This study suggested differences in self-leadership of middle school students according to residence, gender, income level of family, parents' academic ability and desired selection of high school.For subjects of research, total 360 questionnaires were circulated targeting students residing in urban...
This study suggested differences in self-leadership of middle school students according to residence, gender, income level of family, parents' academic ability and desired selection of high school.For subjects of research, total 360 questionnaires were circulated targeting students residing in urban area and students in Eup and Myeon centuring around Gwangyang-si and Suncheon-si and collected 329 sheets, and this study finally analyzed 305 sheets excluding 24 sheets containing unfaithful responses. As for research tools, this study employed RSLQ scale used in Shin Yong-guk (2009)’s study for researching into the validity targeting university students of our country by adapting RSLQ(Revused Self-Leadership Questionnaire) developed by Houghton and Neck(2002). Methods of analysis include frequency, percentage, average, standard deviation, Cronbach's α, t-test and analysis of variance, and this study also used seheffe test for follow-up verification.
Research problems of this study are as follows.
Research Problem1. Does self-leadership of adolescents show difference according to the area?
Research Problem2. Does self-leadership of adolescents show difference according to the gender?
Research Problem3. Does self-leadership of adolescents show difference according to the income level of family and parents' academic ability?
research problem4. Does self-leadership of adolescents show difference according to the desired selection of high school?
Key findings obtained in this study are as follows.
First, with respect to the difference in self-leadership according to adolescents’ gender, female students, as compared to male students, turned out to have higher awareness of behavior-focused strategy which is a sub-factor of self-leadership, whereas males have higher awareness of the factors of natural-reward and constructive thought than female students, and factors of natural-reward and constructive thought showed no significant difference.
Second, no differences were found in self-leadership according to adolescents’ family income level. Self-leadership and behavior-focused strategy, natural-reward and constructive thought which are the sub-factors of self-leadership were all highly recognized in order of high, middle, low of family income, but significant difference in average was not found.
Third, as for the difference in self-leadership according to parents’ academic ability, adolescents that parents are above college graduates turned out to highest awareness.
Fourth, as to the difference in self-leadership according to adolescents’ desired selection of high school, adolescents who hope to enter special purpose high schools have the highest awareness followed by adolescents who hope to enter general high schools and the ones who hope to enter vocational high schools, and sub-factors such as behavior-focused strategy, natural-reward and constructive thought were recognized highly in order of adolescents who hope to enter special purpose high schools, general high schools and vocational high schools respectively.
This study suggested differences in self-leadership of middle school students according to residence, gender, income level of family, parents' academic ability and desired selection of high school.For subjects of research, total 360 questionnaires were circulated targeting students residing in urban area and students in Eup and Myeon centuring around Gwangyang-si and Suncheon-si and collected 329 sheets, and this study finally analyzed 305 sheets excluding 24 sheets containing unfaithful responses. As for research tools, this study employed RSLQ scale used in Shin Yong-guk (2009)’s study for researching into the validity targeting university students of our country by adapting RSLQ(Revused Self-Leadership Questionnaire) developed by Houghton and Neck(2002). Methods of analysis include frequency, percentage, average, standard deviation, Cronbach's α, t-test and analysis of variance, and this study also used seheffe test for follow-up verification.
Research problems of this study are as follows.
Research Problem1. Does self-leadership of adolescents show difference according to the area?
Research Problem2. Does self-leadership of adolescents show difference according to the gender?
Research Problem3. Does self-leadership of adolescents show difference according to the income level of family and parents' academic ability?
research problem4. Does self-leadership of adolescents show difference according to the desired selection of high school?
Key findings obtained in this study are as follows.
First, with respect to the difference in self-leadership according to adolescents’ gender, female students, as compared to male students, turned out to have higher awareness of behavior-focused strategy which is a sub-factor of self-leadership, whereas males have higher awareness of the factors of natural-reward and constructive thought than female students, and factors of natural-reward and constructive thought showed no significant difference.
Second, no differences were found in self-leadership according to adolescents’ family income level. Self-leadership and behavior-focused strategy, natural-reward and constructive thought which are the sub-factors of self-leadership were all highly recognized in order of high, middle, low of family income, but significant difference in average was not found.
Third, as for the difference in self-leadership according to parents’ academic ability, adolescents that parents are above college graduates turned out to highest awareness.
Fourth, as to the difference in self-leadership according to adolescents’ desired selection of high school, adolescents who hope to enter special purpose high schools have the highest awareness followed by adolescents who hope to enter general high schools and the ones who hope to enter vocational high schools, and sub-factors such as behavior-focused strategy, natural-reward and constructive thought were recognized highly in order of adolescents who hope to enter special purpose high schools, general high schools and vocational high schools respectively.
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