earticle

영어

The purpose of this study was to examine the effect of an EI education program on self-directed learning capabilities and academic achievement. Two research questions were posed:
1. What is the impact of an EI education program on the self-directed learning capabilities of elementary schoolers?
2. What is the impact of an EI education program on the academic achievement of elementary schoolers?
The subjects in this study were the students in two different fourth- grade classes in D elementary school located in the city of Ulsan.
Lee Young-ja, et. al.(2000)'s EI Education Program was rearranged in to be appropriate at a fourth-grade level, and the instruments used in this study were a self-directed learning capability inventory and an academic achievement test for language arts, social studies, mathematics and science. After the experiment was implemented, a SPSSWIN program was employed to conduct a t-test to verify the hypotheses to determine the influence of the EI education program on self-directed learning capabilities. MANOVA was utilized to look for any possible significant gaps in the subfactors of self-directed learning capabilities, and t-test was carried out to grasp the impact of the EI education program on academic achievement.
The EI education program turned out to foster emotional awareness, emotional regulation, emotional display, empathy and the utilization of emotion to step up the development of the emotional intelligence of the students. And that was closely associated with their learning attachment, self-conviction as learners, openness toward challenge and self-understanding that were the subfactors of self-directed learning capabilities, and eventually served to boost their academic achievement as well as self-directed learning capabilities.

한국어

본 연구는 정서지능 교육 프로그램이 자기주도적 학습능력과 학업 성취도에 어떠한 영향을 미치는가를 규명하는데 목적이 있으며 이러한 연구의 목적을 달성하기 위하여 울산광역시에 소재한 D초등학교 4학년 64명을 연구대상으로 선정하여 실험집단에 정서지능 교육 프로그램을 5주간 15회에 걸쳐 진행하였다. 본 연구에서 설정한 가설을 검증하기 위하여 자기주도적 학습능력 검사지와 학업성취도평가(국, 사, 수, 과)를 사전, 사후검사로 실시하고 실험처치 후 효과를 검증하기 위해서 SPSSWIN 프로그램으로 정서지능 교육 프로그램이 자기주도적 학습능력과 학업성취도에 미치는 영향을 알아보기 위하여 t검증을 실시하였고, 자기주도적 학습능력의 하위영역간의 유의한 차이를 알아보기 위해 다변량 분산분석(MANOVA)을 실시하였다.
본 연구를 통하여 정서지능 교육 프로그램은 정서의 인식, 정서의 조절, 정서의 표현, 감정이입, 정서의 활용 능력을 향상시킴으로써 학생 개인의 정서지능의 발달을 꾀하여 학습에 대한 애착, 학습자로서의 자기 확신, 도전에 대한 개방성, 자기 이해 등 자기주도적 학습능력의 하위영역과 밀접하게 관련되어 자기주도적 학습능력을 신장시켜 줄 뿐만 아니라 학업성취도를 향상시켰음을 알 수 있었다.