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Efficacy of an MBTI-Based Group Counseling Program on Ego Identity, Self- Efficacy, and Interpersonal Relationships

  • 장민경 (Minkyung Chang, 서강대학교 교육대학원)

초록 (요약문)

Efficacy of an MBTI-Based Group Counseling Program on Ego Identity, Self-Efficacy, and Interpersonal Relationships Minkyung Chang This study investigates the efficacy of an MBTI-based group counseling program on ego identity, self-efficacy, and interpersonal relationships among high school students. The research addresses three primary questions: 1) What impact does the MBTI-based group counseling program have on students' ego identity? 2) How does participation in the program influence students' self-efficacy? 3) In what ways does the program affect students' interpersonal relationships? Eighty 17-year-old second-grade students from Gyeonggi Province, Korea, were selected for the study. Participants were divided into an experimental group (n=40) and a control group (n=40) using a nonequivalent control group pretest- posttest design. Pre-surveys assessed ego identity, self-efficacy, and interpersonal relationships. The experimental group then participated in a four-week MBTI-based counseling program, while the control group did not receive any intervention. Follow- up interviews were conducted to gather qualitative data on the program's effectiveness. Results indicated that students in the experimental group experienced significant improvements in ego identity, with notable enhancements in self-concept, autonomy, self-acceptance, future certainty, goal orientation, initiative, and intimacy. Additionally, the experimental group showed significant increases in self-efficacy across general, social, and academic domains. The program also led to substantial improvements in interpersonal relationships, enhancing satisfaction, communication, trust, affection, sensitivity, openness, and understanding. In conclusion, the MBTI-based group counseling program positively impacted high school students' ego identity, self-efficacy, and interpersonal relationships. These findings suggest that the MBTI-based program could be a valuable tool in high school settings, promoting students' personal and social development. It is recommended that such programs be further developed and implemented in educational environments to support the holistic growth of high school students.

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목차

I. INTRODUCTION 1
II. LITERATURE REVIEW 9
2.1 Ego Identity 9
2.1.1 Concept of Ego Identity 9
2.1.2 Development of Ego Identity 13
2.2 Self-Efficacy 16
2.2.1 Concept of Self-Efficacy 16
2.2.2 Acquisition of Self-Efficacy 19
2.3 Interpersonal Relationships 21
2.3.1 Meaning of Interpersonal Relationships 21
2.3.2 Significance of Interpersonal Relationships 24
2.4 MBTI-Based Group Counseling 26
2.4.1 Theory of MBTI (Myers-Briggs Type Indicator) 26
2.4.2 Usefulness of an MBTI-Based Group Counseling 33
2.5 Research Questions 40
III. RESEARCH METHOD 41
3.1 Participants 41
3.2 Research Design 41
3.3 Procedure 42
3.4 Data Collection 46
3.4.1 Ego Identity Survey 46
3.4.2 Self-Efficacy Survey 47
3.4.3 Interpersonal Relationships Survey 48
3.5 Analysis 50
IV. RESULTS 51
4.1 Homogeneity Test between Experimental and Control Groups 51
4.2 Analysis of the Ego Identity Survey 53
4.3 Analysis of the Self-Efficacy Survey 55
4.4 Analysis of the Interpersonal Relationships 56
4.5 Introspective Questions 58
V. General Discussion 65
5.1 Summary and Implications 65
5.2 Future Research and Limitation 80
References 84

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