아버지 페르소나에 따른 의사소통 전이에 관한 연구
A Study on the Communication Transfer in Accordance with Father's Persona
초록/요약 도움말
The objective of this study was to understand the effects of father's persona of Grade 1 of elementary school on the student-father communication, and also to explore how the student-father communication would be transferred to the student-teacher communication. After verifying the validity of the study through the preliminary research, the quantitative research as its main research method was followed by the qualitative research in order. For the quantitative research of this study, targeting 298 Grade 1 elementary students and their fathers in Gangwon and Seoul, a survey on the student-father communication, student-teacher communication, and father's persona was conducted. For the qualitative research, selecting total nine Grade 1 elementary students, the narrative inquiry was performed in the total 27 sessions of in-depth interview(three sessions per person). In the results of conducting the descriptive statistics to understand the demographic variables of this study, approximately 96.3% of the fathers were aged in the range of 20’s-30’s. In case of father education, the graduation of university was 51.0%. Regarding the income, the range between 3 million-4 million won was 28.2% while 22.5% of them had the office job. In the number of children, a single child was 56%, and the children’s gender was male(54%) and female(46%). The results of this study are as follows. First, in the whole children, father's critical personal had effects on both student-father receptive listening attitude and non-receptive listening attitude. The father's persona having effects on the student-father receptive listening attitude after the critical persona was the consideration-oriented persona and the achievement-oriented persona. The consideration-oriented persona had effects on the student-father facilitative communication attitude. In the results of the qualitative analysis, the father's image having effects on the student-father communication could be divided into six types. Focusing on the father's image, the student-father communication was suggested as narratives such as ‘Father who physically plays together-I have never talked to my father’, ‘Father who talks and does stuffs together-I and my father are in perfect harmony’, ‘Father who is too busy-I only talk to my father over the phone’, ‘Father who gets angry-My father never smiles with me’, ‘Father who nags-My father seems like a president’, and ‘Father who is together, but separated-It is no fun with my father’. Meanwhile, in accordance with children's gender, the father's persona having effects on the student-father communication was different to each other. In case of male students, father's consideration-oriented persona had effects on the student-father receptive listening attitude and facilitative communication attitude while the achievement-oriented persona had effects on the non-receptive listening attitude. In case of female students, the perfection-oriented persona had the most effects on the student-father receptive listening attitude, which was followed by the face-oriented persona. In case of female students, father's critical personal had effects on the non-receptive listening attitude, directive communication attitude, and receptive listening attitude. Second, owing to the experience of influence in accordance with the overlapped positions and roles of father and teacher at home and classroom, students transferred the communication with father at home to the communication with teacher. In the results of the correlation analysis of student-father communication and student-teacher communication, overall, there were correlations between student-father communication and listening attitude and communication attitude of student-teacher communication, targeting Grade 1 of elementary students. In the results of the qualitative analysis, through the categorization focusing on the interview contents, total three themes such as ‘He is angry when talking’, ‘It is good to talk with him’, and ‘He has never called my name’ were emerged. The extracted narratives showed that the student-father communication would be transferred to the student-teacher communication. Based on the analysis contents, the conclusions and discussions were suggested. Through the suggestions, the tasks of follow-up researches and the significance of this study were presented.
more목차 도움말
목 차
Abstract ⅰ
Ⅰ. 서론 1
1. 연구의 목적 및 필요성 1
2. 연구문제 6
3. 연구의 제한점 7
4. 용어의 정의 8
Ⅱ. 이론적 배경 10
1. 페르소나(Persona) 10
2. 의사소통 전이 15
1) 학생-아버지 의사소통 15
2) 학생-교사 의사소통 18
3) 전이 21
3. 초등학교 1학년 발달 특성 25
Ⅲ. 연구방법 28
1. 연구대상 28
2. 조사도구 29
3. 연구절차 37
4. 자료분석 40
Ⅳ. 연구결과 43
Ⅴ. 결론 및 제언 67
1. 연구요약 67
2. 결론 71
3. 제언 78
참고문헌 80
부록 94
