중학생의 학교적응 관련요인의 인과적 구조분석 = Causal Relationships between School Adjustment of Middle School Students and Related Variables

다국어 초록 (Multilingual Abstract)

Purpose: The purpose of this study was to identify the causal relationship of familial factors (parental acceptance, autonomy,
and family satisfaction), social support (teacher’s support and friend’s support), school achievement, self-concept, and
school adjustment. Based on preceding research, this study established a path model of school adjustment and its related
variables. Methods: Two thousand six hundred and twenty nine middle school students participated in this study. Data
were collected by a visit-survey with an organized questionnaire and was analyzed by the SPSS and AMOS programs.
Results: Self-concept showed a significantly direct influence to school adjustment while both family satisfaction and
school achievement directly and indirectly influenced school adjustment. Parental acceptance, autonomy, and social support
indirectly influenced school adjustment. Conclusion: These results imply that first, family satisfaction and self-concept
are essential to solve the problems of school adjustment. Especially friend’s support, teacher’s support and school
achievement should help improve the self-concept and school adjustment. Second, a variety of programs are available
for schools to employ in an effort to provide interventions for students who demonstrate school maladjustment. Finally, it
is necessary for family, school and society members to comprehensively cooperate to improve school adjustment.

다국어 초록 (Multilingual Abstract)

Purpose: The purpose of this study was to identify the causal relationship of familial factors (parental acceptance, autonomy,
and family satisfaction), social support (teacher’s support and friend’s support), school achievement, self-concept, and
school adjustment. Based on preceding research, this study established a path model of school adjustment and its related
variables. Methods: Two thousand six hundred and twenty nine middle school students participated in this study. Data
were collected by a visit-survey with an organized questionnaire and was analyzed by the SPSS and AMOS programs.
Results: Self-concept showed a significantly direct influence to school adjustment while both family satisfaction and
school achievement directly and indirectly influenced school adjustment. Parental acceptance, autonomy, and social support
indirectly influenced school adjustment. Conclusion: These results imply that first, family satisfaction and self-concept
are essential to solve the problems of school adjustment. Especially friend’s support, teacher’s support and school
achievement should help improve the self-concept and school adjustment. Second, a variety of programs are available
for schools to employ in an effort to provide interventions for students who demonstrate school maladjustment. Finally, it
is necessary for family, school and society members to comprehensively cooperate to improve school adjustment.

참고문헌 (Reference)

1 이혜경, "청소년패널연구의 위험행동요인, 학교요인, 가족요인에 따른 학교생활부적응" 한국청소년학회 14 (14): 59-80, 2007

2 한상숙, "청소년의 자아존중감에 미치는 영향 요인" 한국간호과학회 36 (36): 37-44, 2006

3 구현영, "고등학교 청소년의 삶의 만족도와 영향 요인" 한국간호과학회 36 (36): 151-158, 2006

4 Vaux,A, "The social support appraisal (SS-A) scale: studies of reliability and validity" 14 : 195-219, 1986

5 Gu,J.E., "The relationships between self-resilience, positive emotion, social support and adolescents’adjustment in family life school life. Unpublished master’s thesis" Busan National University 2000

6 Kim,J.H., "The relationship between teachertrust perceived by their students, learning motivation and school adjustment" 15 : 117-129, 2006

7 Yoon,E.J., "The relationship among types of life-style, mental health and school-related adjustments of adolescents" 7 : 105-120, 2005

8 Chung, H. K., "The perception of teenagers on the bully: With the subject of primary, middle and high school students" 30 : 137-147, 2000

9 Harter,S, "The perceived competence scale for children" 53 : 87-97, 1982

10 Lee,M.S., "The effects of temperament and peer-support on the self-evaluation of early adolescents" 1994

11 Baek,H.J., "The effects of self control, self reliance, and attachment to teachers on adolescents’school adjustment" 19 : 357-373, 2007

12 Bae,J.A., "The development and effects of program for middle school freshmen’s school life adaptation" 9 : 53-68, 2006

13 Park, J. S., "The causal relationship of adolescent’s family conflicts, self-concept, and school adjustment as health protection behavior" 23 : 91-107, 2006

14 Kim,G.J., "The Effect of Academic Achievements and Perceive Parental Attitudes on Self-concepts of Elementary and Secondary School Students" Unpublished doctoral dissertation,Chungang University 1984

15 Moon, H. O., "Self-concept and school achievement of maladaptation student" Unpublished master’s thesis, Sungshin University 1987

16 Ryan,R.M., "Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem" 14 : 226-249, 1994

17 Sim, H. S., "Relationship of psychological types and behavioral characteristics in juvenile delinquents on probation" 10 : 227-250, 1998

18 Lee,Y.J., "Relationship between ego-resilience, school life maladjustment, and parental education attitude of junior high school students" 5 : 111-126, 2006

19 Hart,C.H., "Maternal and paternal disciplinary styles: Relations with preschoolers playground behavioral orientation and peer status" 63 : 879-892, 1992

20 Kwak,K.J., "Life satisfaction of adolescents in terms of KLSSA" 2 : 5-16, 1995

21 Park,N.S., "Effects of methylphenidate treatment on cognitive behavioral symptoms and social, academic & emotional adjustment of ADHD children" 11 : 235-248, 1992

22 Kim, Y. R., "Effect of empowerment on school adjustment of adolescents" 20 : 163-190, 2007

23 Kweon,S.Y., "Causal relationships between school adjustment of adolescent and related variables" 54 : 329-349, 2006

24 Carmines, E, "Analyzing models with unobserved models: Analysis of covariance structures" Beverly Hills 1981

25 Park,M.J., "An impact of perceived family strength on adolescent’s school adjustment" 10 (10): 43-51, 2007

26 Lim,J.A., "A study on the adolescents’family strengths and school adjustment" 15 (15): 37-62, 2006

27 Han,M.H., "A study on stress, perceived social supports, and behavior problems of children. Unpublished doctoral dissertation" Seoul National University 1996

28 Kwak,S.R., "A study on life satisfaction of elementary and junior high school students" 17 : 1-21, 2007

29 Moon,E.S., "A structural analysis of the social and psychological variables influencing adolescents’school adjustment behaviors" 16 : 219-241, 2002

30 Korea Ministry of Education, "2004 Annual statistical report on education" Korea Ministry of Education & Human Resources Development 2004