HOME / ¹®¼­¸¶ÄÏ / /

Ãʵº½ÀÇ ´ë¾ÈÀûºÎ¸ð¿ªÇÒÀÌ ¾Æµ¿ÀÇ Á¤¼­Á¶Àý´É·Â°ú ÀÚ±âÁ¸Áß°¨ - ½æ³×ÀÏ 1page
1/1
  • 1 page

Ãʵº½ÀÇ ´ë¾ÈÀûºÎ¸ð¿ªÇÒÀÌ ¾Æµ¿ÀÇ Á¤¼­Á¶Àý´É·Â°ú ÀÚ±âÁ¸Áß°¨

¼­½Ä¹øÈ£
TZ-SLE-1929150
µî·ÏÀÏÀÚ
2015.12.08
ºÐ·®
21 page
ÆǸŰ¡
3,000 ¿ø
ÆÄÀÏ Æ÷¸Ë
Adobe PDF (pdf)
Á¶È¸
137°Ç

µî·ÏÀÚ

ÇÐÁö»ç ´º³í¹® ºê·£µå¼¥

µî±Þº° ÇýÅú¸±â

Ãʵº½ÀÇ ´ë¾ÈÀûºÎ¸ð¿ªÇÒÀÌ ¾Æµ¿ÀÇ Á¤¼­Á¶Àý´É·Â°ú ÀÚ±âÁ¸Áß°¨ ³í¹® ÀÚ·áÀÔ´Ï´Ù

  • Adobe PDF (pdf)Adobe PDF (pdf)
Ãʵº½Ãʵº½´ë¾ÈÀûºÎ¸ð¿ªÇÒ´ë¾ÈÀûºÎ¸ð¿ªÇҾƵ¿Á¤¼­Á¶Àý´É·ÂÁ¤¼­Á¶Àý´É·ÂÀÚ±âÁ¸Áß°¨ÀÚ±âÁ¸Áß°¨
¿¬°ü ÃßõÀÚ·á
  • Ãʵº½ÀÇ ´ë¾ÈÀûºÎ¸ð¿ªÇÒÀÌ ¾Æµ¿ÀÇ Á¤¼­Á¶Àý´É·Â°ú ÀÚ±âÁ¸Áß°¨ 1 page

Àüü 21 page Áß 1 page±îÁö ¹Ì¸®º¸±â°¡ °¡´ÉÇÕ´Ï´Ù.

¼Ò°³±Û

Á¦¸ñ : Ãʵº½ÀÇ ´ë¾ÈÀû ºÎ¸ð¿ªÇÒÀÌ ¾Æµ¿ÀÇ Á¤¼­Á¶Àý´É·Â°ú ÀÚ±âÁ¸Áß°¨¿¡ ¹ÌÄ¡´Â ¿µÇâ ÀúÀÚ : ¿ÕÁö¿µ
¹ßÇàÇÐȸ : Çѱ¹±³·ùºÐ¼®»ó´ãÇÐȸ [Transactional Analysis Counseling Academy in Korean]
¹ßÇàÁ¤º¸ : Á¦ 5±Ç 1È£ pp.1-21(21 pages)
¹ßÇà³âµµ : 2015

ÀúÀ۽ñâ : 2015³â 10¿ù

¸ñÂ÷

¥°. ¼­ ·Ð
¥±. ÀÌ·ÐÀû ¹è°æ
¥². ¿¬±¸¹æ¹ý
¥³. ºÐ¼®°á°ú
¥´. ³íÀÇ ¹× °á·Ð

º»¹®³»¿ë

º» ¿¬±¸´Â Ãʵº½ÀÇ ´ë¾ÈÀû ºÎ¸ð¿ªÇÒÀÌ ¾Æµ¿ÀÇ Á¤¼­Á¶Àý
´É·Â°ú ÀÚ±âÁ¸Áß°¨¿¡ ¹ÌÄ¡´Â ¿µÇâÀ» ¾Ë¾Æº¸°íÀÚ Çϴµ¥ ±× ¸ñÀûÀÌ ÀÖ´Ù. Á¶»ç´ë»óÀº ºÎ»ê±¤¿ª½Ã¿¡ ¼ÒÀçÇÑ 27°³ ÃʵîÇб³ Ãʵº½±³½Ç¿¡ Âü¿©Çлý 3Çгâ~6Çгâ 306¸íÀ̸ç, ¼³¹®Áö¸¦ ÅëÇØ ¾Æµ¿ÀÌ Á÷Á¢ ±âÀÔÇÏ´Â ¹æ½ÄÀ¸·ÎÀڷḦ ¼öÁýÇÏ¿´´Ù. ¿¬±¸°á°ú, Ãʵº½ ±³»çÀÇ ´ë¾ÈÀû ºÎ¸ð¿ªÇÒ Áß °ø°¨ÀÇ ¹ß´ÞÀڱؿªÇÒÀº¾Æµ¿ÀÇ ÀÚ±âÁ¤¼­Á¶Àý ¹× ŸÀÎÁ¤¼­Á¶Àý°ú ÀÚ±âÁ¸Áß°¨¿¡ À¯ÀÇÇÑ ¿µÇâÀ» ¹ÌÄ¡´Â º¯¼ö·Î ³ªÅ¸³µ´Ù. Áï µ¹º½Àü´ã»çÀÇ °ø°¨Àû ¹ß´ÞÀڱؿªÇÒÀ» ±àÁ¤ÀûÀ¸·Î ÀνÄÇÒ¼ö·Ï ¾Æµ¿ÀÇ ÀÚ±âÁ¤¼­Á¶Àý ¹×ŸÀÎÁ¤¼­Á¶Àý´É·ÂÀÌ ³ô¾ÒÀ¸¸ç, ÀÚ±âÁ¸Áß°¨ÀÌ ³ô´Ù´Â °ÍÀ» º¸¿©ÁÖ¾ú´Ù. ¶ÇÇÑ ÅëÁ¦Àû °ü¸®¿ªÇÒº¯¼ö´Â ŸÀÎÁ¤¼­Á¶Àý¿¡ À¯ÀÇÇÑ ¿µÇâÀ» ¹ÌÄ¡´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ÀÌ´Â ¾Æµ¿ÀÌ µ¹º½Àü´ã»çÀÇ ÀÏ°üµÇ°í, ¸íÈ®Çϸç, ÀûÀýÇÑ ÅëÁ¦Àû °ü¸®¿ªÇÒÀ» ±àÁ¤ÀûÀ¸·Î ÀνÄÇÒ¼ö·Ï ŸÀÎÁ¤¼­Á¶ÀýÀÌ ³ô´Ù´Â°ÍÀ» ÀǹÌÇÏ´Â °ÍÀÌ´Ù. ±×¸®°í °ÅºÎÀû ¾çÀ°Åµµ´Â ÀÚ±âÁ¸Áß°¨¿¡ À¯ÀÇÇÑ ¿µÇâÀ» ¹ÌÄ¡´Â º¯¼ö·Î³ªÅ¸³µ´Ù. Áï ¾Æµ¿ÀÌ µ¹º½Àü´ã»çÀÇ °ÅºÎÀû ¾çÀ°Åµµ¸¦ ³·°Ô ÀνÄÇÒ¼ö·Ï ÀÚ±âÁ¸Áß°¨ÀÌ ³ôÀ½À»ÀǹÌÇÏ´Â °á°úÀÌ´Ù. ÀÌ·¯ÇÑ ¿¬±¸°á°ú¸¦ Áß½ÉÀ¸·Î Ãʵº½ ±³»çÀÇ ¿ªÇÒ¿¡ ´ëÇÑ ½ÇõÀû Á¦¾ð¹× Èļӿ¬±¸¸¦ À§ÇÑ Á¦¾ðÀÌ ÀÌ·ç¾îÁ³´Ù.

This study is aimed to find o
ut how the alternative parenting of elementary school care affects emotionregulation skills and self esteem of children. The subject of the study was 306 students(3rd~6th graders)from elementary school care classes of 27 elementary schools in Busan. The data were collected from thequestionnaires that were directly answered by those children. The main results of this study can besummarized as below: The development stimulation role of sympathy among alternative parenting rolesappeared as a variable giving meaningfully positive(+) effect on emotion regulation of self/others and selfesteem of children. In other words, they show higher emotion regulation of self/others and self esteem asthey accept the sympathetic development stimulation role of the caregivers positively. Also, the variable ofcontrolled management role among alternative parenting roles gives meaningfully positive(+) effect onemotion regulation of others. This means emotion regulation of others gets higher as the children recognizethe constant, definite and appropriate controlled management role of the caregivers positively. Furthermore,the rejective attitude among alternative parenting roles gives meaningfully negative(-) effect on self esteem.That is, self esteem gets higher when the children recognize the rejective attitude of the caregivers less.   (ÀÌÇÏ »ý·«)

Âü°í¹®Çå

¾øÀ½

¹ÞÀº º°Á¡

0/5

0°³ÀÇ º°Á¡

¹®¼­°øÀ¯ ÀڷḦ µî·ÏÇØ ÁÖ¼¼¿ä.
¹®¼­°øÀ¯ Æ÷ÀÎÆ®¿Í Çö±ÝÀ» µå¸³´Ï´Ù.

Æ÷ÀÎÆ® : ÀÚ·á 1°Ç´ç ÃÖ´ë 5,000P Áö±Þ

Çö±Ý : ÀÚ·á 1°Ç´ç ÃÖ´ë 2,000¿ø Áö±Þ

ÈıâÀÛ¼º»ç¿ëÈı⸦ ÀÛ¼ºÇÏ½Ã¸é ¹®¼­°øÀ¯ 100 point¸¦ Àû¸³ÇØ µå¸³´Ï´Ù.

¼­½Äº°Á¡ ¡Ù¡Ù¡Ù¡Ù¡Ù

0/120

»ç¿ëÈıâ (0)

µî·ÏµÈ ¸®ºä°¡ ¾ø½À´Ï´Ù.

ù¹ø° ¸®ºä¾î°¡ µÇ¾îÁÖ¼¼¿ä.

ÀÌÀü1´ÙÀ½

ºê·£µå Á¤º¸

ÇÐÁö»ç ´º³í¹®

ÇÐÁö»ç ´º³í¹®

°í±Þ ³í¹®À» Á¦°øÇÏ´Â ÇÐÁö»ç ´º³í¹®Àº Àü¹® Çо÷ ºÐ¾ß¿¡ ÃÖ°íÀÇ ÀڷḦ º¸ÀåÇϸç
°¢Á¾ ¿¬±¸ »ç·Ê¿Í ¹Ì·¡ ºÐ¼® µîÀÇ ÀڷḦ ÅëÇØ Àι®ÇÐ, »çȸ ÀÚ¿¬°úÇÐ ºÐ¾ßÀÇ ±íÀÌ Àִ Ž»öÀ» ÇÒ ¼ö ÀÖ°Ô µµ¿Íµå¸®°Ú½À´Ï´Ù.

ÆǸÅÀÚ·á ¼ö : 32,704°Ç