초기 청소년들이 교사와의 관계에서 지각하는 신뢰와 친밀감의 발달궤적

국문 초록 (Abstract)

본 연구는 초기 청소년들이 교사와의 관계에서 지각하는 신뢰와 친밀감의 종단적 변화를 알아보고 이러한 발달궤적에 영향을 미치는 유의미한 예측변인을 규명하려는 목적으로 수행되었다. 이러한 연구목적을 달성하기 위하여 한국청소년패널(KYPS) 데이터 가운데 초등학교 4학년 패널의 남녀 청소년 2,844명의 데이터를 분석했다. 선행연구에 대한 문헌분석에 근거하여 성별, 사회경제적 지위, 부모-자녀 애착관계 등이 교사-학생관계의 발달궤적에 미치는 영향의 유의미성에 대해 잠재성장분석을 실시했다. 연구결과 첫째, 우리나라 초기 청소년들이 교사-학생관계에서 지각하는 신뢰와 친밀성은 전체적으로 학년이 올라갈수록 감소하는 경향이 있었으며 그 감소의 정도는 지수함수(exponential) 양상을 보였다. 둘째, 여자 청소년들은 남자 청소년에 비하여 교사와의 관계에서 지각하는 친밀감의 초기수준이 높았으나 학년이 올라감에 따라서 친밀감의 감소폭도 높았다. 셋째, 사회경제적 지위는 초기청소년들이 교사와의 관계에서 지각하는 신뢰와 친밀감의 변화에 유의미한 영향을 미쳤다. 마지막으로 부모와의 애착은 초기 청소년들이 교사와의 관계에서 지각하는 신뢰와 친밀감의 변화에 유의미한 영향을 미쳤다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the significant predictors which affect the development trajectories of Korean early adolescents’ trust and closeness with their teachers from the 4th through to the 8th grade. To this end, a total of 2,844 students were selected from the KYPS panel. The significance of gender, SES, parent-child relationship on the trajectories were tested by means of latent growth modeling based on literature reviews. The results of the data analyses were as follows; First, the early adolescents’ trust and closeness with their teachers tends to diminish at exponential rates. Second, gender has a statistically significant effect on the trajectories of trust and closeness as female students have a higher initial level of trust and closeness than their male counterparts. Their trust and closeness, however, reduces at a faster rate than those of the male students. Third, SES has a statistically significant effect on the trajectories of trust and closeness as students from families having higher SES have higher levels of trust and closeness. Fourth, the parent-child relationship has a statistically significant effect on the trajectories as students having better attachment quality with their parents tend to have higher levels of trust and closeness with their teachers.

목차 (Table of Contents)

• 초록
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 결론 및 논의
• 참고문헌
• ABSTRACT

참고문헌 (Reference)

1 Pianta, R. C, "The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes" 102 : 225-240, 2002

2 van IJzendoorn, M. H, "The multiple caregiver paradox: Data from Holland and Israel in Beyond the parent: The role of other adults in children's lives: New directions for child development" Jossey-Bass Inc 1992

3 O'Connor, E, "Testing associations between young children's relationship with mothers and teachers" 98 : 87-98, 2006

4 Jerome, E. M, "Teacher-Child relationships from kindergarten to six grade: early childhood predictors of teacher-perceived conflict and closeness" 18 (18): 915-945, 2008

5 Saft, E. W, "Teacher's perceptions of their relationshipswith students: Relations with child and teacher characteristics" 16 : 125-141, 2001

6 Harter,S, "Teacher and classmate influ ence on scholastic motivation, self-esteem, and level of voice in adolescents in Social motivation: Understanding children's school adjustment" Cambridge University Press 1996

7 Fan,X, "Structural equation modeling and canonical correlation analysis: What do they have in common" 4 : 64-78, 1996

8 Eccles, J. S, "Stage/environment fit: Developmentally appropriate classrooms for early adolescents in Research on motivation in education" Academic Press 139-186, 1989

9 Howes, C, "Stability and continuity of child-caregiver and child-peer relationships" 69 : 418-426, 1998

10 Bentler, K. A, "Significance tests and goodness of fit in the analysis of covariance structures" 88 : 588-606, 1980

11 Pianta, R. C, "Relationships between teachers and children in Handbook of psychology: Educational psychology" John Wiley & Sons 199-234, 2003

12 Kopp,C.B, "Regulation of distress and negative emotions: A developmental view" 25 : 343-354, 1989

13 Goosens, F. A, "Quality of infant's attachment to professional caregivers: Relation to infant-parent attachment and day-care characteristicts" 61 : 832-837, 1990

14 Kline,R.B, "Principles and practices of structural equation modeling" The Guilford Press 1998

15 Pianta, R. C, "Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten" 12 : 263-280, 1997

16 Early, D. M, "Maternal sensitivity and child wariness in the transition to kindergarten" 2 : 355-377, 2002

17 Sameroff,A.J, "General systems theory and developmental psychopathology in Developmental psychopathology: Risk,disorder, and adaptation" Wiley 659-695, 1995

18 Hamre, B. K, "Early teacher-child relationships and trajectory of childern's school outcomes through eight grade" 72 : 625-638, 2001

19 Rimm-Kaufman, S, "Early behavioral attributes and teacher's sensitivity as predictors of competent behavior in the kindergarten classroom" 23 : 451-470, 2002

20 Ford, D. H, "Developmental systems tehory: An integrative approach" Sage 1992

21 Burchinal, M, "Development of academic skills from preschool through through second grade: Family and classroom predictors of developmental trajectories" 40 : 415-436, 2002

22 Cicchetti, D, "Contribution from the study of high-risk populations to understanding the development of emotion regulations in The development of emotion regulation and dysregulation" Cambridge University Press 15-48, 1991

23 Pianta, R. C, "Conceptualizing risk in relational terms: Associations among the quality of child-adult relationships prior to school entry and childrens's developmental outcomes in first grade" 21 : 32-45, 2004

24 Ladd, G. W, "Children's social and scholastic lives in kindergarten: Related sphere's of influence" 70 : 1373-1400, 1999

25 Howes, C, "Children's relationships with peers: Differential associations with aspects of the teacher-child relationship" 65 : 253-263, 1994

26 Howes, C, "Children's relationship with child care teachers:Stability and concordance with maternal attachment" 69 : 418-426, 1992

27 Bracken, B. A, "Children's and adolescents' interpersonal relations: Do age, race, and gender define normalcy" 12 : 14-32, 1994

28 Vondra, J, "Attachment stability and emotional and behavioral regulation from infancy to preschool age" 13 : 13-33, 2001