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KMID : 1094520200230010071
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Korean Journal of Play Therapy
2020 Volume.23 No. 1 p.71 ~ p.91
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The Effects of Animal-Assisted Education on Emotional Stability and Personality of Elementary School Students
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Lee Min-Ja
Kim Ok-Jin
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Abstract
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The purpose of this study was to examine the effects of animal assisted education on the emotional stability and personalities of elementary school students. The subjects of the study were the 5th grade elementary school children who participated in an after school activities program. A pre-personality test was conducted. Amongst the participants, children who had low personality scores and those recommended by the classroom teacher and those who could continue to participate were assigned to 10 experimental groups, and 10 children with similar personality scores were assigned to the control group. The experimental group who participated in this study engaged in animal assisted education twice a week for 50 minutes over 10 sessions, whereas the control group had no such exposure. As a research tool, the difference between pre and post scores was analyzed by using the emotional stability and KEDI personality scales, and the control group conducted the same program after the post-test. Data analysis was conducted using the SPSS / WIN 24.0 statistical program. The results are as follows. First, the experimental group which engaged in animal assisted education showed statistically significant differences in emotional stability than the control group. Second, the experimental group which engaged in animal assisted education had better overall personality scores than the control group, but showed no statistically significant differences. Thus, this study proved that animal assisted education had a positive effect on the emotional stability and personality improvement of elementary school students.
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KEYWORD
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Animal-Assisted Education, Elementary school students, Emotional stability, Personality
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