부모의 언어통제유형과 학령기 아동의 자기통제력이 학교적응에 미치는 영향 = Effects of Parents' Linguistic Control Pattern and School Children's Self Control on School Adjustment

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of parents' linguistic control pattern mediated by children's self control on school adjustment according to their gender and school year. This study ultimately intended to provide various suggestions which can be applied for parents-teacher education program and children-family counseling.

Subjects of this study consisted of 650 school children (313 fifth-grade students and 337 sixth-grade students) drawn from 4 elementary schools in Chungbuk province. Data were analyzed by frequency, percentage, Cronbach α, t-test, ANOVA with Tukey post-hoc test, and correlation using SPSSWIN program. The theoretical model was separately tested according to school children's gender and school year using LISREL Ⅷ package.

The results of this study were as follows:

First, boys perceived more father's imperative linguistic control than girls. When fathers had low education level, children perceived more father's imperative linguistic control those who had high levels. Girls and 5th grade students perceived more father's person-oriented linguistic control than boys and 6th grade students. Also girls and 5th grade students perceived more mother's person-oriented linguistic control than boys and 6th grade students. When fathers had high education level, children's self-control showed more higher those who had low levels. School-peer adjustment and school-instruction adjustment showed more higher in girls while there were no difference in school year.

Second, for boys, parents' imperative linguistic control affected to school-instruction adjustment and school-teacher adjustment directly. Parents' position-oriented linguistic control affected to school-teacher adjustment, school-peer adjustment, and school-instruction adjustment directly mediated by children's self-control. Parents' person-oriented linguistic control had an indirect effect on school-peer adjustment, school -instruction adjustment, school-teacher adjustment mediated by children's self -control.

Third, for girls, parents' person-oriented linguistic control directly influenced on school-peer adjustment, school-instruction adjustment and school-teacher, and indirectly affected school-peer adjustment, school-instruction adjustment, and school-teacher mediated by children's self -control.

Fourth, For 5th and 6th grade students, father's position-oriented linguistic control and person-oriented linguistic control affected to school-peer, school-instruction and school-teacher adjustment mediated by children's self-control.

Fifth, for fifth grade students, mother's imperative linguistic control and person-oriented linguistic control affected to school-peer, school-instruction and school-teacher adjustment mediated by children's self-control. For sixth grade students, mother's imperative linguistic control and position-oriented linguistic control directly influenced on school-teacher adjustment, and person-oriented linguistic control directly affected to school-peer and school-instruction adjustment. In addition, mother's position-oriented linguistic control and person-oriented linguistic control indirectly affected to school-peer, school-instruction and school-teacher adjustment mediated by children's self-control.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 5
• 3. 연구모형 6
• Ⅱ. 이론적 배경
• 1. 학령기 아동의 학교적응 8
• 2. 부모의 언어통제유형과 학교적응 11
• 3. 부모의 언어통제유형과 아동의 자기통제력 16
• 4. 아동의 자기통제력과 학교적응 18
• Ⅲ. 연구방법
• 1. 연구대상 21
• 2. 측정도구 22
• 3. 자료분석 24
• Ⅳ. 결과 및 해석
• 1. 조사대상자의 일반적 배경 25
• 2. 일반적 배경에 따른 부모의 언어통제유형, 아동의 자기통제력 및 학교적응 27
• 3. 성에 따른 부모의 언어통제유형, 아동의 자기통제력 및 학교적응에 관한 경로모델 30
• 4. 학년에 따른 부모의 언어통제유형, 아동의 자기통제력 및 학교적응에 관한 경로모델 44
• Ⅴ. 논의 및 결론
• 1. 요약 및 논의 59
• 2. 결론 및 제언 66
• 참고문헌 69
• Abstract 81
• 질 문 지 84