure test were carried out. Based on the data gathered, each group's means, standard variation, and t-test were calculated. A correlation between group academic self-concept and self-disclosure was also analyzed. The results show that there was a significant difference in academic self-concept (p<.01) and a slight significant difference in self-disclosure in terms of cognitive styles. There was also a positive correlation between academic self-concept and self-disclosure in terms of cognitive styles. To sum up, it is desirable that teaching activities which are appropriate to the learners' cognitive styles should be executed in the teaching and learning field. Also, proper educational applications and a new way of looking at cognitive styles are both required.