중학생의 애착과 자아존중감 및 학교생활적응의 관계

국문 초록 (Abstract)

본 연구는 중학생들의 부·모·또래들과의 애착관계가 자아존중감과 학교생활적응에 어떠한 영향을 미치는 지 살펴보기 위하여 서울 시내 남녀공학 중학교 1, 2, 3학년 학생 650명을 대상으로 질문지법을 통하여 조사하였다. 부·모·또래 애착을 의사소통, 신뢰감, 소외감의 3개 하위 영역으로, 자아존중감은 학업 및 전반적 자아존중감, 친구관련 자아존중감, 가정적 자아존중감, 신체외모적 자아존중감, 성격적 자아존중감, 신체능력적 자아존중감, 교사관련 자아존중감의 7개 하위 영역으로, 그리고 학교생활 적응은 담임교사 적응, 교우관계 적응, 학습활동 적응, 규칙준수 적응, 학교행사 적응의 5개 하위 영역으로 구분하여 측정하여 애착이 성별, 경제 수준, 부모 교육 수준, 학생의 성적에 따라 차이가 있는 지를 검증하고, 부·모·또래 애착이 자아존중감과 학교생활적응에 미치는 영향을 살펴본 후 자아존중감이 애착과 학교생활적응의 매개변인으로 작용하는 지를 분석하였다.본 연구의 결과는 다음과 같다.첫째, 성별, 경제 수준, 부모 교육 수준, 학생 성적에 따른 부·모·또래 애착 수준의 차이를 보면, 부애착에서 여학생은 신뢰감, 남학생은 의사소통에서 애착이 높았고, 모애착에서는 차이를 보이지 않았으나, 여학생이 의사소통에서 높은 평균을 보였다. 또래애착은 남학생에 비해 여학생의 애착이 높았다. 모애착과 또래 애착에서 여학생이 남학생보다 애착이 높았으나 부애착에서는 성별 차이가 없었다. 가정 경제 수준에 있어서는 가정의 경제 수준이 높을수록 부·모 애착이 높았으나 신뢰감은 경제수준이 낮을수록, 의사소통은 경제수준이 높을수록 상대적으로 높게 나왔다. 또래애착은 경제수준이 낮을수록 높게 나타났다. 부모 교육 수준에서는 차이가 나타나지 않았으나 모 교육수준이 높을수록 모애착이 높고, 모 교육수준이 낮을수록 또래애착이 높은 것으로 나타났다. 학생의 성적수준에 따른 부·모·또래 애착은 성적이 상위권인 학생들이 높게 나타났다.둘째, 부·모·또래 애착이 자아존중감에 미치는 영향은 모두 의미있는 것으로 나타났다. 부모와 의사소통면에서 애착이 잘 형성될수록 자아존중감이 높았다.셋째, 부·모·또래 애착이 학교생활적응에 미치는 영향을 보면, 학교생활적응에 부·모·또래 애착이 모두 영향을 주는 것으로 나타났다. 즉, 부·모·또래 애착이 높을수록 학교생활적응도가 높았다.넷째, 자아존중감이 학교생활적응에 미치는 영향도 의미있는 것으로 나타났고, 자아존중감 하위영역 중 학업자아감이 높을수록 학교생활적응도가 높은 것으로 나타났다.이러한 연구 결과를 통해 부·모·또래 애착과 자아존중감 및 학교생활 적응은 서로 상관관계가 높다는 것을 알 수 있었으며, 부모와의 애착 형성이 높을수록 청소년들의 자아존중감 및 학교생활 적응이 높은 것으로 나타났다. 따라서 유아기부터 부모와의 안정되고 만족스러운 애착은 아동기, 청소년기를 성공적으로 보내고 더 나아가 성인이 된 후에도 건강한 삶을 영위할 수 있음을 이 연구 결과는 시사하고 있다.

다국어 초록 (Multilingual Abstract)

This study investigated 650 middle school students of schools located in Seoul through a survey method in order to find out the effect of middle school students' attachment with parents and peers on their self-esteem and school adjustment. The students' attachment with parents and peers were divided into 3 sub-factors that are communication, trust and sense of alienation. The students' self-esteem was divided into 7 sub-factors; academic and general self-esteem, friend-related self-esteem, family-oriented self-esteem, physical appearance self-esteem, personality self-esteem, physical ability self-esteem and teacher-related self-esteem. Also, the study divided the students' school adjustment into 5 sub-factors and these are teacher adjustment, peer adjustment, study adjustment, regulation adjustment and school event adjustment. The study analyzed the above sub-factors and verified if the students' attachment differs by gender, economical standard, parents' education level and students' grade. Also, the study looked into the effects of students' attachment with parents and peers on their school adjustment in order to analyze if the students' self-esteem works as a parameter of attachment and school adjustment of the students.The followings are the results of the study.First, the study investigated the difference in students' attachment with parents and peers by gender, economical standard, parents' education level and students' grade. The result showed that in students' attachment with fathers, female students showed high attachment in trust and the male students high attachment in communication. There was no difference in attachment with mothers but female students showed a high average in communication. As for peer attachment, female students showed high attachment than male students. In mother attachment and peer attachment, female students showed higher attachment than male students but there was no difference in father attachment. As for the difference by economical standard, the students showed high attachment with parents when the family economical standard was high but their trust was high when the economical standard was low. Also, communication was high when the economical standard was high. Their peer attachment was high when the economical standard was low. There was no difference by parents' education level but the students' mother attachment was high when the mother had a high education level and the students' peer attachment was high when the mother had a low education level. The students' attachment with parents and peers was high with the students of higher grades.Second, the study showed that students' attachment with parents and peers had a significant effect on students' self-esteem. The students' self-esteem was high when the attachment in communication with parents was good.Third, the effect of students' attachment with parents and peers on students' school adjustment was analyzed and the result showed that students' attachment with parents and peers all had an effect on students' school adjustment. In other words, high attachment with parents and peers means better school adjustment.Fourth, the effect of students' self-esteem on their school adjustment was significant and high academic self-esteem produced better school adjustment.Fifth, the study showed that students' self-esteem worked as a parameter of attachment and school adjustment. As for peer attachment, the students' self-esteem worked as a parameter more than the students' attachment, showing that it had a significant effect on their school adjustment.These results show that students' attachment with parents and peers, self-esteem and school adjustment have a high correlation. Also, the results show that high parent attachment means high self-esteem and school adjustment of teenagers. So, the study suggests that stable and satisfactory attachment from the babyhood will allow the students to pass their childhood and adolescence successfully and even when they grow up, they will lead a healthy life.