이혼가정의 학교-가정관계, 아동의 성취동기 및 학교생활적응 연구

국문 초록 (Abstract)

최근 사회전반적인 변화에 따른 가족 기능과 구조의 변화로 인하여 가족의 불안정성이 증가되어 가족해체증가현상이 나타나게 되었고, 이 중 하나가 이혼률의 급증이라고 할 수 있다. 이혼한 부부들은 심리적, 경제적 어려움으로 적응에 문제를 가지며 이에 따라 이혼가정의 아동들도 심리적 부적응과 문제행동을 많이 보이게 된다. 특히, 이혼 후 부모의 심리적, 경제적 문제로 인한 부적절한 자녀 양육은 의도적인 과정에서 훈련되고 육성되어질 수 있는 심리특성인 아동의 성취동기와 학령기 아동의 학교장면에서의 적응에 영향을 미쳐 이혼가정의 아동은 비이혼가정아동에 비해 성취동기가 낮으며, 학교생활적응을 잘 하지 못하게 된다.
따라서 본 연구는 이혼가정의 학교-가정관계와 아동의 성취동기, 학교생활적응이 비이혼가정 아동과 어떠한 차이가 있으며 부모배경변인 즉, 교육수준, 경제적 수준, 종교에 따른 학교-가정관계의 차이와 아동배경변인 즉, 성별, 나이, 학업성적에 따른 성취동기와 학교생활적응의 차이는 어떠한지를 비교하고자 한다.
본 연구의 대상은 서울 및 부산지역에 소재한 49개 초등학교 4,5,6학년 이혼가정아동 159명과 비이혼가정 아동 178명 총 337명이었다.
본 연구에서는 학교-가정관계를 알아보고자 오은순(1996)의 학교-가정관계 질문지를 사용하였다. 아동의 성취동기를 측정하기 위해서 Herman(1970)의 성취동기검사를 정종진(1997)이 번안한 것을 박한숙(2000)이 수정, 보완한 성취동기 검사도구를 사용하였다. 학교생활적응을 측정하기 위해서 코리안 테스팅 센터에서 개발하고 김승미(1998)가 수정, 보완한 것과 구자은(2000)이 수정, 보완한 것을 본 연구자가 연구의 목적에 맞게 수정, 보완하여 사용하였다.
수집된 자료는 SAS 통계 프로그램을 이용하여 두 집단간의 차이를 알아보기 위해 t-test를 실시하였고 독립변인과 종속변인간의 차이를 알아보기 위하여 t-test와 일원변량분석을 실시하였다.
본 연구의 결과를 연구문제별로 요약하면 다음과 같다.
첫째, 이혼가정의 부모가 비이혼가정 부모에 비해 학교참여가 적고 담임선생과 상담을 많이 하지 않으며 물리적 지원 또한 적은 것으로 나타났다.
이혼가정 부모배경변인인 교육수준, 경제적 수준, 종교에 따른 학교-가정관계 하위요인별 차이는 교육수준이 높고 경제적 수준이 높으며 종교를 가지고 있을수록 학교참여, 상담을 많이 하는 것으로 나타났으나, 물리적 지원의 경우, 어머니의 교육수준과는 관련이 없는 것으로 나타났다.
둘째, 이혼가정 아동이 비이혼가정 아동에 비해 과업긴장을 많이 하고 시간에 대한 인식을 적게 하며 인정을 위한 행동 또한 적게 하는 것으로 나타났으나, 포부수준은 비이혼가정 아동보다 높은 것으로 나타났다.
이혼가정 아동배경변인인 성별, 나이, 학업성적에 따른 성취동기 하위요인별 차이는 남아가 여아보다 포부수준이 높고 나이가 많을수록 성취행동을 많이 하였으며, 학업성적이 높을수록 시간에 대한 인식과 인내를 많이 하며 과업긴장과 포부수준은 낮은 것으로 나타났다.
셋째, 이혼가정 아동이 비이혼가정 아동에 비해 학교생활적응을 잘하지 못하는 것으로 나타났다. 학교생활적응의 각 하위요인별 차이에서는 이혼가정 아동이 비이혼가정 아동에 비해 학교에 대한 일반적 적응, 수업태도, 학교규칙, 교우관계, 학교생활에 대한 적응을 잘 하지 못하는 결과를 보였다.
이혼가정 아동배경변인인 성별, 나이, 학업성적에 따른 학교생활적응의 하위요인별 차이는 성별, 나이에 따라서는 큰 차이를 보이지 않았으나, 학업성적의 경우, 성적이 높을수록 학교에 대한 일반적 적응과 교사, 수업태도, 학교생활에 대한 적응을 잘 하는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

Today, owing to the change of the ability and the structure of family according to the general social change, the unstableness was increased and the increasing conditions of family dissection were appeared. And under these conditions, we could see the sudden increase of divorce rates. The divorced couples have troubles in adaptation because of the psychological and economical difficulties, so their children also show psychological non-adaptation and problematical activities. Especially, the inappropriate bringing up of divorced parents affects the children's motive for accomplishment and the adaptation of the school-age children's school life that can be trained and brought up in the intentional course, so the children of divorced family have low motive for accomplishment and cannot adapt to the school life well.
The purpose of this study is to investigate the difference in the school-family relation, in the motive for accomplishment, and in the adaptation for school life between the children of the divorced family and the children of the intact family. Also, we would like to investigate the difference in the school-family relation according to the parent background factors - the level of education, the level of economy, and the religion- and the difference in the motive for accomplishment and in the adaptation for school life according to the children background factors- the sex, the age, and the scores of school.
The subjects of this study were total 337 children of 4th, 5th, and 6th grade in elementary schools located in Seoul and Busan. And it consisted of 159 children of the divorced family and 178 children of the intact family.
In this study, the Questionnaire for the School-Family Relation(Oh, Eun-Soon, 1996) was used to see the school-family relation. To measure the children's motive for accomplishment, the measuring tool of Park, Han-Sook(2000) modified and complemented from the adaptation of Jeong, Jong-Jin(1997) which was originally from the Inspection for the Motive for Accomplishment (Herman, 1970) was used in this study. Also, to measure the adaptation for the school life, the tool which was modified and complemented for this study from the tool of Kim, Seoung-Mi(1998) and the tool of Koo, Ja-Eun(2000) was used. And those tools were originally developed at Korean Testing Center.
The SAS pc program was used to analyze the collected data. The independent t-test was conducted to see the difference at both groups and the independent t-test and the one-way ANOVA were conducted to see the difference between the independent factor and the subordinate factor.
To summarize the results of this study by each study problem is as follows;
First, After seeing the difference at subfactors, it has been shown that the divorced parents participated in the school little, took counsel with the teacher little, did the material support little than the parents who did not divorced.
To see the difference in subfactors of the school-family relation according to the level of education, the level of economy, and the religion - the parent background factors-, the more the level of education was high, the level of economy was high, and they had the religion, the more they participated in school and took counsel with the teacher. However, in the case of the material support, it has been shown that there was nothing to do with the level of mother's education.
Second, After seeing the motive for accomplishment between the children of divorced family and the children of intact family, it has been shown that the children of divorced family stood task strains much more, did little perception to time, and did little behavior for humanity than the children of intact family. However, it has been shown that the level of ambition was higher than the children of intact family.
To see the difference in subfactors of motive for accomplishment according to the sex, the age, and the scores of school - children background factors-, the boys' activities for accomplishment was high when the boys had the higher level of ambition and they were older than girls. And they perceived and endured much more when their scores were high. However, it has been shown that their task strains and the level of ambition were low.
Third, After seeing the difference in adaptation for school life between the children of the divorced family and the intact family, it has been shown that the children of the divorced family could not adapt to the school life very much than the children of the intact family. To see the difference of each subfactor, the children of the divorced family could not adapt very well to the general adaptation, to the study manner, to the school regulations, to making friends, and to the school life than the children of the intact family.
To see the difference in subfactors of adaptation for the school life - children background factor of the children of the divorced family-, it made no big differences according to the sex and the age. However, in the case of the scores, the more their scores were high, the more they could adapt to the general adaptation, to the study manner, and to the school life very well.