가족 건강성과 자아탄력성이 아동의 학교생활 만족도에 미치는 영향 = The Effects of a healthiness of the family and Ego Resiliency on a Child's School Life Satisfaction

국문 초록 (Abstract)

본 연구에서는 아동의 가족건강성과 자아탄력성이 학교생활 만족도에 미치는 영향에 대해 하위변인들을 중심으로 알아보고자 하였다. 이를 위해 가족건강성과 자아탄력성을 독립변인으로, 학교생활 만족도를 종속변인으로 관계 모형을 설정하여 검증하였다. 자료 수집을 위해 2011년 11월부터 12월까지 포항 지역에 소재하고 있는 초등학교 5, 6학년 396명을 대상으로 설문조사를 실시하였다.
본 연구를 통해 얻어진 연구결과를 중심으로 그 내용을 간략하게 요약하고 논의 및 결론을 내리면 다음과 같다.
첫째, 종속변수인 학교생활 만족도의 하위변인들 중에서 교사관계, 학습활동, 학교행사참여를 보면 가족건강성과 좀 더 밀접한 관계를 보이고 있는 것으로 나타났다. 자아를 성립하는 시기에 있는 아동은 가족환경에 양향을 많이 받는다. 이런 점에서 사회체계와 상호 작용을 통한 가족건강성 확보는 중요한 의미를 지니고 있는 것이다. 뿐만 아니라 아동 생활의 연장선에 있는 학교라는 공간은 가족의 환경이 그대로 반영되는 가장 큰 영역이라고 볼 수 있다. 그래서 가족구성원 간에 이루어지는 아동의 건강성은 학교에서 이루어지는 교사관계, 학습활동, 학교행사참여와 같은 아동의 행복 척도에 반영 되는 것이다.
둘째, 학교생활 만족도의 하위변인들 중에서 교우관계와 같은 내적 요소를 포함하는 변인들은 자아탄력성에 더 영향을 받는 것으로 나타났다. 자아탄력성의 긍정적 대인관계는 아동의 학교생활에서 친구들과 관계를 형성하는 과정에서 도움을 주는 역할을 하고 이것은 학교생활 만족도로 나타나고 있다고 분석 할 수 있다.
셋째, 학교생활 만족도의 하위변인인 규칙준수는 가족건강성과 자아탄력성 모두 에게 비슷한 영향을 받고 있는 것으로 나타났다.
본 연구의 결과에서 보듯이 독립변인과 종속변인이 관계가 특정한 변인들에 의해 좌우 되지 않는 것으로 나타나고 있다. 가족건강성의 하위변인과 자아탄력성의 하위변인들이 상호작용을 통해 아동의 학교생활 만족도에 영향을 끼치고 있는 것이다. 지금까지 대부분의 연구는 가족건강성과 자아탄력성 중에서 어느 쪽이 학교생활 만족도에 영향을 미치고 있는지에 대해 분석하고 결과를 도출 해왔다. 하지만 본 연구를 통해 지금까지 학교생활 만족도에서 이분법적인 연구결과의 한계성을 살필 수 있었고, 더 나아가 세밀한 연구 분석 통해 변인들의 어떤 요소들이 아동의 학교생활 만족도에 어떤 영향을 주고 있는지를 명확하게 파악 할 수 있었다.

다국어 초록 (Multilingual Abstract)

This study focuses on sub-variables to determine the effects of a healthiness of the family and ego resiliency on a child's school life satisfaction. As such, a relationship model using the healthiness of the family and ego resiliency as independent variables and school life satisfaction as a dependent variable was drafted for review. To gather data, surveys of 396 5th and 6th grade elementary school students were conducted in the region of Pohang from November, 2011, to December of the same year.
Based on the results from this study, the summary and conclusion of the contents are as follows.
First, of the sub-variables of the dependent variable school life satisfaction, relationship with teachers, academic activities, and participation in school events were more closely linked to a healthiness of the family. Children in the stage of forming their ego are greatly affected by the family environment. Therefor, ensuring a healthiness of the family through th social system and interactions is significant. Also, the school, which is an extension of the child's life, is the greatest area in which the family environment is reflected as it stands. So the health of the child formed through family relations is reflected in signs of the child's happiness such as relationship with teachers, academic activities, and participation in school events.
Second, of the sub-variables of school life satisfaction, variables including internal factors such as peer relationships were affected more by ego resiliency. We can conclude that the positive personal relationships enabled by ego resiliency help the child form relationships with peers at school, and this in turn is reflected in the satisfaction levels towards their school lives.
Third, adherence to rules, a sub-variable of school life satisfaction, was effected similarly by both the healthiness of the family and ego resiliency.
As seen from the results from this study, the relationship between the independent and dependent variables does not seem to be decided by specific variables. The interaction between the sub-variables of the healthiness of the family and those of ego resiliency affect a child's satisfaction towards his/her school life. Most existing studies focused their analysis on results on which factor affected school life satisfaction, healthiness of the family or ego resiliency. However, this study enabled us to realize the limitations of such dichotomic study results, and allowed us to more clearly understand which factors affect the child's school life satisfaction through a more detailed study and analysis.

목차 (Table of Contents)

• Ⅰ. 서 론 ···········································································1
• 1. 연구의 필요성 및 목적 ··················································1
• 2. 연구 문제 ··································································4
• Ⅱ. 이론적 배경 ····································································5
• 1. 가족건강성 ································································5
• 2. 자아탄력성 ·······························································14
• 3. 학교생활 만족도 ······························································21
• 4. 선행 연구 고찰 ·························································26
• Ⅲ. 연구 방법 ·····································································29
• 1. 연구 모형 ·································································29
• 2. 연구대상 및 자료 수집 ·················································30
• 3. 측정 도구 ·································································30
• 4. 자료 분석 ·································································33
• Ⅳ. 연구 결과 ···································································35
• 1. 가족건강성, 자아탄력성 그리고 학교생활 만족도의 상관관계 ······36 2. 가족건강성과 자아탄력성이 학교생활 만족도에 미치는 영향 ····38 1) 가족건강성과 자아탄력성이 교우관계에 미치는 영향 ··············38
• 2) 가족건강성과 자아탄력성이 교사관계에 미치는 영향 ···············40
• 3) 가족건강성과 자아탄력성이 학습활동에 미치는 영향 ···············42
• 4) 가족건강성과 자아탄력성이 규칙준수에 미치는 영향 ···············44
• 5) 가족건강성과 자아탄력성이 학교행사 참여에 미치는 영향 ·········46
• Ⅴ. 결론 ···········································································49
• 1. 요약 ······································································49
• 2. 결론 ······································································52
• ○ 참고문헌 ·········································································54
• ○ Abstract ·········································································59
• ○ 설문지 ·········································································62