초등학교 학부모의 자녀 교육지원활동에 관한 연구 = Parent Educational Supporting Activities for Their Children

국문 초록 (Abstract)

초등학교 학부모의 교육지원활동의 유형과 집단에 따른 교육지원활동 정도의 차이를 알아보기 위해 초등학교 학부모를 대상으로 질문지를 실시하였다. 연구 결과, 초등학교 학부모의 교육지원활동은 15가지 요인으로 분석되었다. 또, 부모의 학력과 수입이 높은 상위의 계층일수록 교육지원활동을 더 많이 하는 것으로 나타났다. 읍·면 지역의 학부모들은 가정에서의 학습지원활동이나 학교 외 교육은 도시 부모보다 적게 하지만, 심리적 지원을 통한 교육지원활동과 학교관련 교육지원활동은 다른 지역에 비해 부족하지 않았다. 학습지도, 시간통제, 공식적 학교 참여 활동은 저학년일수록 더 많이 하는 것으로 나타났지만, 그 이외의 활동에서는 학년에 따른 차이는 유의하지 않았다. 학교 외 교육을 제외한 다른 모든 교육지원활동은 성적에 따른 차이가 유의하였다. 자녀의 성적이 우수한 집단에서 다양한 교육지원활동이 더 많이 이루어지고 있었다.

다국어 초록 (Multilingual Abstract)

Many studies reported parent supporting activities had effects on academic achievement for children. However, previous studies focused on private tutoring as a major symptom of educational fever in Korea. Therefore, the purpose of this survey was to find factors and differences of parent educational supporting activities for their children in Korea. The subjects of this study were 831 parents who had primary school children. Questionnaires including 64 items of parent educational supporting activities for their children were used. Data were analyzed by factor analysis and one-way ANOVA.
As a result, 15 factors of parent educational supporting activities were extracted. Those factors were parent's teaching, official school involvement, psychological stress, school choice, private tutoring, information gathering, planning for their children, private contact with school, making home environment for studying, parents' identification with their children, cultural experiences, beliefs in social achievement through education, supporting for self control, time control for their children, and supporting for school adjustment.
There were differences of parent educational supporting activities among groups. Parents with high educational background, high family income, and with highly achieved children did more frequently various kinds of educational supporting activities. Parents in rural area did less educational supporting activities in family and private tutoring than urban parents, but there were no difference in psychological supporting activities and school involvement among parents in a big city, small cities, and rural areas. Parents with first or second grade children did more parent's teaching time control for their children, and official school involvement.