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ISSN : 1229-0718
본 연구는 중학교 1, 3학년, 고등학교 2학년, 그리고 대학생 등을 대상으로 사회적 역할에 따른 자기표상을 자유롭게 기술하도록 하여 자기표상의 내용과 구조가 어떻게 변화하는지 살펴보았다. 자기표상의 내용은 성격특성, 감정특성, 행동특성, 소망특성으로 범주화하여 학년에 따라, 사회적 역할에 따라 구성 비율을 비교하였고, 자기표상의 구조는 역할들 간에 중복된 자기표상의 비율, 자기표상의 다양성비율, 대립 및 갈등을 경험한 자기표상의 비율을 학년에 따라 비교하였다. 연구 결과, 자기표상의 내용은 학년이 증가함에 따라 감정적인 특성은 감소하고, 추상적, 안정적인 성격특성은 점차 증가하였다. 특히, 부모님과 있을 때는 다른 역할에 비해 감정특성이 많이 보고되었고, 또래와 있을 때는 성격특성을 비교적 많이 보고하였다. 자기표상의 구조는 학년이 증가함에 따라 분화되었고, 분화된 자기의 다중성으로 인한 모순과 갈등도 더 많이 보고하였다. 이러한 결과는 청소년기 자기표상이 추상적으로 변하고 구조적으로 분화된다는 선행연구들과 일치하는 것이었으나 분화의 시기나 정도에 있어서는 차이를 보여 자기표상의 형성에 미치는 문화적 영향을 간접적으로 확인해 볼 수 있었다.
For this study, 328 students from 1st-, 3rd-grade middle school, 2nd-grade high school, and undergraduates were asked to generate role-related self-representations. Then, the contents and the construct of self-representations were analyzed through these self-descriptors. The results were as follows: First, as the grades became higher, characteristic attributes were increasing, and emotional attributes were decreasing. In addition, selves with parents were more emotional and selves with friend group were more abstractive and stable. Second, as the grades became higher, self-representations were more differentiated and the more opposition and conflicts were perceived. Through the result of this study, it was confirmed that self-representations from diverse social contexts were more abstractive and stable in their content and were differentiated in their construct during adolescence. However, in comparing with preceding research, there were differences in the time and the degree of self-proliferation. This may means cultural differences in a development of self-representations.
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