교사의 칭찬이 학생에게 미치는 긍정적 프레이밍 효과

Abstract

Abstract

Jeon Young-jae. Advisor : Prof. Yoon Yong. Hwang. Business Information Education. Graduate School of Education, Chosun University.

If one school were to be one company, the student could be a customer, and the teacher could be a sales clerk. The teacher sells goods called ‘class’ to the student at the school, the same as the sales clerk would sells some products to the customer at the company. The company cannot exist without the customer and sales clerk; it is the same with a school is the same. Without no students and teachers, a school could not exist.

Customer behavior is altered depending on the service offered by the company. Therefore, the role of the teacher who sells their 'class' at school is pivotal. Over and above this, the teacher’s language and behavior can also exert a great deal influence over the student.

The teacher's role can be compared to that of being is called as 'the student's parent in the school setting, meaning that the student is most definitely influenced by the teacher. School years in particular are a formative time for students when they're shaping their personalities and developing their of behavior. So to further extend this line of thinking, the teachers whom the students meet along the way are key to building the student’s personality, level of expertise and, career decisions.

These factors could all vary dependent on the teachers that they meet en route. If a student is exposed to positive language and behavior by their teacher, their life may be affected in a be good way due to their teacher’s positive influence.

The objective of this study is to investigate how much a teacher’s praise is how much influences a student’s self-esteem, settling in to schools, and being immersed in their learning. It will also draw a comparison between the differences in classes where students have received high levels of praise and those where they've received none.

First, this study aims to examine the difference in levels of self-esteem between praised students and those who have received none. Second, this study seeks to investigate the difference in how students settle into their schools on the basis of those who have received high levels of praise and those who've not been praised. Third, this study compares the differences in the degree to which students are immersed in their learning in relation to the levels of praise that they have received prior.

In conclusion, this study suggests that there is a notable difference in each part on the basis of self-esteem, adapting settling into schools, being immersed in learning between the experimental and the control groups.